Academic literature on the topic 'New graduated nurses'
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Journal articles on the topic "New graduated nurses"
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Fawares, Fadi, Khawla Ammar, Mohammad Farhan, Sara NOUR, and Rawan ATMAH. "New nurses’ Perceptions of Their Experiences During Their First Year of Practice in Oncology Setting." Journal of Medical and Health Studies 2, no. 1 (2021): 01–08. http://dx.doi.org/10.32996/jmhs.2021.2.1.1.
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Background: A newly graduated nurses usually shows uneasiness in communication and dealing with clinical situations. The preceptorship program was created to develop new nurses' competencies. As well as many institutions helped their new nurses by designing a special program to ensure a smooth transition into manpower, the new graduate nurses program help them to acquire competencies which are necessary to practice the job. Aim: this study aimed to identify the nurses’ satisfaction and perception, explore the relationship between nurse experience and nurse satisfaction and measure the relationship between nurse experience and their perceptions toward support, organizing and prioritizing, communication/leadership, and professional satisfaction during the first year of practice in the oncology setting Method: A cross-sectional descriptive design was used. The participants consisted of all nurses hired by the hospital from April 2018 to April 2019. Results: A total of 101 new graduates, aged 21 to 40 (m= 24.02, SD= 2.788), responded to the survey (response rate 57%). Overall, the length of the preceptorship programs varies, and it was ranged from 8 to 12 weeks and from 4 to 6 weeks for new graduates who had completed the internship in the hospital; the respondents reported a feeling of confidence and comfort when they were asked to share their experience, 69.3% of respondents had chosen the workload (e.g. organizing, prioritizing, feeling overwhelmed, ratios, patient acuity) considering it the most difficult transition experience. The study showed significant positive relationships between nurses’ experience and their satisfaction (salary, benefits package, Opportunity to work straight days, and Opportunities for career advancement) and significant negative relationships between nurses’ experience and their perception of support factors and professional Satisfaction factor. Conclusion: the results of this study reflect the challenges experienced with fear, stress, and confidence during first year of practice. Considering the new graduate nurse's experience and voice will reflect positively on practice.
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Baker, Omar Ghazi, and Musaad Salem Alghamdi. "Casey-Fink Graduate Experience Survey for Nurses and Preceptors in the Kingdom of Saudi Arabia." Nurse Media Journal of Nursing 10, no. 1 (2020): 76–85. http://dx.doi.org/10.14710/nmjn.v10i1.29056.
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Background: Preceptors play an essential role in supporting new nurses during the transitional period in professional roles. Moreover, graduate nurses experience several challenges during their transitional role from students to professional nurses, despite the considerable relationship between nurses and preceptors.Purpose: The study aims to evaluate the relationship between the experiences of nurses using Casey-Fink Graduate Nurse Experience Survey and the number of preceptors in Saudi hospitals.Methods: A cross-sectional study design was adopted, and Casey-Fink Graduate Nurse Experience Survey was used to collect data from 84 newly graduated nurses. Descriptive and regression analysis was used for data analysis.Results: Results showed that there was no statistically significant relationship between the responses of 5 factors of the Casey-Fink Graduate experience survey and the number of preceptors. Based on the survey, (33.8%) had to stress whereas significant causes of stress were student loans (41.9%), personal relationships (13.5%), living situation (27%), and finances (10.8%).Conclusion: No statistically significant relationship was found between variables including; support, patient safety, communication/leadership, professional satisfaction, and job satisfaction. The significance of preceptorship programs should be considered by the primary health care corporation to support and prepare preceptors of newly graduated and recruited nurses.
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Ebrahimi, Hossein, Hadi Hassankhani, Reza Negarandeh, Carol Jeffrey, and Azim Azizi. "Violence against new graduated nurses in clinical settings." Nursing Ethics 24, no. 6 (2016): 704–15. http://dx.doi.org/10.1177/0969733015624486.
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Background: Ethical studies in nursing are very important topics, and it is particularly crucial with vulnerable populations such as new graduated nurses. Neglecting ethical principles and violence toward graduates can lead to their occupational burnout, job dissatisfaction, and leaving the nursing profession. Objective: This study was designed with the aim of understanding the experience of Iranian experienced nurses’ use of lateral and horizontal violence against new graduated nurses. Research design: This qualitative study used a conventional content analysis approach; it was conducted with 18 experienced nurses. Data were collected through unstructured and semi-structured interviews of various general hospital departments in northwest of Iran and analyzed using methods as described by Graneheim and Lundman. Ethical considerations: This study was approved by the Regional Committee of Medical Research Ethics. The ethical principles of voluntary participation, anonymity, and confidentiality were considered. Findings: “Psychological violence,” “Verbal violence,” “Physical violence,” and “Source of violence” were four categories extracted through data analysis. Discussion: Violence behaviors are instances of workplace maltreatment that damage individual nurses, quality of care, and the ethical climate of the healthcare settings. The lateral and hierarchical violence in nursing were explained by oppressed group model. Conclusion: This study provided the context for identifying details of various types of workplace violence against new graduated nurses. It should be approached as a health system priority that requires specific multi-dimensional methods to manage consisting of identification, strategic planning, policymaking, prevention, education, and research.
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Perkins, Danielle E. K. "My Practice Evolution: An Appreciation of the Discrepancies Between the Idealism of Nursing Education and the Realities of Hospital Practice." Creative Nursing 16, no. 1 (2010): 21–24. http://dx.doi.org/10.1891/1078-4535.16.1.21.
