The Nature and Implications of Support in Graduate Nurse Transition Programs: An Australian Study

Johnstone, Megan‐Jane; Kanitsaki, Olga; Currie, Tracey

doi:10.1016/j.profnurs.2007.06.003

Cited by 94 publications

(73 citation statements)

References 28 publications

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“…These range from formal approaches such as graduate programmes 20 , extern programmes [21][22][23] , residency programmes [24][25][26] , orientation programmes [27][28][29][30][31] and nurse internships 32,33 . The more informal approaches reported include mentoring 34 , lecturer practitioner support 35 , preceptorship [36][37][38] , clinical practice facilitators 39 and peer support 40 .…”

Section: Introductionmentioning

confidence: 99%

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

Edwards

Hawker

Carrier

et al. 2011

JBI Database of Systematic Reviews and Implementation Reports

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Section: Introductionmentioning

confidence: 99%

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

Edwards

Hawker

Carrier

et al. 2011

JBI Database of Systematic Reviews and Implementation Reports

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“…The LVT role was to support the clinical educator and team [30], as the quality of learning experiences are highly dependent not only on the clinical educator's clinical knowledge, but on their pedagogical understanding and communication skills [21], which directly affect the student's development of clinical reasoning [22]. In response to the placement challenges identified in the literature [12], [13], [14], [15] and [16], HEIs rationalise that using the same LVT for each placement provider, or the student's academic personal tutor for ea h pla e e t, suppo ted the ie that a o sta t fa ilia fa e as est pla ed to p o ide support with communication issues or student pastoral needs [28].…”

Section: Discussionmentioning

confidence: 99%

“…However, such learning is not without potential difficulties, and has been identified as a source of student stress [12]. While most clinical settings are student friendly, others are less so [13] and [14], and the literature indicates that students may only be accepted into some clinical settings under sufferance [15] and [16]. The multifaceted and uncertain learning situations in a wide range of settings can prove a real challenge for many students, which may, in part, be due to clinical educators adopting different styles of teaching and approaches to learning [17].…”

Section: Introductionmentioning

confidence: 99%

Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers

Dean

Levis

2016

Physiotherapy

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ObjectivesTo establish the rationale for using a lecturer as a visiting tutor, and to identify the activities undertaken during clinical placements to support student learning and assessment in practice. DesignA secure electronic survey was used to incorporate qualitative and quantitative data collection procedures. SettingThirty-three higher education institution (HEI) providers of physiotherapy education in the UK, registered with the Chartered Society of Physiotherapy. ParticipantsUK HEI physiotherapy placement coordinators. Main outcome measuresA questionnaire was used to examine HEI perceptions. A pilot focus group consultation informed the questionnaire content. Surveys were analysed based on the proportion of responses to closed questions on an adapted Likert scale, with further thematic analysis of open questions. ResultsAll 25 respondents (25/33, 76%) indicated their provision of support for students and clinical edu ato s th oughout thei li i al pla e e ts. Fa e-to-fa e e gage e t du i g the pla e e t visit was viewed as essential to guide the clinical educator to provide a consistent approach to learning and assessment strategies; ensuring cohesion between theoretical and clinical components of the curriculum was viewed as a core objective by visiting academic tutors. However, the emergent themes highlighted ke diffe e es et ee HEIs pe spe ti es of hat this suppo t fo li i al placement learning should entail. ConclusionsThe majority of HEIs endorse the use of a lecturer as a visiting tutor to inform and maintain the standard of learning and assessment within the clinical placement. However, the value of this interaction requires confirmation via other stakeholders, and exploration of other forms of non-faceto-face support processes warrant further investigation.

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“…19 Onboarding typically lasts through the first 12 to 18 months of employment. 16,17,19 Future investigators should examine onboarding needs and the onboarding provided to newly credentialed ATs throughout their first year of employment. In light of educational evolution, we need to understand if orientation and onboarding needs differ for newly credentialed ATs matriculating through a professional master's program.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice

Thrasher

Walker

2018

Journal of Athletic Training

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Context: Orientation is an important part of socialization and transition to practice, yet the orientation process for newly credentialed athletic trainers (ATs) is unknown.Objective: To determine how newly credentialed ATs are oriented to their roles.Design: Cross-sectional study. Setting: Online survey.Patients or Other Participants: Three hundred thirty-two of 1835 newly credentialed ATs (18%) certified and employed between January and September of 2013 completed the survey (129 men, 203 women; age ¼ 23.58 6 2.54 years).Data Collection and Analysis: The survey consisted of demographic information (eg, employment setting, job title) and 2 sections: (1) orientation tactics and (2) usefulness of orientation tactics. For the first section, participants identified if various orientation tactics were included in their orientations (eg, policies and procedures review). For the second section, participants identified how useful each orientation tactic was on a Likert scale (1 ¼ not useful, 4 ¼ very useful). Descriptive statistics were calculated for each survey item. Mann-Whitney U and Kruskal-Wallis tests were used to determine differences between demographic characteristics and orientation tactics. A Bonferroni correction accounted for multiple comparisons. A panel of experts established the content validity of the survey. The Cronbach a was used to establish internal consistency (a ¼ 0.802)Results: The most common orientation tactics were meeting with supervisors (n ¼ 276, 82.9%) and staff members (eg, coaches; n ¼ 266, 79.9%) and learning responsibilities (n ¼ 254, 76.2%). The least common orientation tactics were simulation of the emergency action plan (n ¼ 66, 19.8%) and preceptor development (n ¼ 71, 21.3%); however, preceptor development was not applicable to many participants. The most useful orientation tactics were simulating the emergency action plan (3.45/4.0) and meeting with staff members (3.44/4.0). Participants who felt their orientation prepared them for their roles were exposed to more tactics during orientation (Mann-Whitney U ¼ 17 212, P , .001).Conclusions: Many tactics were used to orient newly credentialed ATs to their roles, but orientations varied based on the practice setting.Key Words: onboarding, professional socialization, role inductance Key PointsThe orientation process for newly credentialed athletic trainers (ATs) varied by setting and job title, with many new ATs receiving little formal orientation. Employers should provide structured orientations for newly credentialed ATs to ease stress during the transition to practice. Processes used to orient newly credentialed ATs to their roles should include addressing policies and procedures, explaining the organizational mission and goals, reviewing the emergency action plan, and meeting with staff members, such as ATs, coaches, athletic directors, team physicians, and other individuals with whom the new AT will interact.

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The Nature and Implications of Support in Graduate Nurse Transition Programs: An Australian Study

Cited by 94 publications

References 28 publications

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

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

Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers

Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice

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