History 17-a American history Essay Example for Free

History 17-a American history Essay Known as the American experiment in liberty and equality, the Civil War of America is supposed to be a major turning point in American history. Originated due to slavery, this war was first revoke from American citizens to acquire the right of liberty and equality. By the war, slavery was extinguished in America. Beginning of nineteenth century was much different from the eighteenth century; this was a revolutionary era in which industrialism was rising against agriculture, nationalization against state particularization and desire of freedom was heading against slavery. However, this moral idealism is not believed as an appropriate reason for the war. In accordance with some historians, it is also called as the war of power and economical affluence. It is said that South was economically abundant than the North. It was making good money in trade and commerce in comparison of North. North was not ready to accept this fact and this resulted as the Civil War. By the time of war, South occupied an area as large as Western Europe and ‘North’ has a strategic assignment to invade and conquer the southern confederation. In this war, southerners were fighting for independence, self-determination, self-government and preservation of life. Nevertheless, results of this war became the decision points for American history as the war grown the offspring of Nationality in Northerners. Southerners wanted to be separated from the American Union and Northerners were not is the support of that. In the battle against southerners, few incidents worked as the turning points of Civil War and American History as well. As instance, Northern Unions hold on Kentucky and Border States in considered as the first turning point of American civil war. This was of a great importance for Northerners. Even president of the nation, Abraham Lincoln said that ‘I can’t think of loosing Kentucky’, Kentucky was a southern state. Considered as the first modern war, the civil war of America made the nation, which is known as ‘United States of America’. During this war, Abraham Lincoln was mainly focused on Border States. He was not in favor of self-government in these states. Border States were extremely crucial for Northerners, as these states were physically separating Northern Union and Southern Confederacy. Bull Run is taken as another major defining moment in the history of Civil War. This was a land battle. This battle was full of anticipations and both sides were sure about their victory. However, Northerners managed to win this was a Herculean task for them and it was an end of southern hopes to set the self-government. Union capture on Mississippi, Forts Henry and Donelson in February 1862 is also considered as the major turning point in Civil War. It was first significant victory of union. Victories in Battle of Anteitam and Battle of Gettysburg made unions to move more rapidly in the direction of uniting American states. A defeat of Confederacy in the Battle of Chattanooga is taken as one of the most prominent turning point of Civil War. In this war Union reduced Confederacy to the Atlantic coast. This opened the way for Sherman’s Atlanta Campaign. Two incidents that took place in 1864 are taken as the last nail in the coffin of southern confederacy’s desire of self-government, independence and self-determination. These two incidents were Union capture on Atlanta and reelection of Abraham Lincoln. Both incidents respectively took place in September 1864 and November 1864. Civil War: the First Modern War American Civil War is taken as the first modern warfare. Confronted with various viewpoints and issues, this war is marked as the well mobilized war of the modern age. In accordance with historians, it deserves to be the first modern war due to its two important reasons. First reason is its technological advancements and another is a great change in the logistics and tactics applied in the battlefield. Northern generals Ulysses S.  Grant and his sub-ordinates applied strategies those were far ahead from the war approaches applied by the time. The morality war of Northern Americans against Southerners also resulted in many mesmerizing innovations, those helped in nation moving at the forefront from rest of the world. Cannons, rapid fire guns, Gatling gun, telegraphs and aerial warfare are considered as some of the stirring innovations of Civil War period. The civil war also worked as the rapid fire in the growth of American economy. It is also said that this was the beginning of American supremacy. This war was the first war in which army was not involved in killing on one-to-one manner. It was entirely technical. Both Unions and Confederacy army troops were relying on technical weapons instead of traditional ones. This was the first time when air warfare and sea warfare modes were also used. This war was the first war when a strategy of destruction was used and it also boosted he idea of unconditional surrender in the battle-field. In this was Union troops used telescopes and air-balloons to locate the position of enemy. Civil War of American History is known as first war due to it’s a completely foreign planning in accord with the world of nineteenth century. Following reasons the major basis of knowing this was as the first modern war- Railroads: