The effectiveness of strategies and interventions that aim to assist the transition from student to newly qualified nurse.

Edwards, Deborah; Hawker, Clare; Carrier, Judith; Rees, Colin

doi:10.11124/01938924-201109530-00001

Cited by 8 publications

(5 citation statements)

References 130 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: Discussionsupporting

confidence: 90%

“…However, multivariable analysis showed that clinical training has a positive association with the mean increase in total competency score but without significance. These results imply that the novel standard clinical training program is likely to be effective, therefore confirming several earlier studies [9][10][11][12][13][14]. As the earlier studies employed cross-sectional descriptive designs with small sample sizes [9,13,14,21], this study employed a quasiexperimental longitudinal design with an adequate sample size, therefore providing more reliable effectiveness.…”

Section: Intermediatesupporting

confidence: 86%

“…Several earlier studies reported that clinical training programs for new graduate nurses contributed to increasing and diversifying their competencies (e.g. clinical skills, decision making skills, critical thinking, and leadership) [9][10][11][12][13][14]. It was also known that these impacts of clinical training programs are attributable to improved curricula, appropriate lengths of the clinical training periods, inter-departmental rotation systems, supportive cultures in workplaces [10,15,16], and capacities of preceptors [15][16][17][18][19][20].…”

Section: Introductionmentioning

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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