A phenomenological exploration of graduate nurse transition to professional practice within a transition to practice program

Ankers, Matthew; Barton, Chris; Parry, Yvonne

doi:10.1016/j.colegn.2017.09.002

Cited by 61 publications

(49 citation statements)

References 15 publications

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“…Outcomes of these programs can include improvements in graduates' competence, role clarity and job satisfaction (Bakon et al, 2018;Bull, Shearer, Phillips, & Fallon, 2015;Spector et al, 2015;Tyndall, Firnhaber, & Scott, 2018) turnover and retention (Jones et al, 2017;Rush et al, 2013) patient safety and patient outcomes (Jones et al, 2017;Spector et al, 2015;Tyndall et al, 2018). These factors equate to substantial cost savings for healthcare organisations (Roche, Duffield, Homer, Buchan, & Dimitrelis, 2015;Rush et al, 2013) and graduates generally describe transition programs as a positive, supportive aspect of their first year of practice (Ankers et al, 2018;Walker, Costa, Foster, & de Bruin, 2017) -an assertion voiced by participants in this study.…”

Section: Discussionmentioning

confidence: 73%

Fostering graduate nurse practice readiness in context

et al. 2020

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Background: The healthcare environment is highly pressured, dynamic and demanding of staff. Existing research indicates that when graduate nurses begin work, they are not practice ready and struggle to adapt and manage their responsibilities as registered nurses. Aim: As part of a larger study, this paper examines the impact of the healthcare environment on graduate nurses' practice readiness and the factors that assist them to become practice ready. Method: Multiple case study design with 67 participants from four different professional groups employed in four healthcare institutions in one state in Australia. Grounded theory methods of data analysis, document review, and cross case analysis were utilised in this study. Findings: The healthcare system, workplace environment and quality of workplace interactions impact on actual and perceived graduate nurse performance. Graduate nurses develop practice readiness progressively along a transition continuum and attaining practice readiness is reliant on factors present in both the education and workplace environments. Discussion: Education and workplace factors collectively create the right environment for graduate nurses to flourish. Education and practice sectors need to work together to ensure graduate readiness over a four-year timeline from the commencement of nursing studies through to the end of the graduate year to ensure practice readiness. Conclusion: Creating positive workplace environments that support nursing students and graduate nurses to develop practice readiness can enhance the quality of care they provide, promote their retention in the health workforce and contribute to improved healthcare practice and outcomes.

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Section: Discussionmentioning

confidence: 73%

Fostering graduate nurse practice readiness in context

et al. 2020

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“…Transition shock, feeling pressured, learning excitement, and needing support were also the emerging themes in the transition experiences reported in a qualitative study among new graduate Filipino nurses (Labrague, McEnroe-Pettite, & Leocadio, 2019). Other studies conducted in other countries among new graduate nurses in the United States (Fink, Krugman, Casey, & Goode, 2008); New Zealand (Walton et al, 2018), Australia (Kelly & Ahern, 2009;Ankers, Barton, & Parry, 2018), Hongkong (Wong et al, 2018), and Oman (Al Awaisi, Cooke, & Pryjmachuk, 2015) reported similar themes about transition difficulties and positive experiences in the first year of practice. Hussein et al (2017) cited that new graduate nurses experience stress in the first year of practice as they strive to "fit in" and apply newly acquired skills.…”

