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Högstedt D, Eriksson E, Jansson I, Engström M. Self-rated professional competence and well-being at work after obtaining a Swedish nursing license: A longitudinal mixed-methods study of internationally and domestically educated nurses. Int J Nurs Stud 2024; 157:104812. [PMID: 38861789 DOI: 10.1016/j.ijnurstu.2024.104812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Revised: 05/13/2024] [Accepted: 05/14/2024] [Indexed: 06/13/2024]
Abstract
BACKGROUND An inclusive workplace is where everyone is supported to thrive and succeed regardless of their background. Supportive working conditions and general self-efficacy have been found to be important for nurses' perceived competence and well-being at work, however, in the context of being a nurse in a new country, research is limited. Moreover, knowledge is lacking about whether different paths to a nursing license are related to nurses' perceived competence and well-being when working. OBJECTIVE To examine determinants and experiences of nursing competence and well-being at work (thriving and stress) among internationally and domestically educated nurses. DESIGN A longitudinal descriptive and correlational design with a mixed-methods convergent approach was used. METHODS A longitudinal study was conducted between January 2019 and June 2022 with two groups of internationally educated nurses who had completed a bridging program or validation to obtain a Swedish nursing license and one group of domestically newly educated nurses. Data were collected on three occasions: Time1 at the end of the nursing licensure process (n = 402), Time2 after three months (n = 188), and Time3 after 12 months (n = 195). At Time3, 14 internationally educated nurses were also interviewed. Data were analyzed separately and then interpreted together. RESULTS Multiple regression models showed that greater access to structural empowerment (B = 0.70, 95 % CI [0.31; 1.08]), better cooperation (B = 3.76, 95 % CI [1.44; 6.08]), and less criticism (B = 3.63, 95 % CI [1.29; 5.96]) were associated with higher self-rated competence at Time3, whereas the variable path to a nursing license was non-significant (R2 = 49.2 %). For well-being, greater access to structural empowerment (B = 0.07, 95 % CI [0.02; 0.12]), better cooperation (B = 0.36, 95 % CI [0.07; 0.66]) and being domestically educated (B = 0.53, 95 % CI [0.14; 0.92]) were associated with higher thriving at work (R2 = 25.8 %). For stress, greater access to structural empowerment (B = -0.06, 95 % CI [-0.09; -0.02]), better cooperation (B = -0.30, 95 % CI [-0.51; -0.10]), and less criticism (B = -0.28, 95 % CI [-0.46; -0.05]) were associated with having symptoms less frequently while being domestically educated was associated with having stress symptoms more often (B = 0.44, 95 % CI [0.07; 0.81]) (R2 = 43.3 %). Higher general self-efficacy at Time1 was associated with higher self-rated competence at Time2 (B = 4.76, 95 % CI [1.94; 7.59]). Quantitative findings concurred with findings from interviews with internationally educated nurses. However, qualitative findings also highlighted the importance of previous education, working experience, the new context, and communication abilities. CONCLUSIONS Both quantitative and qualitative data showed that working conditions were important for nurses' self-rated competence and well-being at work. Although communication difficulties, previous education, and working experience were not statistically significant in the multiple regression models, in the interviews these factors emerged as important for internationally educated nurses' competence and well-being.
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Affiliation(s)
- Denice Högstedt
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden.
| | - Elisabet Eriksson
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Inger Jansson
- Institute of Health and Care Sciences, University of Gothenburg, Göteborg, Sweden
| | - Maria Engström
- Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden; Medicine College, Lishui University, No. 1 Xueyuan Road, Lishui 323000, China
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Berndtsson P, Skyvell-Nilsson M, Brink E, Berghammer M. Commitment and efforts to maintain mentoring: Nurse managers' perceptions of structuring mentoring provision for new nurses in a hospital setting. J Clin Nurs 2024; 33:3700-3710. [PMID: 38797932 DOI: 10.1111/jocn.17219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 04/29/2024] [Accepted: 05/09/2024] [Indexed: 05/29/2024]
Abstract
AIM The aim of the present study was to describe nurse managers' perceptions of the provision of mentoring for newly graduated registered nurses (NGRNs) and its contribution to the work environment in a hospital setting. BACKGROUND Nurse managers are responsible for the work environment and for supporting the staff's professional development, which includes giving NGRNs organizational support during their introduction to the workplace. Mentorship is one common way to provide support, but there is a lack of knowledge about how nurse managers view this support. DESIGN/METHOD This was a qualitative descriptive study, using a semi-structured interview guide. Fifteen individual interviews with nurse managers were performed in hospital settings. The interview transcripts were analysed using qualitative content analysis. The COREQ guidelines and checklist were used. RESULTS The results describe the nurse managers' perceptions of the provision of mentoring in three themes: Ensuring and sustaining mentoring for new nurses' needs is a struggle in the harsh reality of healthcare, Identifying mentors who are willing and possess the necessary competence for the assignment and Promoting a secure and attractive workplace by mentoring new nurses. CONCLUSIONS Our study confirms that nurse managers are important in the provision of mentoring for NGRNs' learning and professional development. Mentoring has a positive spillover effect on the entire unit as a sustainable approach to securing and improving the work environment. Our study also identifies challenges for nurse managers to structure mentoring provision. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE This study highlights the importance of investment in mentoring for the NGRNs' professional development and for patient care. Support is needed from the top level of the organization, but how mentoring should be structured and facilitated needs to be investigated further.
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Affiliation(s)
| | | | - Eva Brink
- Department of Health Sciences, University West, Trollhättan, Sweden
| | - Malin Berghammer
- Department of Health Sciences, University West, Trollhättan, Sweden
- The Queen Silvia Children's Hospital, Gothenburg, Sweden
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Swan BA, Jones KD, Hayes R, Kaligotla L, McDermott C, Rodriguez J, McCauley L. Reject the "Practice Readiness Myth": Ask if systems are ready for nursing graduates instead. Nurs Outlook 2024; 72:102181. [PMID: 39043052 DOI: 10.1016/j.outlook.2024.102181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2023] [Revised: 04/01/2024] [Accepted: 04/20/2024] [Indexed: 07/25/2024]
Abstract
The nursing profession is engaged in robust national dialogue on how to implement competency-based education. This dialogue often conflates the concept of "competency-based education" with nursing "competence" or "practice readiness." Our aim is to discuss the potential harms of conflating "competency-based education" with "competence" or "practice readiness." This commentary explores the possible risks of issue conflation. Risks include (a) suggesting that nurses who have successfully obtained licensure are not "competent" or "ready to practice," and (b) de-emphasizing the importance of safe and sustainable work environments for new graduate nurses. We discuss the need to separate conversations about "competency-based education" and "practice readiness"; the need to increase the clarity and specificity of discourse surrounding competency-based education; and the need for strategic alignment across academia and practice.
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Affiliation(s)
- Beth Ann Swan
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
| | - Kim Dupree Jones
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
| | - Rose Hayes
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA.
| | - Lalita Kaligotla
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
| | - Carrie McDermott
- Emory Healthcare, Atlanta, GA; InEmory MN Program, Nell Hodgson Woodruff School of Nursing, Atlanta, GA
| | - Jeannie Rodriguez
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
| | - Linda McCauley
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
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Phillips K, Sanders J, Warren LE. UK student midwives' theoretical knowledge, confidence, and experience of intermittent auscultation of the fetal heart rate during labour: An online cross-sectional survey. Midwifery 2024; 132:103952. [PMID: 38442530 DOI: 10.1016/j.midw.2024.103952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Revised: 07/21/2023] [Accepted: 02/10/2024] [Indexed: 03/07/2024]
Abstract
AIM This study aimed to explore student midwives' theoretical knowledge of intrapartum intermittent auscultation, their confidence in, and their experience of this mode of fetal monitoring. DESIGN AND SETTING An online cross-section survey with closed and open questions. Descriptive statistics were used to analyse participants' intermittent auscultation knowledge, confidence, and experience. Reflexive thematic analysis was used to identify patterns within the free text about participants' experiences. PARTICIPANTS Undergraduate midwifery students (n = 303) from Nursing and Midwifery Council-approved educational institutions within the United Kingdom. FINDINGS Most participants demonstrated good theoretical knowledge. They had witnessed the technique being used in clinical practice, and when performed, the practice was reported to be in line with national guidance. In closed questions, participants reported feeling confident in their intermittent auscultation skills; however, these data contrasted with free-text responses. CONCLUSION This cross-sectional survey found that student midwives possess adequate knowledge of intermittent auscultation. However, reflecting individual clinical experiences, their confidence in their ability to perform intermittent auscultation varied. A lack of opportunity to practice intermittent auscultation, organisational culture, and midwives' preferences have caused student midwives to question their capabilities with this essential clinical skill, leaving some with doubt about their competency close to registration.
