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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.
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Blomberg, Helena, and Jonas Welander. "A narrative study of newly graduated registered Swedish nurses’ establishment in the profession and the portrayal of a healthcare organisation." Journal of Health Organization and Management 33, no. 4 (2019): 413–25. http://dx.doi.org/10.1108/jhom-09-2018-0251.
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Purpose The purpose of this paper is to investigate how the participants talk about their experiences as newly graduated nurses, managers and nursing colleagues in the context of “newcomers’ establishment in the profession” and to identify how they portray the healthcare organisation in their narratives. Design/methodology/approach A narrative approach is used to reveal and illustrate three perspectives on the topic “new-comers’ establishment”. In total, 14 interviews are conducted with 4 managers, 4 nursing colleagues and 6 newly graduated registered nurses. The focus of this study is how a healthcare organisation embraces and retains newly graduated registered nurses and how this is perceived. Findings The newcomers’ establishment is facilitated by an orientation programme and an orientation period, individual support provided by managers and colleagues, and the creation of trust to boost confidence in nursing situations. The organisation is portrayed as struggling with high workloads, nursing shortages, high levels of responsibility and showing concern and an interest in the newcomer. The parties criticise the university for not teaching the most basic knowledge, thereby revealing the existence of a theory-practice gap. Originality/value The research shows how building trust amongst the organisation’s members is essential for creating a satisfying workplace and the retention of newly graduated registered nurses. Empirical descriptions of newly graduated nurses, managers and nursing colleagues experiences of “newcomers establishment” are rare, which is why the description of such “establishment” in this research increases the value of the paper.
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Lim, Anecita Gigi, and Michelle Honey. "New Zealand newly graduated nurses medication management: Results of a survey." Nurse Education in Practice 14, no. 6 (2014): 660–65. http://dx.doi.org/10.1016/j.nepr.2014.08.005.
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Ebrahimi, Hossein, Hadi Hassankhani, Reza Negarandeh, Mark Gillespie, and Azim Azizi. "Emotional Support for New Graduated Nurses in Clinical Setting: a Qualitative Study." Journal of Caring Sciences 5, no. 1 (2016): 11–21. http://dx.doi.org/10.15171/jcs.2016.002.
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Gray, Megan M., Anita A. Thomas, Brian Burns, and Rachel A. Umoren. "Identifying Crucial Equipment and Skills Needed to Evacuate Critically Ill Infants During Disasters: Using Nursing Expertise to Guide Training Targets." Prehospital and Disaster Medicine 34, no. 04 (2019): 370–75. http://dx.doi.org/10.1017/s1049023x19004473.
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AbstractIntroduction:Unexpected disasters, such as earthquakes or fires, require preparation to address knowledge gaps that may negatively affect vulnerable patients. Training programs can promote natural disaster readiness to respond and evacuate patients safely, but also require evidence-based information to guide learning objectives.Problem:There is limited evidence on what skills and bedside equipment are most important to include in disaster training and evacuation programs for critically ill infants.Methods:An expert panel was used to create a 13-item mastery checklist of skills for bedside registered nurses (RNs) required to successfully evacuate a critically ill infant. Expert nurses were surveyed, and the Angoff method was used to determine which of the mastery checklist skills a newly graduated nurse (ie, the “minimally competent” nurse) should be able to do. Participants then rated the importance of 26 commonly available pieces of bedside equipment for use in evacuating a hemodynamically unstable, intubated infant during a disaster.Results:Twenty-three emergency department (ED) and neonatal intensive care unit (NICU) charge RNs responded to the survey with a mean of 19 (SD = 9) years of experience and 30% reporting personal experience with evacuating patients. The skills list scores showed an emphasis on the newly graduated nurse having more complete mastery of skills surrounding thermoregulation, documentation, infection control, respiratory support, and monitoring. Skills for communication, decision making, and anticipating future needs were assessed as less likely for a new nurse to have mastered. On a scale of one (not important) to seven (critically important), the perceived necessity of equipment ranged from a low of 1.6 (breast pump) to a high of 6.9 (face mask). The individual intraclass correlation coefficient (ICC) of 0.55 showed moderate reliability between raters and the average team ICC of 0.97 showed excellent agreement as a group.Conclusion:Experts rated the ability to manage physiological issues, such as thermoregulation and respiratory support, as skills that every nurse should master. Disaster preparedness activities for nurses in training may benefit from checklists of essential equipment and skills to ensure all nurses can independently manage patients’ physiologic needs when they enter the workforce. Advanced nursing training should include education on decision making, communication during emergencies, and anticipation of future issues to ensure that charge and resource nurses can support bedside nurses during evacuation events.
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Ebrahimi, Hossein, Hadi Hassankhani, Reza Negarandeh, Azim Azizi, and Mark Gillespie. "Barriers to support for new graduated nurses in clinical settings: A qualitative study." Nurse Education Today 37 (February 2016): 184–88. http://dx.doi.org/10.1016/j.nedt.2015.11.008.
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Aydogan, Yagmur, and Sevim Ulupinar. "Determining the learning needs of new graduated nurses working in inpatient care institutions." Nurse Education Today 92 (September 2020): 104510. http://dx.doi.org/10.1016/j.nedt.2020.104510.
