The impact of postgraduate education in transition to practice programmes on new graduate nurses' knowledge and skills: A pre- post survey design

Doughty, Lesley; Sinnema, Claire; McKillop, Ann; Dixon, Robyn

doi:10.1016/j.nedt.2021.104888

Cited by 11 publications

(4 citation statements)

References 24 publications

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“…Our study showed that the completion rate for learning time was 67.2% and that the duration of learning time was related to NGNs’ post-intervention cultural competence scores. This finding is consistent with that of Doughty et al (2021), who found that training completion significantly elevated NGNs’ clinical care ability. Few studies have analyzed the association between digital learning time and outcome differences.…”

Section: Discussionsupporting

confidence: 90%

Evaluation of a Hybrid Learning Module on Cultural Competence for the Postgraduate Year of Nursing Programs in Taiwan: A Quasi-Experimental Study

Chang,

Lin,

Lin

et al. 2024

Sage Open

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Cultural competence is a continuously developing process that requires transition-to-practice program training to enable new graduate nurses (NGNs) to transfer their knowledge and skills to clinical practice in a culturally sensitive manner. The development and implementation of residency programs, including a cultural competence curriculum, could support this transition. This study aimed to evaluate the preliminary effects of a hybrid learning module of cultural competence for NGNs. A quasi-experimental design was used in a 3,000-bed hospital in North Taiwan. We randomly allocated 37 NGNs to the experimental and control groups. The Cultural Competence Scale for Pre-Graduate Students to Licensed Professionals (CS-SP) was adopted to measure cultural competence before and after the intervention. We evaluated the correlations between learning time and cultural competence scores using a paired t-test, chi-square test, and Mann–Whitney test for statistical analysis. The curriculum for the learning application comprised three courses covering six topics. The experimental group scored significantly higher in awareness and skills after the intervention ( p < .05), but there was no significant improvement in knowledge or self-efficacy. The control group showed no significant differences in any of the cultural competence subscale scores after intervention. The Mann–Whitney test showed that different learning times led to significant differences in the mean cultural competence scores ( Z = 3.04, p < .05). Integrating cultural competency education into web-based NGNs’ postgraduate year of nursing programs improved their cultural competence awareness and skills. The learning application can be adapted to target NGNs at different stages of the postgraduate year of nursing programs to maximize its benefits.

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Section: Discussionsupporting

confidence: 90%

Evaluation of a Hybrid Learning Module on Cultural Competence for the Postgraduate Year of Nursing Programs in Taiwan: A Quasi-Experimental Study

Chang,

Lin,

Lin

et al. 2024

Sage Open

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“…Strengthening the training of nursing staff can improve the quality of nursing work, so as to serve patients with high service quality [ 1 , 2 ]. Conventional nursing training has a certain effect on improving theoretical knowledge and operational ability, but the quality of training is uneven [ 3 ]. Studies have shown that simulation teaching is more conducive to improve the quality of nursing.…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Exploration of the Effect of Competence‐Oriented Simulated Teaching Training on Comprehensive Competitiveness of Nursing Staff

Wang

2022

Contrast Media & Molecular Imaging

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In order to explore the effect of competence-oriented simulated teaching training on vocational theory, practice ability, learning effect, and postcompetence of nursing staff, a total of 107 inservice nursing staff in our hospital from January 2021 to September 2021 are selected and analyzed. They are divided into traditional group and simulated teaching group and received traditional explanation and demonstration training and ability oriented simulated teaching training, respectively. The experimental results show that the scores of vocational theory, practical operation ability, learning effect, and Competency Inventory for Registered Nurse (CIRN) of the simulated teaching group are significantly higher than those of traditional group. It is clearly evident that the competence-oriented simulation teaching method is beneficial to improve the professional theoretical level and practical ability of nursing staff. Also, the training method can improve the comprehensive learning ability and job competence.

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“…Examination of the thoughts and feelings created by the COVID-19 pandemic together with the thoughts and feelings of starting a new job plays an important role in determining both the professional education and the working programs of nurses. In this context, although studies have been conducted of newly graduated nurses (Doughty et al, 2021;Hawkins et al, 2019;Montayre et al, 2021;Walker et al, 2013), there are very few studies that have examined the thoughts and feelings of nurses during the COVID-19 pandemic (Crismon et al, 2021;García-Martín et al, 2021). In this context, the present research, which aims to determine the change in the thoughts and feelings after the orientation education of nurses who started work during the COVID-19 pandemic, significantly matters in terms of contributing to both the literature and new practices.…”

Section: Introductionmentioning

confidence: 97%

The Change in the Thoughts and Feelings after the Orientation Education of Nurses Starting Work during the COVID-19 Pandemic

Çalışkan,

Ozdemir

2024

Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi

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Objective: The aim of this study was to determine the change in the thoughts and feelings after the orientation education of nurses who started work during the COVID-19 pandemic. Methods: This research was designed as a semi-experimental study with a single group applied with pre-test and post-test. The study was conducted with 358 nurses. The data were collected using the “Nurse Info Form”, “Pre-Orientation Evaluation Form” and “Post-Orientation Evaluation Form”. Approval for the study was granted by the Clinical Research Ethics Committee and permission was also received from the institution where the study was conducted. Data obtained in the study were analyzed statistically using Number Cruncher Statistical System Statistical Software (Utah, USA). Results: In the examination of the positive feelings, there was seen to be a statistically significant increase after the orientation education compared to before concerning feeling self-motivated, satisfied, and safe. In the examination of the negative feelings, there was seen to be a statistically significant decrease after the orientation education compared to before concerning feeling anxious. Conclusions: The planning and application of orientation education taking the thoughts and feelings of nurses into account will facilitate adaptation to work.

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The impact of postgraduate education in transition to practice programmes on new graduate nurses' knowledge and skills: A pre- post survey design

Cited by 11 publications

References 24 publications

Evaluation of a Hybrid Learning Module on Cultural Competence for the Postgraduate Year of Nursing Programs in Taiwan: A Quasi-Experimental Study

Evaluation of a Hybrid Learning Module on Cultural Competence for the Postgraduate Year of Nursing Programs in Taiwan: A Quasi-Experimental Study

[Retracted] Exploration of the Effect of Competence‐Oriented Simulated Teaching Training on Comprehensive Competitiveness of Nursing Staff

The Change in the Thoughts and Feelings after the Orientation Education of Nurses Starting Work during the COVID-19 Pandemic

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