Invention of railroad played a very important role in supplying armies with food, bullets, and soldiers. These cars were armed with weaponry. Hospitals: This was the first time when hospitals were set in battle field. Women s uch as Clara Barton and Dorothea Dix worked in these hospitals to give medical treatments to inured soldiers. Nevertheless, by the time medical knowledge was not advanced as today and mortality rate of soldiers due to disease was greater than their death in battle field. This was the first time in the context of using dogs as armor. Photography and Telegraph- by the time ‘Photography’ and ‘Telegraphy’ science had been introduced. Army troops used the science of photography is taking pictures of enemy position and Telegraph helped them in sending urgent messages. This is considered as a boon created from the devastation of Civil War. Secret Service: Both sides employed highly structured spy service to gain knowledge of army movements. Women and slaves played major role in this. Personnel: Numbers of African Americans fought in the Civil War was not less, most of them participated in the war from the side of Union army. They often fought in regiments those were separated out regiments. This was the first time when they had an identity of soldiers other than slaves. An ambitious win for Abraham Lincoln, civil War was the first time when rights of equality were believed to be a reason of war.

Free Grendel Essays: Good Requires Evil :: Grendel Essays

Good Requires Evil in Grendel The classic struggle of good versus evil is taken from a different perspective in Grendel, a story in which John Gardner demonstrates that neither one can exist without the other. As in the parallel comparison of beauty to ugliness, it can be seen that good and evil are only identifiable in their contrast of one another. If there was nothing defined as beautiful, for instance, nothing could be ugly. There would be no such concept. Similarly, having no definition of good would make evil, too, a non-existent idea. In Grendel, Gardner grasps this thought, and maximizes its importance with the help of a horrendously confused monster and the society that he terrorizes. Throughout the novel, this monster, Grendel, seems confused as to whether he wants to view life like his existentialistic dragon mentor, or like the ignorantly optimistic humans on which he feeds. At times he is captivated by the romantic songs of the Shaper, and feels no desire to kill, while at others he thrives on the "knowledge" of the dragon, and goes on bloody rampages. At one point during Grendel's insecure state, the dragon tells him something that changes his outlook, and gives him a new feeling of self-worth. "You improve them, my boy! Can't you see that? yourself? You stimulate them! You make them think and scheme. You drive them to poetry, science, religion, all that makes them what they are for as long as they last. You are, so to speak, the brute existent by which they learn to define themselves. The exile, captivity, death they shrink from--the blunt facts of their mortality, their abandonment--that's what you make them recognize, embrace! You are mankind, or man's condition: inseparable as the mountain-climber and the mountain." (72-3) In short, the dragon is saying, "You are evil and they are good, but the only thing that makes them good is you." In this statement, it is apparent that good and evil have inseparable, yet undefinable boundaries, and are actually two in the same. Grendel's evilness motivates the fearful people to work, to strive, to think, and to overcome their problems. In this, however indirect or abstract it may seem, Grendel is actually producing good. Amazingly, he manages to be both evil and good at the same time. On the other hand, it is obvious that "evil" Grendel could not survive without the "good" humans. Free Grendel Essays: Good Requires Evil :: Grendel Essays Good Requires Evil in Grendel The classic struggle of good versus evil is taken from a different perspective in Grendel, a story in which John Gardner demonstrates that neither one can exist without the other. As in the parallel comparison of beauty to ugliness, it can be seen that good and evil are only identifiable in their contrast of one another. If there was nothing defined as beautiful, for instance, nothing could be ugly. There would be no such concept. Similarly, having no definition of good would make evil, too, a non-existent idea. In Grendel, Gardner grasps this thought, and maximizes its importance with the help of a horrendously confused monster and the society that he terrorizes. Throughout the novel, this monster, Grendel, seems confused as to whether he wants to view life like his existentialistic dragon mentor, or like the ignorantly optimistic humans on which he feeds. At times he is captivated by the romantic songs of the Shaper, and feels no desire to kill, while at others he thrives on the "knowledge" of the dragon, and goes on bloody rampages. At one point during Grendel's insecure state, the dragon tells him something that changes his outlook, and gives him a new feeling of self-worth. "You improve them, my boy! Can't you see that? yourself? You stimulate them! You make them think and scheme. You drive them to poetry, science, religion, all that makes them what they are for as long as they last. You are, so to speak, the brute