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Murakami, Yutaka, Yuko Ohno, Miki Nishimura, Michiko Kido, and Kenji Yamada. "Evaluating the Effectiveness of a Vascular Access Imaging Device Used in Training Recently Graduated Nurses." Journal of Robotics and Mechatronics 29, no. 2 (2017): 346–52. http://dx.doi.org/10.20965/jrm.2017.p0346.
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[abstFig src='/00290002/08.jpg' width='300' text='The VAID helps to select proper IV insertion sites' ] Peripheral intravenous (IV) line placement is one of the most invasive and painful procedures performed by nurses. Although it is a common nursing procedure, sufficient and effective skill training is necessary before nurses, especially new nurses, work with patients. Vascular access imaging devices (VAIDs) have been developed and put into use in hospitals. Many studies have been conducted to evaluate the effectiveness of the device in clinical settings such as in neonatal care, pediatric care, emergency care, etc., but the effectiveness of the device in training nurses who have just recently graduated has rarely been reported, especially in Japan. In this paper, we report on a quasi-experimental study that evaluated the effectiveness of the VAID for training recent nursing school graduates to successfully perform IV line placement. Eleven newly registered nurses participated in this study. Their preparations were video recorded for analysis. Students’<span class=”bold”>t</span>-tests were used to compare time and success rates of IV placement with VAID assistance and without it. Furthermore, subjects reported their feelings and the self-evaluation related to VAID use by answering a questionnaire, and their responses were analyzed. The results showed no significant change in the length of time needed nor in the success of peripheral IV line placement when the VAID was used; however, nurses indicated the VAID did help them in deciding where the IV should be inserted. These results suggest that the use of the VAID could be clinically meaningful as an IV training tool and that it could reduce the time needed to select venipuncture sites.
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Sivberg, Bengt, and Kerstin Petersson. "Self-Image, Self-Values and Interpersonal Values Among Newly Graduated Nurses." Nursing Ethics 4, no. 5 (1997): 407–23. http://dx.doi.org/10.1177/096973309700400507.
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This longitudinal study (1994-1996) used the Gordon Personality Inventory to measure nursing students’ self-image (Gordon A), self-values (Gordon B) and interpersonal values (Gordon C). It was performed with students from three colleges of health in the south of Sweden: Jönköping ( n = 54), Växjö ( n = 24) and Kristianstad ( n = 38). The null hypothesis of the study was that the new academic three-year programme did not have the power to change significantly the students’ self-image and professional values. The hypothesis was tested by paired sample Student’s t-test. The result was that, at Jönköping, self-image changed and increased significantly in the dimensions of ‘cautiousness’ and ‘personal relations’, and decreased in ‘sociability’, and increased in the self-value ‘order’. At Växjö the self-image dimensions of ‘original thinking’ and ‘personal relations’ increased, and, at Kristianstad, the students increased their self-image scores in ‘responsibility’.
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Abdeen, Maha Abdeen, Zeinab Abou El-Fotoh Mohamed, and Magda Ameen Elmolla. "Effect of Orientation Program on Competency of Newly Graduated Nurses at Mansoura New General Hospital." Zagazig Nursing Journal 12, no. 1 (2016): 225–38. http://dx.doi.org/10.12816/0029299.
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Bøttcher Berthelsen, Connie, Marianne Vamosi, and Bente Martinsen. "Camouflaging nursing research-related tasks in clinical practice–Experiences of newly-graduated masters of science in nursing." Journal of Nursing Education and Practice 10, no. 3 (2019): 42. http://dx.doi.org/10.5430/jnep.v10n3p42.
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Objective: To explore and describe how newly-graduated Masters of Science in Nursing experienced engaging in nursing research-related tasks in daily clinical practice.Methods: Fifteen nurses withholding a Masters of Science in Nursing degree were recruited from our longitudinal cohort study and interviewed six months after graduation in December 2016 (n = 10) and in December 2017 (n = 5), respectively. Data were analysed using Graneheim and Lundmann’s qualitative manifest and latent content analysis. Lincoln and Guba’s four criteria of trustworthiness were followed.Results: The main theme of the overall interpretation was Camouflaging nursing research-related tasks in clinical practice. The main theme describe the Master of Science in Nursing graduates as highly motivated to use their new academic skills in clinical practice and how they have to hide their engagement in research due to the barriers, which are outlined in the three themes: the position as time restrainer, the management as gatekeeper, and the nursing culture as norm setter.Conclusions: The study contributes with knowledge on how the Master of Science in Nursing graduates struggle to use their academic skills in clinical practice and how they felt the need to camouflage their commitment in research because it was not well reputed among their colleagues.
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McInnes, Susan, Elizabeth Halcomb, Karen Huckel, and Christine Ashley. "Experiences of registered nurses in a general practice-based new graduate program: a qualitative study." Australian Journal of Primary Health 25, no. 4 (2019): 366. http://dx.doi.org/10.1071/py19089.
