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Journal articles on the topic 'Newly graduated'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Pyrhönen, Veli-Pekka, Sonja Niiranen, and Eila Pajarre. "Newly graduate engineers’ development of expertise and personal competencies." Információs Társadalom 20, no. 2 (2020): 70. http://dx.doi.org/10.22503/inftars.xx.2020.2.5.

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This paper investigates importance and development of expertise and personal competencies of newly graduated engineers according to academic staff members, industrial employers and the graduated engineers themselves. The aim was to discover how graduated engineers perceive the importance of competencies at the time of graduation, and how various competencies have developed during their studies. For such purposes, a national-wide graduate survey was adopted as a basis for research. The results show that engineering degree programmes highlight theoretical foundation rather than generic competenc

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2

Welk, Blayne, Ron Kodama, and Andrew MacNeily. "The newly graduated Canadian urologist: Over-trained and underemployed?" Canadian Urological Association Journal 7, no. 1-2 (2013): 10. http://dx.doi.org/10.5489/cuaj.188.

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Introduction: There are two prevailing perceptions among urology residents (1) fellowship training is becoming a requirement after residency, and (2) there are few job opportunities after graduation. In this study, we examine postgraduate training patterns and employment choices of urology residents.Methods: All Canadian urology program directors provided a summary of fellowship training and employment of Canadian residents graduating between 1998 and 2009. Logistic regression models were used to detect linear trends.Results: In total, 258 Canadian urology residents graduated over the study pe

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Monrouxe, Lynn V., Alison Bullock, Gerard Gormley, et al. "New graduate doctors’ preparedness for practice: a multistakeholder, multicentre narrative study." BMJ Open 8, no. 8 (2018): e023146. http://dx.doi.org/10.1136/bmjopen-2018-023146.

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ObjectiveWhile previous studies have begun to explore newly graduated junior doctors’ preparedness for practice, findings are largely based on simplistic survey data or perceptions of newly graduated junior doctors and their clinical supervisors alone. This study explores, in a deeper manner, multiple stakeholders’ conceptualisations of what it means to be prepared for practice and their perceptions about newly graduated junior doctors’ preparedness (or unpreparedness) using innovative qualitative methods.DesignA multistakeholder, multicentre qualitative study including narrative interviews an

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4

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

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5

Mugridge, Rebecca L. "Experiences of Newly-Graduated Cataloging Librarians." Cataloging & Classification Quarterly 45, no. 3 (2008): 61–79. http://dx.doi.org/10.1300/j104v45n03_06.

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6

Rorrer, Ronald. "Hiring the Newly Minted." Mechanical Engineering 133, no. 03 (2011): 35–37. http://dx.doi.org/10.1115/1.2011-mar-3.

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This article discusses Ronald Rorrer’s views of hiring a newly graduate engineer. He recommends that when hiring a newly graduated engineer, one should contact senior design instructors for realistic references. He believes that the senior design sequence, as much as a college course, can reveal the relevant character of an individual with respect to the ability to work with others and to a future work ethic. In fact, there are limitations to the senior design instructor’s view of students. The instructor can fixate on the manufacture of the product, and ignore the overall process of design, w

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7

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

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8

Precious, David S. "Welcome newly graduated oral and maxillofacial surgeons." Oral Surgery, Oral Medicine, Oral Pathology and Oral Radiology 113, no. 5 (2012): 569. http://dx.doi.org/10.1016/j.oooo.2012.01.017.

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9

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

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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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12

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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13

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

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14

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

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15

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 Sur

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16

Dagli, Namrata, Suhas Kulkarni, Prabu Duraiswamy, Harshit Desai, Himanshu Vyas, and Kusai Baroudi. "Stress and professional burnout among newly graduated dentists." Journal of International Society of Preventive and Community Dentistry 6, no. 6 (2016): 535. http://dx.doi.org/10.4103/2231-0762.195509.

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17

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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18

Barry, Michele. "Newly-graduated midwives in the state of protection." Women and Birth 24 (October 2011): S30. http://dx.doi.org/10.1016/j.wombi.2011.07.101.