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Newly graduated registered nurses face a barrage of physical and mental challenges in their first few years of practice, especially in the hospital setting. This article explores discrepancies between student nurse practice and professional nursing practice and the challenges that new nurses face in bridging the gap between idealistic theory and realistic practice. The author’s subsequent graduate nursing education and continued practice in the field resulted in a personal evolution of practice that elicited a profound sense of appreciation for the field and a desire to share these experiences with other practicing nurses and students.
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Ubas-Sumagasyay, Nicolette Anne, and Ryan Michael Flores Oducado. "Perceived Competence and Transition Experience of New Graduate Filipino Nurses." Jurnal Keperawatan Indonesia 23, no. 1 (2020): 48–63. http://dx.doi.org/10.7454/jki.v23i1.1071.
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Recruitment and hiring of new graduate nurses is seen as a potential strategy to mitigate the problem of nurse shortage. However, previous studies disclosed that new graduate nurses are inadequately prepared to enter practice and experience transition difficulties. This study aimed to determine the perceived competence and transition experience of new graduate Filipino nurses. Seventy-nine conveniently chosen new graduate nurses were surveyed in this descriptive cross-sectional research. Self-administered instruments were used to gather data. Descriptive statistics, Mann–Whitney U test, and Kruskal–Wallis test were the statistical tools employed. Results indicated that new graduate nurses had a high level of self-reported fundamental nursing skills (M= 7.99) and core competence (M= 8.16), although areas needing improvement were identified. There were no significant differences in the perceived competence based on the length of experience, year graduated, area of assignment, sex, type of school graduated, CPD participation, and hospital bed capacity (p> .05). The major difficulty experienced by new graduates during their transition was related to changes in role expectations (72.2%). Majority expressed the need for increased support during their transition (83.5%). The most satisfying aspects of their working environment were ongoing learning (81%) and peer support (74.7%), while the least satisfying was the negative nursing work environment (55.7%). New graduate nurses are equipped with the necessary nursing skills and core competencies. However, there are still gaps and areas needing improvement that should be addressed and supported to assist them in their transition to the world of professional nursing practice. Follow up, feedback, mentoring, and preceptorship are beneficial to enhance the competencies of new graduate nurses and facilitate their successful transition into the nursing workforce. AbstrakPersepsi Kompetensi dan Pengalaman Transisi Perawat Lulusan Baru Filipina. Rekrutmen dan perekrutan perawat lulusan baru dipandang sebagai strategi potensial untuk mengurangi masalah kekurangan perawat. Namun, penelitian sebelumnya mengungkapkan bahwa perawat lulusan baru tidak cukup siap untuk memasuki praktik dan mengalami kesulitan transisi. Penelitian ini bertujuan untuk menentukan persepsi kompetensi dan pengalaman transisi perawat lulusan baru Filipina. Tujuh puluh sembilan perawat lulusan baru yang dipilih dengan mudah disurvei dalam penelitian cross-sectional deskriptif ini. Instrumen yang dikelola sendiri digunakan untuk mengumpulkan data. Statistik deskriptif, uji Mann-Whitney U, dan uji Kruskal-Wallis adalah alat statistik yang digunakan. Hasil menunjukkan bahwa perawat lulusan baru memiliki tingkat tinggi keterampilan keperawatan fundamental yang dilaporkan sendiri (M= 7,99) dan kompetensi inti (M= 8,16), meskipun bidang yang perlu perbaikan diidentifikasi. Tidak ada perbedaan signifikan dalam kompetensi yang dirasakan berdasarkan lama pengalaman, tahun lulus, bidang tugas, jenis kelamin, jenis sekolah yang lulus, partisipasi CPD, dan kapasitas tempat tidur rumah sakit (p> 0,05). Kesulitan utama yang dialami oleh lulusan baru selama transisi mereka terkait dengan perubahan dalam ekspektasi peran (72,2%). Mayoritas menyatakan perlunya peningkatan dukungan selama masa transisi mereka (83,5%). Aspek yang paling memuaskan dari lingkungan kerja mereka adalah pembelajaran berkelanjutan (81%) dan dukungan sebaya (74,7%), sedangkan yang paling tidak memuaskan adalah lingkungan kerja keperawatan negatif (55,7%). Perawat lulusan baru dilengkapi dengan keterampilan keperawatan dan kompetensi inti yang diperlukan. Namun, masih ada kesenjangan dan bidang yang perlu diperbaiki yang harus ditangani dan didukung untuk membantu mereka dalam transisi mereka ke dunia praktik keperawatan profesional. Tindak lanjut, umpan balik, pendampingan, dan pelatihan guru bermanfaat untuk meningkatkan kompetensi perawat lulusan baru dan memfasilitasi keberhasilan transisi mereka menjadi tenaga kerja keperawatan.Kata kunci: penilaian kompetensi, perawat lulusan baru, keterampilan keperawatan, pengalaman transisi
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Park, Seungmi, and Jung Lim Lee. "Research trend analysis of Korean new graduate nurses using topic modeling." Journal of Korean Academic Society of Nursing Education 27, no. 3 (2021): 240–50. http://dx.doi.org/10.5977/jkasne.2021.27.3.240.