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Affiliation(s)
- K Phillips
- School of Healthcare Sciences, Cardiff University, Room 0.43, Ground Floor, Ty'r Wyddfa, Heath Park West, St. Agnes Road, Cardiff CF14 4US, United Kingdom.
| | - J Sanders
- School of Healthcare Sciences, Cardiff University, Room 0.43, Ground Floor, Ty'r Wyddfa, Heath Park West, St. Agnes Road, Cardiff CF14 4US, United Kingdom
| | - L E Warren
- School of Healthcare Sciences, Cardiff University, Room 0.43, Ground Floor, Ty'r Wyddfa, Heath Park West, St. Agnes Road, Cardiff CF14 4US, United Kingdom
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Porter-O'Grady T, Malloch K, Scott K. Renewing the Nursing Culture: Sustaining the Professional Community of Practice Through the Role of the Preceptor. Nurs Adm Q 2024; 48:87-96. [PMID: 38564719 DOI: 10.1097/naq.0000000000000639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
Culture is the driving frame within which all human action takes form. This article explores the elements and characteristics of culture and applies them to the nursing professional community of practice. As it drills down to the work in the cultural context, it argues for the central role of the preceptor in evidencing the influence of culture. For onboarding nurses and the nursing community, the preceptor becomes the carrier of culture, demonstrating the impact of culture in a way that exhibits its influence and impact on nursing practice and patient care.
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Affiliation(s)
- Tim Porter-O'Grady
- Author Affiliations: Senior Partner, Tim Porter-O'Grady Associates, Atlanta, Georgia (Dr Porter-O'Grady); Consultant, The Ohio State University, College of Nursing, Columbus, Ohio (Dr Malloch); and Partner, L3 Fusion, LLC. Phoenix, Arizona (Dr Scott)
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Nemati-Vakilabad R, Khoshbakht-Pishkhani M, Maroufizadeh S, Javadi-Pashaki N. Translation and validation of the Persian version of the perception to care in acute situations (PCAS-P) scale in novice nurses. BMC Nurs 2024; 23:108. [PMID: 38326865 PMCID: PMC10851513 DOI: 10.1186/s12912-024-01760-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 01/23/2024] [Indexed: 02/09/2024] Open
Abstract
BACKGROUND Novice nurses providing care in acute conditions should have satisfactory performance. Accurate and appropriate evaluation of the performance of novice nurses in providing care in acute situations is essential for planning interventions to improve the quality of patient care. This study was conducted to translate and evaluate the psychometric properties of the Persian version of the Perception to Care in Acute Situations (PCAS-P) scale in novice nurses. METHODS In this methodological study, 236 novice nurses were selected by the convenience sampling method. 17-item scale PCAS-P was translated into Persian by the forward-backward process. Then, this version was used for psychometric evaluation. For this purpose, face validity, content validity, and construct validity were assessed using confirmatory factor analysis. Internal consistency and stability reliability were calculated. The data were analyzed using SPSS and AMOS software. RESULTS The PCAS-P scale maintained the meaning of the original English version and was clear, explicit, and understandable for novice nurses. Confirmatory factor analysis showed that this Persian version is consistent with the proposed model and confirmed the fit of the three-factor model. The values of Cronbach's alpha coefficient, McDonald's omega, Coefficient H, and average inter-item correlation were excellent for the overall scale and its dimensions, and the three latent factors had good convergent and discriminant validity. Additionally, the average measurement size was 0.944 ICC (95% CI 0.909 to 0.969). CONCLUSION The PCAS-P scale is valid and reliable for measuring novice nurses' perception of acute situations.
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Affiliation(s)
- Reza Nemati-Vakilabad
- Student Research Committee, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Maryam Khoshbakht-Pishkhani
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Saman Maroufizadeh
- Department of Biostatistics and Epidemiology, School of Health, Guilan University of Medical Sciences, Rasht, Iran
| | - Nazila Javadi-Pashaki
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
- Social Determinants of Health Research Center (SDHRC), Guilan University of Medical Sciences, Rasht, Iran.
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Rutherford-Hemming T, Linder G. Exploring the Frameworks, Needs, and Barriers of Interprofessional Education and Simulation in Emergency Medicine. Simul Healthc 2024; 19:47-51. [PMID: 36727816 DOI: 10.1097/sih.0000000000000712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
SUMMARY STATEMENT This manuscript focuses on interprofessional education (IPE) using simulation and its use between emergency department and emergency medical services personnel. It explores the theoretical frameworks behind IPE and applies them to simulation-based emergency medical services education. There is a notable lack of research on the use of IPE using simulation between these 2 professions. The need for IPE using simulation as well as barriers and recommendations to remove the barriers are discussed.
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Affiliation(s)
- Tonya Rutherford-Hemming
- From the Emergency Department (T.R-H.), UNC Healthcare. Chapel Hill, NC; and Durham County EMS (G.L.), Durham, NC
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Kagotani M, Asakura T. Path Model of Reality Gap on the Mental Health of Novice School Nurses in Japan. SAGE Open Nurs 2024; 10:23779608241256510. [PMID: 38784644 PMCID: PMC11113034 DOI: 10.1177/23779608241256510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 04/02/2024] [Accepted: 05/04/2024] [Indexed: 05/25/2024] Open
Abstract
Introduction Mental health is a serious concern among novice school nurses in Japan. Numerous novice school nurses with various health problems experience high stress levels, affecting their mental health. They may be experiencing reality shock, a known risk factor for burnout and turnover, or its factor, the "reality gap." Objective This study aimed to examine the hypothetical model by which the reality gap affects the mental health of novice school nurses. Methods This cross-sectional study conducted a self-administered questionnaire survey, and responses were obtained from 102 novice school nurses. A path model was created based on a hypothetical model. Results After several revisions on the hypothesis model, a modified path model was generated (CFI = .98, TLI = .93, RMSEA = .06). The path model showed that reality gaps negatively affected work engagement, work engagement positively affected intention to stay, and intention to stay positively affected mental health. Reality gap was also directly negatively associated with mental health. Having various support networks reduced the effects of reality gaps on mental health. Additionally, social support in the workplace boosted work engagement. Conclusion Unique from other studies, this study contributed to understanding the effects of reality gaps on mental health. School managers and administrators should establish a support system that enables school nurses to receive various supports from within and outside the school. In addition, novice school nurses should take advantage of networks and support inside and outside school to reduce reality gaps and grow as professionals.
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Affiliation(s)
| | - Takashi Asakura
- Faculty of Education, Tokyo Gakugei University, Tokyo, Japan
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Källestedt MLS, Asp M, Letterstål A, Widarsson M. When caring becomes an art - how clinical gaze are perceived to be developed. Int J Qual Stud Health Well-being 2023; 18:2156659. [PMID: 36482509 PMCID: PMC9744224 DOI: 10.1080/17482631.2022.2156659] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
PURPOSE This qualitative study describes nurses' experiences and perceptions of how they develop the clinical gaze. METHODS This qualitative study used an inductive approach and content analysis to assess the experiences of newly graduated nurses, nurse managers, and nursing teachers. Nineteen interviews were conducted. To achieve credibility, the study followed the guidelines of the Consolidated Criteria for Reporting Qualitative research (COREQ). RESULTS Two themes emerged: nurses' personal abilities and the learning culture. Learning culture was considered the foundation of the development of the clinical gaze. The clinical gaze was found to be developed in relationships with patients and when learning together with colleagues, in which the opportunities for reflection are central. To develop the clinical gaze, structures for learning activities, such as reflection, communication exercises, and simulation, are needed so that they become a natural part of daily work. This can also be achieved through supervision and skills training both at university and in a care context. CONCLUSIONS Prerequisites for the development of the clinical gaze include physical presence with the patient combined with learning activities such as conscious reflection with others in a safe learning culture.
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Affiliation(s)
- Marie-Louise Södersved Källestedt
- Källestedt Clinical Skills Center, Region Västmanland, Västerås, Sweden,School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden,CONTACT Marie-Louise Södersved Källestedt School of Health, Care and Social Welfare, Mälardalen University, VästeråsSE-721 23, Sweden
| | - Margareta Asp
- School of Health, Care and Social Welfare, Mälardalen University, Eskilstuna, Sweden
| | - Anna Letterstål
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden,Department of Medicine Solna, Karolinska Institutet, Stockholm, Sweden
| | - Margareta Widarsson
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
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Bahlman-van Ooijen W, Malfait S, Huisman-de Waal G, Hafsteinsdóttir TB. Nurses' motivations to leave the nursing profession: A qualitative meta-aggregation. J Adv Nurs 2023; 79:4455-4471. [PMID: 37209086 DOI: 10.1111/jan.15696] [Citation(s) in RCA: 16] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 03/20/2023] [Accepted: 04/16/2023] [Indexed: 05/22/2023]
Abstract
AIM To systematically provide an overview of the qualitative evidence available on the motivations for nurses to leave the nursing profession. DESIGN A qualitative systematic review using the meta-aggregation design of the Joanna Briggs Institute. DATA SOURCES Qualitative studies in English, dating from 2010 until January 2023, were obtained from CINAHL, PsycINFO and PubMed. REVIEW METHODS Studies were selected using predetermined inclusion and exclusion criteria. Quality assessment was done using the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research. The assessment of confidence in the review findings was done according to the ConQual approach. RESULTS Nine papers that investigated nurses' motivations to leave the profession were included. We developed four synthesized findings from 11 synthesized categories and 31 categories to reflect nurses' motivations to leave the profession, including (1) challenging work environment, (2) emotional distress, (3) disappointment about nursing reality, and (4) culture of hierarchy and discrimination. CONCLUSION This review provides an in-depth and meaningful understanding of motivations for nurses to leave the profession. Among others, poor working conditions, a lack of opportunities for career development, a lack of support from managers, work-related stress, a discrepancy between nursing education and practice and bullying behaviour were motivations to leave the profession, which calls for targeted action to retain nurses in the profession. IMPACT Findings of this study shine a light on reasons why nurses leave the profession, providing evidence to support nurse managers and policymakers to develop retention strategies to move out of current crisis into recovery of sustainable global healthcare. PATIENT OR PUBLIC CONTRIBUTION There was no direct patient or caregiver contribution to this study because this study originated from the process of a Master study. However, two of the authors are still involved in clinical nursing practice and provided the necessary link between research and practice.