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19

Efe Varol, T. "Problems Encountered by a Newly Graduated Graphics Designer." Procedia - Social and Behavioral Sciences 51 (2012): 416–19. http://dx.doi.org/10.1016/j.sbspro.2012.08.182.

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20

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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21

Tekian, Ara. "Have newly graduated physicians mastered essential clinical skills?" Medical Education 36, no. 5 (2002): 406–7. http://dx.doi.org/10.1046/j.1365-2923.2002.01214.x.

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22

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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23

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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24

Mohan, Malu, and T. K. Sundari Ravindran. "Factors affecting “preparedness for practice” among newly graduated dentists – A cross-sectional study." Journal of Global Oral Health 3 (June 23, 2020): 23–33. http://dx.doi.org/10.25259/jgoh_20_2020.

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Objectives: Consequent to the drastic growth that has occurred over the past few decades in the dental education sector, dental profession in India, has also undergone changes. Hence, it is critical to inquire whether the current training that is being offered to dental students is successful in preparing them adequately to meet the challenges of the changing dental profession. We have aimed to assess the level of preparedness for independent dental practice among newly graduated dentists of Kerala and to explore the factors associated with their preparedness. Materials and Methods: This cross

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25

Clements, Vanessa, Deborah Davis, and Jennifer Fenwick. "Continuity of Care: Supporting New Graduates to Grow Into Confident Practitioners." International Journal of Childbirth 3, no. 1 (2013): 3–12. http://dx.doi.org/10.1891/2156-5287.3.1.3.

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AIM:This article describes how newly qualified midwives experienced their rotation into birth suite and a continuity of midwifery care model. The findings are part of a larger study that aimed to describe graduate midwives’ expectations and experiences of their transition to practice.BACKGROUND:Knowledge and understanding of how midwives make the transition from student to registered midwife remain limited. However, the literature suggests that this time is a critical period for a new graduate. Although transition support programs for midwives exist in New South Wales, Australia, there appears

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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

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27

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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28

Pavão Spaulonci, Gisele, Ricardo Salgado de Souza, Vanessa Gallego Arias Pecorari, and Luciano Lauria Dib. "Oral Cancer Knowledge Assessment: Newly Graduated versus Senior Dental Clinicians." International Journal of Dentistry 2018 (February 14, 2018): 1–12. http://dx.doi.org/10.1155/2018/9368918.

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The present study assessed the level of dentists’ knowledge regarding oral cancer in the city of São Paulo, Brazil. A questionnaire was used to compare the level of knowledge among newly graduated and senior clinicians. A total of 20,154 e-mails were correctly delivered to the dentists registered in the database of the Regional Dentistry Council of São Paulo, and 477 (2.36%) responses were received. This sample consisted of 84 newly graduated clinicians and 105 senior clinicians. For the statistical analysis, the chi-square test and the logistic regression analysis were performed withα = 0.05,

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29

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 h

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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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Dönmez, Sevgül, and Eylem Karakuş. "Investıgatıon Of Professıonal Commıtment Of The Newly Graduated Nurses." Kocaeli Medical Journal 8, no. 1 (2019): 146–52. http://dx.doi.org/10.5505/ktd.2019.93695.

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Barry, Michele J., Yvonne L. Hauck, Thomas O’Donoghue, and Simon Clarke. "Newly-graduated midwives transcending barriers: A grounded theory study." Midwifery 29, no. 12 (2013): 1352–57. http://dx.doi.org/10.1016/j.midw.2012.12.016.

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33

Unver, Vesile, Sevinc Tastan, and Nalan Akbayrak. "Medication errors: Perspectives of newly graduated and experienced nurses." International Journal of Nursing Practice 18, no. 4 (2012): 317–24. http://dx.doi.org/10.1111/j.1440-172x.2012.02052.x.

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34

Mollahaliloğlu, Salih, Ülger A. Çulha, Mustafa Kosdak, and Hasan G. Öncül. "The Migration Preferences of Newly Graduated Physcians in Turkey." Medical Journal of Islamic World Academy of Sciences 22, no. 2 (2014): 69–75. http://dx.doi.org/10.12816/0008175.