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Purpose: The aim of this study is to analyze the research trends of articles on just graduated Korean nurses during the past 10 years for exploring strategies for clinical adaptation. Methods: The topics of new graduate nurses were extracted from 110 articles that have been published in Korean journals between January 2010 and July 2020. Abstracts were retrieved from 4 databases (DBpia, RISS, KISS and Google scholar). Keywords were extracted from the abstracts and cleaned using semantic morphemes. Network analysis and topic modeling were performed using the NetMiner program. Results: The core keywords included ‘education’, ‘training’, ‘program’, ‘skill’, ‘care’, ‘performance’, and ‘satisfaction’. In recent articles on new graduate nurses, three major topics were extracted by Latent Dirichlet Allocation (LDA) techniques: ‘turnover’, ‘adaptation’, ‘education’. Conclusion: Previous articles focused on exploring the factors related to the adaptation and turnover intentions of new graduate nurses. It is necessary to conduct further research focused on various interventions at the individual, task, and organizational levels to improve the retention of new graduate nurses.
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Peterson, Jessica, Linda McGillis Hall, Linda O'Brien-Pallas, and Rhonda Cockerill. "Job satisfaction and intentions to leave of new nurses." Journal of Research in Nursing 16, no. 6 (2011): 536–48. http://dx.doi.org/10.1177/1744987111422423.
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Turnover of newly graduated nurses is of significant concern. There are continuing reports that new graduates struggle during the transition to the work setting. The purpose of this study was to examine the effects of perceived demands, control, social support and self-efficacy on the job satisfaction and intention to leave of new nurses utilising Karasek's Job Demands-Control-Support model. A cross-sectional mailed survey was used to gather data. The sample comprised 232 new nurses working in acute care in Canada. Job demands, social support from both supervisors and coworkers and self-efficacy were significantly related to job dissatisfaction, while demands and support from coworkers were related to intention to leave the job. Identifying factors that contribute to the job satisfaction and intentions to leave of new nurses is a first step in developing interventions to assist nurses who are just beginning their careers.
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Whitmore, Carly, Pamela E. Baxter, Sharon Kaasalainen, and Jenny Ploeg. "Protocol for a Case Study to Explore the Transition to Practice of New Graduate Nurses in Long-Term Care." SAGE Open Nursing 4 (January 2018): 237796081879725. http://dx.doi.org/10.1177/2377960818797251.
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A qualitative case study protocol for an exploration of the transition to practice of new graduate nurses in long-term care is presented. For the new graduated nurse, the transition to professional practice is neither simple nor easy. This time of transition has been examined within the hospital setting, but little work has been done from the perspective and context of long-term care. As the global population continues to age and the acuity of persons accessing services outside of hospital continues to increase, there is a need to better understand the transition experience of new graduate nurses in alternative, tertiary settings such as long-term care. Therefore, the purpose of this report is to situate a study and describe a protocol that explored the transition to practice experience of seven new graduate nurses in long-term care using Yin’s case study methodology. The case or phenomenon being explored is new graduate nurse transition to practice. This report presents an overview of the literature in order to situate and describe the case under study, a thorough description of the binding of the case as well as the data sources utilized, and ultimately reflects upon the lessons learned using this methodology. The lessons learned include challenges related to precise case binding, the role and importance of context in conducting case study research, and difficulties in disseminating study findings. Overall, this report provides a detailed example of the application of the case study design through description of a study protocol in order to facilitate learning about this complex and often improperly utilized study design.
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Bjerknes, Mari Skancke, and Ida Torunn Bjørk. "Entry into Nursing: An Ethnographic Study of Newly Qualified Nurses Taking on the Nursing Role in a Hospital Setting." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/690348.
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The transition from student to working nurse has long been recognized as challenging. This paper presents the findings of research into the opportunities and limitations encountered by newly qualified nurses when taking on the nursing role. The study had an ethnographic design. Observation, interviews, and document analysis were used to gain insight into nurses' daily work from the perspective of recently graduated nurses. Thirteen nurses were monitored closely during their first year in a hospital setting in Norway. These new nurses generally entered the field with empathy for their patients, enthusiasm for the profession, and readiness to learn more about being a good nurse. However, their more experienced colleagues seemed to neither respect nor nurture this attitude. The new nurses experienced heavier responsibilities than expected, fragmentation of patient care, and stressful interactions with colleagues. The lack of a supportive work environment and role models increased the new nurses' experience of overwhelming responsibility in their daily work situations. The nurses learned to cope the hard way, despite the organizational culture, not because of it. Adjusting the profession's expectations of new nurses, and offering good role models and more comprehensive support programmes, would markedly ease the transition for new nurses.
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King-Jones, Malena. "Horizontal Violence and the Socialization of New Nurses." Creative Nursing 17, no. 2 (2011): 80–86. http://dx.doi.org/10.1891/1078-4535.17.2.80.
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This article discusses research on horizontal violence in nursing, focusing on the cycle of horizontal violence within nursing education and how it impacts the socialization of newly graduated nurses. Michel Foucault’s (1969,1980) work is used to provide a framework for understanding the socialization of nurses and for addressing horizontal violence experienced by nursing students, to help them prepare for the work environment.
Dissertations / Theses on the topic "New graduated nurses"
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Al, Awaisi Huda S. "The experience of Sultan Qaboos University newly graduated nurses during their first year of practice in the Sultanate of Oman." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-experience-of-sultan-qaboos-university-newly-graduated-nurses-during-their-first-year-of-practice-in-the-sultanate-of-oman(07d3cf1b-4740-416a-9bc6-e64ae57d6d12).html.