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Affiliation(s)
- Wilmieke Bahlman-van Ooijen
- Nursing Science, Program in Clinical Health Sciences, University Medical Center, Utrecht, The Netherlands
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Simon Malfait
- Nursing Department, Ghent University Hospital, Ghent, Belgium
- Faculty of Medicine, Ghent University, Ghent, Belgium
| | - Getty Huisman-de Waal
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
- Scientific Center for Quality of Healthcare (IQ Healthcare), Radboud University Medical Center, Radboud Institute for Health Sciences, Nijmegen, The Netherlands
| | - Thóra B Hafsteinsdóttir
- Nursing Science, Program in Clinical Health Sciences, University Medical Center, Utrecht, The Netherlands
- Nursing Science Department, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht, The Netherlands
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Wise M, Ossenberg C, Spiller K, Henderson A. Appraising differential capabilities of new graduate nurses: Development across the first nine months of employment. NURSE EDUCATION TODAY 2023; 130:105943. [PMID: 37598637 DOI: 10.1016/j.nedt.2023.105943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 07/25/2023] [Accepted: 08/14/2023] [Indexed: 08/22/2023]
Abstract
BACKGROUND Effective transition to practice for new graduate nurses (NGNs) is of national and international concern. Development of NGNs expands well beyond higher education studies and relies heavily on support during their first year of employment. Little is known of the differential development of NGNs, namely the trajectory of developing capability. AIM This study differentiates NGN development during their first year of employment through appraisal of universal domains of nursing practice relevant to the international community. METHODS Using a quantitative evaluation design NGN performance was appraised at 1-, 3-, and 9-months from February 2020 to November 2021, using a 23-item appraisal tool and accompanying behavioural cues organised around four universal domains of practice: professional values and behaviours; comprehensive nursing practice; organisational capabilities; personal growth and development; and a fifth domain specific to Australia, that is, legislative requirements. Workplace performance was appraised by clinical supervisors and numerically rated according to intensity of coaching required to meet requisite standards of practice. RESULTS The shift in rating scores of intensity of coaching required, over three time periods across four key universal domains, were statistically significant (p < .001). These findings which indicate the intensity of required coaching for maintenance of standards reduced over the time period suggest advancing NGN capability. The domain representing professional values consistently rated the highest. The domain denoting legislative requirements largely flattened after three months. CONCLUSION These findings corroborate the significant development of NGN capability during the first nine months of employment, especially during the initial three months. Furthermore, they provide empirical evidence that NGNs are most adept at demonstrating professional values; a recognised capability developed through employment during pre-registration studies. Discriminant data is of value to inform both targeted development of individual NGNs and when collated, the education needs of cohorts.
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Affiliation(s)
- Megan Wise
- Nursing Practice Development Unit, Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Qld 4102, Australia; Central Queensland University, School of Nursing, Midwifery, and Social Sciences, 160 Ann Street, Brisbane, QLD 4000, Australia.
| | - Christine Ossenberg
- Nursing Practice Development Unit, Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Qld 4102, Australia; Central Queensland University, School of Nursing, Midwifery, and Social Sciences, 160 Ann Street, Brisbane, QLD 4000, Australia
| | - Katharina Spiller
- Nursing Practice Development Unit, Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Qld 4102, Australia
| | - Amanda Henderson
- Nursing Practice Development Unit, Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Qld 4102, Australia; Central Queensland University, School of Nursing, Midwifery, and Social Sciences, 160 Ann Street, Brisbane, QLD 4000, Australia
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León-Maldonado L, Hernández-Ramírez RU, Torres-Ibarra L, Spiegelman D, Sheth SS, Lazcano E, Cadena-Fiscal JD, Salmerón J. Factors associated with receiving results and attending colposcopy in patients with positive HPV screens in Mexico City. Prev Med Rep 2023; 35:102347. [PMID: 37593354 PMCID: PMC10428024 DOI: 10.1016/j.pmedr.2023.102347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 06/23/2023] [Accepted: 07/23/2023] [Indexed: 08/19/2023] Open
Abstract
We identified patient and healthcare system factors related to receipt of screening results and attendance to colposcopy among patients with positive screening results in a cervical cancer screening program in Mexico City, Mexico. We analyzed data from 1,351 patients with high-risk human papillomavirus (HPV)-positive results from two screening demonstration studies conducted between 2017 and 2018. Factors associated with receipt of screening results and with adherence to a colposcopy appointment were identified using multivariable logistic regression. Participants had a median age of 40 years (IQR = 32-48), 60% had less than high school education, and 74% had a previous Pap screening in the last 5 years. Fifty-five percent of participants retrieved their screening results at the healthcare facility (HCF) without any reminder. Providing an email address for contact information, attending a HCF with family medicine, and receiving care from experienced nurses were associated with greater adherence to obtaining screening test results. Fifty-seven percent of participants attended their first scheduled colposcopy appointment. Providing a phone number improved adherence to colposcopy, whereas longer travel times between the HCF and the colposcopy clinic was associated with a decrease in colposcopy adherence. Having a Pap test in the last 5 years was positively associated with better compliance with both outcomes. Securing contact information may help to overcome barriers to future follow-up. Additional research is necessary on strategies for obtaining screening test results and scheduling appointments, which may help address barriers to access, such as limited staff availability, distance from the clinic, and travel costs.
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Affiliation(s)
- Leith León-Maldonado
- Centro de Investigación en Salud Poblacional, Instituto Nacional de Salud Pública, Cuernavaca, Morelos, Mexico
| | - Raúl U. Hernández-Ramírez
- Department of Biostatistics, Center for Methods in Implementation and Prevention Science (CMIPS), Yale School of Public Health (YSPH), New Haven, CT, USA
| | - Leticia Torres-Ibarra
- Centro de Investigación en Salud Poblacional, Instituto Nacional de Salud Pública, Cuernavaca, Morelos, Mexico
| | - Donna Spiegelman
- Department of Biostatistics, Center for Methods in Implementation and Prevention Science (CMIPS), Yale School of Public Health (YSPH), New Haven, CT, USA
| | - Sangini S. Sheth
- Department of Obstetrics, Gynecology, & Reproductive Sciences, Yale School of Medicine (YSM), New Haven, CT, USA
| | - Eduardo Lazcano
- Dirección General, Instituto Nacional de Salud Pública, Cuernavaca, Morelos, Mexico
| | - José D. Cadena-Fiscal
- Jurisdicción Sanitaria Tlalpan, Servicios de Salud de la Ciudad de México, México City, Mexico
| | - Jorge Salmerón
- Centro de Investigación en Políticas, Población y Salud, Facultad de Medicina, Universidad Nacional Autónoma de México, México City, Mexico
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Gregg M, Wakisaka T, Hayashi C. Senior nurses' expectations and support of new graduate nurses' adjustment in hospitals: A qualitative descriptive study. Heliyon 2023; 9:e18681. [PMID: 37576313 PMCID: PMC10412768 DOI: 10.1016/j.heliyon.2023.e18681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Revised: 06/26/2023] [Accepted: 07/25/2023] [Indexed: 08/15/2023] Open
Abstract
Aim This study aimed to identify senior nurses' expectations and support of new graduate nurses' adjustment to their work environment. Background New graduate nurses have difficulties in adjusting to their work environment because they are not well prepared for clinical nursing practice upon graduation. Hospitals support their adjustment to their work environment through residency/transition programs. Although such support exists, new graduate nurses are expected to learn the expected behavior and attitude themselves. Thus, identifying senior nurses' expectations and support of new graduate nurses' adjustment may facilitate smooth adjustment to the work environment. Design This was a qualitative descriptive study. Methods Fourteen nurses who teach new graduate nurses in Japanese hospitals were interviewed face-to-face individually. The data were analyzed using qualitative inductive content analysis, which was coded and sorted to identify categories. Results Regarding senior nurses' expectations of new graduate nurses' adjustment, six categories emerged: trying to fit in with people in their ward, behaving by following the unspoken rules of their ward, having attitudes compatible with learning, addressing their situations using their initiative, showing a willingness to learn, and obtaining necessary information by themselves. Senior nurses' support of new graduate nurses' adjustment consisted of four categories: watching over and speaking to them, trying to create a good working environment, encouraging them to have attitudes compatible with learning, and teaching them how to learn. Conclusions Senior nurses need to understand and express what they expect from new graduate nurses at the stage of hospital adjustment. If senior nurses understand their expectations for adjustment, they can help new graduate nurses effectively. Furthermore, understanding the expectations of senior nurses may facilitate new graduate nurses' adjustment. These findings may contribute to good working relationships between senior and new graduate nurses.