existent by which they learn to define themselves. The exile, captivity, death they shrink from--the blunt facts of their mortality, their abandonment--that's what you make them recognize, embrace! You are mankind, or man's condition: inseparable as the mountain-climber and the mountain." (72-3) In short, the dragon is saying, "You are evil and they are good, but the only thing that makes them good is you." In this statement, it is apparent that good and evil have inseparable, yet undefinable boundaries, and are actually two in the same. Grendel's evilness motivates the fearful people to work, to strive, to think, and to overcome their problems. In this, however indirect or abstract it may seem, Grendel is actually producing good. Amazingly, he manages to be both evil and good at the same time. On the other hand, it is obvious that "evil" Grendel could not survive without the "good" humans.

From Traditional Marketplace to Tomorrow’s Marketspace

Focusing on past mergers that were unsuccessful, we will investigate the major cultural issues these companies faced that were the biggest obstacles jeopardizing their success. We will then be able to identify which cultural issues are most important for mergers of the future to succeed. The second part of our paper will talk about virtual conferencing, and the large position it will play in tomorrow's teams. Bringing this together, our discussion will focus on the positive and negative effects virtual teams can have on a merging company's culture. After presenting both sides, our ultimate goal will be to cite the more important roles the virtual teams of tomorrow must play, in efforts to create and maintain a strong and successful common culture among merging companies. The increase of Internet usage, combined with the latest e-commerce craze has changed the way most companies are doing business today (Knox 26). Companies that are not in the dot-com domain now desire to take part in the e-commerce world. Many industries are moving their business from the traditional marketplace to the highly sophisticated marketspace; the AOL/Time Warner merger is an example of this. Today, merging has become the answer to how businesses are going to increase and retain their competitive advantage. Once a company merges it becomes an even bigger powerhouse. This raises one company's market share tremendously, allowing it to stand tall against competing firms (Fairlamb 20). Now, other companies in the same industry need to search harder to reestablish their competitive niche. This is done most of the time through additional acquisitions of similar competing firms within the industry. Unfortunately a lot of mergers are doomed for failure. While sales figures and bottom lines play a big part in the execution of a successful merger, they are only one piece of the puzzle (qtd. in Pacific). Along with number crunching comes culture, the true heart of the company. Every company's culture is unique. Different personalities, ways of doing things, expectations, and ways of defining success are some examples. Even the information technology a company possesses is as much a part of a company's culture, as the people using it. Bringing together two or more companies that may have entirely different corporate culture forms an acquisition. With technologies latest advancement, companies have the ability to be brought together on an entirely new plateau. Virtual conferencing is redefining the way people are able to work together (Seanet). Through virtual teams people can primarily interact electronically. There are several reasons to create virtual teams. Specifically, teams may be distributed because of the new realities facing organizations such as: organization-wide projects or initiatives, and alliances with different organizations, some of which may be in other countries. There are also mergers and acquisitions, which we will pay close attention to, as well as the desire of many people and government organizations for telecommuting. These are a few of the many reasons why people will look to create virtual teams as their primary way of conducting business. Functional integration teams charged with the idea of knitting together two or three preexisting functions usually leads to turf protection, infighting, and special interest pleading. Planning for success, a lot of companies use a creation approach. Creating a comprehensive future-centered vision and strategy that defines the new organization. Together a new set of cultural behaviors and norms will be develop that are consistent with the accomplishment of the strategic goals, as well as creating a workforce passionately committed to the new organization's values, vision, objectives and ultimate success. There are many reasons why we chose virtual conferencing and how it will effect the important aspects of culture within merging companies. As future business people of America this is an issue that we will be faced with. In a time when job security seems to be approaching an all time low, it is important to know what we are going to be up against. Having a better idea of what is happening around us will be useful as we troop forward in efforts to create our own niche in this extremely competitive world. While this is a required project for us, we feel that we should take it for everything that it is worth, bettering ourselves as a result.