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Background: Studies have demonstrated that new graduate nurses' (NGNs) transition experience is complex and often negative leading to dissatisfaction with nursing and increased attrition. Many existing studies of NGNs' transition experience are small, qualitative, concerned with NGNs experiences in the West. No study has been conducted to date examining NGNs' transition experience in any of the developing countries where the cultural context and nursing education and practice are different to those in the West. Aim: To explore the experience of NGNs during their transition period in one of the developing countries, the Sultanate of Oman. Method: Qualitative case study utilising an embedded-single case design was conducted to investigate the transition experience of baccalaureate NGNs graduating from Sultan Qaboos University (SQU) and working at Sultan Qaboos University Hospital (SQUH). Data were collected from the perspective of NGNs and also from the perspective of other key informants using triangulated methods. This includes individual and focus group interviews, observation and documentary analysis. Results: Four over-arching themes are identified from NGNs' transition experience in the Sultanate of Oman. These are 'Studying Experience'; 'Role Transition'; 'Working Conditions' and 'Status of the Nursing Profession'. This study showed that nursing is not an attractive choice for Omani students to study and pursue as a future career because of its low status. During the transition period, NGNs experienced reality shock which mainly resulted from a theory-practice gap. NGNs had limited practical experience but a high level of theoretical knowledge, which they were unable to utilise in practice. They found the working environment to involve many competing priorities resulting in task-orientation and compromised patient care. This study showed that many NGNs resented their involvement in basic nursing care, which they believed should not be part of their role as degree nurses. Despite the challenges of the transition period, many NGNs remarked that nurses play the most important role at the hospital and they are proud being nurses. Conclusion: Omani NGNs' transition experience is complex and similar in many respects to NGNs experience in the West. However, there are distinctive challenges Omani NGNs faced due to the Omani culture, working environment and the status of nursing in Oman.
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Jones, Sherrie Marie. "Development of a Mentorship Program to Help Support and Retain New Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2837.
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Many newly graduated registered nurses (NGRNs) leave the nursing profession within the first 2 years of employment in a rural hospital located in the Southwestern region of Oklahoma. A strategy to address this problem was to introduce a mentorship process that would help support the NGRNs as they transition into independent practice in the clinical setting. The goal of this project was to develop a mentorship program for future implementation. The Partners In Nursing (PIN) program sponsored by the Robert Wood Johnson Foundation, and developed by the American Association of Colleges of Nursing and the American Nurses Association, was selected to support the NGRN transition from student nurse to practicing clinician with a goal to improve retention rates by 10 percent. Benner's novice to expert framework and the Psychological Empowerment model were used in the development of activities contained within the mentorship program modules. Barrett's theory of power helped to guide the development of resilience activities for the future participants. An evaluation plan was developed to monitor new nurse progress before and during the program using the Casey and Fink questionnaire to evaluate the needs and job performance of the participants. The target hospital National Database of Nursing Quality Indicators (NDNQI) was analyzed to help justify the project abe used in future evaluations. Facilitating mentorship will result in social change through increased autonomy of the new professionals, along with improved retention which positively impacts patient outcomes. Social change will bridge the gap in retention and the cost of replacing a NGRN. Dissemination of this project is planned to occur both within the facility and at the relevant national organizations supporting nurse educators.
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Hjälm, Almqvist Caroline, and Evelina Johansson. "Upplevelser av att vara nyexaminerad sjuksköterska : En litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för vårdvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34355.
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Bakgrund: År 2020 uppskattar Europarådet att det kommer saknas cirka 590 000 sjuksköterskor i Europa, vilket kan påverka kvalitéten på vården. Omvårdnaden är sjuksköterskans ansvarsområde vilket innebär att följa riktlinjer och ge individanpassad omvårdnad. Sjuksköterskestudenterna såg framemot att komma ut i arbetslivet och få applicera den teoretiska kunskapen med det praktiska arbetet. Syfte: Syftet med studien var att beskriva upplevelser av att vara nyexaminerad sjuksköterska under det första året i yrket. Metod: Studien är en litteraturstudie som har en deskriptiv design där elva artiklar inkluderades. Huvudresultat: Fyra huvudrubriker identifierades och fyra underrubriker. Huvudrubrikerna var: glappet mellan skola och arbetsliv, upplevelsen av stöd och handledning, brist på tid och eget lärande. Underrubrikerna var: upplevelsen av brist på kunskap, komma ut som ny på arbetsplatsen, vikten av stöttning och kommunikation på arbetsplatsen. Slutsats: De nyexaminerade sjuksköterskorna upplevde att de negativa upplevelserna dominerade jämfört med de positiva. Att vara medveten om upplevelsen av att vara nyexaminerad sjuksköterska är viktigt både för studenter och de blivande kollegorna.<br>Background: In the year of 2020, the European council estimated that there is a shortage of approximately 590 000 nurses in Europe, which could affect the quality of care. Nursing is the area of responsibility in which includes following guidelines and give individual care. The nursing students looked forward to getting into working life and apply the theoretical with the practical. Aim: The aim of the study was to describe the experience of newly graduated registered nurses during the first year of work. Methods: The study is a literature review with a descriptive design which includes eleven studies. Main result: Four themes were identified with four subthemes. The themes were: The gap between school and working life, the experience of support and guidance, lack of time and own learning. The subthemes were: the experience of lack of knowledge, new employee in the workplace, the importance of support and communication at work. Conclusion: The experience of newly graduated registered nurses was often experienced in a negative manner rather than positive. To be aware of newly graduated registered nurses is important for both students and prospective colleagues.
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Zackrisson, Simon, and Emelie Westman. "Upplevelserna av det första året som yrkesverksam sjuksköterska : En litteraturbaserad studie." Thesis, Högskolan Väst, Avdelningen för omvårdnad - grundnivå, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11487.