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Nurses are increasingly needed in primary healthcare settings to support community-based healthcare delivery. Programs to facilitate transition of new graduate nurses are well established in acute care; however, there are few similar programs reported in settings like general practice. This paper sought to explore the experiences of new graduate registered nurses and their registered nurse mentors in a new graduate program within Australian general practice. New graduates (n = 9) and their mentors participated in interviews before, during and at the conclusion of a 12-month new graduate program. Interviews were digitally audio-recorded and professionally transcribed verbatim before being analysed using thematic analysis. Eighteen new graduate and 10 mentor interviews were conducted, revealing four themes. Preparation and Opportunities describes the influence that pre-registration education had on preparing nurses for general practice employment. Exceeding Expectations highlights the positive experiences within the program. Program Challenges draws attention to the difficulties experienced by participants, and Future Career Intentions explores future career plans. This study highlights that a general practice new graduate nurse program has the potential to build the workforce. However, strengthening undergraduate preparation of nurses around primary health care and addressing funding issues in general practice, are important to promote the success of such programs.
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Laabs, Carolyn. "Perceptions of moral integrity: Contradictions in need of explanation." Nursing Ethics 18, no. 3 (2011): 431–40. http://dx.doi.org/10.1177/0969733011398101.
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The incidence of moral distress, compromised moral integrity, and leaving nursing is highest among nurses new to the profession. Understanding perceptions of moral integrity may assist in developing strategies to reduce distress and promote workforce retention. The purpose of this study was to determine how newly graduated baccalaureate prepared nurses perceive moral integrity and how prepared they feel to manage challenges to it. The design was qualitative descriptive using a confidential short answer online survey. Data were analyzed using conventional content analysis. Moral integrity was perceived as acting like, becoming, and being a certain kind of person who was honest, trustworthy, consistently doing and standing up for what is right, despite the consequences but also expected to set aside their values and beliefs and do what others ask, even if this would mean acting contrary to their conscience. The contradiction within this perception needs explanation.
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Wulan Purnama Sari, Ni Putu, Anselmus Aristo Parut, and Kusnanto Kusnanto. "FLIPPED CLASSROOM LEARNING METHOD TO IMPROVE CARING AND LEARNING OUTCOME IN FIRST YEAR NURSING STUDENT." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 2, no. 1 (2017): 54. http://dx.doi.org/10.24990/injec.v2i1.136.
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Background and Purpose: Caring is the essence of nursing profession. Stimulation of caring attitude should start early. Effective teaching methods needed to foster caring attitude and improve learning achievement. This study aimed to explain the effect of applying flipped classroom learning method for improving caring attitude and learning achievement of new student nurses at nursing institutions in Surabaya. Method: This is a pre-experimental study using the one group pretest posttest and posttest only design. Population was all new student nurses on nursing institutions in Surabaya. Inclusion criteria: female, 18-21 years old, majoring in nursing on their own volition and being first choice during students selection process, status were active in the even semester of 2015/2016 academic year. Sample size was 67 selected by total sampling. Variables: 1) independent: application of flipped classroom learning method; 2) dependent: caring attitude, learning achievement. Instruments: teaching plan, assignment descriptions, presence list, assignment assessment rubrics, study materials, questionnaires of caring attitude. Data analysis: paired and one sample t test. Ethical clearance was available. Results: Most respondents were 20 years old (44.8%), graduated from high school in Surabaya (38.8%), living with parents (68.7%) in their homes (64.2%). All data were normally distributed. Flipped classroom learning method could improve caring attitude by 4.13%. Flipped classroom learning method was proved to be effective for improving caring attitude (p=0.021) and learning achievement (p=0.000). Conclusion and Recommendation: Flipped classroom was effective for improving caring attitude and learning achievement of new student nurse. It is recommended to use mix-method and larger sample for further study.
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Wilson,, Carol B., Kenzie Martin,, and Janice Esposito,. "Embracing the Difference Caring Makes: Implementing Caring Groups in a New Graduate Orientation Program." International Journal of Human Caring 19, no. 1 (2015): 27–32. http://dx.doi.org/10.20467/1091-5710.19.1.27.
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New graduate nurses face many obstacles as they enter a rapidly changing healthcare environment. Newly licensed registered nurses are expected to assume the role of professional nurse while giving excellent care to patients and their families. To decrease their stress and decrease the cost of turnover, a hospital within a large healthcare system in the southeast implemented a residency program. The program encompassed caring groups to provide mentorship and collegial support and to facilitate a smooth transition into nursing practice. An interpretive phenomenological approach analyzed experiences of new graduates participating in caring groups. The findings support caring groups to assist new graduates’ entrance into the role of professional nurse. Results may provide guidance for healthcare institutions in implementing similar programs.
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Charette, Martin, Johanne Goudreau, and Anne Bourbonnais. "How do new graduated nurses from a competency-based program demonstrate their competencies? A focused ethnography of acute care settings." Nurse Education Today 79 (August 2019): 161–67. http://dx.doi.org/10.1016/j.nedt.2019.05.031.
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Coventry, Tracey H., and Kylie P. Russell. "The clinical nurse educator as a congruent leader: A mixed method study." Journal of Nursing Education and Practice 11, no. 1 (2020): 8. http://dx.doi.org/10.5430/jnep.v11n1p8.
