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Journal articles on the topic 'Newly graduated nurse'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

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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Berti, Heloisa Wey, Eliana Mara Braga, Ilda de Godoy, Wilza Carla Spiri, and Silvia Cristina Mangini Bocchi. "Movement undertaken by newly graduated nurses towards the strengthening of their professional autonomy and towards patient autonomy." Revista Latino-Americana de Enfermagem 16, no. 2 (2008): 184–91. http://dx.doi.org/10.1590/s0104-11692008000200003.

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This study involved newly graduated nurses performing in a public hospital and aimed at apprehending how they interpret the reality of their practice as well as their knowledge and experiences; at identifying and problematizing aspects related to the caregiving practice in terms of compliance with the autonomy bioethical framework and at pointing out ways to overcome the problems identified. The strategy adopted for data collection was the focal group and the theoretical framework was based on the Grounded Theory. Two phenomena emerged from the results: 1) Perceiving the fragility of nurse and patient autonomy and 2) Moving towards the strengthening of nurse and patient autonomy. This allowed for the identification of the core category: movement undertaken by newly graduated nurses towards the strengthening of their professional autonomy and towards patient autonomy. Understanding the experience enabled us to expand the knowledge concerning newly graduate nurses' coping, thus favoring our action as nursing professors.

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Numminen, Olivia, Helena Leino-Kilpi, Hannu Isoaho, and Riitta Meretoja. "Ethical climate and nurse competence – newly graduated nurses' perceptions." Nursing Ethics 22, no. 8 (2014): 845–59. http://dx.doi.org/10.1177/0969733014557137.

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Background: Nursing practice takes place in a social framework, in which environmental elements and interpersonal relations interact. Ethical climate of the work unit is an important element affecting nurses’ professional and ethical practice. Nevertheless, whatever the environmental circumstances, nurses are expected to be professionally competent providing high-quality care ethically and clinically. Aim: This study examined newly graduated nurses’ perception of the ethical climate of their work environment and its association with their self-assessed professional competence, turnover intentions and job satisfaction. Method: Descriptive, cross-sectional, correlational research design was applied. Participants consisted of 318 newly graduated nurses. Data were collected electronically and analysed statistically. Ethical considerations: Ethical approval and permissions to use instruments and conduct the study were obtained according to required procedures. Data were rendered anonymous to protect participant confidentiality. Completing the questionnaire was interpreted as consent to participate. Findings: Nurses’ overall perception of the ethical climate was positive. More positive perceptions related to peers, patients and physicians, and less positive to hospitals and managers. Strong associations were found between perceived ethical climate and self-assessed competence, turnover intentions in terms of changing job, and job satisfaction in terms of quality of care. Nurses at a higher competence level with positive views of job satisfaction and low turnover intentions perceived the climate significantly more positively. Conclusion: Nursing management responsible for and having the power to implement changes should understand their contribution in ethical leadership, as well as the multidimensional nature of nurses’ work environment and the interaction between work-related factors in planning developmental measures. Future research should focus on issues in nurse managers’ ethical leadership in creating ethical work environments. There is also a need for knowledge of newly graduated nurses’ views of factors which act as enhancers or barriers to positive ethical climates to develop. Interventions, continuing education courses, and discussions designed to promote positive ethical climates should be developed for managers, nurses, and multi-professional teams.

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Cheng, Fengmin, Yanjun Jin, Ching-Wen Chien, Lei Xiong, and Yen-Ching Chuang. "A Hybrid MADM Model for Newly Graduated Nurse’s Competence Evaluation and Improvement." Journal of Healthcare Engineering 2021 (March 8, 2021): 1–15. http://dx.doi.org/10.1155/2021/6658538.

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Nursing departments in hospitals must evaluate the practical competency of newly graduated nurses and assist them to increase their competence. Competency assessments often consider multiple qualitative attributes and use expert knowledge as the basis for decision-making. This study proposes a hybrid multiple attribute decision-making (MADM) model that determines practical competency of the newly graduated nurse as an evaluation framework. A causal influence-network diagram (CIND) and influential weights are obtained from nursing experts’ clinical experience using the decision-making trial and evaluation laboratory (DEMATEL)-based analytical network process analysis (DANP). The MOORA-AS method is then used to evaluate the ability expectation ratio-gap for newly graduated nurses in practice. The CIND is used to allow each newly graduated nurse to reduce the performance ratio-gaps between the current level and the aspirational level from a systematic perspective. The empirical data applies to a third-class and a first-class hospital in China. The results show that the proposed hybrid MADM model has reliable results and allows nursing department decision-makers/managers to easily evaluate and systematically improve competencies for newly graduated nurses.