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Affiliation(s)
- Misuzu Gregg
- Kobe City College of Nursing, 3-4 Gakuen Nishi-machi, Nishi-ku, Kobe-shi, Hyogo-ken, 651-2103, Japan
| | - Toyomi Wakisaka
- Konan Women's University, 6-2-23 Morikita-machi, Higashinada-ku, Kobe-shi, Hyogo-ken, 658-0001, Japan
| | - Chifuyu Hayashi
- Kobe City College of Nursing, 3-4 Gakuen Nishi-machi, Nishi-ku, Kobe-shi, Hyogo-ken, 651-2103, Japan
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Charette M, McKenna L, McGillion A, Burke S. Effectiveness of transition programs on new graduate nurses' clinical competence, job satisfaction and perceptions of support: A mixed-methods study. J Clin Nurs 2023; 32:1354-1369. [PMID: 35451137 DOI: 10.1111/jocn.16317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 03/01/2022] [Accepted: 03/10/2022] [Indexed: 11/27/2022]
Abstract
AIM To assess the effectiveness of two graduate nurse programs on new graduate nurses' overall competence at 3, 6, 9 and 12 months. Secondary aims were to assess new nurses' job satisfaction at 12 months and explore their experiences of support. BACKGROUND Most clinical settings have implemented transition programs to help new nurses to adapt to their new environments and expand their competences. To this day, very few studies have assessed the effectiveness of these programs. DESIGN Longitudinal mixed-methods study. METHODS The study was conducted at two teaching hospitals in Australia. New nurses were recruited during orientation. Data were collected at baseline (T0; n = 88), 3 (T1; n = 29), 6 (T2; n = 15), 9 (T3; n = 11) and 12 months (T4; n = 9). At each time point, the questionnaire included demographic and the Nurse Competence Scale. At T4, the questionnaire also included the Nurse Satisfaction Scale. Semi-structured interviews were conducted from T1 to T4. This study conforms to the STROBE guidelines. RESULTS Competence increased significantly at T1, with participants stating that they learned by "getting out" of student mode. At T2, despite no significant difference in competence, participants expressed they were more confident and in control, because they felt supported. Again, at T3, there was no significant increase in competence. Finally, at T4, competence increased significantly, with participants acknowledging that they still had a lot to learn. CONCLUSION This study supports that 12-month transition programs are necessary for NGNs to expand their competence. One major factor influencing NGNs during their first year was how well they felt supported and encouraged to seek help when they needed it. RELEVANCE There is a need to understand how new NGNs enrolled in transition programs expand their competences. Their professional development depends on a supportive environment where NGNs feel confident in asking questions or for help.
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Affiliation(s)
- Martin Charette
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia
| | - Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia
| | - Anthony McGillion
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.,Nursing and Midwifery (Inspiring Innovation), Western Health, St Albans, Victoria, Australia
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Grønkjaer M, Voldbjerg SL, Jørgensen L, Kusk KH, Laugesen B. Establishing and leading a cross-institutional partnership to integrate fundamentals of care into clinical practice, nursing education and research. J Adv Nurs 2023; 79:951-960. [PMID: 35841335 DOI: 10.1111/jan.15366] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Revised: 05/19/2022] [Accepted: 07/05/2022] [Indexed: 01/30/2023]
Abstract
AIM The aim was to describe and discuss the process of establishing and leading a cross-institutional partnership to regain focus on and reconceptualize fundamental nursing care in clinical practice, nursing education and research in one region in Denmark. DESIGN A discursive paper. The case study method is used as an adapted frame for describing and discussing the establishment and strategic decisions of a cross-institutional partnership. DATA SOURCES This discursive paper draws on the authors' experiences with establishing a cross-institutional partnership and related literature. IMPLICATIONS FOR NURSING The paper addresses the challenges surrounding fundamental care. Establishing cross-institutional partnerships can contribute to a reconceptualization of fundamental care and initiate discussions on what nursing care is and requires. The paper provides an example of how a cross-institutional partnership can be established and describes and discusses the opportunities and challenges in doing so. CONCLUSION A key step in the process of establishing a partnership is to actively involve key stakeholders and stimulate their commitment to investing time and resources in the partnership. This requires commitment, clear strategic direction and leadership. Another key step is engaging and informing executive management leaders, and continuously nurture their interest. IMPACT The paper aims to inform clinicians, educators, nursing leaders, researchers and policy makers on how to organize a formal partnership structured around a strategic research, development and implementation programme where the focal point of the collaboration is improving nursing care by integrating the conceptual FoC framework. NO PATIENT OR PUBLIC CONTRIBUTION Patients, service users, caregivers or members of the public were not involved in this study as it is a discursive paper based on the authors' experiences and relevant literature.
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Affiliation(s)
- Mette Grønkjaer
- Clinical Nursing Research Unit, Aalborg University Hospital, Aalborg, Denmark.,Department of Clinical Medicine, Aalborg University, Aalborg, Denmark
| | - Siri Lygum Voldbjerg
- Clinical Nursing Research Unit, Aalborg University Hospital, Aalborg, Denmark.,Department of Clinical Medicine, Aalborg University, Aalborg, Denmark.,School of Nursing, University College of Northern Denmark, Hjørring, Denmark
| | - Lone Jørgensen
- Department of Clinical Medicine, Aalborg University, Aalborg, Denmark.,Clinic for Surgery and Oncology, Aalborg University Hospital, Aalborg, Denmark
| | | | - Britt Laugesen
- Clinical Nursing Research Unit, Aalborg University Hospital, Aalborg, Denmark.,Department of Clinical Medicine, Centre of Clinical Guidelines, Aalborg University, Aalborg, Denmark
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Saghafi F, Bromley P, Guzys D, Harkness L, Phillips M, Mather C, Saunders A, Say R, Teare C, Tori K. Graduate nurses' capability upon entering the workforce: An integrative review. NURSE EDUCATION TODAY 2023; 121:105659. [PMID: 36470041 DOI: 10.1016/j.nedt.2022.105659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 10/27/2022] [Accepted: 11/16/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES To clarify capability for work readiness in newly graduated registered nurses as viewed from the perspective of clinicians in practice, educators in tertiary institutions, and graduates. DESIGN Integrative review. DATA SOURCES Databases searched for peer-reviewed studies included PubMed, MEDLINE, ERIC, Campbell collaboration, Google Scholar, and Cochrane databases. REVIEW METHODS Pragmatism informed this integrative review. The five-stage method described by Whittemore and Knafl was used to enable rigorous examination of the expected capability of graduate nurses. A comprehensive database search was conducted using PRISMA guidelines. Eighteen articles were appraised and analysed for this review. The capability concept was used as a framework for analysis. RESULTS Eighteen articles met the inclusion criteria. Findings revealed that although there is no definition for graduate nurses' work readiness, there is a common theme. Graduate nurses are expected to have broad theoretical knowledge (knowing) along with practical knowledge (doing). They are also expected to demonstrate integrity, honesty, respect, compassion, and a moral compass. A list of personal attributes and organisational acumen was also reflective of graduate readiness upon entering the workforce and identified as necessary capabilities for graduates. CONCLUSIONS A picture of the perfect employee is illustrated in the definition of work readiness by the participants of the original studies. Yet there is a lack of stakeholder consensus on the capabilities expected from a graduate nurse.
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Affiliation(s)
- Farida Saghafi
- School of Nursing, College of Health and Medicine, University of Tasmania, Lilyfield, NSW 2040, Australia.
| | - Patricia Bromley
- College of Health and Medicine, University of Tasmania, Hobart, TAS 7001, Australia
| | - Diana Guzys
- College of Health and Medicine, University of Tasmania, Burnie, TAS 7320, Australia
| | - Leigh Harkness
- College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Michelle Phillips
- College of Health and Medicine, University of Tasmania, NSW 2040, Australia
| | - Carey Mather
- School of Nursing, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Annette Saunders
- School of Nursing, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Richard Say
- College of Health and Medicine, University of Tasmania, Lilyfield, NSW 2040, Australia
| | - Catherine Teare
- School of Nursing, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Kathleen Tori
- Faculty Health and Education, Torrens University, Melbourne, VIC 3000, Australia
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17
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Lee T, Lee SJ, Yoon YS, Ji H, Yoon S, Lee S, Ji Y. Personal Factors and Clinical Learning Environment as Predictors of Nursing Students' Readiness for Practice: A Structural Equation Modeling Analysis. Asian Nurs Res (Korean Soc Nurs Sci) 2023; 17:44-52. [PMID: 36754349 DOI: 10.1016/j.anr.2023.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 01/30/2023] [Accepted: 01/30/2023] [Indexed: 02/09/2023] Open
Abstract
PURPOSE It is essential to ensure the readiness for practice among undergraduate nursing students since the purpose of such education is to cultivate competent nurses who deliver high-quality and safe nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and learning environment. METHODS We conducted a cross-sectional study between November 16, 2020 and December 21, 2020 which examined personal factors and aspects of the clinical learning environment among senior nursing students (n = 838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a self-administered online survey, which assessed demographic characteristics, self-esteem, depression, work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We used structural equational modeling to test our hypothetical model. RESULTS The nursing students' readiness for practice was significantly affected by their self-esteem, work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum directly influenced their readiness for practice. CONCLUSION Increasing self-esteem and work-life balance satisfaction, and improving their clinical learning environment by providing sufficient educational and clinical support, could help facilitate the transition from nursing schools to real-world practice for nursing students.
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Affiliation(s)
- Taewha Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Republic of Korea
| | - Su Jeong Lee
- Hyejeon college, Nursing Division, Republic of Korea
| | - Yea Seul Yoon
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Republic of Korea; Brain Korea 21 FOUR Project, College of Nursing, Yonsei University, Republic of Korea
| | - Hyunju Ji
- Severance Hospital, College of Nursing, Yonsei University, Republic of Korea
| | - Sookhee Yoon
- Department of Nursing, Semyung University, Republic of Korea
| | - SangA Lee
- Manning College of Nursing and Health Sciences, University of Massachusetts Boston, USA
| | - Yoonjung Ji
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Republic of Korea; Brain Korea 21 FOUR Project, College of Nursing, Yonsei University, Republic of Korea.