Effective strategies in supporting student nurses through the transition to newly qualified nurse. - Free Essay Example

Sample details Pages: 8 Words: 2399 Downloads: 10 Date added: 2017/06/26 Category Medicine Essay Type Research paper Did you like this example? Example Nursing Essay It is estimated that approximately 60% of the nursing workforce consists of newly qualified nurses: consequently there is much literature that examines the transitions that individuals experience as they progress from the student nurse to the newly qualified nurse (Whitehead, 2001; 2011). The recruitment and retention of nurses globally is a major issue, and hence healthcare systems need to address how best to ensure smooth transition into the professional nurse role to ensure newly qualified nurses successfully adjust into their new roles (Duchscher, 2008). In facilitating such transitions, great emphasis has been placed upon providing effective work environments in which newly qualified nurses can be best supported through the use of supervisors and preceptorship, and in having their views acknowledged and valued (Department of Health, DoH, 2008; Nursing and Midwifery Council, 2006). Don’t waste time! Our writers will create an original "Effective strategies in supporting student nurses through the transition to newly qualified nurse." essay for you Create order Indeed the policy paper, A High Quality Workforce (DoH, 2008) specifically acknowledged the role that the National Health System must adopt in improving not simply the quality of care but also the quality of support offered to NHS staff. Key DoH (2008) recommendations were placed on establishing more effective nursing training to ensure newly qualified nurses were better prepared for the realities of nursing practice, and providing avenues for appropriate continued professional development. However, studies still highlight that in reality, newly qualified nurses experiences are not aligned with these recommendations and nurses are still experiencing great challenges and difficulties in adjusting to the newly qualified nurse role (Mooney, 2007; Nash et al. 2009). The aim of this essay therefore is to examine the challenges that newly qualified nurses experience as they make their transitions into professional nursing practice, and to explore particular evidence based strategies to fac ilitate effective adjustment to their new role. Nursing role transitions The difficulties that student nurses experience in making the transition to newly qualified nurse has been highlighted by both the Department of Health (DoH, 2007) and the Nursing and Midwifery Council (NMC, 2006) who raise concerns around whether such nurses are being appropriately prepared to feel confident and competent in their new nursing positions. As the NHS ethos of the 6 Cs of care demonstrates, competence, and the courage to act with confidence, alongside communication, collaboration and continuity, are essential aspects of the nurses role in order to practice effectively (NHS, 2013). The literature indicates however that student nurses are simply not being effectively supported by both the NHS health care system and pre-registration training, which is leading to ineffective training which results in poorly prepared student nurses with expectations that do not translate into their actual new professional nursing roles (Mooney, 2007; OShea and Kelly 2007). As Clark and Hol mes (2007, p.1211) state, nursing education does not offer students the knowledge, skills or confidence necessary for independent practice. As OShea and Kelly (2007) also highlight, newly qualified nurses transitions are further challenged by little knowledge of the diverse roles qualified nurses engage within, such as managerial, leadership, decision-making and clinical duties. Studies however reveal that amongst newly qualified nurses there are similar, shared personal values based on altruistic values of desiring to help, care and support patients, which promotes the person-centred model of care (DoH, 2000). However studies highlight that in practice, organisational constraints (Lack of time and staffing problems) combined with managers high expectations create challenges for new nurses in implementing theoretical knowledge and personal values into practice (Mackintosh, 2006). Therefore there is much need to determine key strategies that can promote effective transitions for nurs es to help them