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The transition from student to newly qualified nurse comes with additional pressures for instance, negative conformity. This occurs when a group or individuals influence a persons’ values, norms, and beliefs, leading to peer pressure and undermining the NQP own set of beliefs and values (REF). Furthermore, a mixed method case study highlighted, many NQP’s found it was imperative to be accepted into their new working environment than to challenge unacceptable behaviours and or poor practice (REF). Coupled with this NQP’s may not report, question or challenge senior members of staff about unacceptable practice, as they do not want to “Rock the Boat” (REF). However, (BLA BLA) provide a persuasive argument for which they state, positive conformity can also have significant influences as NQP’s can enhance their knowledge, communication, evidence-based practice and nursing skills. Enabling NQP’s to further enhance their professional practice and patient care (Beran, et al, 2014). On qualification comes a shift in responsibility and accountability within the professional role of the nurse (REF). Accountability and responsibilities increases with a greater authority within the nursing role such as, independent drug rounds, decision making on complex patient care and the overall responsibility that the nurse has for managing the ward and the evidenced based practice that is delivered. As a result, it is pivotal for NPQ’s to have a knowledge and understanding of the current legislation regarding the Professional Code of Conduct and the standards / policies that each individual health authority has issued. Awareness is paramount when it comes to reporting bad practice, errors and unacceptable behaviour (Whistle Blowing) as nurses have a duty of care to prevent foreseeable harm to others. Therefore, it is crucial for all NQP’s to inform any such issues to their nurse manager to ensure safety of all others such as, patients, staff members and visitors to the ward. However, many NQP’s are hesitant in reporting these happenings for fear of retribution within the workplace (Mullen, 2014) (Muha, 2014). However, Domrose (2011), argues not reporting errors can lead to feelings of inadequacy, anxiety and prevents errors from being tackled systematically.PUT IN ABOUT NMC QUOTEStrategies According to Moore, (2014) the transition period from student nurse to NQP’s can be a “sink and swim” moment for many NQP’s. Research has highlighted many NQP’s do not have full awareness of the level of responsibility required of them as NQP’s therefore, NQP’s can lack in confidence to make clinical decisions. (Doody, Tuohy and Deasy, 2012). Research has highlighted that majority student nurses often lack awareness in the preparation required for their new professional role. Furthermore, it has been highlighted that many NQP’s need time to adapt within their new professional role to gain experience to develop confidence, attain responsibility and critical thinking. Therefore, by Implementing solutions and strategies during the transition period will help to alleviate stress and anxiety enabling the NQP to develop confidence and enhance clinical skills development and Newton and McKenna, (2007).The NHS Flying Start was established in 2006 and is a national development programme. The Scottish Government requires all NQP’s, midwifes and Allied health professionals to complete the online flying start programme within the first-year post registration (REF). The aim of this programme is to provide leadership and support to all NQP’s within their transition period. The programme consists of 10 learning units, which was devised to help NQP’s gain confidence, develop and enhance their skills through activities related to clinical practice. Throughout the flying start NQP’s will have support from their mentor and Practice Education facilitators (PEF). Once the NQP has enrolled on the program, there is an expectation they must complete all 10 units within the year. NQP’s must provide their evidence within their portfolio as well as demonstrating they have grown in confidence and competent within these areas (Stuart, Barber (2011). According to Banks et al, (2011) majority of NQP’s have reported the Flying Start programme is beneficial in enhancing clinical skills and developing confidence. However, some NQP’s reported they had lack of time to complete their flying start due to staff shortages (Banks et al, 2011). Reflective practice