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En litteraturbaserad studie har gjorts med analys av tio kvalitativa studier mellan 2007-2016. Alla som väljer att utbilda sig till sjuksköterska i Sverige genomgår en tre år lång utbildning som leder till en akademisk och en yrkesexamen. Att gå från utbildning och börja arbeta som sjuksköterska är ett stort steg, och många främmande situationer finns framför dem. Efter genomgången utbildning får de en legitimation, men de saknar erfarenhet. Det är en lång process att komma in i rollen som sjuksköterska. Det innebär även ett stort ansvar och stressen kan bli hög, vilket får en del av de nya sjuksköterskorna att vilja byta karriär. I den här uppsatsen har artiklar granskats som behandlar just fenomenet upplevelser hos den nyutexaminerade sjuksköterskan under det första året. Artiklarna söktes fram ur databaserna Cinahl, ProQuest och PubMed som innehåller artiklar i omvårdnad, psykologi och medicin inom humanvetenskap. Resultaten i studierna analyserades och sammanställdes till ett resultat. Resultatet visar att de nya sjuksköterskorna upplevde att det var ett stort glapp mellan studierna och realiteten. De fick känsla av att de inte hade tillräckligt mycket kunskap både vad det gäller omvårdnaden och bedömningar av patienterna, samt för att leda undersköterskor i arbetet. De upplevde ett stort ansvar då yrket regleras av lagar och förordningar. Det kunde även vara svårt att komma in i gänget bland kollegorna och en hierarkisk ordning bland professionerna förekom. De nyutbildade sjuksköterskorna upplevde ett stort behov av stöd för sin yrkesutveckling. Stödet kunde komma från organisationen de jobbade på genom handledning och struktur. Kollegorna på jobbet kunde ge ett stort stöd för dem både emotionellt och praktiskt. Vissa saknade stöd från dessa håll och förlitade sig på sina egna strategier istället. Det kunde vara bland annat att umgås och prata med vänner och familj. Trots att utvecklingen från studerande till erfaren sjuksköterska var utmanande och ofta upplevdes svår så var de flesta deltagarna stolta över sitt yrke som sjuksköterska.<br>Background: Registered nurses is a profession with long tradition and the profession has undergone many changes over time. In Sweden, today, nursing education leads to an academic degree but also provides a vocational degree. Profession as a nurse requires much of the practitioner for this to be considered competent to maintain credentials. The path from novice to expert is long while the lack of nurses is large and many choose to leave the profession. Aim: The aim was to describe how newly graduated nurses’ experience their first year as professional nurses. Method: A literature-based study was conducted in which ten qualitative studies were retrieved from the databases Cinahl, Proquest and Pubmed. The studies were subjected to quality assurance and Friberg's five-step analysis. Result: Through the analysis, the results of the articles were compiled into a new result, in which three themes, and nine subthemes were formed. The main themes were “unreasonable expectations about the new profession”, “the first year - a reality shock” and “the need for support in the workplace”. Conclusion: The first year of occupational nurses was experienced a difficult period and was lined with feelings of unpreparedness for what the profession meant and expectations of the profession that did not really correspond. The need for support was considered important for transition from education to professional nurse to be successful. The workplace of the graduates graduated was crucial for whether the nurse came to stay in the profession or not.
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Webster, Althea Louise. "Preceptor Progam for New Graduate Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2431.
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The transition from student to new graduate nurse is a difficult conversion. The challenges of the new graduate are the demanding workload, lack of clinical skills, and incivility from staff nurses and unfamiliar institutional cultures. More than 40% of new graduate nurses report making medication errors and feel unprepared to recognize and intervene in life-threatening complications that keep the patient safe from harm. Preceptorship is a clinical instructive model in which a professional relationship provides new graduate nurses with access to a clinical expert and role model within a preset time frame. The goal of the program was to evaluate the outcomes of a preceptorship program that individualized a teaching-learning method in which a new graduate nurse was assigned a clinical expert in order to experience the day-to-day practice with a role model and a resource in the clinical setting. At the conclusion of the orientation process, the graduate nurse identified confidence in their ability to complete assigned skills, they were more motivated to remain on staff in the facility, and the retention of the new graduate nurses increased from 40% to 100% at the 1 year mark. The graduate nurses evaluated the program, the preceptor and the assigned competencies and the facility and the probability of continuing on staff. The surveys were collected by management, and evaluated for rigor, which revealed encouraging results of the program. The facilitation and integration of the preceptor program for new graduate nurses changed the perception of competency within the facility as it relates to the discipline of nursing and moves the graduate toward professional growth, establishing a changing environment in the facility's community of healthcare.
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Kelly, Jennifer. "Socialization of the new graduate : the lived experiences of new graduate nurses /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18718.pdf.
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Bernheisel, Susan E. "The Relationship Between Education and Leadership Behaviors in New Graduate Baccalaureate Educated Nurses and New Graduate Associate Degree Educated Nurses." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182515408.
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Adamovic, Eleonora, and Elma Dervisic. "Nybakad sjuksköterska : En litteraturbaserad studie om nyutexaminerade sjuksköterskors upplevelser." Thesis, Högskolan Väst, Avd för vårdvetenskap på grundnivå, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-8182.