to negotiate new positions as newly qualified nurses that prevent disillusionment, frustration, stress and potential burnout (Mackintosh, 2006). The shock of transition Duchscher (2008) identifies two key processes, those of socialisation and professionalisation, that occur as student nurses adjust to becoming a newly qualified nurse, Duchscher states that in order for nurses to effectively adjust to the transition they must modify their professional and personal values so that they are more aligned with the actual role. Duchscher (2008) argues that these changes result in nurses experiencing a process of intellectual, emotive personal, professional, role, skill and relationship transitions, which lead to new understandings, expectations and, subsequently, experiences. Studies corroborate this by highlighting that the first three months of becoming a newly qualified nurse have been reported by such nurses to be a sharp shock, as prior expectations of theory-based nursing are challenged by having such ideals of person-centred care made often impossible through different care practices expected within NHS settings being reinforced within health care teams (Kelly and Ahern, 2009; Hollywood, 2011). As multi-disciplinary teamwork in NHS care systems is a key aspect of NHS policy (DoH, 2010; NHS, 2013), newly qualified nurses can feel coerced into adopting different care practices that challenge their theoretical understanding of best practice, which can lead to tensions and, as studies reveal, could lead to distrust and poor staff morale (McDonald, Jayasuriya, and Harris, 2012). The literature evidences that newly qualified nurses who feel pressured to follow the practices of other staff can become desensitised to the use of poor practice through rationalising the need for such practice as a result of environmental pressures, such as time or staffing issues, which can lead to the nurse also adopting them (Mackintosh, 2006). Mackintosh (2006) highlights how this can lead to newly qualified nurses re-negotiating new nursing roles where personal values are re-assessed to enable adoption of similar practices, which serves to further reinforce the use of poor care within NHS settings. Consequently as Kelly and Ahern (2009) identified, it is no wonder that newly qualified nurses report finding the transitional process overwhelming and stressful, confirming Mooneys (2007) findings that nurses are unprepared and experiencing unexpected difficulties. Whitehead (2011) and Scully (2011) argue that such difficulties are a result of a theory-practice gap, which leads to nurses experiencing a conflict amongst theoretical, personal and professional values (Maben, Latter and Clark, 2006). Mooney (2007) confirms this in research conducted with newly qualified nurses that reported that pre-registration training did not prepare them for the realities of actual practice. Mooney (2007) also demonstrated how the high expectations of staff-leaders and patients furthered nurses feeling of lacking skills and knowledge, as no accommodation was made for their newly qualified status and lack of experience, which led to stress and d isillusionment (Hollywood, 2011). As Maben et al. (2006) state, such treatment and lack of support places newly qualified nurses in vulnerable situations: they are at great disadvantage due to lack of experience and appropriate support strategies (Hollywood, 2011). Addressing stress and expectations Whilst studies highlight the difficulties that nurses experience in adjusting to the newly qualified nurse role (Whitehead, 2001; 2011), Edwards et al.(2011) reveal that appropriate support can minimise student nurses anxiety and help to build confidence through enhancing greater understanding of their role and staff demonstrating acceptance within nursing teams. However, Edwards et al. (2011) identify that staffing issues, staff attitudes and time constraints often lead to such nurses being unsupported, and can foster inequalities across NHS settings in the level of support provided. Scully (2011) emphasises that in order to provide appropriate support to newly qualified nurses, the political, social, and cultural barriers inherent in such a context must be addressed to help such nurses to overcome the theory-practice gap. As Fenwick et al. (2012) recommend, staff support needs to support a re-negotiation of newly qualified nurses expectations à ¢Ã¢â€š ¬Ã¢â‚¬Å" resulting from