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Educational leadership in the clinical setting has an influence on the promotion and achievement of competent and confident nurses. In Australia, the newly qualified registered nurse entering the workforce is exposed to a variety of experiential learning opportunities and engages with the nurse who is responsible for the clinical learning and development (clinical nurse educator) in the first-year graduate program. There is limited research examining the clinical nurse educator role and actual and potential leadership in the workforce. This study aimed to articulate the extent to which the clinical nurse educator is perceived as a clinical leader in the acute hospital setting. And specifically, the relationship of the role to the congruent leadership style. A mixed method convergent design (QUANT + QUAL) approach used (1) an online questionnaire with open and closed ended questions for the graduate nurses and (2) semi-structured individual interviews with graduate nurses, their clinical nurse educators and their nurse managers. Findings confirmed the clinical nurse educator leadership was visible, approachable, and relational with clearly identified values and passionate patient-centred principles. Challenges to the clinical nurse educator identity and confidence exist and impact the clinical role and leadership value. The clinical nurse educator did not need to be in a management position to lead and influence graduates’ successful transition to practice and integration into the clinical environment. The clinical nurse educator exhibits a congruent leadership style through engagement and promotion of the graduate nurses in their first year of nursing. The education role is of significance to meet contemporary health care expectations and promote quality patient care and new nurse retention in the healthcare organisation.
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Gonzalez, Laura, and Kelly Allred. "A collaborative approach to simulation development." BMJ Simulation and Technology Enhanced Learning 3, no. 4 (2017): 159–62. http://dx.doi.org/10.1136/bmjstel-2017-000204.
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BackgroundMeeting employer expectations is a challenge for new nurse graduates and their nurse educators. Designing studies to collect specific data on hospital expectations and new nursing graduate deficiencies is needed.SampleHospital-based educators and preceptors (n=13) participated in one of two focus groups, to identify problem areas. Senior nursing students (n=64) participated in simulations developed from data obtained in the sessions.MethodsAudio-recorded focus groups were conducted with the goal to identify deficiencies in new graduate nurses. Recordings were transcribed and analysed using thematic analysis.ResultsHospital employer expectation themes identified include attending to basic patient needs, organisational skills, anticipation of risks and consequences, higher order technical skills, communication and ownership/accountability. Two simulations for senior nursing students were developed to address identified deficiencies.ConclusionDeveloping meaningful simulations which address deficiencies prior to graduation, in collaboration with potential employers, has the potential to lower the cost of graduate nurse orientation, improve patient outcomes, provide a greater sense of readiness to the graduate nurse and ultimately meet the needs of both the student and employer.
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Park, Hyojin. "Effects of Simulation Practice Education on the Clinical Competence, Critical Thinking Disposition and Self-confidence of Nursing Process in New Graduated Nurses." Journal of Korean Society for Simulation in Nursing 6, no. 1 (2018): 45–56. http://dx.doi.org/10.17333/jkssn.2018.6.1.45.
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Shatto, Bobbi, and Lauren M. Lutz. "Transition From Education to Practice for New Nursing Graduates: A Literature Review." Creative Nursing 23, no. 4 (2017): 248–54. http://dx.doi.org/10.1891/1078-4535.23.4.248.
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New nurse turnover costs organizations in the United States an estimated $1.4 billion to $2.9 billion per year (Meyer, Shatto, Delicath, & von der Lancken, 2017; Ulrich et al., 2010). Retention of graduate nurses can decrease costs, combat nursing shortages, and improve patient outcomes. Despite the increase in prevalence of nurse residency programs, new nurses are leaving their first positions at alarming rates. The purpose of this literature review is to examine the factors that affect graduate nurse transition to practice. Findings indicate that a supportive environment free from bullying, a positive preceptor experience, and self-confidence were keys to retaining new graduate nurses.
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Sullivan, Dori Taylor, Kathleen S. Fries, and Michael V. Relf. "Exploring the Changing Landscape of Jobs for New Graduates: Practice, Education, and New Graduate Imperatives." Creative Nursing 18, no. 1 (2012): 17–24. http://dx.doi.org/10.1891/1078-4535.18.1.17.
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Numerous expert sources have reported a reduction in positions available for new graduate nurses, largely because of general economic conditions, although there are conflicting data and significant geographic variances. Nursing education, nursing practice, and new graduates themselves must develop partnerships to better prepare graduates for more challenging employment searches so that these newest members of the nursing workforce are retained and available for practice in preparation for the expected shortage of nurses in the near future.
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Gore, Teresa N., Tanya Looney Johnson, and Chih-hsuan Wang. "Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical." International Journal of Nursing Education Scholarship 12, no. 1 (2015): 55–63. http://dx.doi.org/10.1515/ijnes-2014-0054.
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AbstractNurse educators claim accountability to ensure their students are prepared to assume leadership responsibilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nursing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leadership-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching–learning dyad toward simulation.
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YANTO, ARIEF, and SRI REJEKI. "The Related Factors To Decreased The New Graduate Nurses Work Stress Level Of In Semarang." Nurscope : Jurnal Penelitian dan Pemikiran Ilmiah Keperawatan 3, no. 2 (2017): 1. http://dx.doi.org/10.30659/nurscope.3.2.1-10.
