Early-onset cancer in Latin America: incidence trends, evidence gaps and clinical implications.
Authors: Lopes-Júnior LC, Batista de Azevedo L, Loiola Passos GA, Giacomin LM, D'Agostini NS, Grassi J, Avancini Guimarães AC, Barreto Silva Neto LC, Pessanha RM, Carneiro da Silva Minarini EJ, Coimbra Dos Santos J, Nascimento Carlini MB, Borges RP, Pereira GC, Garcia de Lima RA, Ponce LV, Roitberg F, Vasconcellos VF
Journal: EClinicalMedicine
mental health
psychology
open access
Abstract
‘Students today lack the resilience needed for modern nursing’. ‘The workforce crisis is partly down to early career nurses not being ready’. ‘Once you’ve been here longer, you’ll understand why we do things this way’. Such statements frame early career nurses through absence: what they lack, what they do not yet understand, what they need to develop before they are ‘ready’. This deficit framing is deeply embedded in healthcare culture (; ). Whilst there are sound reasons for graduated responsibility and staged development, it is worth examining whether this narrative carries unintended consequences. Consider a revealing paradox. A student may serve as Chair of the Royal College of Nursing Students Committee, influencing national policy, representing thousands of peers and speaking at parliamentary hearings. Upon graduation, they become a newly registered nurse at the bottom of the clinical hierarchy, their suggestions for improvement met with ‘once you’ve been here longer, you’ll understand’. Their analytical capability has not changed overnight. What has shifted is the system’s perception of their legitimacy.