Mrs Tash Hawkins
Clinical Nurse Educator
University of Newcastle Department of Rural Health
- Phone:(02) 40551903
I have worked as a Nurse Academic for the University of Newcastle Department of Rural Health since 2009. In this position my goal is to gain, train and retain undergraduate nursing students into the positions of registered nurses within the rural health sector. I have the privilege of working closely with undergraduate nursing students and i provide support to them while on clinical placement. I am also there to support their smooth transition into the workforce following graduation.
- Bachelor of Nursing, Griffith University
- Clinical Nursing
- Graduate Nurses Transition
- Horizontal Violence
- Nursing Culture
- Undergraduate Nursing Clinical Education
- English (Mother)
Fields of Research
|111099||Nursing not elsewhere classified||100|
Preparation for Clinical Practice
Faculty of Health, University of Newcastle
|Tutor||1/02/2017 - 1/07/2017|
For publications that are currently unpublished or in-press, details are shown in italics.
Journal article (4 outputs)
Hawkins N, Jeong S, Smith T, 'Coming ready or not! An integrative review examining new graduate nurses' transition in acute care', International Journal of Nursing Practice, 25 (2019)
© 2018 John Wiley & Sons Australia, Ltd Aims: To synthesize the scientific evidence about new graduate nurses' transition to practice in the acute care setting and cons... [more]
© 2018 John Wiley & Sons Australia, Ltd Aims: To synthesize the scientific evidence about new graduate nurses' transition to practice in the acute care setting and consider implications for nurses and nursing practice. Background: Despite the vast amount of literature on new graduate nurses' transition to practice, the transition of new graduate nurses is a global issue and remains at the forefront of discussions within the nursing community. Design: An integrative review. Review Methods: A search of evidence-based research from seven electronic databases (CINAHL, MEDLINE, ProQuest, Cochrane, JBI, Wiley, and Scopus) was conducted for the period of 2006-2016. Eligible articles were critically reviewed and scored using the Mixed Methods Appraisal Tool (MMAT). Results: Twenty-six articles were reviewed, which included 19 qualitative, five quantitative, and two mixed methods studies. ¿The Experiences¿ are described in three themes: Dominated by fear but feeling a sense of accomplishment and satisfaction; Reality vs Idealism; and Adjusting to nursing life. ¿The Factors¿ are described under three themes: Personal, Professional, and Organizational. Conclusion: The transition experience of new graduate nurses is complex and multidimensional and highlights that ¿it takes a village¿ to grow and support new graduate nurses.
Hawkins N, Jeong S, Smith T, 'New graduate registered nurses exposure to negative workplace behaviour in the acute care setting: An integrative review', International Journal of Nursing Studies, 93 41-54 (2019) [C1]
© 2019 Elsevier Ltd Background: Negative workplace behaviour among nurses is a globally recognised problem and new graduate nurses are at high risk for exposure. Negative behaviou... [more]
© 2019 Elsevier Ltd Background: Negative workplace behaviour among nurses is a globally recognised problem and new graduate nurses are at high risk for exposure. Negative behaviour has detrimental effects on new graduate nurses, the nursing profession and patients. Objectives: To synthesise evidence on negative workplace behaviour experienced by new graduate nurses in acute care setting and discuss implications for the nursing profession. Design: An integrative review guided by Whittemore and Knafl's (2005) framework. Data sources and review methods: A search of evidence-based research from five electronic databases (CINAHL, MEDLINE, ProQuest, JBI and Scopus) was conducted for the period of 2007-2017. Eligible articles were critically appraised using the Mixed Methods Appraisal Tool. Results: Eight qualitative and eight quantitative studies were identified and reviewed. There was a variety of terms and definitions used to describe the disrespectful, unprofessional and uncivil targeted behaviour towards new graduate nurses. The incidence of negative workplace behaviour varied from 0.3% as a daily occurrence to 57.1% experiencing sporadic exposure. The precipitating factors included the new graduates¿ perceived lack of capability, magnifying power and hierarchy, leadership style and influence of management. The negative behaviour was identified as either a personal or professional attack, which left new graduates feeling emotional distress, anxiety or depression, which in turn impacted upon job satisfaction, cynicism, burnout, and intention to leave. The lack of a definitional consensus and the range of negative workplace behaviour make identification, seeking assistance and intervention difficult. Specific or ongoing organisational support to address negative behaviours towards new gradute nurses was not identified. Instead, the way they used to deal with these behaviours were personal. Conclusion: Negative workplace behaviour towards new graduate nurses continues to be an international problem. Available studies are descriptive and exploratory in nature and there have been few effective strategies implemented in acute care setting to address towards new graduate nurses. Multi-level organisational interventions are warranted to influence the ¿civility norms¿ of the nursing profession. With a new understanding of the theoretical underpinnings of negative workplace behaviours towards new graduate nurses and the identification of limited intervention studies being undertaken, the nursing profession is provided with new directions in their future endeavours.
|2018||Hawkins NL, 'A successful transition from the city to a quiet life on the farm', Australian Nursing & Midwifery Journal, Volume 26 26-26 (2018)|
|Show 1 more journal article|
Conference (2 outputs)
|2019||Hawkins N, Edgar A, Weiley S, 'Trailblazing - making tracks in the bush - our mission to gain, train and retain nurses in regional and rural areas', Hobart, TAS (2019)|
|2015||Hawkins N, Marley R, Dutton R, Boyce L, 'Learning together to work together - Using interprofessional education to increase student awareness of teamwork and communication', Newcastle (2015) [E3]|