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Background: The new graduate nurses have been in a stressful situation about their workplace. The High level of work stress has been decreased the nurse�s motivation in the work, so it will have an impact on the decline the nursing services quality. The new graduate nurses with the work stress will be motivated to quit their jobs. Objective: This study aims to determine the factors associated with decreased job stress of new graduate nurses. Method: This study was a quantitative research. The data was analized with the associative analytic method and cross sectional approach. The population of this study was all new graduate nurses who have had experience for 1-6 months. The sample size is determined by total sampling technique of 30 nurses. The study was conducted at Semarang Medical Center. Work stress measurement using DASS 42 instrument. The analysis process of the data performed using Spearman rank test and multiple linear regression to measure the relation of factors related to work stress. Result: The new graduate nurses work stress has a normal until light category. The average value of new graduate nurses work stress was 27, with the minimum and maximum score 8-40. The factors that have been eligible for the multivariate analysis of new graduate nurses work stress reduction were age and the mentoring programs. The result of the multivariate test showed that nurse ages together with the mentoring program had significant effect to the decreased of new graduate nurses work stress (p-value = 0,007). Discussion: Has increased of ages have been improved adaptability and positive response to stressors. The mentoring was the process of coaching for the new graduate nurses. Mentoring can be used as a support system for new graduate nurses in facing the transition from student to being nurses. The combination of increased the ages and the mentoring programs have been reduced the new graduate nurses work stress.
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Moss, Colleen, and Joanie Jackson. "Mentoring New Graduate Nurse Practitioners." Neonatal Network 38, no. 3 (2019): 151–59. http://dx.doi.org/10.1891/0730-0832.38.3.151.
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There is a critical shortage of neonatal nurse practitioners (NNPs) in the United States. The NNP shortage increases workload and negatively affects job satisfaction, which ultimately impacts patient safety. Therefore, it is imperative to identify strategies to improve job satisfaction and retention. Authors of current evidence supported the connection between mentoring and role transition, job satisfaction, and intent to stay. Mentorship is key to the success of new graduate nurse practitioners as they develop confidence in the nurse practitioner (NP) role. The aim of this integrative review is to examine the existing evidence regarding mentoring of advanced practice nurses and the potential impact on the NNP workforce.
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Chappell, Kathy B., and Kathy C. Richards. "New Graduate Nurses, New Graduate Nurse Transition Programs, and Clinical Leadership Skill." Journal for Nurses in Professional Development 31, no. 3 (2015): 128–37. http://dx.doi.org/10.1097/nnd.0000000000000159.
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&NA;. "New Graduate Nurses, New Graduate Nurse Transition Programs, and Clinical Leadership Skill." Journal for Nurses in Professional Development 31, no. 3 (2015): E8. http://dx.doi.org/10.1097/nnd.0000000000000184.
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Amiri, Arshia. "Nursing Graduates and Quality of Acute Hospital Care in 33 OECD Countries: Evidence From Generalized Linear Models and Data Envelopment Analysis." SAGE Open Nursing 7 (January 2021): 237796082110052. http://dx.doi.org/10.1177/23779608211005217.
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Background There is a lack of cross-national research to examine the role of new graduate nurses in improving the quality of nursing care and patient outcomes. Purpose To measure the role and clinical effectiveness of new graduate nurses in improving the quality of acute hospital care in the members of Organisation for Economic Co-operation and Development (OECD). Methods The total number of nursing graduates per 100,000 population and three OECD’s Health Care Quality Indicators (HCQI) in acute care including 30-day in-hospital and out-of-hospital mortality rates per 100 patients based on acute myocardial infarction (MORTAMIO), hemorrhagic stroke (MORTHSTO) and ischemic stroke (MORTISTO) were collected in 33 OECD countries. Four control variables including the number of medical graduates, practicing nurses and doctors densities per 1000 population (proxies for other health professions) and the total number of Computed Tomography scanners per one million population (proxy of medical technology level) were added in investigations. The statistical technique of Generalized Linear Models (GLM) and Data Envelopment Analysis (DEA) were used in data analysis. Results Results of GLM confirm the existence of meaningful association between the density of nursing graduates and improving the quality of acute care i.e. a 1% rise in the number of nursing graduates in year 2015 reduced MORTAMIO, MORTHSTO and MORTISTO by 1.11%, 0.08% and 0.46%, respectively. According to the result of DEA, clinical effectiveness of new graduate nurses – i.e. reaching the higher clinical outcomes with the same staffing level – in reducing mortality rates in patients with life-threatening conditions were at highest level in Luxembourg, Finland, Japan, Italy, Norway, Sweden and Switzerland. Conclusions Higher staffing level of new graduate nurses associates with better patient outcomes in acute care, although the clinical effectiveness of nursing graduates – associated with the level of education and practice – is the determinant factor of improving the quality of acute hospital care and patient survival rates in OECD.
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Jacob, Elisabeth R., Lisa McKenna, and Angelo D'Amore. "Senior nurse role expectations of graduate registered and enrolled nurses on commencement to practice." Australian Health Review 38, no. 4 (2014): 432. http://dx.doi.org/10.1071/ah13216.