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18
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Kang Y, Hwang H. The impact of changes in nursing practicum caused by COVID-19 pandemic on new graduate nurses. NURSE EDUCATION TODAY 2023; 121:105675. [PMID: 36549256 PMCID: PMC9719932 DOI: 10.1016/j.nedt.2022.105675] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Revised: 10/28/2022] [Accepted: 11/27/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The impact of the COVID-19 pandemic has brought about major changes throughout nursing education. Most clinical practicum has been substituted by skills laboratories, simulation laboratories, virtual simulation or written assignments. Nursing students who have experienced this change in practicum have fears about their future role as new graduate nurses. However, to date, no studies have been conducted exploring how their fears work when they become new graduate nurses. OBJECTIVES To investigate the status of nursing practicum at nursing universities before and during the COVID-19 pandemic, and to explore the relationship between difficulties in nursing tasks, work readiness, reality shock, and organizational socialization among new graduate nurses with nursing practicum experience during this pandemic. DESIGN Descriptive comparative research design. PARTICIPANTS 178 new graduate nurses with a clinical experience from 1 month to less than 12 months and graduating from nursing universities in 2021, the 3rd grade in 2020 and the 4th grade in 2021. METHODS Cross-sectional study via a self-administered online questionnaire measuring difficulties in nursing tasks, work readiness, reality shock, and organizational socialization. Data were analyzed by descriptive statistics, independent t-tests, Pearson correlation. RESULTS New graduate nurses were divided into 72 in the Clinical/Clinical group and 106 in the Clinical/Substitute group. There was a significant difference in the difficulties in nursing tasks (t = -2.342, p = .020), but there were no significant differences in work readiness, reality shock, and organizational socialization between the two groups. CONCLUSIONS Efforts in the clinical field to increase the adaptation of new graduate nurses could prevent problems that may arise due to the restrictions and absence of clinical practicum. Discussions should be continued to develop and implement efficient nursing practicum education that not only can reduce the gap between nursing education and nursing practice, but also respond appropriately to any pandemic situation.
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Affiliation(s)
- Younhee Kang
- College of Nursing, Graduate Program in System Health Science and Engineering, Ewha Womans University, Seoul, Republic of Korea
| | - Hyeyoung Hwang
- College of Nursing, Ewha Womans University, Seoul, Republic of Korea.
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19
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Najafi B, Nasiri A. Explaining Novice Nurses’ Experience of Weak Professional Confidence: A Qualitative Study. SAGE Open Nurs 2023; 9:23779608231153457. [PMID: 36969365 PMCID: PMC10031601 DOI: 10.1177/23779608231153457] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2022] [Revised: 12/28/2022] [Accepted: 01/08/2023] [Indexed: 03/22/2023] Open
Abstract
Introduction The majority of newly graduated nurses are not prepared to work at the bedside; therefore, they may not have the appropriate self-confidence. Objective(s) The present qualitative study aimed to explain the novice nurses’ experience of weak professional confidence. Design This qualitative study was performed using a content analysis method. Methods Content analysis was utilized to identify themes from interview transcripts. They were included in the study by purposeful sampling. Participants were interviewed through face-to-face and unstructured interviews. All data were recorded, transcribed, and analyzed based on the Graneheim and Lundman method. Results Thirteen nurses participated in interviews. After data collection, all interviews were implemented and reviewed and the categories and subcategories were extracted. Three main categories containing turbulence in working life, unpleasant interactions, and lack of knowledge were extracted. Conclusion According to the study findings, most novice nurses experienced turbulence in their working life, unpleasant interactions, and a lack of knowledge that affected their self-confidence. Therefore, educational and support programs are suggested to improve novice nurses’ professional confidence. Relevance to Clinical Practice According to the results of the study, the lack of self-confidence in novice nurses reduces the quality of care. Therefore, taking into account the experiences of the participants, nursing education managers should plan in such a way as to improve the self-confidence of the graduates. In addition, novice nurses need to be supported by their managers and colleagues to develop their professional confidence to provide more effective care.
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Affiliation(s)
- Bahareh Najafi
- Department of Nursing, Nursing and Midwifery Faculty, Birjand University of Medical Sciences, Birjand, Iran
| | - Ahmad Nasiri
- Department of Nursing, Nursing and Midwifery Faculty, Birjand University of Medical Sciences, Birjand, Iran
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20
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Wray J, Calzolari M, Gammone M, Aleo G, Catania G, Zanini M, Sasso L, Bagnasco A. The potential benefits of legacy mentoring for newly qualified nurses. Nurse Educ Pract 2023; 66:103511. [PMID: 36434921 DOI: 10.1016/j.nepr.2022.103511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Affiliation(s)
- Jane Wray
- Faculty of Health Sciences, University of Hull, Hull HU6 7RX, UK.
| | - Michela Calzolari
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Mariarosaria Gammone
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy; S.I.T.R.A, Fondazione IRCCS Istituto Neurologico Carlo Besta, Via G. Celoria, 11, 20133 Milan, Italy.
| | - Giuseppe Aleo
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Gianluca Catania
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Milko Zanini
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Loredana Sasso
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Annamaria Bagnasco
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
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Najafi B, Nasiri A. Support Experiences for Novice Nurses in the Workplace: A Qualitative Analysis. SAGE Open Nurs 2023; 9:23779608231169212. [PMID: 37187548 PMCID: PMC10176594 DOI: 10.1177/23779608231169212] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 03/22/2023] [Accepted: 03/24/2023] [Indexed: 05/17/2023] Open
Abstract
Introduction Since novice nurses need support at the beginning of their work, knowing workplace support resources can help them to experience fewer challenges at the beginning of their work and improve the quality of patient care. Objectives The present qualitative study aimed to explore novice nurses' experiences of supporting the workplace at the beginning of their work. Design This qualitative study was performed using a content analysis method. Methods This qualitative study was conducted with 14 novice nurse participants using the conventional content analysis method, unstructured in-depth interviews were used to collect data. All data were recorded, transcribed, and analyzed based on the Graneheim and Lundman method. Results Two major categories and four subcategories were extracted during data analysis as follows: (1) An intimate work environment with subcategories of cooperative work atmosphere and empathetic behaviors, (2) Educational support available for improvement contains subcategories conducting orientation courses and holding retraining courses. Conclusion The present study showed that such experiences as an intimate work environment, and educational support help novice nurses to have a supportive workplace and improve their performance. A welcoming and supportive atmosphere should be created for newcomers to ease their anxiety and frustration. Furthermore, they can improve their performance and provide quality care by giving themselves the motivation and spirit of improvement. Relevance to Clinical Practice This research highlights the need for new nurses to have support resources in the work environment, and healthcare managers can improve the quality of care by allocating sufficient support resources to this group of nurses.
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Affiliation(s)
- Bahareh Najafi
- Department of Nursing, Nursing and
Midwifery Faculty, Birjand University of Medical
Sciences, Birjand, Iran
| | - Ahmad Nasiri
- Department of Nursing, Nursing and
Midwifery Faculty, Birjand University of Medical
Sciences, Birjand, Iran
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Lee TW, Ji Y, Yoon YS. [The Validity and Reliability of the Korean Version of Readiness for Practice Survey for Nursing Students]. J Korean Acad Nurs 2022; 52:564-581. [PMID: 36620955 DOI: 10.4040/jkan.22032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 09/22/2022] [Accepted: 10/27/2022] [Indexed: 01/04/2023]
Abstract
PURPOSE This study aimed to evaluate the validity and reliability of the Korean version of the Readiness for Practice Survey (K-RPS). METHOD The English Readiness for Practice Survey was translated into Korean using the Translation, Review, Adjudication, Pretesting, and Documentation (TRAPD) method. Secondary data analysis was performed using the dataset from the New Nurse e-Cohort study (Panel 2020) in South Korea. This study used a nationally representative sample of 812 senior nursing students. Exploratory and confirmatory factor analyses were also conducted. Convergent validity within the items and discriminant validity between factors were assessed to evaluate construct validity. Construct validity for hypothesis testing was evaluated using convergent and discriminant validity. Ordinary α was used to assess reliability. RESULTS The K-RPS comprises 20 items examining four factors: clinical problem solving, learning experience, professional responsibilities, and professional preparation. Although the convergent validity of the items was successfully verified, discriminant validity between the factors was not. The K-RPS construct validity was verified using a bi-factor model (CMIN/DF 2.20, RMSEA .06, TLI .97, CFI .97, and PGFI .59). The K-RPS was significantly correlated with self-esteem (r = .43, p < .001) and anxiety about clinical practicum (r = -.50, p < .001). Internal consistency was reliable based on an ordinary α of .88. CONCLUSION The K-RPS is both valid and reliable and can be used as a standardized Korean version of the Readiness for Practice measurement tool.
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Affiliation(s)
- Tae Wha Lee
- College of Nursing and Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea
| | - Yoonjung Ji
- College of Nursing and Brain Korea, 21 FOUR Project, Yonsei University, Seoul, Korea
| | - Yea Seul Yoon
- College of Nursing and Brain Korea, 21 FOUR Project, Yonsei University, Seoul, Korea.