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Different studies show that stress is a common feeling that newly graduated nurses experience during the first period in the profession. What causes the stress are high expectations that they have on themselves and the expectations from colleagues, as well as the fear of making a mistake while working as a nurse. Newly graduate nurses go through five stages of development from being novice to expert. The aim of this study was to describe work experiences of newly graduate nurses in hospital ward settings. The research method was a literature study based on ten qualitative articles. Articles were analyzed by using the method of Friberg (2012). Four main themes were identified: experiences of leadership; experiences of the relationship with colleagues; experiences of support; experiences of knowledge level. Colleagues and managers must respond to the needs of newly graduated nurses in an adequate way to create a friendly and supportive working environment, which in turn can contribute to the professional development of the newly graduated nurse. Nursing education should prepare students for professional careers in terms of socialization, leadership and organization.
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Miller, Beverly Elaine. "Losing New Graduate Bedside Nurses, a Practice Improvement Initiative." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3904.
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New graduate nurses (NGNs) at bedside are faced with numerous challenges, which prompt them to leave jobs in their first year. The transition from being a student to competent nurse requires a NGN to have the necessary skills and experience. Subsequently, hospitals continue to face shortages of staff because of high turnover and low retention levels. Nonetheless, evidence from reviewed literature has indicated that the use of residency programs can increase NGNs' stay at bedside, improve retention, reduce costs of operations, and return employees' turnover. The purpose of this quality improvement project was to identify the likelihood of NGNs remaining at bedside after participating in a 52 week NGN residency program in the critical care units at Palmetto Health hospital. When a hospital recruits and retains NGNs at the bedside, the quality of life among patients is improved. Benner's theory of novice to expert was utilized to understand professional growth of nurses. Data were collected from the human resource department of the 18 nurses who initially participated in the residency program to compare retention rates before and after its implementation. The project initiative was based on a quantitative non-experimental comparison design. Based on the evidence from the human resource department, there was a 14% improvement in nurse retention 3 months after the implementation of the NGN residency program. A statewide adoption of NGN residency programs was recommended to help improve retention and enhance NGNs' professional improvement and quality of care. The implementation of NGN residency program also demonstrated implications for social change through increasing retention, building nurse competency, and enhancing quality of care delivered.
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Hartung, Benjamin. "New Graduate Nurses and Dementia Care In Acute Care." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37377.
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Background: With the increasing older adult population, new graduate nurses will be providing care for patients with dementia more frequently and should be supported to care for this population during their transition period. Purpose: The purpose of this thesis was to explore the experiences of new graduate nurses providing care for patients with dementia in acute care environments. Methods: An interpretive descriptive qualitative study explored eleven Ontario new graduate nurses’ experiences providing dementia care in acute care environments. A thematic analysis was conducted.
Findings: The thematic analysis resulted in three themes and several sub-themes: building of vision and values, clash of vision and values, and “make do with what you have”. Discussion and Conclusion: Facilitators to providing dementia care in acute care were supportive colleagues and early exposure to dementia care. The barriers identified were similar to the barriers experienced by nurses in the literature.
Books on the topic "New graduated nurses"
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The doctor of nursing practice essentials: A new model for advanced practice nursing. 2nd ed. Jones & Bartlett Learning, 2014.
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Zaccagnini, Mary E. The doctor of nursing practice essentials: A new model for advanced practice nursing. Jones and Bartlett Publishers, 2011.
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Yufenyuy, Stella. The job getting formula for nurses seeking new graduate nursing jobs : a simple 5-step secret to get a good job ... that will offer you a good life full of fun. S. Nkongho & S. Yufenyuy, 2012.
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Boyle, Diane Kay Rapalas. SOCIALIZATION OF NEW GRADUATE NURSES IN CRITICAL CARE (NURSES). 1990.
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Resler, Barbara Gayle. PERFORMANCE EXPECTATIONS FOR NEW BACCALAUREATE GRADUATE NURSES: A SURVEY OF CLINICAL NURSE EDUCATORS AND EXPERIENCED BACCALAUREATE NURSES. 1988.
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Mazzella, Elena. Survival Secrets for the New Graduate Nurse. Elena Mazzella, 2015.
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Higgins, Millicent Guptill. NEW GRADUATE NURSES' ROLE PERFORMANCE AND POTENTIAL ENVIRONMENTAL INFLUENCES. 1988.
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Brasler, Mary L. Everett. PREDICTORS OF POSITIVE CLINICAL PERFORMANCE EVALUATIONS OF NEW GRADUATE NURSES PARTICIPATING IN PRECEPTOR ORIENTATION PROGRAMS (NURSES). 1991.
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Factors influencing retention of new nursing graduates in hospital and professional practice. 1986.
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Rudman, Jack. Nursing School Entrance Examinations for Registered and Graduate Nurses (RN) (New Rudman's Questions and Answers on the Rn, Nursing School Entrance Examinations for Registered and Graduate Nurses). National Learning Corp, 2001.
Find full textBook chapters on the topic "New graduated nurses"
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"Health and Mental Health." In Incivility Among Nursing Professionals in Clinical and Academic Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7341-8.ch003.
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As healthcare organizations use approaches such as structural empowerment theory and nurse residency programs to engage new graduate nurses in becoming productive members of the organizational culture, bullying and incivility experienced by these nurses can undermine organizations' efforts. Chapter 3 introduces the Reporting of Uncivil Conduct Chain of Command to provide support and direction to nurses that are experiencing bullying by perpetrators in the workplace. Unresolved and persistent uncivil conduct can result in health and mental health problems for affected nurses. Hence, in order to protect nurses' overall health and safety, it is necessary for organizations to adopt zero tolerance for bullying and incivility. Additionally, nurses may benefit from screening programs that can identify risks for self-harm secondary to stress and depression that could be caused by incivility in the workplace.