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Objective This paper reports on a project to examine the expectations of senior nurses regarding graduate roles of registered and enrolled nurses educated in Victoria, Australia. Methods Participants completed an online survey to indicate whether predetermined competencies were in the roles of graduate enrolled or registered nurses or not in the role of either nurse. Chi-squared analysis was used to identify differences between participant groups. Results Participants expressed variations in role expectations for the different level of graduate nurse. Although basic nursing care was undertaken by both graduate enrolled and registered nurses, no specific role was identified for enrolled nurses. Differences were found in the opinions of senior nurses over the roles of graduate nurses, demonstrating considerable variation in expectations. Management, education and research roles were not identified as the role of either nurse on graduation. Differences were found in the expectations of the different senior nurse groups regarding the roles of the enrolled nurse, particularly in the new skills taught in the enrolled nurse diploma program. Conclusions Confusion exists regarding the roles of both types of nurse on graduation. Further research across Australia is required to clarify the roles of the different level of nurse in different practice contexts. What is known about the topic? Australia, like many other countries, prepares two levels of nurse for entry to practice: the degree-prepared registered nurse and the diploma-prepared enrolled nurse. Role confusion and ambiguity have been reported in the literature by many countries, including Australia, that employ two levels of nurse. What does this paper add? Great variation exists between expectations of senior nursing staff as to the role of both levels of graduate nurse. Role confusion and ambiguity exists for nurses in Australia. Role confusion and ambiguity around the scope of practice for enrolled nurses is seen as both limiting their practice and encouraging them to work at levels for which they have not been prepared. Graduate registered nurses were seen as more prepared for required graduate attributes than enrolled nurses. Care of acute, complex or deteriorating patients remains the role of registered nurses. What are the implications for practitioners? Practising nurses need to be educated as to the skills and knowledge that diploma enrolled nurses are graduating with in order to enable them to use their full range of abilities. To provide safe, quality care, registered nurses must fully understand the roles and abilities of the enrolled nurses to whom they delegate care. Organisational health policies and procedures need to be reviewed to accommodate the increased skills and knowledge of diploma-prepared enrolled nurses and enable best utilisation of their skills. Practising nurses need to be aware that enrolled nurses are not educationally prepared to care for complex or deteriorating patients. Although they are able to undertake basic nursing care, the role of caring for complex, highly acute and deteriorating patients remains in the domain of registered nurses. The increasing acuity of patients admitted to health services requires a higher skill mix of registered nurses to safely care for them.
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Jackman-Murphy, Kathryn P. "The Confidence of New Nurse Graduates in the Application of Environmental Health in the Nursing Process." Annual Review of Nursing Research 38, no. 1 (2019): 257–64. http://dx.doi.org/10.1891/0739-6686.38.257.
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The purpose of this chapter is to report the findings gathered in an author-designed survey of new nurse graduates in Connecticut of their confidence in the application of environmental health in their nursing practice. An invitation to the survey was included in newsletters of Connecticut Nurses Association sent to all practicing nurses in Connecticut. New nurse graduates' confidence level regarding incorporation of environmental health vary substantially among the aspects of environmental health and this confidence decreases as they progress through the steps of the nursing process.
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Cimiotti, Jeannie P., Fann Wu, Phyllis Della-Latta, Mirjana Nesin, and Elaine Larson. "Emergence of Resistant Staphylococci on the Hands of New Graduate Nurses." Infection Control & Hospital Epidemiology 25, no. 5 (2004): 431–35. http://dx.doi.org/10.1086/502418.
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AbstractObjective:To describe the aerobic microbial flora on the hands of experienced and new graduate nurses over time.Design:A prospective cohort design that examined the relationship between duration of employment in an intensive care unit (ICU) and the microbial flora on the hands of experienced and new graduate nurses during a 23-month period.Setting:A 50-bed, level III-IV neonatal ICU in New York City.Participants:Twelve experienced nurses and 9 new graduate nurses working full time in the NICU.Intervention:One hundred fifty samples were obtained from the clean, dominant hands of the nurses. Cultures were performed at baseline and then quarterly for each experienced and new graduate nurse. Baseline and final cultures ofStaphylococcus epidermidiswere further examined using pulsed-field gel electrophoresis.Results:At baseline, a significantly larger proportion of the experienced nurses had methicillin-resistant, coagulase-negative staphylococci isolated from their hands compared with the new graduate nurses (95% and 33%, respectively;P= .0004). For a second culture, performed 1 to 4 months later, there were no longer significant differences between the two groups (82% and 54%, respectively;P= .12). By the last culture, all staphylococcal isolates were methicillin resistant in both groups of nurses; 3 were methicillin-resistantS. aureus.Conclusions:Colonization with methicillin-resistant staphylococci occurred after brief exposure to the hospital environment, despite the use of antiseptic hand hygiene agents. Furthermore, at final culture, the two groups shared one dominant hospital-acquired strain ofS. epidermidis.
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Davis, Lindsay F., Christine M. Colella, and Kimberly K. Mullins. "Transition to practice for the new graduate NP: A checklist and guide to understanding next steps." Journal of Nursing Education and Practice 11, no. 8 (2021): 88. http://dx.doi.org/10.5430/jnep.v11n8p88.
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The transition to practice for the newly graduated nurse practitioner requires multiple steps. While accessible through multiple outlets it is cumbersome to gather. This article outlines a singular resource of next steps for the new graduate outlining the process for a successful transition to professional practice. A time-oriented checklist of essential tasks to keep the new graduate organized can reduce stress and delay on their path to becoming a nurse practitioner.
