A patient safety focused registered nurse transition to practice program

Mellor, Peter; Greenhill, Jennene

doi:10.1080/10376178.2014.11081906

Cited by 29 publications

(63 citation statements)

References 29 publications

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“…After meeting with limited success they were more willing to open up to others and seek additional support. It is possible to achieve excellent results with knowledge of the support networks available and thereby avoid feeling overwhelmed (Mellor & Greenhill, 2014). Natasha did this: For example, a situation can be de-escalated when the NGRN actively listens to the doctor, provides an understanding response and maintains a calm demeanour.…”

Section: Ways I Navigatementioning

confidence: 99%

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Mellor¹,

Gregoric²

2016

J Contin Educ Nurs

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Section: Ways I Navigatementioning

confidence: 99%

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Mellor¹,

Gregoric²

2016

J Contin Educ Nurs

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“…However ineffective transition may cause new nurses feelings of helplessness. On the grounded theory study, Mellor & Greenhill (2014) claimed that new nurses in transition to practice reported to have feelings of underprepared for practice, overwhelmed by responsibility, and often abandoned when clinical support did not occur. Preceptors serving as role models to students must facilitate their teachinglearning process and socialization.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving Clinical Competence and Confidence of Senior Nursing Students through Clinical Preceptorship

Kim

Lee²,

Eudey³

et al. 2014

IJN

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Clinical preceptorship provides an essential aspect of nursing education for senior nursing students. This descriptive study identified perceptions of senior nursing students about their clinical preceptorship experiences, evaluated their perceived levels of competency and confidence in providing nursing care; and examined their perceived confidence level in relation to the perceived competency level of nursing skills. Researchers approached 134 culturally diverse senior nursing students enrolled in Preceptorship courses at one of the state-funded California universities and collected anonymous data from 95 students in academic years 2010-2012, using three instruments; Senior Preceptorship Experience Questionnaire, Graduate Nurse Survey, and Quality and Safety Education for Nurses tools. Results indicated that the clinical preceptorship improved students' perceived competency skills and confidence in providing nursing care. Outcomes demonstrated that the level of students' perceived competency was positively associated with the level of their interaction with preceptor. There was a significant correlation between the overall perceived competency level and confidence level of students; however there was no relationship between the amount of preceptor interaction and the degree of perceived confidence. This information is useful to nursing education as educators continue striving to reconcile the lack of preparedness for new staff roles that employers see in new graduates. International Journal of Nursing, Vol. 1(2), December 2014 Keywords IntroductionA senior preceptorship embraces culmination of students' roles as nursing students; and it helps students attain the very beginning of their nursing career as professional nurses. During this time, student nurses transition into functional independent nurses under the supervision of a preceptor that serves as a clinical expert, role model, and direct supervisor of the preceptee. The students, known as preceptees, are expected to increase their workload gradually, until they are able to take on the full patient assignment. Benefits from this experience may include building professional roles, competence, confidence, and socialization in the nursing practice; as well as developing and achieving personal goals, learning about accountability, and becoming more familiarized with the organizational culture. The sum of these skills allows preceptees to deliver quality care to their patients.Literature indicates that the transition from a student nurse to novice staff nurse could be a stressful experience. Student nurses felt frustrated when they did not receive adequate support during transition (Kumaran & Carney, 2014) and experienced significantly more stress during their academic preparation, especially during their senior clinical preceptorship than they did during the first year of employment (Younge, Myrick, & Haase, 2002). The change in role might increase unpleasant feelings such as frustration, anxiety, and depressed mood. These negative feelings (Mamchur &...

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“…As they entered their roles, participants went through many initial challenges, such as learning the expectations associated with their roles, balancing coursework and clinical responsibilities, developing professional relationships, and making independent decisions for the first time. Research examining the challenges associated with initial entry into the role of a certified AT is lacking; however, many investigators have addressed this transition in health care fields such as nursing [40][41][42][43] and physical therapy. [44][45][46][47] Similar to what the participants reported, many new nurses and physical therapists (PTs) felt overwhelmed as they encountered new challenges in their roles and had trouble balancing all their responsibilities.…”

Section: Initial Entry Into Rolementioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

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A patient safety focused registered nurse transition to practice program

Cited by 29 publications

References 29 publications

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Improving Clinical Competence and Confidence of Senior Nursing Students through Clinical Preceptorship

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

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