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Green, Cheryl. "Health and Mental Health." In Research Anthology on Mental Health Stigma, Education, and Treatment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch068.
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As healthcare organizations use approaches such as structural empowerment theory and nurse residency programs to engage new graduate nurses in becoming productive members of the organizational culture, bullying and incivility experienced by these nurses can undermine organizations' efforts. Chapter 3 introduces the Reporting of Uncivil Conduct Chain of Command to provide support and direction to nurses that are experiencing bullying by perpetrators in the workplace. Unresolved and persistent uncivil conduct can result in health and mental health problems for affected nurses. Hence, in order to protect nurses' overall health and safety, it is necessary for organizations to adopt zero tolerance for bullying and incivility. Additionally, nurses may benefit from screening programs that can identify risks for self-harm secondary to stress and depression that could be caused by incivility in the workplace.
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Gournay, Kevin. "Psychiatric nursing techniques." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0177.
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Psychiatric nursing as an entity has really only evolved since the Second World War. Psychiatric nurses (now often referred to as mental health nurses in the United Kingdom and Australasia) can now be found in most countries of the developed world, although in the developing world, psychiatric nursing is still not defined as a specific discipline. In many countries, psychiatric hospitals are still staffed by untrained ‘Attendants’ who may have some supervision from general trained nurses. Nevertheless, a number of initiatives, notably those of the Geneva Initiative in Psychiatry in Eastern Europe and the former Soviet Union and the World Health Organization in African countries, have provided specific training in psychiatric nursing techniques. The development of psychiatric nursing across the world needs to be seen in the context of changing and evolving patterns of mental health care. De-institutionalization, with the attendant setting up of community mental health teams, has prompted a range of innovations in psychiatric nursing and the psychiatric nurse of today, who in the United States and Europe is likely to be a university graduate, is a very different person to that of the nurse working in the post-Second World War asylums of 40 years ago. In this chapter, we examine the development of psychiatric nursing in some detail and particularly emphasize the role of psychiatric nurses working in the community. Community psychiatric nursing first developed in the United Kingdom nearly 50 years ago and this model has been followed in countries such as Australia and New Zealand. However, this community role has not developed to any great extent in the United States, where the main presence of psychiatric nursing remains in hospital-based care. Furthermore, in the United Kingdom and Australasia, the development of community initiatives has seen the role of the psychiatric nurse blurring with that of other mental health professionals. Chapters such as this cannot really do justice to the whole range of techniques used by psychiatric nurses; neither can it examine in any detail the differences between psychiatric nursing practices across the world. However, a description of psychiatric nursing in six important areas will provide the reader with an appreciation of the range and diversity of psychiatric nursing skills:♦ Inpatient care ♦ Psychosocial interventions in the community ♦ Prescribing and medication management ♦ Cognitive behaviour therapy ♦ Primary care ♦ Psychiatric nursing in the developing world.
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Bullock, Ian, and Jill Macleod Clark. "Introduction Reframing Adult Nursing Practice." In Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.003.0010.
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Healthcare delivery has been transformed over the past decades with a rapid expansion in the demand for care driven by demographic changes, technological innovation, and increasing consumer expectations. This transformation has in turn had a profound impact on the roles of health professionals in general and nurses in particular. The number of patients with multiple pathologies and complex long-term nursing care needs has also escalated, with pressure for rapid throughput in acute hospital care settings resulting in shorter lengths of stay and greater emphasis on care in the community. To meet growing demand, boundaries between the roles of health professional have blurred, with nurses now undertaking activities previously performed by doctors, and unqualified staff undertaking activities previously performed by registered nurses. These changes are all taking place in the context of economic turbulence. The shift of nursing to an all-graduate profession reflects the recognition that the future role of a registered nurse will carry greater responsibility and autonomy than ever before. The expectations of every student and qualified nurse must therefore also change in relation to the knowledge and skills that they need to deliver expert nursing interventions and clinical leadership. The next generation of nurses will increasingly lead and coordinate the care of a range of patients and clients, supervising and supporting unqualified or lay carers and referring patients to other health professionals when appropriate. As one of this new generation of qualified nurses, it is important that you are able to demonstrate expertise in the fundamentals of nursing practice. You must be equipped with the knowledge and skills needed to enable you to:…● understand the common health conditions that can affect adults; ● understand the pathophysiology of these common health conditions, and the physical and psychosocial needs and problems that result from them; ● recognize your key role in managing the problems and challenges that patients face; ● ensure that your nursing interventions are evidence-based; ● demonstrate competent assessment skills, critical thinking, and problem-solving skills to make informed clinical nursing decisions in collaboration with the patient and other team members; ● adopt an enquiring and questioning approach, and be confident in accessing and interpreting evidence to inform your choice of nursing interventions….
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Slagter van Tryon, Patricia J. "The Nurse Educator's Role in Designing Instruction and Instructional Strategies for Academic and Clinical Settings." In Advances in Medical Education, Research, and Ethics. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2098-6.ch006.
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Nursing education programs seeking to equip graduates with needed tools to integrate medical expertise with experience in the systematic design of instruction have the opportunity to better ensure positive learning outcomes in varied settings as graduates take on their new roles as nurse educators. The learning environment of the nurse educator is complex yet with skill in the reasoned approach to the design of instruction can progress into more knowable contexts for which to problem solve. Nurse educators possessing interdisciplinary skills in their field facilitated by expertise in instructional design will enhance their practice by developing and delivering precision instruction.
