New graduate transitions: leaving the nest, joining the flight

Morrow, Sandra

doi:10.1111/j.1365-2834.2008.00886.x

Cited by 93 publications

(79 citation statements)

References 36 publications

(52 reference statements)

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“…Yet, because of workforce shortages and fiscal constraints, new graduates may be expected to make the transition seamlessly (Wolff et al, 2010) and take on increased responsibility prematurely (Bates, 2005). Given this, graduates may have little access to support and preceptorship (Morrow, 2009;Etheridge, 2007). They may lack the recommended multiple clinical experiences (Etheridge, 2007) and the time to practise skills, adapt to the new role and gain confidence (Thomka, 2001).…”

Section: Discussionmentioning

confidence: 99%

Final-year student nurses' perceptions of role transition

2012

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Role transition can be both challenging and exciting. This study presents the findings of phase one of a two-part study conducted by Deasy et al (2011), which explored final-year student nurses' (n=116) perceptions and expectations of role transition. The students were registered on four-year BSc nursing programmes at an Irish university. Data was analyzed using SPSS (version 16). A response rate of 84% was achieved. Over half of respondents said they were adequately prepared for the post of registered nurse. Respondents generally perceived themselves to be competent across a range of domains: managing workloads; prioritizing care delivery; interpersonal skills; time management skills; ethical decision making; and providing health information and education. In contrast, not all were confident about their knowledge and many expected the transition to be problematic. Most expected to be supported and to receive constructive feedback. Recommendations include nurturing supportive work environments to reduce stress and increase confidence. Key words: Student, Graduate, Newly qualified, Role transition IntroductionThe transition from student to registered nurse has been discussed and debated over the years and is seen as complex and multidimensional (Delaney, 2003). This period of transition can be both challenging and exciting. Many factors need to be considered when examining the transition period, such as the stressful nature of the process, feelings of preparedness, confidence in clinical skills and decision making, and the need for support and socialisation into the role.

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Section: Discussionmentioning

confidence: 99%

Final-year student nurses' perceptions of role transition

2012

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“…Evidence suggests a relationship between patient safety and number of years of practice. [11][12][13] Patient mortality is highest among RNs with 2 or fewer years of experience. [14] Background Confidence is one of the most influential motivators of behavior a novice RN can possess.…”

Section: Introductionmentioning

confidence: 99%

Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs' professional development, enhance clinical confidence, and focus on patient safety. Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs' clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN's skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care. Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

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“…An increase in patient acuity has been well documented in the literature [8], [6], [9]. Acuity in health care can be described as both the number and degree of illnesses experienced by individual patients requiring acute care or the number of acutely ill patients a nurse is caring for during a shift.…”

Section: Workplace Challengesmentioning

confidence: 99%

“…Nurses are caring for patients with chronic illnesses who are frequently admitted with acute exacerbations of these conditions. In a comprehensive literature review of the lived experience of the transition of NGRNs in their first year of practice, Morrow [9] concluded that the exploration of the experience of new graduates in their first year of practice revealed ongoing challenges and historical inaction as nurses continue to be a marginalized and disenfranchised population. NGRNs are often overwhelmed not only by the numbers of patients they are expected to care for, but also by the acuity levels of patients who experience shorter lengths of stay despite complex challenges.…”

Section: Workplace Challengesmentioning

confidence: 99%