Refinement and validation of the Work Readiness Scale for graduate nurses

Walker, Arlene; Storey, Kate M.; Costa, Beth M.; Leung, Rosanna

doi:10.1016/j.outlook.2015.06.001

Cited by 85 publications

(101 citation statements)

References 17 publications

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“…Studies also identified social/interpersonal skills, adaptability, and teamwork as important in preparing new graduates to assume a professional nursing role. Organizational acuity was seen as having awareness of workplace protocols and practices, which included social responsibility, professional work ethic, self-direction, lifelong learning, and motivation (Walker & Campbell, 2013;Walker et al, , 2015.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Caballero, Walker, and Fuller-Tyszkiewicz (2011), it is "the extent to which graduates are perceived to possess the attitudes and attributes that make them prepared or ready for success in the work environment" (p. 42). The key features of work readiness identified by researchers include both hard and soft skills such as theoretical knowledge and cognitive ability (Kajander-Unkuri et al, 2014), time management (Hegney, Eley, & Francis, 2013), working collaboratively (Dlamini et al, 2014), problem-solving (Walker, Storey, Costa, & Leung, 2015), and communication (Cantlay et al, 2017). The key features of work readiness identified by researchers include both hard and soft skills such as theoretical knowledge and cognitive ability (Kajander-Unkuri et al, 2014), time management (Hegney, Eley, & Francis, 2013), working collaboratively (Dlamini et al, 2014), problem-solving (Walker, Storey, Costa, & Leung, 2015), and communication (Cantlay et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Yet they acknowledge there is "a lack of clarity and consensus … with regard to the general skills and attributes that indicate work readiness" and the concept itself (p. 42). The key features of work readiness identified by researchers include both hard and soft skills such as theoretical knowledge and cognitive ability (Kajander-Unkuri et al, 2014), time management (Hegney, Eley, & Francis, 2013), working collaboratively (Dlamini et al, 2014), problem-solving (Walker, Storey, Costa, & Leung, 2015), and communication (Cantlay et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Baumann

Crea‐Arsenio

Hunsberger

et al. 2019

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

“…The work-readiness and employability of new university graduates has been the subject of previous investigations and commentaries in Australia and internationally (Artess, Forbes, & Ripmeester, 2011;Australia Government Department of Education, 2000;Billett, 2012;Caballero & Walker, 2010;O'Leary, 2013;Oprean, 2007;Thune, Støren, & McCracken, 2015;Walker, Storey, Costa, & Leung, 2015). In acknowledging this issue, in 2015, Universities Australia launched a national strategy focussed on work integrated learning to strengthen collaborations with industry and communities in order to better prepare university graduates for employment (Universities Australia, 2015).…”

Section: Discussionmentioning

confidence: 99%

Value-adding to health professional student placement experiences: Enhancing work readiness and employability through a rural community engagement program

Fisher

Smith

Brown

et al. 2018

JTLGE

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Enriching health professional students' placement experiences through targeted community engagement has the potential to help develop their preparedness to provide healthcare to the broader community. In 2011 the University of Newcastle Department of Rural Health (UONDRH) embarked on a program of multidisciplinary community engagement which consisted of short, extracurricular community-engaged learning experiences integrated with the students' professional placements. The aim of this study was to investigate whether the program was adding to the students' rural health placement experiences based on perceptions of both the students themselves and UONDRH staff.A mixed methods approach used a student survey (n = 96), which included both closed and open-ended questions, and semi-structured interviews with staff members involved in delivery of the community engagement program (n = 15). Data were explored together for intersections and commonalities. The overarching key concept was 'Enhancing Work Readiness and Employability'. Both student and staff perceived that students' participation in community engagement improved their employment prospects. Three themes emerged from the data, which underpinned and supported the key concept. These were: 'Expanding professional practice capabilities'; 'Building confidence and showing motivation', and 'Better understanding the nature of rural practice'.The results of this study provide support to the notion that there was value for students in this form of short-term, community engagement activities, many of which could be readily integrated into existing health professional education programs with considerable benefits. It would also lend itself to other non-health professional programs, such as law, journalism or business studies, as a means of broadening the students' perspectives beyond the limits of their own professional horizons.

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“…Besides, there are several studies to develop work readiness scales in specific contexts in several countries, such as study in undergraduate nursing schools (Walker et al, 2015), high school graduates majoring in Home Economics (Cabrera, 2020), and health professional graduates including medicine, dentistry and pharmacy (Aznal et al, 2019). Coetzee (2014) Attribute Scale) for students and workers in early careers at the service industry in South Africa.…”

Section: Introductionmentioning

confidence: 99%

Development of Indonesian Work Readiness Scale on Fresh Graduate in Indonesia

2020

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Fresh graduates need to have work readiness as one of the essential attributes. Work readiness is a condition when fresh graduates ready to succeed in the working world. In Indonesia, studies explaining the measurement scale of work readiness are still limited. This study aims to develop a work readiness scale for undergraduates, which is beneficial for companies, universities, and fresh graduates. The research sample consists of 118 fresh graduates, with no prior work experiences. After several examinations, the scale contains 49 items. As a result, the construct validity test using confirmatory factor analysis (CFA) shows that the developed instrument can measure the work readiness construct. The results of the reliability test using Cronbach's alpha coefficient is .961. This number means that the developed instrument is reliable. The analysis results show that the developed work readiness scale has good validity and reliability.

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Refinement and validation of the Work Readiness Scale for graduate nurses

Cited by 85 publications

References 17 publications

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

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

Value-adding to health professional student placement experiences: Enhancing work readiness and employability through a rural community engagement program

Development of Indonesian Work Readiness Scale on Fresh Graduate in Indonesia

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