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Kulka, Joanne M., Jennie Chang De Gagne, Cydney K. Mullen, and Karen Robeano. "Mindfulness-Based Stress Reduction for Newly Graduated Registered Nurses." Creative Nursing 24, no. 4 (2018): 243–50. http://dx.doi.org/10.1891/1078-4535.24.4.243.

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BackgroundThe transition from student to professional nurse is an important milestone in the development of newly graduated nurses. Mindfulness-based stress reduction (MBSR) has been shown to reduce symptoms of stress in those engaged in regular practice (Bazarko, Cate, Azocar, & Kreitzer, 2013; Kabat-Zinn, 1990).MethodThe quality improvement project used a one-group pre-test/posttest design to measure newly graduated registered nurses’ awareness of mindfulness and perceived stress.ResultsMindfulness awareness improved from pre-intervention (M = 3.66, SD = .81) to post-innovation (M = 4.03, SD = .69) although this was not statistically significant, (t[67] = 1.93, p = .057). There was a statistically significant decrease in perceived stress from pre-innovation (M = 19.47, SD = 7.16) to post-innovation (M = 15.71, SD = 6.90), (t[66] = 2.16, p = .034). Qualitative themes of increased patient safety, communication, and teamwork were identified.ConclusionMBSR has the potential to increase mindfulness and decrease perceived stress in newly graduated registered nurses, encouraging improved patient safety, communication, and teamwork.

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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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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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Richards, Jennifer, and Cheryl Bowles. "The Meaning of Being a Primary Nurse Preceptor for Newly Graduated Nurses." Journal for Nurses in Staff Development 28, no. 5 (2012): 208–13. http://dx.doi.org/10.1097/nnd.0b013e318269fde8.

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&NA;. "The Meaning of Being a Primary Nurse Preceptor for Newly Graduated Nurses." Journal for Nurses in Staff Development 28, no. 5 (2012): 214–15. http://dx.doi.org/10.1097/nnd.0b013e31826e5ff4.

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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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Gregg, Misuzu F., Toyomi Wakisaka, and Chifuyu Hayashi. "Nurse Managers’ Strategies for the Integration of Newly Graduated Nurses into Clinical Units in Japan: A Qualitative Exploratory Study." Open Nursing Journal 7, no. 1 (2013): 157–64. http://dx.doi.org/10.2174/1874434601307010157.

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Aim: The purpose of this study was to explore the strategies used by nurse managers in Japan to facilitate the integration of newly graduate nurses (NGNs) into their clinical units. Background: The integration of NGNs into clinical units is an important issue for both NGNs and nurse managers because the first year of practice plays a vital role in a NGN’s career. Method: Data were generated through semi-structured interviews with 9 nurse managers in 9 acute care hospitals. Data analysis was conducted using a qualitative content analysis method. Results: Nurse managers used a total of 6 strategies: understanding the circumstances of NGNs, providing opportunities for experience and learning, supporting nurses who teach NGNs, facilitating self-learning, promoting awareness of being a nurse in the clinical unit, and strengthening the sense of comradeship in clinical units. Three of these strategies were particularly important for NGNs’ integration into clinical units: facilitating self-learning, promoting awareness of being a nurse in the clinical unit, and strengthening the sense of comradeship in clinical units. These strategies were described in this study. Conclusions: The strategies adopted by nurse managers should be aimed at all nurses, not just NGNs, in order to strengthen the sense of comradeship in clinical units. This approach would create a supportive environment for the integration of NGNs into clinical units. The strategies presented in this study can be utilized not just by nurse managers but all senior nurses in the unit. NGNs can use these strategies to help them understand what they need to do to become a full member of their unit.

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Olson-Sitki, Kristi, M. Cecilia Wendler, and Gordon Forbes. "Evaluating the Impact of a Nurse Residency Program for Newly Graduated Registered Nurses." Journal for Nurses in Staff Development 28, no. 4 (2012): 156–62. http://dx.doi.org/10.1097/nnd.0b013e31825dfb4c.