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23
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Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review. Nurse Educ Pract 2022; 65:103482. [DOI: 10.1016/j.nepr.2022.103482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 12/02/2021] [Accepted: 10/25/2022] [Indexed: 11/05/2022]
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Tan KAZY, Seah B, Wong LF, Lee CCS, Goh HS, Liaw SY. Simulation-Based Mastery Learning to Facilitate Transition to Nursing Practice. Nurse Educ 2022; 47:336-341. [PMID: 35667017 DOI: 10.1097/nne.0000000000001224] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Simulation-based mastery learning (SBML) was developed and implemented to facilitate nursing students' transition to clinical practice. PURPOSE To evaluate nursing students' perspectives on the impact of SBML on their transition to clinical practice. METHOD A descriptive qualitative study using focus group discussions was conducted with final-year nursing students who had completed their clinical practicum and SBML. RESULTS Three themes emerged: authenticity of simulations, whereby students were able to draw some parallels between their simulations and clinical experiences; self-efficacy in clinical practice, which was gained through deliberate practice; and application of cognitive tools, which provided mental frameworks to guide clinical performances. CONCLUSION This study highlights the need to ensure the fidelity of the simulations to achieve authentic experiences, provide deliberate practice to develop self-efficacy, and use cognitive tools for mental model formation to create a high-quality SBML program to foster better transfer of simulation learning to real-life setting.
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Affiliation(s)
- Kimberly-Ann Zi Ying Tan
- Staff Nurse (Ms Tan), Tan Tock Seng Hospital, Singapore; Research Fellow (Dr Seah), Lecturer (Ms Wong), Senior Lecturer (Dr Goh), and Associate Professor (Dr Liaw), Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; and Nurse Educator (Ms Lee), National Healthcare Group Polyclinics, Singapore
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Hardie P, Murray A, Jarvis S, Redmond C. Experienced based co design: nursing preceptorship educational programme. RESEARCH INVOLVEMENT AND ENGAGEMENT 2022; 8:53. [PMID: 36115973 PMCID: PMC9482750 DOI: 10.1186/s40900-022-00385-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Accepted: 08/28/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Patients play a central role in nursing preceptorship relationships, a professional educational relationship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education programmes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship education programmes has been noted. OBJECTIVE To use a co-design process to develop an innovative educational programme for developing interpersonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. METHODS Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. RESULTS Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nursing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. CONCLUSIONS The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable framework for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interpersonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes.
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Affiliation(s)
- Philip Hardie
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | | | - Suzi Jarvis
- Innovation Academy, University College Dublin, Dublin, Ireland
| | - Catherine Redmond
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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Kaldal MH, Conroy T, Feo R, Grønkjaer M, Voldbjerg SL. Umbrella review: Newly graduated nurses' experiences of providing direct care in hospital settings. J Adv Nurs 2022; 79:2058-2069. [PMID: 36070096 DOI: 10.1111/jan.15434] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 08/03/2022] [Accepted: 08/20/2022] [Indexed: 11/30/2022]
Abstract
AIM To summarize existing research syntheses reporting newly graduated registered nurses' experiences of providing direct care in hospital settings. DESIGN Umbrella review. DATA SOURCES An extensive search of all relevant databases was conducted for research syntheses. Initial key terms included "new* nurse", "nursing care" and "hospital setting" in combination with index terms to find relevant literature. METHODS Critical appraisal, data extraction and summary were performed independently by two reviewers according to the Joanna Briggs Institute guidelines for undertaking umbrella reviews. RESULTS Nine research syntheses published between 2010 and 2019 and representing 173 studies were included following critical appraisal. The evidence was summarized in narrative form with supporting tables. Twenty-six sub-branches and seven main-branches were organized in a coding tree showing the structure of three overlapping themes: "Feeling a lack of competency", "Sense of emotional distress" and "In need of support". CONCLUSIONS Evidence demonstrates that newly graduated registered nurses' experiences of a lack of competency, emotional distress and need for support emerged as essential requirements for the provision of competent and safe direct care for the patient. IMPACT Newly graduated registered nurses face multiple challenges in the transition from student nurse to practicing nurse. Unmet expectations of being a newly graduated nurse might lead to low levels of job satisfaction, high attrition rates or missed nursing care. Nurse educators, leaders and policy makers should be mindful that newly graduated registered nurses' perceptions of professional and personal identity and degree of support influences newly graduated registered nurses' direct care provision.
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Affiliation(s)
- Maiken Holm Kaldal
- Department of Clinical Medicine, Aalborg University, Aalborg, Denmark.,Department of Nursing, UCN, Aalborg, Denmark
| | - Tiffany Conroy
- College of Nursing and Health Science, Flinders University, Bedford Park, Australia
| | - Rebecca Feo
- College of Nursing and Health Science, Flinders University, Bedford Park, Australia
| | - Mette Grønkjaer
- Department of Clinical Medicine, Aalborg University, Aalborg, Denmark.,Clinical Nursing Research Unit, Aalborg University Hospital, Aalborg, Denmark
| | - Siri Lygum Voldbjerg
- Department of Nursing, UCN, Aalborg, Denmark.,Clinical Nursing Research Unit, Aalborg University Hospital, Aalborg, Denmark
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Analisa S, Catharine J, Sarah B, Peter B, Jan O. A Qualitative Study Exploring the Support Needs of Newly Qualified Nurses and their Experiences of an Online Peer Support Intervention. Contemp Nurse 2022; 58:343-354. [PMID: 35899488 DOI: 10.1080/10376178.2022.2107036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND In the transitional period following registration, newly qualified nurses may feel socially isolated and easily overwhelmed by increases in accountability, workplace pressures and the psychological demands of the role. Such experiences place them at risk of burnout and leaving the profession. AIMS To explore newly qualified nurses' support needs and their experiences of an online peer support intervention. METHOD Eighteen newly qualified nurses participated in online peer support groups. After 3 months participants took part in interviews exploring their support needs and experiences of the groups. Eight one-to one interviews were conducted between October 2019 and January 2020. Qualitative thematic analysis was used. FINDINGS Two themes identified were; "The Support needs of newly qualified nurses" with two subthemes, "The role of the newly qualified nurse" and "Unmet support needs"; "The online experience" with three subthemes, "Barriers to participation", "Anticipated benefits" and "Unmet expectations". CONCLUSION Our findings suggested that there is insufficient support for newly qualified nurses. The newly qualified nurses wanted to use online support to help manage their stress. However, the organisation of online peer support needs careful consideration to ensure participation can be beneficial. IMPACT STATEMENT Online support requires careful design and clear support from employing organisations to promote improved transition experiences. Further research should focus on evaluating adjusted online support interventions.
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Affiliation(s)
- Smythe Analisa
- Birmingham and Solihull Mental Health Foundation Trust and Royal Wolverhampton NHS Trust.
| | | | - Bicknell Sarah
- Clinical Studies Officer, Birmingham and Solihull Mental Health Foundation Trust;
| | - Bentham Peter
- Consultant Psychiatrist, Birmingham and Solihull Mental Health Foundation Trust
| | - Oyebode Jan
- Professor PhD - Professor of Dementia Care, University of Bradford
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Rutherford-Hemming T, Herrington A, Newsome L. The Use of Simulation-Based Education With New Graduate Nurses in Emergency Department and Acute Care Settings: A Scoping Review. J Contin Educ Nurs 2022; 53:301-306. [PMID: 35858147 DOI: 10.3928/00220124-20220603-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Background The literature questions if newly graduated nurses are truly ready to practice at the bedside. Simulation has been shown to bridge the gap between theory and practice. The purpose of this study was to investigate what is known about the use of simulation education with novice graduate nurses in critical care settings in the hospital. Method A scoping review was conducted using the PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Articles published in English between 2015 and September 2021 that focused on simulation education with novice graduate nurses in a critical care setting were included. Results The review yielded six articles. Conclusion The literature is scant on the use of simulation in critical care areas with novice graduate nurses. Additional inquiry is needed related to the role of learners, cost, timing, setting, and educational practices. More studies with stronger research designs and valid and reliable measurement instruments are also needed. Finally, there is a need to better understand the effects of simulation on novice nurse graduates' knowledge and skills as well as patient outcomes. [J Contin Educ Nurs. 2022;53(7):301-306.].
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Sterner A, Skyvell Nilsson M, Jacobsson M, Eklund A. Ability to Care in Acute Situations-The Influence of Simulation-Based Education on New Graduate Nurses. J Emerg Nurs 2022; 48:515-524. [PMID: 35710590 DOI: 10.1016/j.jen.2022.05.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 05/05/2022] [Accepted: 05/25/2022] [Indexed: 10/18/2022]
Abstract
INTRODUCTION Simulation-based education is frequently used in transition programs for new graduate nurses. Simulation-based education is implemented as a measure to practice nursing skills, gain experience, and prepare nurses for caring in challenging situations, such as acute situations. However, concerns about the data supporting the use of simulation are obtained from small studies that do not use validated measurement scales. OBJECTIVE This study aimed to explore the influence of simulation-based education on new graduate nurses' perceived ability to provide care in acute situations. METHODS A total of 102 new graduate nurses participated in simulation-based education as a mandatory part of an introductory program. They completed a premeasurement and a postmeasurement using the Perception to Care in Acute Situations scale. The Wilcoxon signed-rank test and the paired samples t test were used to test the statistical significance of outcomes for the simulation-based education, with the alpha set at 0.05. Cohen's d formula was used to calculate the effect size. RESULTS The Wilcoxon signed-rank test on the total scale score showed that simulation-based education resulted in a statistically significant change in the nurses' perceptions of their ability to care in acute situations (N = 99; Z = 7877; P < .001). The paired samples t test showed that the mean posteducation score was significantly higher (P < .001) in the total score. Cohen's d formula (-1.24) indicated a large effect size on the total score. CONCLUSION Simulation-based education can provide an effective means of improving new graduate nurses' perceived ability to provide care in acute situations.
