¶ … Nursing Theory The broad definition of the term 'theory' is development and elucidation of any aspect or field of cognition. Theory then is a collection of interrelated propositions that must forecast, describe, influence, or explain events. Theories of learning have attempted to offer explanations about learning as well as its application. In the last century, educational researchers and psychologists have postulated a number of theories to account for how people attain, organize and apply knowledge and skills. Rather than offering a specific theory, educational psychology provides multiple approaches and theories about the process of learning and the motivation for change and learning in individuals. Understanding theories of learning, (essentially educational psychology), is central to the field of education, for enabling nursing educators to offer an atmosphere conducive to learning, enhancing the educational system's efficiency and education harmonization. In the previous century, learning theory formulation and assessment has greatly facilitated the understanding of how individuals, as well as modifications in the modes of thinking, behavior, and feelings, can be identified. A focus on learning and the nature of learning is essential for individuals handling training and teaching issues. Learning theories represent the basis of the principles and structure revolving around the explanation and description of learning by individuals (Aliakbari, Parvin, Heidari, & Haghani, 2015).

Furthermore, professionals in the health sector should demonstrate the routine utilization of clear reasoning and theories in instructional activities, personnel training, exchanges with clients and patients, education continuation, health promotion initiatives, and management, particularly in the present healthcare system. Aside from an individual's profession, knowledge about the process of learning affects their everyday life. Learning theories may be employed at the individual, group or community level, for comprehending and acquiring knowledge of novel concepts as well as for solving problems, altering health habits, controlling emotions, influencing behavior development, and constructive communication (Aliakbari, Parvin, Heidari, & Haghani, 2015).

Mid-Range Theories

Middle range theory talks about a narrowly defined and concrete phenomenon. The predictions, explanations and descriptions that are put forward in the middle range theory intend to provide answers to the questions related to the phenomenon of nursing, but even then they do not cover the entire phenomenon range concerning the discipline. This theory gives a direction from which to see the complication situations and a perspective for the interventions (Ahmed, n.d.).

Transition Theory

Environmental or individual changes and critical events initiate transitions. The experience associated with it starts immediately after a change or event is anticipated. While people invariably encounter several changes all through their life, which spark internal processes, nursing professionals come across individuals undergoing transitions if and when they are connected with their well-being, health, and capacity of caring for themselves. Additionally, nurses face environments, which facilitate or hinder individual, familial, population, or communal transitions. For the purpose of structured and well-defined dispensation, having frameworks that offer direction as well as coherence for posing questions and developing research plans is beneficial (Meleis, 2010).

Transition in nursing occurs at every phase of development starting with the graduates who have to risk being misshaped under the workload strain and expectations of the work environment. Being a student, it was not easy for me to adopt the different transitions while learning everything. The tasks provided to me required time and energy enough only to complete them while experiencing the overwhelming feelings of anxiety. As the level grew up, we were required to advance our skill competency and knowledge level while also gaining comfort in the professional responsibilities and roles. Furthermore, the twelve initial months of my career in which I had to reunite with the larger community as well as separate my role from the already developed practitioners required a complete different transition. This entire journey helped me through different transition stages which involved engaging, exploring, rediscovering, separating, revealing, questioning, adjusting, concealing, performing, learning and anticipating (Duchscher, 2015).

Description of the problem/issue

Individuals, during their lifetime, go through numerous transitional stages which involve huge personal resource mobilizations for handling the stresses brought about by change. Role changes, loss of any role and the attainment of new roles are especially important for nursing professionals, since sickness and health, developmental stages, and situational changes immediately trigger several key role changes. In the context of nursing, role supplementation refers to a deliberative process by which role inadequacy or likely role inadequacy is perceived by the bearer of the role and their significant...

Further, role supplementation may be described as the expression of experience or communication of information essential for bringing role bearers and their significant others to total awareness in regard to expected behavioral patterns, sentiment, units, sensations and aims associated with individual roles and their complement. It encompasses requisite experience and knowledge that give emphasis to increased awareness of personal and other people's roles and relational dynamics. It also involves informal and official/formal roles and role conceptions (Meleis, 2010).
In the nursing context, role supplementations can be therapeutic as well as preventive. Role supplementation that is applied in role clarification for individuals who anticipate transition functions in a preventive manner. Public health nursing professionals are largely involved in this form of role supplementation when dealing with pregnant women. However, such efforts are not always initiated in a timely or adequately systematic way for preventing the development of role insufficiency. Meanwhile, therapeutic form of role supplementation is employed in cases wherein role insufficiency already manifests itself. For instance, a client with suicidal thoughts who suffers disaffection and indifference following retirement can profit from therapeutic form of role supplementation. Here, reminiscence groups, new groups, and alternative novel roles can be incorporated into the client's role supplementation intervention (Meleis, 2010).

Lack of competent supporters and preceptors was found to be a factor in the inadequate preparation of nurses for transition. It was discovered that access to competent supporters and preceptors could aid inexperienced staff members in effectively managing transition-linked complexities and issues. Thus, providing supporter- and preceptor- mediated training to nurses would prove to be a sound strategy to enhance their coping ability and get them prepared for transitions. A second element that impacts nurses' handling of transition was weak professional relationships. Another report stated that problems with communication are responsible for nurses resorting to inefficient defense mechanisms like silence, irritation, and isolation, which successively, exacerbate the situation, impeding their handling of transition. The above research also indicated that perceived support levels affected transition handling of nurses significantly. Often, insufficient support to nurses at the time of transition is linked to job dissatisfaction and burnout. Dyess and Parker, in their 2012 work, write that the professional skills of nurses, their job retention, and ability to deal with change are positively influenced by educational support.

Case Study: From band six staff nurse to ward leader

Karen Jackson, Laura Hemmings, and Tara Al Sadoon were three senior staff nurses who attended a transition program to become ward nurses. As staff nurses, they were not provided with open opportunities to share their ideas and put them to practice; they also lacked confidence and were not added in the different meetings that took place. Even when they were, they were not allowed to speak up or share their ideas, so when they got an opportunity to attend the program, they readily agreed. Karen, Laura and Tara had visions but as they were not allowed to practice them, they did not have the confidence to carry them out (Nursing Practice, 2014).

The one year opportunity of trying out the role of ward sisters boosted their confidence and built up courage to think positively and step out from their comfort zone to seriously lead their roles. Karen, Laura and Tara did not get formal preparation for this and learnt everything by observing other ward sisters. At the start of the program, they felt the pressure of the responsibility for their team's reputation as well as the trust of the war, but with time and support from other ward sisters and the line managers, all three of them learnt new skills and enhanced their knowledge (Nursing Practice, 2014)..

Throughout the process, they went through emotional and difficult days but with all the support they found their way. During the entire journey, Karen, Laura and Tara adopted the challenges and transitioned from the staff nurses to the role of ward sisters which has helped them to learn the different techniques, develop and support their staff and ensure that they get the best out of their teams by inspiring and coaching them. They have also transitioned to have better insights than before and trust their work and position to carry them out. After being ward sisters for more than three years, they feel confident resulting in a much better care for their patients (Nursing Practice, 2014).

Concepts and Principles from Theory of Transition

Research findings indicate that elements like personnel development and training, perceived support, professional relationships, welfare services, shortage of nursing staff, and professional commitment and accountability impact nurses' ability to…