Newly qualified nurses’ transition from learning to doing: A scoping review

Aldosari, Nasser; Pryjmachuk, Steven; Cooke, Hannah

doi:10.1016/j.ijnurstu.2020.103792

Cited by 57 publications

(55 citation statements)

References 60 publications

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“…These results imply that the novel standard clinical training program is likely to be effective, therefore confirming several earlier studies [ 9 – 14 ]. As the earlier studies employed cross-sectional descriptive designs with small sample sizes [ 9 , 13 , 14 , 21 ], this study employed a quasi-experimental longitudinal design with an adequate sample size, therefore providing more reliable effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…A majority of these studies were literature reviews of small-scale quasi-experimental or descriptive studies. There are few large-scale experimental studies that identified causalities between new graduate nurses’ competencies and clinical training programs [ 9 , 13 , 14 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

“…Thus, the effectiveness of the standard clinical training program needs to be assessed to make an informed policy decision on the nationwide scaling-up of the post-graduate clinical training program. Furthermore, there is a need for a scientific contribution to estimate the effectiveness of standard clinical training programs in competencies required for new graduate nurses, beyond the Vietnamese context [ 9 , 13 , 14 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of a standard clinical training program in new graduate nurses’ competencies in Vietnam: A quasi-experimental longitudinal study with a difference-in-differences design

et al. 2021

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Objective This study aimed to estimate the effectiveness of a standard clinical training program for new graduate nurses in Vietnam. Methods A quasi-experimental longitudinal study with a difference-in-differences design was conducted. A total of 280 new graduate nurses completed a self-administered questionnaire. The intervention group consisted of 206 respondents (those having participated in standard clinical training) and the control group (those that did not receive training) of 74. Differences in mean increases in competency scores between the intervention and control groups were estimated. The effect size of the intervention was estimated by calculating Cohen’s d. A generalized linear model was employed to identify the factors associated with mean increases. Results The mean increase in total competency scores (range: 0–6 points) in the intervention group was 0.73 points greater than in the control group with an intermediate effect size (Cohen’s d = 0.53; 95% CI 0.26 to 0.80). A greater reduction in standard deviation of total competency scores in the intervention group was confirmed. Participation in standard clinical training produced a positive association with a mean increase in total competency score without significance (β = 0.04, P = 0.321). Provincial hospitals as clinical training venues had a significantly positive association (β = 0.11, P = 0.007) with the mean increase in total competency scores. Competency at pre-clinical training was negatively (β = -0.75, P < 0.001) associated with the mean increase. Conclusion Findings implied that the standard clinical training program could contribute to both increasing and standardizing new graduate nurses’ competencies in Vietnam. Further studies are needed to more precisely examine the attribution of standard clinical training to better increase new graduate nurses’ competencies.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effectiveness of a standard clinical training program in new graduate nurses’ competencies in Vietnam: A quasi-experimental longitudinal study with a difference-in-differences design

et al. 2021

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“…7,8 As one of several learning activities, simulation-based education is often incorporated into these programs to support NGNs in developing their readiness for action. 9 Simulation in health care settings creates a situation or environment that allows participants to experience a representation of a real event for practice, learning, evaluation, testing, or gaining an understanding of systems or human actions. 10 Advantages of simulation-based education are the ability to include repetition, specific diseases and scenarios and, most critically, allow participants to make mistakes in a safe atmosphere without fear of causing harm to patients.…”

Section: Introductionmentioning

confidence: 99%

Ability to Care in Acute Situations—The Influence of Simulation-Based Education on New Graduate Nurses

Sterner¹,

Nilsson²,

Jacobsson³

et al. 2022

Journal of Emergency Nursing

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“…According to Opoku et al [ 12 ], “the transition to practice for new graduate nurses was described as gradual and complex, involving a complete transformation particularly in the first year after graduation” (p. 2). During the transition process, new graduate nurses should achieve substantial adjustments from graduates to independent professional nurses [ 13 ]. Therefore, appropriate transition experiences are critical for new graduate nurses to retain their nursing jobs, particularly in the first 1–2 years [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Influence of Sleep Characteristic Changes on Nurses’ Quality of Life during Their Transition to Practice: A Prospective Cohort Study

Kim

Lee

2022

IJERPH

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Aim: To explore the effect of changes in sleep characteristics on changes in quality of life during the transition period of new graduate nurses. Background: Sleep problems among nurses are associated with negative physical and psychological consequences. Methods: This prospective cohort study was conducted at a tertiary hospital in South Korea. Participants included 88 newly graduated nurses. Data were collected twice, prior to shift work and after 4 months of working as a nurse, via online structured self-report questionnaires created using Survey Monkey from March 2018 to February 2020. A generalized linear mixed model was used to analyze the influence of changes in sleep characteristics on quality of life. Results: A generalized linear mixed model showed that changes in the subjective quality of sleep, subjective health perception, and daytime dysfunction influenced quality of life changes during the transition. This implies that deterioration already existed. From their undergraduate period to four months after they began working as nurses, a significant decrease was observed in the quality of sleep. Participants’ quality of life significantly decreased. Conclusions: Changes in the quality of life of new graduate nurses may show deterioration with a significant drop in subjective sleep quality. Institutions should improve existing work adaptation programs provided during new graduate nurses’ transition to practice by including information on changes in nurses’ health caused by changes in sleep characteristics and sleep quality.

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Newly qualified nurses’ transition from learning to doing: A scoping review

Cited by 57 publications

References 60 publications

Effectiveness of a standard clinical training program in new graduate nurses’ competencies in Vietnam: A quasi-experimental longitudinal study with a difference-in-differences design

Effectiveness of a standard clinical training program in new graduate nurses’ competencies in Vietnam: A quasi-experimental longitudinal study with a difference-in-differences design

Ability to Care in Acute Situations—The Influence of Simulation-Based Education on New Graduate Nurses

Influence of Sleep Characteristic Changes on Nurses’ Quality of Life during Their Transition to Practice: A Prospective Cohort Study

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