Policy to practice: Investment in transitioning new graduate nurses to the workplace

Baumann, Andrea; Hunsberger, Mabel; Crea‐Arsenio, Mary; Akhtar–Danesh, Noori

doi:10.1111/jonm.12540

Cited by 28 publications

(45 citation statements)

References 22 publications

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“…From the sociodemographic data, it was observed that the participants of this study were predominantly young adults, whites and females. Corroborating this result, further research ( 5 , 17 - 18 ) carried out with Nursing graduates have indicated the predominance of women and the average age group below 32 years.…”

Section: Discussionmentioning

confidence: 76%

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Profile of nursing graduates: competencies and professional insertion

Barbosa

Luiz

Friedrich

et al. 2019

Rev. Latino-Am. Enfermagem

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Objective:evaluate the profile of the graduates of Nursing a public college from the perception of skills developed during graduation and the process of professional insertion.Method:quantitative, exploratory and descriptive study. The sample was composed of 216 graduates. The data was collected by a validated questionnaire and sent to a population of 470 egresses via electronic mail. For the analysis of the data, frequencies, mean and standard deviation were applied and, for the correlation, the chi-square test.Results:the majority of the participants were female (88%) and the mean age was 29.62 years. The majority (65%) had an employment relationship, 14% worked in a single institution and 48% started working six months after graduation. Regarding the form of work, 56% work in care, with an average of 4.5 minimum wages and a weekly workload between 37 and 44 hours. The majority reported competence acquisition to practice the profession, assisting the patient in his integrality with ethics and applying technical and scientific concepts in care.Conclusion:the study made it possible to describe the singularities of nurses’ education, their insertion in the world of work and the impact on the educational institution, as well as the presentation of specific competences from the perspective of the graduates themselves.

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Section: Discussionmentioning

confidence: 76%

“…Globally, international studies ( 17 - 19 ) highlight the growing insertion of women under the age of 30 in the world of work, with emphasis on Nursing in the health area. However, regarding employability, Nursing has experienced a demand for jobs below the market’s offer in the South and Southeast regions of the country ( 20 ) .…”

Section: Discussionmentioning

confidence: 99%

Profile of nursing graduates: competencies and professional insertion

Barbosa

Luiz

Friedrich

et al. 2019

Rev. Latino-Am. Enfermagem

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“…In the literature, the length of transition programmes varies from 1 month up to 36 months, and the common features of these programmes are a defined resource person, mentorship and peer support opportunities (15). Transition programmes develop NGNs’ organising and prioritising skills, communication and leadership abilities (12,14,16), and competence (17,18). NGNs participating in formal transition programmes have a smoother transition into clinical practice (12).…”

Section: Introductionmentioning

confidence: 99%

Newly graduated nurses’ evaluation of the received orientation and their perceptions of the clinical environment: An intervention study

Lindfors

Kaunonen

Huhtala

et al. 2021

Scandinavian Caring Sciences

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Background New graduate nurses (NGN) are the future of healthcare organizations where a shortage of nurses will soon be reality. The transition from a student to a registered nurse can be a demanding and challenging time, and in order to retain new graduate nurses, the transition should be as smooth as possible. AimThe aim of this study was to examine preceptors’ education intervention’s impact on NGNs’ orientation period and their clinical learning environment from NGNs’ point of view. Material and Methods This survey was a part of a longitudinal quasi‐experimental intervention study. Participating units were randomized into intervention group and control group. The intervention group’s preceptors (n=174)were provided a face‐to‐face education about orientation. Results NGNs (n=72) were relatively satisfied with the received orientation. However, intervention group was more discontented with their orientation experiences than the control group. The control group’s NGNs had longer orientation periods and more feedback discussions. They were also more satisfied with their preceptor’s orientation skills and their working environment was more responsive. Discussion Even though the impact of the intervention was inconclusive, this study provided us important information about NGNs’ first steps towards the nursing profession by giving us clear improvement targets. We need a culture of feedback, individualized orientation and understanding that orientation should be our common interest. Investing in orientation is investing for the future. Conclusion This study indicated that the increase in knowledge did not translate into everyday practice. This finding will hopefully give rise to discussion within organizations on how to utilize employees’ gained knowledge more effectively.

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“…Several studies were conducted to evaluate the effect of government supported extended orientation on new graduate nurse transition to work (Baumann, Hunsberger, & Crea-Arsenio, 2011Baumann, Hunsberger, Crea-Arsenio, & Akhtar-Danesh, 2018;Baumann et al, 2016). Results demonstrate the initiative-provided employers with the resources to not only hire but also support the transition of new nurses into specialty acute care via extended orientation.…”

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confidence: 99%

Work readiness, transition, and integration: The challenge of specialty practice

Baumann

Crea‐Arsenio

Hunsberger

et al. 2019

Journal of Advanced Nursing

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Aim To determine how extended orientation enhances the work readiness of new graduate nurses as they transitioned to their professional role in a specialty care hospital. Background Given increased complexity of care and high‐patient acuity, there is concern about the work readiness of new graduate nurses in specialty areas. Design Qualitative exploratory study using an inductive approach. Methods An integrative literature review was conducted to abstract characteristics of work readiness among new graduate nurses. Semistructured interviews were conducted with 41 participants from a large paediatric specialty hospital in Ontario, Canada, in 2014. The sample of nurses was stratified and included nurse managers, new graduates, and preceptors. Interview texts were interpreted using thematic analysis. Results A framework for enhancing work readiness of new graduates transitioning to specialty care was developed from the interview and literature findings. Interview data demonstrate an extended orientation that includes mentorship, a gradual increase in clinical responsibilities, and involvement in the professional role during the early stages of a nurse's career can enhance work readiness of new graduates. Four key areas of work readiness were identified in the literature: personal characteristics, clinical characteristics, relational characteristics, and organizational acuity. Conclusion Based on the study results, new graduate nurses can be an integral part of the team in specialty care provided certain conditions are met during their transition to practice. Our study gives further evidence that extended orientation enhances new graduates’ work readiness as they transit to their professional role.

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Policy to practice: Investment in transitioning new graduate nurses to the workplace

Abstract: Responding to the needs of new graduate nurses has potential long-term advantages for health care organisations and can influence both quality and delivery of care.

Cited by 28 publications

References 22 publications

Profile of nursing graduates: competencies and professional insertion

Profile of nursing graduates: competencies and professional insertion

Newly graduated nurses’ evaluation of the received orientation and their perceptions of the clinical environment: An intervention study

Work readiness, transition, and integration: The challenge of specialty practice

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