the oretical training à ¢Ã¢â€š ¬Ã¢â‚¬Å" to offer contexts in which discussions can be promoted that can address unrealistic expectations of the newly qualified nurses role so that what Kramer (1974) terms as reality shock is prevented. Theory-practice gaps, if strategies are not developed, can lead to segregation across newly qualified nurses and experienced staff, as when high expectations are placed upon newly qualified staff, they are unable to re-negotiate their new roles as they have no understanding of how their role can be limited by the particular socio-political and organisational constraints that can impede their practice (Maben et al. 2006). Supportive work environments Consequently the actual NHS environment and organisational culture in which newly qualified nurses find themselves can elicit a major impact upon how such nurses manage their transitions and forge a new self-identity and come to make sense of the role of the newly qualified nurse (Mooney, 2007; Whitehead, 2001). A key strategy promoted by the Nursing and Midwifery Council (NMC) (2006) is the employment of preceptors and supervisors to facilitate newly qualified nurses adjustment to their new practice settings (NMC 2006). Preceptorship within a nurses first year of professional practice can be utilised to highlight newly qualified nurses existing strengths and weaknesses, so that areas of development can be highlighted and addressed. However, it can also provide a valuable context in which fears, emotions and challenges can be discussed (NMC, 2006). Despite NMC (2006) recommendations however, the utilisation of preceptorship support strategies in practice is limited, with its use ac ross the NHS being fragmented and inconsistent. However the literature does demonstrate that preceptorship strategies can be very effective in supporting newly qualified nurses in successfully managing such transitions, with student nurses reporting that preceptorship facilitated easier transitions into clinical practice and helped them to negotiate better understandings of their new roles (Mooney, 2007). Whiteheads (2001; 2011) studies findings led to the recommendations that newly qualified nurses must have access to preceptorship, clinical supervision and some form of full time support so that difficulties can be addressed swiftly and reduce the number of newly qualified nurses living too hastily without appropriate discussion the nursing profession. As Whitehead (2011) states, social support and peer interaction can help to address and alleviate fears and stress through nurses being able to access appropriate emotional support and guidance at any time (Mooney 2007). A qualita tive study by Jonsen et al. (2012) examined the impact that providing preceptorship support elicited upon nurses successful transition into new practice, Jonsen et al. (2012) identified three key aspects, these being: preceptors; theory and practice; and reflection. Jonsen et als (2012) findings revealed that student nurses found the availability of support through preceptorship facilitated positive working environments which promoted feelings of security and yet fostered enhanced confidence and greater clinical effectiveness. As Jonsen et al. (2012) state, preceptorship provides contexts in which nurses are able to reflect upon their clinical practice experiences, which provides an environment in which students are able to balance theory with practice and personal with professional values, which facilitates better practice and confidence. Conclusion In summary, this essay demonstrates that to ensure student nurses adapt and make effective transitions to the role of newly qualified nurse, vital support is needed to offer appropriate supportive working environments, which can help nurses to re-negotiate the theory-practice gap. NHS settings need to acknowledge, accept and address the unique and individual needs of newly qualified nurses so that strategies can be employed that can facilitate continued professional development and encourage nurses to discuss their actual fears, issues and needs. The provision of preceptors and supervisors is essential to enable newly qualified nurses to have access to contexts in which personal and professional values can also be discussed so that they are able to not simply assimilate dominant practices inherent in the NHS setting but to also question them. Such strategies can thus offer newly qualified nurses