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Alboliteeh, Mohammad, Judy Magarey, and Richard Wiechula. "The professional journey of Saudi nurse graduates: A lived experience." Clinical Nursing Studies 6, no. 1 (2017): 76. http://dx.doi.org/10.5430/cns.v6n1p76.
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Objective: To illuminate the lived experience of Saudi Nurse graduates during their early years in the workplace as professional nurses encompassing their experiences from being nurse students, preparations to become registered nurses, their struggles from being a student to a professional nurse, their cultural competence towards colleagues and patients in their new workplace, their impression of Nursing as a profession and other challenges they faced in especially on language and communication with their patients and colleagues.Methods: An interpretive phenomenological inquiry was utilized to inquire and discover the lived experiences of Saudi Nurse graduates to their job as nurses in different hospitals in Riyadh, Saudi Arabia. A total of 12 nurses were interviewed for this study in the course of 5 months. The interviews conducted with the 12 nurses were audiotaped recorded and subsequently transcribed in verbatim form and the Collaizi Method was used for the extraction of meanings from the interviews.Results: Five major themes were identified in the transcribed form of the interview and 11 subthemes emerged as well. The five major themes were educational preparation, transition into practice, cultural competence, image of nursing and language and communication.Conclusions: The study described the different challenges faced by Saudi nurse graduates from being students to professionals based from their experiences as newly employed staff nurses in different hospitals in Saudi Arabia. Their stories captured the story of novice nurses not only as a Saudi but may be true for other nationalities. These stories are shared by all nurses across the world who struggle to meet the demands of the nursing profession.
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Sorrell, Jeanne Merkle, and Christine Szweda. "Using Docudrama in a New Graduate Nurse Residency Program: Stepping Into the Lives of Families Experiencing Dementia." Creative Nursing 21, no. 2 (2015): 75–79. http://dx.doi.org/10.1891/1078-4535.21.2.75.
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Hospitals are increasingly implementing residencies to help ensure that new graduate nurses are prepared to provide safe and effective care. At the Cleveland Clinic, a docudrama focused on ethical concerns in living with dementia was implemented into a 6-month pilot new graduate nurse residency program. Outcomes suggest that the docudrama helped nurse residents gain empathy and understanding through stepping into the lives of families experiencing dementia.
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Porte-Gendron, RW, T. Simpson, KK Carlson, and ME Van de Kamp. "Baccalaureate nurse educators' and critical care nurse managers' perceptions of clinical competencies necessary for new graduate baccalaureate critical care nurses." American Journal of Critical Care 6, no. 2 (1997): 147–58. http://dx.doi.org/10.4037/ajcc1997.6.2.147.
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BACKGROUND: Although nurse educators and nurse managers have disagreed about which clinical competencies are necessary for new graduates to begin working in critical care, the competencies are in need of revision and reassessment. OBJECTIVES: To validate a list of beginning-level competencies and to compare baccalaureate nurse educators' and critical care nurse manager's current perceptions of beginning clinical competencies for new baccalaureate graduates in critical care settings. METHODS: An expert panel of nurses from across the United States critiqued a questionnaire about which clinical competencies were considered relevant to critical care nursing practice. The revised questionnaire, containing 105 clinical competencies, was mailed to a randomly selected sample across the United States. Forty-one baccalaureate nurse educators and 41 critical care nurse managers completed the mail survey questionnaire (94% response rate) by rating the necessity ("essential," "desired," or "not required") of the clinical competencies for new baccalaureate nurses. RESULTS: A high degree of agreement was generally seen between nurse educators and nurse managers on the necessity ratings of the 105 competencies. The majority of nurse educators and nurse managers rated 81 of the 105 competencies as either "essential" or "desirable." Only five competencies showed considerable disagreement between nurse educators and nurse managers, and none of these competencies were rated "essential" by more than a few raters in either group. CONCLUSIONS: The agreement between nurse educators and nurse managers supports a competency list for baccalaureate nursing curricula and hospital inservice programs to integrate new graduates into critical care.
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Kerstein, MB, and M. Hasler. "Introducing student nurses to critical care: shadow a critical care nurse." Critical Care Nurse 10, no. 7 (1990): 16–18. http://dx.doi.org/10.4037/ccn1990.10.7.16.
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The lack of student experience in critical care makes it difficult for graduate nurses to anticipate what expectations and demands might confront them in intensive care. Consequently, some new graduates discounted critical care as an opportunity available to them. Our institution believed that critical care had special qualities and if those qualities could be demonstrated to nurses, recruitment would improve. An unexpected benefit from the program was the positive staff nurse response to showcasing their skills and expertise. The success of the program was evidenced by the student evaluations and the hiring of students. To date, seven nursing students out of 20 who attended the program have been hired by the hospital. The long-term impact of the program on retention and recruitment is difficult to predict. The department will track these students, as they do all new hires; however, the initial success warranted continuation of the program. Student response to the program has resulted in plans to expand the "shadow a nurse" concept housewide to showcase the nursing specialities such as rehabilitation, maternal/child health, oncology, orthopedics, chemical dependency, and critical care. Current planning involves designing a program aimed toward high school students, with the goal of encouraging young people to consider nursing as a career.