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Kukkonen, Pia, Helena Leino‐Kilpi, Sanna Koskinen, Leena Salminen, and Camilla Strandell‐Laine. "Nurse managers' perceptions of the competence of newly graduated nurses: A scoping review." Journal of Nursing Management 28, no. 1 (2019): 4–16. http://dx.doi.org/10.1111/jonm.12891.

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Yu, Hsingyi, Chunhsia Huang, Yenfan Chin, et al. "The Mediating Effects of Nursing Professional Commitment on the Relationship between Social Support, Resilience, and Intention to Stay among Newly Graduated Male Nurses: A Cross-Sectional Questionnaire Survey." International Journal of Environmental Research and Public Health 18, no. 14 (2021): 7546. http://dx.doi.org/10.3390/ijerph18147546.

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The current shortage of nurses is an important global issue. Most male nurses leave nursing within four years of starting their nursing career. It is crucial to understand the influencing factors on newly graduated male nurses staying in nursing. Previous studies on intentions to stay as nurses were seldom based on theory and failed to consider the differences between genders. Based on the Job Demands-Resources (JD-R) model, this study tested the model that social support, resilience, and nursing professional commitment influence the intention to stay and the mediating effect of nursing professional commitment in the above relationship. This cross-sectional study adopted purposive and snowball sampling methods. Data were collected using online questionnaire, and 272 newly graduated male nurses completed it. The hypothetical model had a good fit with the data. Nursing professional commitment had a complete mediating effect between social support and intention to stay and between resilience and intention to stay. Nursing professional commitment was highly positively correlated to intention to stay. It is suggested that future research and practice should enhance male nurses’ professional commitment to increase their intention to stay. The findings can serve as reference for developing newly graduated male nurse retention programs.

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Pennbrant, Sandra, Maria Skyvell Nilsson, Joakim Öhlén, and Ann Rudman. "Mastering the professional role as a newly graduated registered nurse." Nurse Education Today 33, no. 7 (2013): 739–45. http://dx.doi.org/10.1016/j.nedt.2012.11.021.

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AKAMINE, Ryotaro, and Hideki KAMIKAWA. "A Survey on resilience and burnout of newly graduated nurse." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 2EV—045–2EV—045. http://dx.doi.org/10.4992/pacjpa.77.0_2ev-045.

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Gregg, Misuzu F. "Nurse managers' strategies for the integration of newly graduated nurses into clinical units in Japan." Open Nursing Journal 7, no. 1 (2013): 0. http://dx.doi.org/10.2174/1874434620131008007.

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Nilsson, Jan, Maria Mischo-Kelling, Andrea Thiekoetter, et al. "Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe." Nordic Journal of Nursing Research 39, no. 3 (2019): 159–67. http://dx.doi.org/10.1177/2057158519845321.

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Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor's degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.

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Rossillo, Kim, Vivian Norman, Mary Wickman, and Elizabeth Winokur. "Caritas Education: Theory to Practice." International Journal for Human Caring 24, no. 2 (2020): 106–20. http://dx.doi.org/10.20467/humancaring-d-19-00030.

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Increasingly complex occupational demands along with varied educational and personal examples of caring, may impact the ability to deeply connect with patients. Literature has identified that nurses and patients have differing perceptions of caring behaviors. Jean Watson's Theory of Human Caring provides a framework for care delivery that focuses on the caring nurse–patient relationship and the experience through the patients' lens.Caring healing relationships are at the core of professional nursing. The purpose of this project was to design and deliver an educational seminar based on Jean Watson's Theory of Human Caring to newly graduated nurses to examine the impact on self-efficacy in caring behaviors.The project participants (N = 56) consisted of a nonprobability convenience sample of newly graduated nurses at a local faith-based community hospital. The educational intervention consisted of experiential learning activities to facilitate translating theory to practice. The study utilized the Caring Efficacy Scale (CES), which is an instrument based on Watson's caring theory and Albert Bandura's self-efficacy theory. Results demonstrated a significant improvement in caring efficacy between the preintervention (M = 5.1, SD = .47), and immediate post intervention (M = 5.5, SD = .38); t (52) = −9.09, p = .000.The knowledge from this study could provide insights for the development of effective teaching strategies to facilitate translating nursing theory to practice. Establishing and developing skills to facilitate nurturing, caring nurse–patient relationships may enhance both the patient and caregiver experience.