context in which to reflect upon such practice experiences so that they can make sense of their new roles and re-negotiate new identities. It is therefore recommended that nurse training must address the potential transitionary difficulties that newly qualified nurses can experience to better prepare individuals for the realities of professional practice. NHS health care contexts must also promote greater access to preceptorship for newly qualified nurses to cater to the specific needs of newly qualified nurses. It is anticipated that through this development and a universal shift to enabling newly qualified nurses access to support such as preceptorship, newly qualified nurses can act with greater confidence and feel more supported in their clinical practice. References Clark, T., and Holmes, S. (2007) Fit for practice? An exploration of the development of newly qualified nurses using focus groups. International Journal of Nursing Studies, 44 (7), pp. 1210-1220 Department of Health (2000) NHS Plan. London: DoH. Department of Health (DH) (2007) Towards a framework for post registration nursing careers à ¢Ã¢â€š ¬Ã¢â‚¬Å" Consultation document. London: Department of Health. Department of Health (2008) A high quality workforce. London: DoH. Duchscher, J. B. (2008). A Process of Becoming: The Stages of New Nursing Graduate Professional Role Transition. Journal of Advance Nursing. 5(2), 22-36. Edwards, D., Hawker, C., Carrier, J., Rees, C. (2011). The effectiveness of strategies and interventions that aim to assist the transition from student to newly qualified nurse.International Journal of Evidence-Based Healthcare,9(3), 286. FenwickJ,Hammond A,Raymond J,Smith R,Gray J,Foureur M,Homer C,Symon, C. (2012) Surviving, not thriving: a qu alitative study of newly qualified midwives experience of theirtransitionto practice. Journal of Clinical Nursing. (13-14), 2054-63. Hollywood E. (2011) The lived experiences of newly qualified childrens nurses. Journal of Clinical Nursing. 10-23; 20(11):665-71. Jasper, M. (1996). The first year as a staff nurse: the experiences of a first cohort of Project 2000 nurses in a demonstration district.Journal of Advanced Nursing,24(4), 779-790. Jonsen, E., Melender, H.L. Hilli, Y. (2012) Finnish and Swedish nursing students experiences of their first clinical practice placement. A qualitative study. Nurse Education Today. 11(2), 8-17. Kelly, J. and Ahern, K. (2009) Preparingnursesfor practice: a phenomenological study of the new graduate in Australia. Journal of Clinical Nursing, 18(6), 910-918. Kramer, M. (1974) Reality shock: Why nurses leave nursing. St Louis: CV Mosby. Maben, J., Latter, S., and Clark, J.M. (2006) The theory-practice gap: impact of professional-bur eaucratic work conflict on newly-qualified nurses. Journal of Advanced Nursing, 55, pp. 465à ¢Ã¢â€š ¬Ã¢â‚¬Å"477. Mackintosh, C. (2006) Caring: the socialisation of pre-registration student nurses: a longitudinal qualitative descriptive study. International Journal of Nursing Studies, 43 (8), pp. 953-962. McDonald, J., Jayasuriya, R., Harris, M. F. (2012). The influence of power dynamics and trust on multidisciplinary collaboration: a qualitative case study of type 2 diabetes mellitus.BMC health services research,12(1), 63. Mooney, M. (2007) Professional socialization: The key to survival as a newly qualified nurse. International Journal of Nursing Practice, 13 (2), pp. 75-80. Nash, R., Lemcke, P., and Sacre, S. (2009) Enhancing transition: An enhanced model of clinical placement for final year nursing students. Nurse Education Today, 29 (1). 48-56. National Health Service (2013) Change management plan. London: DoH. Nursing and Midwifery Council (NMC) (2006) The f uture of pre-registration nursing education à ¢Ã¢â€š ¬Ã¢â‚¬Å" NMC Consultation. London: Nursing and Midwifery Council. OShea, M., and Kelly, B. (2007) The lived experiences of newly qualified staff nurses on clinical placement during the first six months following registration in the Republic of Ireland. Journal of Clinical Nursing, 16(8), 1534-1542. Scully, N.J. (2011) The theory-practice gap and skill acquisition: An issue for nursing education. Collegian, 18, (2), 93à ¢Ã¢â€š ¬Ã¢â‚¬Å"98 Whitehead, J. (2001) Newly qualified staff nurses perceptions of the role transition, British Journal of Nursing, 10 (5), pp. 330-339. Whitehead, D (2011) Are newly qualified nurses prepared for practice. Nursing Times. 107, 19/20, 20-23.