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Rodessa, Vera, Anwar Kurniadi, and Agustinus Bandur. "The Impact of Preceptorship Program on Turnover Intention of Fresh Graduate Nurses in Hospital." Babali Nursing Research 1, no. 3 (2020): 131–48. http://dx.doi.org/10.37363/bnr.2020.1334.
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Introduction: The transition period in the first year of nursing career is a difficult time for new nurses to adapt. The transition process for a new nurse is known as the Duchscher's transition shock model. Almost all hospitals worldwide have experienced difficulties with regards to the ability of new nurses to adapt to profession. The Preceptorship is a program designed to help new nurses adapt during the transition. This study aims primarily at exploring the impacts of the program to the turnover intention of fresh graduate nurses working in hospital.
 Methods: For this major purpose, a qualitative research with particular reference to phenomenology design was applied. Accordingly, this research applied in-depth interviews with active participation of 13 key informants. The informants are fresh graduate nurses employed in two private hospitals in Jakarta.
 Results: The results of thematic and cross-case analysis with N Vivo v.12 indicate four themes: preceptorship process, experiences in transition, problem arising during transition period and preceptorship program in helping nurse.
 Conclusion: It is found that nurses aged 22 years old and 7 months of working experience are the most likely to resign. The experience of new nurses undergoing to transition period affects 48% of their desire to leave work. This study recommends conducting further research on what kind of work environment is ideal for facilitating adaptation for new nurses.
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Qiao, Guiyuan, Sijian Li, and Jie Hu. "Stress, Coping, and Psychological Well-Being Among New Graduate Nurses in China." Home Health Care Management & Practice 23, no. 6 (2011): 398–403. http://dx.doi.org/10.1177/1084822311405828.
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This study examined the relationships between demographic characteristics, sources of nursing stress and coping strategies, and psychological well-being within graduate nurses. Moving from the student role to the staff nurse role can be an uneasy journey, transition is recognized as a stressful experience, and many graduate nurses find it difficult to cope with their new roles in their first few months. Four self-report questionnaires were administered to a sample of 96 new graduate nurses in central China. Death and dying, workload, and inadequate preparation were the most common sources of nursing stress, whereas the most frequently used coping strategies were planning, acceptance, and positive reframing. A number of significant correlations were found among demographic characteristics, sources of nursing stress, coping strategies, and psychological well-being. Negative predictors of psychological well-being were denial (coping strategies) and death and dying (workplace stressor). Role transition is often difficult when an individual comes to a new environment and is given new responsibilities and expectations. Although this transition is stressful and they feel inadequately prepared, with assistance, the new graduate nurses can develop effective coping strategies to adjust to the new role.
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Martin, Kenzie. "Newly Registered Nurses’ Experience in the First Year of Practice: A Phenomenological Study." International Journal of Human Caring 15, no. 2 (2011): 21–27. http://dx.doi.org/10.20467/1091-5710.15.2.21.
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The novice nurse’s first year of nursing practice focuses on socialization into the culture of nursing and on growth toward competent practice. Aqualitative study examined the lived experience of newly licensed registered nurses in their first year of practice in a hospital setting. Findings, described based on Kramer’s (1974) Reality Shock and Benner’s (1984) Novice to Expert, indicate that adaptation to the culture of nursing and movement from novice to competent nurse may sometimes be a treacherous journey. This journey may be influenced in a positive way through caring relationships with colleagues. Further research is needed to explore the relationship between caring supportive work environments, and recruitment and retention of new graduates.
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Karstadt, Lyn. "Preparing new graduate nurses." British Journal of Nursing 18, no. 16 (2009): 961. http://dx.doi.org/10.12968/bjon.2009.18.16.43961.
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Lin, Hui-Ling, Jong-Long Guo, Hsiao-Jung Chen, Li-Ling Liao, and Li-Chun Chang. "Cultural competence among pre-graduate nursing students, new graduate nurses, nurse mentors, and registered nurses: A comparative descriptive study." Nurse Education Today 97 (February 2021): 104701. http://dx.doi.org/10.1016/j.nedt.2020.104701.
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Vendittelli, D., Barbara Penprase, and Laura Pittiglio. "Musculoskeletal Injury Prevention for New Nurses." Workplace Health & Safety 64, no. 12 (2016): 573–85. http://dx.doi.org/10.1177/2165079916654928.
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Nurses continue to sustain musculoskeletal injuries even with increased emphasis on safe patient handling and mobility (SPHM) and organizational cultures of safety to protect health care workers. Analysis of data from 2011-2014 registered nurse graduates explored hospital safety culture, SPHM education/training, and incidence of new-nurse musculoskeletal injury. Results indicated hospitals provided some type of SPHM education and training, but 46% of study participants were not informed or aware of national SPHM standards or guidelines. Merely 13.9% of participants stated a written “no manual lifting policy” had been implemented; only 32.9% indicated staffing was adequate for SPHM tasks; and only 39.4% stated the hospital had all of the equipment needed to perform SPHM safely. Thirty-nine percent of participants had already sustained a musculoskeletal injury with an additional 35% sustaining but not reporting an injury. More actions are needed to ensure a decrease in musculoskeletal injuries for new nurses.