l categories of factors that, universally, influence the quality of transitions. The first category is "meanings" which refers to the subjective appraisal of the likely effects of the transitions on the individual. A related category is that of expectations. The person undergoing the transition may or may not know what to expect from a new situation and may or may not have realistic expectations of the change. The third category is the level of knowledge or skills the individual possesses that are relevant to the transition. Uncertainty about levels of skill or knowledge needed in the new setting can impede smooth transitions and lack of the necessary skills can result in unsuccessful transition. The fourth category is the level of planning undertaken preparatory to the transition. "Extensive planning requires comprehensive identification of the problems, issues, and needs that may arise during a transition" (Schumacher & Meleis 123). Finally, the emotional and physical state of the individual are of great importance in a transition. Fears about failing, extreme self-criticism, and feelings of defeat or isolation have adverse effects that can endanger successful change.
The literature on the facilitation of the transition from student to worker is extensive. But it does not, for the most part, address outcomes of the various approaches to the transitional period. Instead, the literature focuses on those aspects of the transitional process that are believed to be of importance in the change, e.g., socialization, skills acquisition and learning theory, and students' conceptions of the profession. These approaches include both interventions that take place during the formal educational process and those that take place once the new employee has assumed her or his duties. In the former group the approaches studied include the development of a more clinically oriented curriculum (Beddome et al., 1995; Smith, 1992), the use o...