Overcoming: A Theory of Accelerated Second-Degree Baccalaureate Graduate Nurse Transition to Professional Nursing Practice.

A plethora of stressors are known to be related to the process of transition to professional nursing practice as the neophyte registered nurse (RN) transitions from student to professional nurse. Although not new, accelerated second-degree baccalaureate nursing (ASDBN) programs have opened in record numbers in recent years in the wake of the current nursing shortage. Little is known about the experience of professional practice for accelerated second-degree baccalaureate graduate nurses (ASDBGNs). The stressful graduate nurse transition, current nursing shortage, and lack of an empirical base for ASDBN programs illustrate the significance of the research problem. This modified grounded theory study generated a substantive Theory of Overcoming: ASDBGN Transition to Professional Nursing Practice. Constant comparative method of joint data collection, analysis, theoretical sampling, and memoing was used. Data were collected through semistructured interviews using open-ended questions that were conducted over the telephone or in person. The identified basic social process (BSP), overcoming, encompasses 5 stages: reality check, goaling, getting started, coming out on top, and mastering. Study findings provide a beginning evidence-base for nursing education, policy, and clinical practice related to this growing student population

Violence is rare in autism : when it does occur, is it sometimes extreme?

A small body of literature has suggested that, rather than being more likely to engage in offending or violent behaviour, individuals with autism spectrum disorder (ASD) may actually have an increased risk of being the victim rather than the perpetrator of violence (Sobsey et al., 1995). There is no evidence that people with ASD are more violent than those without ASD (Im, 2016). There is nevertheless a small subgroup of individuals with ASD who exhibit violent offending behaviours and our previous work has suggested that other factors, such as adverse childhood experiences, might be important in this subgroup (Allely et al., 2014). Fitzgerald (2015) highlights that school shootings and mass killings are not uncommonly carried out by individuals with neurodevelopmental disorders, with frequent evidence of warning indicators. The aim of the present review is to investigate this in more detail using the 73 mass shooting cases identified by Mother Jones (motherjones.com) in their database for potential ASD features. This exercise tentatively suggests evidence of ASD in six of 73 included cases (8%) which is ten times higher when compared to the prevalence of ASD found in the general population worldwide (motherjones.com). The 8% figure for individuals with ASD involved mass killings is a conservative estimate. In addition to the six cases which provide the 8% figure, there were 15 other cases with some indication of ASD. Crucially, ASD may influence, but does not cause, an individual to commit extreme violent acts such as a mass shooting episode