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Smith CJ, DesRoches SL, Street NW, Hyatt J. New graduate registered nurses: Risk mitigation strategies to ensure safety and successful transition to practice. J Healthc Risk Manag 2022; 42:24-30. [PMID: 35687512 DOI: 10.1002/jhrm.21514] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Revised: 04/24/2022] [Accepted: 05/02/2022] [Indexed: 11/07/2022]
Abstract
The COVID-19 pandemic has impacted traditional pathways for new graduate registered nurses (NGRN's) transition to practice. In response to stay at home emergency orders in 2020, NGRN's experienced changes in pre-licensure curriculum, clinical practicums, NCLEX testing, and licensure, all which influence preparedness for professional practice. The adverse impact on education and clinical training extends to all nursing students who attended higher education institutions of learning during 2020 to present and is a significant consideration with new graduates over the long-term, whom will be caring for patients in healthcare settings. Well before this pandemic, literature identified that NGRN's were predisposed to knowledge-practice gaps and lacked situational awareness. Recent nursing research emerging from the pandemic reveals a potentiating negative impact of the abbreviated pre-licensure experiences on patient safety in the clinical setting. In the current healthcare environment, it is preemptive for healthcare institutions and schools of nursing to work cohesively to ensure patient safety through an increased emphasis on evidence-based approaches to reduce patient harm and mitigate harm when it does occur. Further, in response to the increased demand for nurses by healthcare organizations, considerations for safety, risk management, and ethical care must be considered during the transition to practice for NGRN's.
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Affiliation(s)
- Carla Jean Smith
- School of Nursing, MCPHS University, Manchester, New Hampshire, USA
| | | | | | - Josh Hyatt
- Risk Management & Analytics Department, Coverys, Boston, Massachusetts, USA
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McIntosh R. Improving Nursing Student Resilience Using Online Simulation and Resilience-Based Content in a Pediatric Course. J Nurs Educ 2022; 61:348-351. [PMID: 35667120 DOI: 10.3928/01484834-20220404-09] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND New graduate nurse job satisfaction persistently decreases at 6 months postgraduation. To prepare future nurses for career resilience, schools of nursing are implementing resilience into their curriculum. METHOD A large Midwestern school of nursing developed and instituted small group discussions, individual assignments, and online simulations to foster career resilience in a required specialty course. The course, offered in the last year of nursing school, included 93 nursing students and a comparison group of 93 nursing students. RESULTS The intervention showed an increase in Connor-Davidson Resilience Scale (CD-RISC) scores. Online simulations were useful for classroom learning, helped students discover new ways of thinking, and increased understanding of course content. Differences in simulation techniques were found, and students reported benefitting more from faculty-guided simulations than self-guided simulations. CONCLUSION Nurse educators implementing resilience simulation programs can increase new graduate nurse resilience using online simulation, which is an effective technique for teaching nursing students. [J Nurs Educ. 2022;61(6):348-351.].
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Fernández-Basanta S, Espremáns-Cidón C, Movilla-Fernández MJ. Novice nurses' transition to clinical setting in the COVID-19 pandemic: a phenomenological hermeneutic study. Collegian 2022; 29:654-662. [PMID: 35431595 PMCID: PMC8995200 DOI: 10.1016/j.colegn.2022.04.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2021] [Revised: 03/20/2022] [Accepted: 04/02/2022] [Indexed: 11/29/2022]
Abstract
Background : The COVID-19 pandemic both exposed and increased weaknesses in the healthcare system, so that novice nurses have become a more vulnerable group during this context. Aim : This study sought to illuminate experience of novice nurses in providing care during the COVID-19 pandemic. Method : It consists of a qualitative study conducted with data collected by means of semi-structured interviews, audio recorded, transcribed, anonymised, and analysed in the light of the phenomenological hermeneutic approach. Fourteen registered novice nurses from two health areas in northwest X, being twelve women and two men, who experienced the COVID-19 pandemic within their first five years of professional experience, were selected through a non-statistical snowball sampling. Results : After analysing the narratives, we identified four main themes: "Transitioning to a hostile, unknown and uncertain clinical setting from inexperience," "Invisible wounds because of being on the front line," and "Healing to return to the front line." Discussion : The uncertainty of an unknown illness and the lack of support during the COVID-19 pandemic has been affecting novice nurses, impacting their health conditions. At the same time, this context created opportunities for professional development. According to the interviewees, self-care and social support were elements to cope with exhaustion. Conclusion : Our study investigates the experiences of a group barely approached in the literature, highlighting the reality and difficulties of these nurses in transitioning to the clinical setting and providing insights to managerial leaders and educators.
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Affiliation(s)
- Sara Fernández-Basanta
- Assistant professor. Research group GRINCAR, Department of Health Sciences, Faculty of Nursing and Podiatry, University of A Coruña, Naturalista López Seoane s/n, 15471 Ferrol, Spain
| | - Carmen Espremáns-Cidón
- Nurse. University Hospital Complex of Ferrol, Galician Health Service (SERGAS), Av. da Residencia, S/N, 15405 Ferrol, 15471 Ferrol, Spain
| | - María-Jesús Movilla-Fernández
- Associate professor. Research group GRINCAR, Department of Health Sciences, Faculty of Nursing and Podiatry, University of A Coruña, Naturalista López Seoane s/n, 15471 Ferrol, Spain
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33
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Prevalence of horizontal violence of nurses in their first year of practice: A systematic review. Collegian 2022. [DOI: 10.1016/j.colegn.2021.12.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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34
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Falk AC, Lindström V. Self-reported clinical competence before entering advanced level training in acute and prehospital emergency care among registered nurses in Sweden. Int Emerg Nurs 2022; 61:101146. [DOI: 10.1016/j.ienj.2022.101146] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2021] [Revised: 12/29/2021] [Accepted: 01/18/2022] [Indexed: 11/27/2022]
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35
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The Experiences and Perceptions of Newly Qualified Nurses in the UK: An Integrative Literature Review. Nurse Educ Pract 2022; 62:103338. [DOI: 10.1016/j.nepr.2022.103338] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 03/24/2022] [Accepted: 03/28/2022] [Indexed: 11/20/2022]
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36
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Stress Levels and Coping Strategies Among Undergraduate Nursing Students in Greece During Economic Recession. Nurse Educ Pract 2022; 60:103299. [DOI: 10.1016/j.nepr.2022.103299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2020] [Revised: 01/10/2022] [Accepted: 01/12/2022] [Indexed: 11/18/2022]
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37
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How Do We Reduce Burnout In Nursing? Nurs Clin North Am 2022; 57:101-114. [DOI: 10.1016/j.cnur.2021.11.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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38
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Masso M, Sim J, Halcomb E, Thompson C. Practice readiness of new graduate nurses and factors influencing practice readiness: a scoping review of reviews. Int J Nurs Stud 2022; 129:104208. [DOI: 10.1016/j.ijnurstu.2022.104208] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Revised: 02/07/2022] [Accepted: 02/10/2022] [Indexed: 10/19/2022]
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Pålsson Y, Engström M, Swenne CL, Mårtensson G. A peer learning intervention in workplace introduction - managers' and new graduates' perspectives. BMC Nurs 2022; 21:12. [PMID: 34983518 PMCID: PMC8725265 DOI: 10.1186/s12912-021-00791-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 12/15/2021] [Indexed: 11/16/2022] Open
Abstract
Background Evaluation of a complex intervention are often described as being diminished by difficulties regarding acceptability, compliance, delivery of the intervention, recruitment and retention. Research of peer learning for nursing students have found several positive benefits while studies of peer learning for newly graduated nurses are lacking. This study aimed (1) to investigate the study process in terms of (a) first-line managers’ perspectives on the intervention study, the difficulties they face and how they handle these and (b) new graduates’ fidelity to the intervention and (2) to examine the effect of the peer learning intervention in workplace introduction for newly graduated nurses. Methods A mixed-methods approach using semi-structured interviews with eight managers, repeated checklist for fidelity and questionnaires conducted with 35 new graduates from June 2015 and January 2018, whereof 21 in the intervention group. The peer learning intervention’s central elements included pairs of new graduates starting their workplace introduction at the same time, working the same shift and sharing responsibility for a group of patients for 3 weeks. The intervention also included 3 months of regular peer reflection. Results Managers offered mostly positive descriptions of using peer learning during workplace introduction. The intervention fidelity was generally good. Because of recruitment problems and thereby small sample size, it was difficult to draw conclusions about peer learning effects and, thus, the study hypothesis could either be accepted or rejected. Thereby, the study should be regarded as a pilot. Conclusions The present study found positive experiences of, from managers, and fidelity to the peer learning intervention; regarding the experimental design, there were lessons learned. Trial registration Before starting data collection, a trial registration was registered at (Trial ID ISRCTN14737280). Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00791-0.