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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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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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MacKay, Lyndsay Jerusha, and Catherine Bellamy-Stack. "The Use of a Clinical Resource Nurse for Newly Graduated Nurses in a Pediatric Oncology Setting." Journal of Pediatric Oncology Nursing 27, no. 6 (2010): 338–43. http://dx.doi.org/10.1177/1043454210368531.

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Saccomano, Scott J., and Genevieve Pinto Zipp. "Integrating Delegation Into the Undergraduate Curriculum." Creative Nursing 20, no. 2 (2014): 106–15. http://dx.doi.org/10.1891/1078-4535.20.2.106.

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One of the essential practice skills for registered nurses (RNs) is the delegation of tasks. However, few experiences in RN educational programs directly address the development of delegation skills. Many RNs report not feeling confident in their ability to delegate appropriately upon completing their educational programs. Nurse educators must respond to the need to address delegation in undergraduate nursing curricula. This article describes research evaluating levels of knowledge of and confidence in the delegation process among newly graduated RNs, and explores options for teachable moments about delegation.

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Bahouth, Mona N., and Mary Beth Esposito-Herr. "Orientation Program for Hospital-Based Nurse Practitioners." AACN Advanced Critical Care 20, no. 1 (2009): 82–90. http://dx.doi.org/10.4037/15597768-2009-1010.

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The transition from student to practicing clinician is often a challenging and difficult period for many nurse practitioners. Newly graduated nurse practitioners commonly describe feelings of inadequacy in assuming clinical responsibilities, lack of support by team members, unclear expectations for the orientation period, and role isolation. This article describes the formal nurse practitioner orientation program implemented at the University of Maryland Medical Center, a large urban academic medical center, to facilitate the transition of new nurse practitioners into the workforce. This comprehensive program incorporates streamlined administrative activities, baseline didactic and simulation-based critical care education, ongoing and focused peer support, access to formalized resources, and individualized clinical preceptor programs. This formalized orientation program has proven to be one of the key variables to successful integration of nurse practitioners into our acute care clinical teams.

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Thabault, Paulette, Laura Mylott, and Angela Patterson. "Describing a Residency Program Developed for Newly Graduated Nurse Practitioners Employed in Retail Health Settings." Journal of Professional Nursing 31, no. 3 (2015): 226–32. http://dx.doi.org/10.1016/j.profnurs.2014.09.004.

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Patterson, Christopher, Janette Curtis, and Amanda Reid. "Skills, knowledge, and attitudes expected of a newly-graduated mental health nurse in an inpatient setting." International Journal of Mental Health Nursing 17, no. 6 (2008): 410–18. http://dx.doi.org/10.1111/j.1447-0349.2008.00572.x.

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Paul, Lissa, Heather Ferretti, Veronica Lee, and Kerry Shoalts. "Teaching in the time of COVID." Book 2.0 11, no. 1 (2021): 81–93. http://dx.doi.org/10.1386/btwo_00045_1.

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This essay arose as a response to teaching the final post-graduate course in the taught master's programme of the Faculty of Education at Brock University (St. Catharine’s Ontario Canada) in the spring and autumn of 2020, just after the onset of the COVID-19 pandemic triggered the complete closures of schools and universities. Three students wrote about their relationships with teaching in the time of COVID. An experienced middle-school teacher discusses how the transition to suddenly homeschooling her five-year-old focused her attention on distinctions between curriculum-driven education and maternal teaching. A newly graduated teacher, concerned about the complete cancellation of extra-curricular sport programmes researches their histories. She discovers the ways in which intercollegiate sport, especially in the United States, transformed what had been healthy competition between undergraduate teams of students into multi-million-dollar businesses driving university revenue streams, eclipsing academic life and exploiting student athletes. In the United States, with academic institutions limiting or prohibiting in-person instruction in 2020-201, basketball and football teams competed. COVID spiked and people died. A nurse-educator, faced with the sudden requirement to remove of all nursing students from their required clinical placements at the onset of the pandemic writes about recalibrating the relationships between virtual experience (including simulations) and practical experience in nursing instruction. Given the vulnerability of clinical placements to sudden closures (SARS in 2003 had been a warning), the nurse-educator explains why it is time to determine which programme components could best be moved online. The contributions by the three students are framed by the professor's own adaptation to an online environment, including her development of asynchronous iMovie instruction combined with short synchronous seminars (with no more than five students at a time) and one-on-one tutorials.