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35

Ramstrand, Nerrolyn, and Simon Ramstrand. "Competency standards for newly graduated prosthetist/orthotists in Sweden." Prosthetics and Orthotics International 42, no. 4 (2018): 387–93. http://dx.doi.org/10.1177/0309364618774056.

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Background: There are currently no national competency standards upon which to develop educational objectives for prosthetist/orthotists in Sweden. While standards have been developed in other countries, they cannot be applied without confirming their relevance in a Swedish context. Objectives: To describe and obtain consensus on core competencies required for newly graduated prosthetist/orthotists in Sweden. Study design: Modified Delphi process. Methods: A modified Delphi technique was carried out. Focus groups were initially used to identify core competency domains. Two consecutive question

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36

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 intenti

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37

Craft, Judy, Martin Christensen, Lisa Wirihana, Shannon Bakon, Jennie Barr, and Lily Tsai. "An integrative review of absenteeism in newly graduated nurses." Nursing Management 24, no. 7 (2017): 37–42. http://dx.doi.org/10.7748/nm.2017.e1587.

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38

Schoessler, Mary, and Mary Waldo. "Organizational Infrastructure to Support Development of Newly Graduated Nurses." Journal for Nurses in Staff Development (JNSD) 22, no. 6 (2006): 286–93. http://dx.doi.org/10.1097/00124645-200611000-00003.

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&NA;. "Organizational Infrastructure to Support Development of Newly Graduated Nurses." Journal for Nurses in Staff Development (JNSD) 22, no. 6 (2006): 294–95. http://dx.doi.org/10.1097/00124645-200611000-00004.

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Duchscher, Judy E. Boychuk. "Critical Thinking: Perceptions of Newly Graduated Female Baccalaureate Nurses." Journal of Nursing Education 42, no. 1 (2003): 14–27. http://dx.doi.org/10.3928/0148-4834-20030101-06.

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Kim, Eun-Young, Jung Hee Yeo, and Kyeong Im Yi. "Development of the Transition Shock Scale for Newly Graduated Nurses." Journal of Korean Academy of Nursing 47, no. 5 (2017): 589. http://dx.doi.org/10.4040/jkan.2017.47.5.589.

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42

Zolaly, Mohammed Adnan, Khaled Kasim, and Manal Ibrahim Mahmoud. "Medical career selection among newly graduated physicians in Madinah, KSA." Medical Teacher 35, sup1 (2013): S63—S67. http://dx.doi.org/10.3109/0142159x.2013.765541.

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donmez, sevgul, and sureyya gumussoy. "The Status of Newly Graduated Nurses Being Subjected to Violence." International Medicine 1, no. 2 (2019): 1. http://dx.doi.org/10.5455/im.33308.

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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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45

Voldbjerg, Siri Lygum, Mette Grønkjaer, Erik Elgaard Sørensen, and Elisabeth O. C. Hall. "Newly graduated nurses’ use of knowledge sources: a meta-ethnography." Journal of Advanced Nursing 72, no. 8 (2016): 1751–65. http://dx.doi.org/10.1111/jan.12914.

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46

Cai, Tingting. "Transition of newly graduated nurses in China: An evaluation study." Nurse Education in Practice 50 (January 2021): 102951. http://dx.doi.org/10.1016/j.nepr.2020.102951.

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47

Forlin, Chris, Ismael García Cedillo, Silvia Romero‐Contreras, Todd Fletcher, and Humberto Javier Rodríguez Hernández. "Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers." International Journal of Inclusive Education 14, no. 7 (2010): 723–39. http://dx.doi.org/10.1080/13603111003778569.

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48

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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Oh, Yun Kyung, and Eun-Young Kim. "Factors Influencing Re-Employment of Newly Graduated Nurses: Longitudinal Study." Journal of Korean Academy of Nursing 51, no. 2 (2021): 162. http://dx.doi.org/10.4040/jkan.20158.

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Brooks, Ingrid Ann, and Julia Morphet. "The defining characteristics of newly graduated nurses – A Delphi study." Nurse Education in Practice 51 (February 2021): 102985. http://dx.doi.org/10.1016/j.nepr.2021.102985.

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