Developing work readiness in graduate nurses undertaking transition to practice programs: An integrative review

Rogers, Stacey; Redley, Bernice; Rawson, Helen

doi:10.1016/j.nedt.2021.105034

Cited by 18 publications

(5 citation statements)

References 35 publications

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“…First, a combination of strategies is needed to address the four domains of job readiness. Second, there is a need to adapt strategy, and its implementation, to the context of the organisation and the workplace (Rogers et al, 2021). The study aimed to explore…”

Section: Resultsmentioning

confidence: 99%

Work readiness of vocational high school graduates in facing the industrial 4.0 era

Nurjanah

Ana²,

Masek³

2022

Jurnal Pendidikan Teknologi dan Kejuruan

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The Industrial Era 4.0 requires Vocational High School (SMK) graduates to have high capabilities and competitiveness in facing global job competition. Therefore, every graduate is expected to have Work Readiness that is in accordance with the demands of the industry and the world of work. There are many studies examining aspects of Work Readiness that graduates must possess in the industry 4.0 era. So, it is necessary to review journal papers that discuss the Work Readiness of SMK graduates facing the Industrial 4.0 era. The method used in this study is Systematic Literature Review of journal papers published from 2016-2021. The findings of this study are: first, 13 research focuses were found as a result of mapping journals that are interrelated each other covering topics about graduates, students, dimensions, industry, curriculum, factors, experience, training, workers, skills, employers, employability, and soft skills. Second, 10 Work Readiness that must be possessed by graduates, namely readiness to adopt technology, communication skills, collaboration skills, adaptability, analytical and problem solving skills, critical thinking skills, innovativeness, independence, creativity, and curiosity. Third, the readiness to adopt technology in facing digitalization is the most priority aspect of Work Readiness needed for SMK graduates in the Industrial Revolution 4.0 era. The findings of this study expected to be basic reference on developing SMK Curriculum in the context of Industrial 4.0 era. So that the SMK graduates will have good work readiness that fulfill the demands of Industry.

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Section: Resultsmentioning

confidence: 99%

Work readiness of vocational high school graduates in facing the industrial 4.0 era

Nurjanah

Ana²,

Masek³

2022

Jurnal Pendidikan Teknologi dan Kejuruan

View full text Add to dashboard Cite

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“…Conversely, the lower the learning independence possessed, the lower the individual's work readiness (Annisa, 2021). Job readiness is a positive predictor of graduate outcomes including knowledge, skills, and attitudes in the world of work (Rogers et al, 2021). Work readiness is an individual's knowledge and skills to work independently according to the demands of the world of work (Prikshat et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Learner Autonomy and Institutional Support System on Agile Learners, Independence, and Work Readiness of Students Participating in the Merdeka Belajar Kampus Merdeka Program

Antara,

Widiana,

Komang

et al. 2023

JHETP

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This study aimed at analyzing the effect of learner autonomy and institutional support systems on agile learners, independence, and work readiness of students in higher education. The research used the Ex-Post Facto method. The sample was 240 students were chosen by using random sampling. The data collection method used in this study was a questionnaire. The validity test was conducted by six validators and resulted in a CVR of 1.00 and a CVI value of 1.00, therefore, was declared valid. The results of the overall item were valid and reliable. The results of the classical assumption test of prerequisite requirements and the results of the path analysis test revealed that student autonomy and institutional support systems obtained a value > 0.05 for students who were agile and had a greater value on student autonomy, education, and institutional support system through agile learners. In conclusion, student autonomy and institutional support systems had a direct effect on agile students and indirectly affect students’ independence and work readiness.

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“…What is evident is that for newly qualified nurses, the prevalence of horizontal violence may impact multiple areas of their transition. There is much evidence which suggests the importance of a supportive transition program allowing the NQN to be seen as part of the team, or to be allowed to fit into the ward culture while they continue to consolidate their practice ( Hampton, Smeltzer, & Ross, 2021 ;Rogers, Redley, & Rawson, 2021 ).…”

Section: Findings From the Reviewmentioning

confidence: 99%

Prevalence of horizontal violence of nurses in their first year of practice: A systematic review

et al. 2022

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Background: 'Horizontal violence' refers to hostile, aggressive, or harmful behaviour between peers. Nurse educators and managers who support newly qualified nurses should be aware of horizontal violence in the workplace when directed towards this professional group. The prevalence of horizontal violence in newly qualified nurses has not been subject to a systematic review. Aim: The aim of this systematic review was to estimate prevalence of horizontal violence in newly qualified nurses in their first year of practice. Methods: A systematic search was undertaken with the following databases on October 2018: AMED, CINAHL, CENTRAL, EMBASE, MEDLINE, ERIC and PsychINFO. An updated search was undertaken on August 12, 2020. Observational and experimental studies were included. Two researchers independently completed title, abstract and full-text screening. Nine studies were finally included in the review. Risk of bias was determined using the Joanna Briggs Institute critical appraisal tool. Findings.: Included studies were cross-sectional in design and horizontal violence was determined using nine different self-report measures. Reported rates of horizontal violence ranged from 7% to 73%. All included studies were rated as having a moderate risk of bias. Discussion: The broad range of prevalence estimates is likely explained by the use of different measures in included studies and the sources of bias. It is unclear if horizontal violence is common in nurses in their first year of practice. Further research that addresses the sources of bias we have identified is justified. Conclusion: There is considerable variation in prevalence estimates of horizontal violence in nurses in their first year of practice

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Developing work readiness in graduate nurses undertaking transition to practice programs: An integrative review

Cited by 18 publications

References 35 publications

Work readiness of vocational high school graduates in facing the industrial 4.0 era

Work readiness of vocational high school graduates in facing the industrial 4.0 era

The Effect of Learner Autonomy and Institutional Support System on Agile Learners, Independence, and Work Readiness of Students Participating in the Merdeka Belajar Kampus Merdeka Program

Prevalence of horizontal violence of nurses in their first year of practice: A systematic review

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