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Palese, Alvisa, Beata Dobrowolska, Anna Squin, Giulia Lupieri, Giampiera Bulfone, and Sara Vecchiato. "Human rights conflicts experienced by nurses migrating between developed countries." Nursing Ethics 24, no. 7 (2016): 833–46. http://dx.doi.org/10.1177/0969733015626601.

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Background: Some developed countries have recently changed their role in the context of international recruitment, becoming donors due to socio-economical and political factors such as recessions. This is also the case in Italy, where there has been a flow of immigrant nurses out of the country that has been documented over the past several years. In a short time, it has become a donor country to other developed European countries, such as the United Kingdom. Aims: To advance knowledge in the context of human rights conflicts and ethical implications of the decision-making process of nurses who migrate between developed countries, such as from Italy to the United Kingdom, during times of recession. Research design: A case study based on the descriptive phenomenological approach was undertaken in 2014. Participants and research context: A total of 26 Italian newly graduated nurses finding a job in the United Kingdom were interviewed via Skype and telephone. Ethical considerations: The Internal Review Board of the University approved the project. Findings: In accordance with the descriptive phenomenological approach undertaken, three main themes emerged: (1) escaping from the feeling of being refused/rejected in order to be desired, (2) perceiving themselves respected, as a person and as a nurse, in a growth project and (3) returning if the country changes its strategy regarding nurses. Discussion: Ethical implications in the context of human rights, such as autonomy of the decision, social justice and reciprocal obligation, non-maleficence and double effect, have been discussed. Conclusion: The call for investing in nurses and nurses’ care in developed countries facing recession is urgent. Investing in nurses means respecting individuals and citizens who are at risk of developing health problems during the recession.

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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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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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Yoon, Hyo Jeong, and Sung Hyun Cho. "Geographic Mobility and Related Factors among Newly Graduated Nurses." Journal of Korean Academic Society of Nursing Education 23, no. 3 (2017): 353–62. http://dx.doi.org/10.5977/jkasne.2017.23.3.353.

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Purpose: This study aimed to analyze the mobility of newly graduated nurses from regions where their nursing schools were located to regions where they took up their first jobs, and to identify factors influencing nurses' mobility. Methods: Data from the Graduates Occupational Mobility Survey, collected annually from 2010 to 2014 by the Korea Employment Information Service, were analyzed. The sample consisted of 1,488 graduates and 1,229 nurses who were employed on a full-time basis in hospitals. Multiple logistic regression analysis was conducted to identify factors associated with geographic mobility. Results: Among the nurses working in hospitals, 69.2% had their first jobs in their nursing school regions and 11.3% in their high school regions. Fifty-two percent of the nurses worked in the capital region; 47.2% thereof had moved from a non-capital region. Nurses were more likely to work in their nursing school region when they were female, were older, graduated from a high school located in their nursing school region, graduated from a college (vs. university), had a lower nursing school performance, and expected lower monthly wage, compared with those who left their nursing school region. Conclusion: Education and remuneration policies are required to reduce geographical mobility to the capital region.

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Negarandeh, Reza, Hadi Ahmadi Chenari, and Parvin Mahmoodi. "Exploring the Reasons for the Inadequate Clinical Competency in the Newly Graduated Nurses: A Qualitative Study." International Journal of Ayurvedic Medicine 12, no. 1 (2021): 102–8. http://dx.doi.org/10.47552/ijam.v12i1.1747.

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Aim: The most important mission of Healthcare systems is to deliver safe, efficient, and high-quality patient care. Manpower is the key pillar in achieving this goal. Studies show that newly graduated nurses do not have sufficient clinical competence to care for patients. This study aimed to explore the reasons for inadequate competence of newly graduated nurses. Method: The present study is a qualitative study. Participants in this study were 30 individuals, including nursing students, newly graduates nurses, nursing faculties, clinical nurses, nursing managers and deputies for the education of nursing schools who were selected by purposeful sampling method. Data were collected through semi-structured interviews. The data collection continued to data saturation. Data were analyzed using qualitative content analysis in MAXQDA 10 software. Results: Three main categories emerged as reasons for the inadequate clinical competency in the newly graduated nurses i.e. inefficient mechanism of student recruitment, ineffective education, and gloomy outlook for the nursing profession. Conclusion: Training qualified clinical nurses is a dynamic process that requires enrolling the appropriate individuals, preparing a suitable infrastructure to train, training them effectively, providing in-service training, and providing the necessary motivation for professional development in the health care settings.