Section: Resultsmentioning

confidence: 76%

Perceived Competence and Transition Experience of New Graduate Filipino Nurses

Ubas-Sumagasyay

Oducado

2020

Jurnal Keperawatan Indonesia

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Recruitment and hiring of new graduate nurses is seen as a potential strategy to mitigate the problem of nurse shortage. However, previous studies disclosed that new graduate nurses are inadequately prepared to enter practice and experience transition difficulties. This study aimed to determine the perceived competence and transition experience of new graduate Filipino nurses. Seventy-nine conveniently chosen new graduate nurses were surveyed in this descriptive cross-sectional research. Self-administered instruments were used to gather data. Descriptive statistics, Mann–Whitney U test, and Kruskal–Wallis test were the statistical tools employed. Results indicated that new graduate nurses had a high level of self-reported fundamental nursing skills (M= 7.99) and core competence (M= 8.16), although areas needing improvement were identified. There were no significant differences in the perceived competence based on the length of experience, year graduated, area of assignment, sex, type of school graduated, CPD participation, and hospital bed capacity (p> .05). The major difficulty experienced by new graduates during their transition was related to changes in role expectations (72.2%). Majority expressed the need for increased support during their transition (83.5%). The most satisfying aspects of their working environment were ongoing learning (81%) and peer support (74.7%), while the least satisfying was the negative nursing work environment (55.7%). New graduate nurses are equipped with the necessary nursing skills and core competencies. However, there are still gaps and areas needing improvement that should be addressed and supported to assist them in their transition to the world of professional nursing practice. Follow up, feedback, mentoring, and preceptorship are beneficial to enhance the competencies of new graduate nurses and facilitate their successful transition into the nursing workforce. AbstrakPersepsi Kompetensi dan Pengalaman Transisi Perawat Lulusan Baru Filipina. Rekrutmen dan perekrutan perawat lulusan baru dipandang sebagai strategi potensial untuk mengurangi masalah kekurangan perawat. Namun, penelitian sebelumnya mengungkapkan bahwa perawat lulusan baru tidak cukup siap untuk memasuki praktik dan mengalami kesulitan transisi. Penelitian ini bertujuan untuk menentukan persepsi kompetensi dan pengalaman transisi perawat lulusan baru Filipina. Tujuh puluh sembilan perawat lulusan baru yang dipilih dengan mudah disurvei dalam penelitian cross-sectional deskriptif ini. Instrumen yang dikelola sendiri digunakan untuk mengumpulkan data. Statistik deskriptif, uji Mann-Whitney U, dan uji Kruskal-Wallis adalah alat statistik yang digunakan. Hasil menunjukkan bahwa perawat lulusan baru memiliki tingkat tinggi keterampilan keperawatan fundamental yang dilaporkan sendiri (M= 7,99) dan kompetensi inti (M= 8,16), meskipun bidang yang perlu perbaikan diidentifikasi. Tidak ada perbedaan signifikan dalam kompetensi yang dirasakan berdasarkan lama pengalaman, tahun lulus, bidang tugas, jenis kelamin, jenis sekolah yang lulus, partisipasi CPD, dan kapasitas tempat tidur rumah sakit (p> 0,05). Kesulitan utama yang dialami oleh lulusan baru selama transisi mereka terkait dengan perubahan dalam ekspektasi peran (72,2%). Mayoritas menyatakan perlunya peningkatan dukungan selama masa transisi mereka (83,5%). Aspek yang paling memuaskan dari lingkungan kerja mereka adalah pembelajaran berkelanjutan (81%) dan dukungan sebaya (74,7%), sedangkan yang paling tidak memuaskan adalah lingkungan kerja keperawatan negatif (55,7%). Perawat lulusan baru dilengkapi dengan keterampilan keperawatan dan kompetensi inti yang diperlukan. Namun, masih ada kesenjangan dan bidang yang perlu diperbaiki yang harus ditangani dan didukung untuk membantu mereka dalam transisi mereka ke dunia praktik keperawatan profesional. Tindak lanjut, umpan balik, pendampingan, dan pelatihan guru bermanfaat untuk meningkatkan kompetensi perawat lulusan baru dan memfasilitasi keberhasilan transisi mereka menjadi tenaga kerja keperawatan.Kata kunci: penilaian kompetensi, perawat lulusan baru, keterampilan keperawatan, pengalaman transisi

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“…Participants in the current study have reported low‐to‐moderate levels of self‐reported knowledge and attitudes regarding medical errors and patient safety. This could be translated to having low self‐confidence in these areas, reflecting the need for support with clinical decision‐making and skill development such as that provided by a transition programme or mentorship (Ankers, Barton, & Parry, ). Nurse leaders and managers need to be aware of the clinical limitations and psychological requirements of transitioning NGRNs, especially for those working in complex clinical areas that have been highlighted to compound the risk of error (Hayes, ).…”

Section: Discussionmentioning

confidence: 99%

New graduate nurses' clinical safety knowledge by the numbers

2019

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Aim To explore new graduate registered nurses' knowledge and attitudes concerning medical error and patient safety, during their first 6 months of professional practice. Background New graduate registered nurses demonstrate basic skills and levels of performance due to limited exposure and experience in actual situations. There is a concern held for their clinical reasoning skills required to recognize patient deterioration, posing a threat to patient safety. Methods An online questionnaire was used to survey new graduate registered nurses at three time points during graduate nurse programmes between August 2016 and February 2018. Results A decrease in self‐reported knowledge and attitudes regarding medical errors was noted over the three time points. These results indicate initial confidence in theoretical knowledge and attitudes upon completion of undergraduate education, and prior to commencing professional practice. Conclusion Results suggest that a theory practice gap persists with respect to medical error for transitioning new nurses. Impact for Nursing Management New nurses lack confidence around compromised patient safety situations and a knowledge gap around actions related to medical error. Nurse managers and educators should be made aware of this gap to implement strategies to decrease risk during novice nurse transition.

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A phenomenological exploration of graduate nurse transition to professional practice within a transition to practice program

Cited by 61 publications

References 15 publications

Fostering graduate nurse practice readiness in context

Fostering graduate nurse practice readiness in context

Perceived Competence and Transition Experience of New Graduate Filipino Nurses

New graduate nurses' clinical safety knowledge by the numbers

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