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Saranto, Kaija, Virpi Jylhä, and Ulla-Mari Kinnunen. "Are Nurses Prepared for Engagement to Evidence-Based Practice with New Technologies?" In Evidence-Based Practice in Nursing Informatics. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch008.
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Capability in the domain of nursing informatics at least a beginner level is essential for all nursing graduates. The components of the domain are unpacked and explored along with a consideration of competency frameworks and the educational support needed to move toward specialist and advanced levels of informatics practice in nursing. The frontiers of nursing practice and education that involve social media and virtual worlds are explored.
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Rothstein, William G. "Hospitals and Health Care." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0020.
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The use of hospitals for medical care became more varied after 1950. More patients were admitted for a wide variety of conditions and more different types of treatments were provided. Many new technologies were adopted that have raised costs considerably. Hospitals employed more residents, foreign medical graduates, and nurses. Between 1946 and 1983, hospitals grew both in size and importance in the health care system. The number of short-term nonfederal hospitals increased by only one-third, but the number of beds and the average daily census doubled and the number of admissions increased 2.6 times, while the U.S. population grew by only two-thirds. Much of the additional use was for nonsurgical care. During the 1928–1943 period, 74 percent of all hospital admissions were surgical. This declined to 60 percent between 1956 and 1968 and to 50 percent between 1975 and 1981. Outpatient care grew even more rapidly than inpatient care, with the number of hospital outpatients doubling between 1965 and 1983. The hospital system has become dominated by large hospitals, practically all of which have affiliated with medical schools. In 1983, the 18 percent of nonfederal short-term hospitals that had 300 or more beds admitted 50 percent of the patients, carried out 59 percent of the surgery, and had 55 percent of the outpatient visits and 61 percent of the births. They employed 72 percent of all physicians and dentists employed in hospitals and 90 percent of all medical and dental residents. At least 60 percent of them had nurseries for premature infants, hemodialysis units, radiation therapy or isotype facilities, computerized tomograhy (CT) scanners, and cardiac catheterization facilities, and almost one-half had open-heart surgery facilities. Most also offered types of care not traditionally associated with hospitals. Practically all of them provided social work services and physical therapy, at least 75 percent provided occupational and speech therapy, and 40 percent provided outpatient psychiatric care. On the other hand, fewer than one-third provided family planning, home care, or hospice services, or partial hospitalization for psychiatric patients. The expanding services of nonfederal short-term general hospitals has led to the employment of larger numbers of workers.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Lorbiecki, Marybeth. "Aldo’s Students and Colleagues." In A Fierce Green Fire. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199965038.003.0022.
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As you walk into the current University of Wisconsin-Madison’s Department of Forest and Wildlife Ecology, on the second floor of Russell Laboratories, you’ll see it is a far cry from Leopold’s 424 Farm Place, next to the university cow barns. Even so, resting just outside the department’s office door is a handmade Leopold Bench—one of those simply designed pieces with crossed-plank legs holding up a plank seat and back. As the Environmental Protection Agency’s Landscaping site states: “To spy a Leopold bench in someone’s yard is to know something about the family who there resides. … Its form, resting alone under a tree or in congregation around a fire-pit, reminds us of Leopold’s thoughtfulness.” This handmade blond bench, though, is over a half-century old. It was a gift to the Professor from his department—and wood-burned into it are the names of Aldo’s secretaries and graduate students for him to remember them by, and now for us to do the same. The department, of course, has changed radically since Aldo unexpectedly left. It web page displays a photo of Aldo in the upper corner and lists twenty-two faculty members, four of whom are women (which he would have liked). The fields of expertise presented at first seem like Leopold methods and topics on steroids: forest biometry, forest genetics, molecular ecology, forest remote sensing, spatial analysis, modern climate change. Other specialties are perspectives he had already been integrating into his thinking and planning: landscape ecology, forest ecosystem ecology, tree physiology, forest and environmental history, conservation biology, land use/land cover change, hydrology, population dynamics, conservation management extension, resource policy, ecosystem management, society and natural resources. Scanning the expertise of the emeritus and affiliate faculty, you can see even further outgrowths of Leopold’s far-ranging, integrated thinking and imagining: forest pathology, natural resource and land economics, biogeochemistry, international forestry, development planning, recreation management, economic forecasting, forest soils, human behavior and resource management, nutrient and carbon cycling in forest, nursery, and urban ecosystems.
Conference papers on the topic "New graduated nurses"
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Park, Jeong Hye, and Hye Young Hwang. "Standards for Competence of New Graduate Nurse." In Healthcare and Nursing 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.40.09.
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Yu Maria, Dr HUNG Shuk, LAM Kam Ki Stanley, and WONG Lai Mei. "The First Year Of Professional Nursing Experience:The Transition Challenges Faced By New Graduate Nurses." In 6th Annual Global Healthcare Conference (GHC 2017). GSTF, 2017. http://dx.doi.org/10.5176/2251-3833_ghc17.48.
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Murakami, Y., Y. Ohno, M. Nishimura, M. Kido, and K. Yamada. "Evaluating the effectiveness of vascular access imaging device in training of new graduate nurses." In 2014 Health Innovations and POCT. IEEE, 2014. http://dx.doi.org/10.1109/hic.2014.7038945.
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Liou, Shwu-Ru, Ching-Yu Cheng, Hsiu-Chen Liu, and Shu-Ling Tsai. "Development of a Computerized Model of Performance-Based Measurement to Facilitate and Evaluate New Graduate Nurses' Clinical Competence." In 2013 International Conference on Advanced ICT. Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.34.
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