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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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Schmitt, Catherine A., and Rachel Schiffman. "Perceived needs and coping resources of newly hired nurses." SAGE Open Medicine 7 (January 2019): 205031211983321. http://dx.doi.org/10.1177/2050312119833216.

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Objective: Newly hired nurses who do not transition well often leave their first nursing position or nursing prematurely, at great cost to themselves, the profession, hiring organizations and patients. The purpose of this secondary analysis study was to better understand the transition experience of new graduate nurses and experienced nurses as they moved to a new setting in nursing, and the preceptor’s role in that transition. Methods: Schlossberg’s Transition Theory provided the framework for the secondary analysis of a large qualitative data set that were collected from 118 newly hired nurses who were predominantly female and Caucasian with the majority being under the age of 30 years and having less than 1-year experience. The data available for secondary analysis included all transcripts from the original study. Results: Two main themes were identified: Institutional Support and Sense of Self. Discussion: Preceptors are critical early in the transition and the newly hired nurse continues to look for support beyond the first year of the transition. Hospitals should consider implementing transition to practice programs that support the newly hired nurse, to include those with prior experience, throughout the first year of transition and should also consider a mentorship program of support after the first year.

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Rosi, Ivana Maria, Adriana Contiguglia, Kim Randall Millama, and Stefania Rancati. "Newly graduated nurses’ experiences of horizontal violence." Nursing Ethics 27, no. 7 (2020): 1556–68. http://dx.doi.org/10.1177/0969733020929063.

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Background: Horizontal violence, defined in the literature as ‘interpersonal conflict between two nurses at the same hierarchical levels in organizations’, often associated with bullying, affects the well-being of nurses, care recipients and the professional image of nursing and the organization due to increased turnover. One in every three newly graduated nurses is a victim of horizontal violence, although they do not always know how to define it. Aim: To investigate the direct and indirect experiences of horizontal violence in newly graduated nurses as well as to shed light on the phenomenon, on its awareness and recognition. Methods: A qualitative phenomenological study was conducted between September and October 2018 with newly graduated nurses, with a work experience ranging between 6 months and 3 years. The interviews were conducted face-to-face, consisting of a first open general question, followed by semi-structured questions. Ethical considerations: The study was conducted in accordance with the Declaration of Helsinki, and the protocol was approved by the Institution Review Board. Results: From the analysis of the interviews of the 21 participants, four main themes were identified: the ‘enemies’, that is those who exercised violence, the ‘weapons’ used by them to exercise violence, the ‘effects’ and the types of ‘armor’ identified to protect themselves. Discussion: Horizontal violence is rarely recognized by newly graduated nurses, even though our sample had directly or indirectly experienced horizontal violence. Tackling the phenomenon starting from the undergraduate degree courses, focusing on effective support and more protection by the organization leaders were the silent requests that emerged from this study. Conclusion: Preventing horizontal violence is important for nurses’ professional and private well-being, for professional conduct and for the quality of care provided to patients.

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Park, Mihyun, and Cheryl B. Jones. "A Retention Strategy for Newly Graduated Nurses." Journal for Nurses in Staff Development (JNSD) 26, no. 4 (2010): 142–49. http://dx.doi.org/10.1097/nnd.0b013e31819aa130.

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&NA;. "A Retention Strategy for Newly Graduated Nurses." Journal for Nurses in Staff Development (JNSD) 26, no. 4 (2010): 150–51. http://dx.doi.org/10.1097/nnd.0b013e3181ed8337.

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Wangensteen, Sigrid, Inger S. Johansson, Monica E. Björkström, and Gun Nordström. "Critical thinking dispositions among newly graduated nurses." Journal of Advanced Nursing 66, no. 10 (2010): 2170–81. http://dx.doi.org/10.1111/j.1365-2648.2010.05282.x.

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Henderson, Amanda, Christine Ossenberg, and Scott Tyler. "‘What matters to graduates’: An evaluation of a structured clinical support program for newly graduated nurses." Nurse Education in Practice 15, no. 3 (2015): 225–31. http://dx.doi.org/10.1016/j.nepr.2015.01.009.

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Dumoulin, Margaret, and Jackie Mace. "Our twinning experience. Integrating newly graduated nurses (Concurrent)." Journal of Orthopaedic Nursing 13, no. 1 (2009): 30–31. http://dx.doi.org/10.1016/j.joon.2009.02.036.

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Almada, Pam, Karen Carafoli, John B. Flattery, Douglas A. French, and Mary McNamara. "Improving the Retention Rate of Newly Graduated Nurses." Journal for Nurses in Staff Development (JNSD) 20, no. 6 (2004): 268–73. http://dx.doi.org/10.1097/00124645-200411000-00006.

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Woo, Chung Hee, Ju Young Park, and Nam Yi Kim. "Factors Influencing Field Adaptation in Newly Graduated Nurses." Journal of Korean Academy of Psychiatric and Mental Health Nursing 25, no. 3 (2016): 187. http://dx.doi.org/10.12934/jkpmhn.2016.25.3.187.

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Gilmour, Jean, Annette Huntington, Julia Slark, and Catherine Turner. "Newly graduated nurses and employment: A dynamic landscape." Collegian 24, no. 3 (2017): 247–53. http://dx.doi.org/10.1016/j.colegn.2016.02.004.

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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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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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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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Chung, Jessie Yuk Seng, William Ho Cheung Li, Laurie Long Kwan Ho, Ankie Tan Cheung, and Joyce Oi Kwan Chung. "Newly graduate nurse perception and experience of clinical handover." Nurse Education Today 97 (February 2021): 104693. http://dx.doi.org/10.1016/j.nedt.2020.104693.

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Cho, Yeon Sil, Sue Kyung Sohn, Mi Young Han, Mi Sook Kim, Boo Kyeong Bang, and Kyong Mi Lee. "Nurses' Lived Experience of Preceptorship for Newly Graduated Nurses in Hospital." Journal of East-West Nursing Research 20, no. 1 (2014): 37–47. http://dx.doi.org/10.14370/jewnr.2014.20.1.37.

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Yarbrough, Susan, Pam Martin, Danita Alfred, and Charleen McNeill. "Professional values, job satisfaction, career development, and intent to stay." Nursing Ethics 24, no. 6 (2016): 675–85. http://dx.doi.org/10.1177/0969733015623098.

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Background: Hospitals are experiencing an estimated 16.5% turnover rate of registered nurses costing from $44,380 - $63,400 per nurse—an estimated $4.21 to $6.02 million financial loss annually for hospitals in the United States of America. Attrition of all nurses is costly. Most past research has focused on the new graduate nurse with little focus on the mid-career nurse. Attrition of mid-career nurses is a loss for the profession now and into the future. Research objective: The purpose of the study was to explore relationships of professional values orientation, career development, job satisfaction, and intent to stay in recently hired mid-career and early-career nurses in a large hospital system. Research design: A descriptive correlational study of personal and professional factors on job satisfaction and retention was conducted. Participants and research context: A convenience sample of nurses from a mid-sized hospital in a metropolitan area in the Southwestern United States was recruited via in-house email. Sixty-seven nurses met the eligibility criteria and completed survey documents. Ethical considerations: Institutional Review Board approval was obtained from both the university and hospital system. Findings: Findings indicated a strong correlation between professional values and career development and that both job satisfaction and career development correlated positively with retention. Discussion: Newly hired mid-career nurses scored higher on job satisfaction and planned to remain in their jobs. This is important because their expertise and leadership are necessary to sustain the profession into the future. Conclusion: Nurse managers should be aware that when nurses perceive value conflicts, retention might be adversely affected. The practice environment stimulates nurses to consider whether to remain on the job or look for other opportunities.

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Widarsson, Margareta, Margareta Asp, Anna Letterstål, and Marie-Louise S. Källestedt. "Newly Graduated Swedish Nurses' Inadequacy in Developing Professional Competence." Journal of Continuing Education in Nursing 51, no. 2 (2020): 65–74. http://dx.doi.org/10.3928/00220124-20200115-05.

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