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Affiliation(s)
- Ylva Pålsson
- Faculty of Health and Occupational Studies, University of Gävle, Kungsbäcksvägen 47, 801 76, Gävle, Sweden. .,Department of Public Health and Caring Sciences, Uppsala University, Box 564, 751 22, Uppsala, Sweden.
| | - Maria Engström
- Faculty of Health and Occupational Studies, University of Gävle, Kungsbäcksvägen 47, 801 76, Gävle, Sweden
| | - Christine Leo Swenne
- Department of Public Health and Caring Sciences, Uppsala University, Box 564, 751 22, Uppsala, Sweden
| | - Gunilla Mårtensson
- Faculty of Health and Occupational Studies, University of Gävle, Kungsbäcksvägen 47, 801 76, Gävle, Sweden.,Department of Public Health and Caring Sciences, Uppsala University, Box 564, 751 22, Uppsala, Sweden
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40
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Kim J, Shin S. Development of the Nursing Practice Readiness Scale for new graduate nurses: A methodological study. Nurse Educ Pract 2022; 59:103298. [DOI: 10.1016/j.nepr.2022.103298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Revised: 10/31/2021] [Accepted: 01/12/2022] [Indexed: 11/28/2022]
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Tohmola A, Elo S, Mikkonen K, Kyngäs H, Lotvonen S, Saarnio R. Nursing students' competence profiles in gerontological nursing-A cross-sectional study. Nurs Open 2022; 9:199-209. [PMID: 34534403 PMCID: PMC8685838 DOI: 10.1002/nop2.1054] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 08/12/2021] [Accepted: 09/02/2021] [Indexed: 11/13/2022] Open
Abstract
AIM The study aimed to describe and explain the self-assessed gerontological nursing competence levels of Finnish nursing students and factors relating to it. DESIGN A cross-sectional study design, reported by The Strengthening the Reporting of Observational studies in Epidemiology guidelines. METHODS Data were collected with the GeroNursingCom instrument, which features 53 items relating to 11 competence factors. The K-clustering technique and the Chi-squared, Kruskal-Wallis and Mann Whitney tests were used to analyse the data. RESULTS Seven hundred and ninety-nine nursing students from nine randomly selected higher education institutions were invited to participate in 2019. Three distinct student profiles were identified according to the data (N = 274): Profile A-lower intermediate competence (23.1% of students), Profile B-intermediate competence (45.8%) and Profile C-high competence (31.1%). The strongest competence area for all students was appreciative encounter and interaction, and the weakest was supporting the older person's sexuality. Nursing students have diverse backgrounds and their overall competence in gerontological nursing is shaped in part by their previous education, motivations and work experience. RELEVANCE TO CLINICAL PRACTICE Recognizing students' different gerontological nursing competence profiles enables the implementation of targeted education to improve competence in clinical practice.
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Affiliation(s)
- Anniina Tohmola
- Research Unit of Nursing Science and Health ManagementUniversity of OuluOuluFinland
- Lapland UASKemiFinland
| | | | - Kristina Mikkonen
- Research Unit of Nursing Science and Health ManagementUniversity of OuluOuluFinland
| | - Helvi Kyngäs
- Research Unit of Nursing Science and Health ManagementUniversity of OuluOulu University HospitalOuluFinland
| | - Sinikka Lotvonen
- Research Unit of Nursing Science and Health ManagementGeroNursingCentreUniversity of OuluOuluFinland
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Ramli NR, Hj Mohd Noor HSN, Zolkefli Y. Resilience among nurses working in paediatric wards in Brunei Darussalam: A qualitative study. BELITUNG NURSING JOURNAL 2021; 7:535-541. [PMID: 37497290 PMCID: PMC10367995 DOI: 10.33546/bnj.1667] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Revised: 08/11/2021] [Accepted: 09/14/2021] [Indexed: 07/28/2023] Open
Abstract
Background Resilience has become highly relevant for nurses working to avoid the negative impact of stress and maximise the positive benefits. Objective This study aimed to explore and describe experiences of resilience among nurses when they first started working in paediatric wards. Methods A qualitative, interpretive descriptive approach was used to guide the study. Purposive sampling was employed to recruit 8 participants, which proved sufficient to achieve theoretical saturation. Semi-structured individual interviews were conducted in 2020 and audio recorded. An inductive analytic approach was utilised. Results Three overarching themes arose from the analysis: (1) The transition period (2) Gaining the trust of others (3) Having a positive mindset. Conclusion This study found that nurses used multiple strategies of resilience in order to cope with workplace stress when they first began the transition period. However, as they become familiar with the workplace and gain the trust of others, this factor enables nurses to have a positive outlook toward job setbacks.
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Affiliation(s)
- Nur Raihan Ramli
- PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam, Brunei Darussalam
| | | | - Yusrita Zolkefli
- Corresponding author: Assistant Professor Yusrita Zolkefli, PhD, PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam, Jalan Tungku Link Gadong BE1410, Brunei Darussalam. Tel: +6732460922, Fax: +6732461081.
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Matlhaba KL, Pienaar AJ, Sehularo LA. Professional nurses' perceptions regarding clinical competence of community service nurses in North West province, South Africa. Health SA 2021; 26:1688. [PMID: 34858649 PMCID: PMC8603096 DOI: 10.4102/hsag.v26i0.1688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Accepted: 09/05/2021] [Indexed: 11/24/2022] Open
Abstract
Background South African Nursing Council requires nurses who successfully complete their training to perform a year of community service before obtaining registration as professional nurses (Regulation 425). Community service for health professionals was introduced as a strategy to retain newly qualified professionals within the country. The premise is that community service for newly graduated nurses gives them the opportunity to develop skills and acquire knowledge critical in their professional development. Aim To explore and describe the perceptions of professional nurses as the supervisors of community service nurses (CSNs) during their 12 months of community service. Setting Selected hospitals of the North West province, South Africa. Methods A qualitative, exploratory and descriptive design was used. The study was conducted between September and November 2018 at three public hospitals in the North West province. Through purposive sampling, 15 professional nurses who supervise CSNs participated in the study. Data were collected in three focus group discussions using semi-structured questions. All focus group discussions were recorded and transcribed for analysis. Data were analysed using Pienaar’s four steps of thematic analysis. Results Three themes emerged: perceptions of clinical competence, challenges impacting clinical competence and suggestions to improve clinical competence. Conclusion It is suggested that even though the majority of CSNs were perceived to be competent and capable of working independently, they still required supervision and mentorship to refine their competency. Furthermore, the study reported similar challenges noted from previous studies that were perceived to be affecting CSNs’ ability to deliver quality health care, and therefore recommendations for improvement were made. Contribution The study contributed to the developed the clinical competence evaluation tool which will be of benefit to the future community service nurses in the province.
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Affiliation(s)
- Kholofelo L Matlhaba
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mahikeng, South Africa.,Department of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa
| | - Abel J Pienaar
- School of Health Sciences, Department of Psychology, University of Venda, Thohoyandou, South Africa.,Graduate and Research Department, Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| | - Leepile A Sehularo
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mahikeng, South Africa
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Chao LF, Guo SE, Xiao X, Luo YY, Wang J. A Profile of Novice and Senior Nurses' Communication Patterns during the Transition to Practice Period: An Application of the Roter Interaction Analysis System. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:10688. [PMID: 34682434 PMCID: PMC8535576 DOI: 10.3390/ijerph182010688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Revised: 10/05/2021] [Accepted: 10/08/2021] [Indexed: 12/03/2022]
Abstract
Novice nurses' successful transition to practice is impacted by their interactions with senior nurses. Ensuring that novice nurses are adequately supported during their transition to practice has wide-ranging and significant implications. The aim of this study is to explore the communication patterns between novice and senior nurses by applying an interaction analysis technique. Trimonthly onboarding evaluations between novice and senior nurses were recorded. The Roter Interaction Analysis System was adapted and deployed to identify communication patterns. In total, twenty-two interactions were analyzed. Senior nurses spoke more (64.5%). Task-focused exchange was predominant amongst senior (79.7%) and novice (59.5%) nurses. Senior nurses' talk was concentrated in clusters of information-giving (45%) and advice or instructions (17.2%), while emotional expression (1.4%) and social talk (0.4%) were rare. Novice nurses' talk was concentrated in clusters-information giving (57%) and positive talk (39.5%). The communication patterns between senior and novice nurses during the onboarding period indicate aspects of novice nurse transition that could be addressed, such as encouraging novice nurses to use these interactions to communicate more, or emphasizing the importance of social talk. These insights can be used to inform mentorship and preceptorship training to ensure that senior nurses are able to adequately support novice nurses through all parts of the transition to practice period.
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Affiliation(s)
- Li-Fen Chao
- Clinical Competency Center, Department of Nursing, College of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan; (L.-F.C.); (X.X.)
- Department of Emergency Medicine, Chang Gung Memorial Hospital Linkou Branch, Taoyuan City 33305, Taiwan
| | - Su-Er Guo
- Department of Nursing and Graduate Institute of Nursing, College of Nursing, Chang Gung University of Science and Technology, Chiayi County 613016, Taiwan;
- Chronic Diseases and Health Promotion Research Center, Chang Gung University of Science and Technology, Chiayi County 613016, Taiwan
- Division of Pulmonary and Critical Care Medicine, Chang Gung Memorial Hospital, Chiayi County 613016, Taiwan
- Department of Safety Health and Environmental Engineering, Ming Chi University of Technology, New Taipei 243303, Taiwan
| | - Xaviera Xiao
- Clinical Competency Center, Department of Nursing, College of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan; (L.-F.C.); (X.X.)
| | - Yueh-Yun Luo
- Department of Nursing, Ditmanson Medical Foundation Chia-Yi Christian Hospital, Chiayi City 600566, Taiwan
| | - Jeng Wang
- Clinical Competency Center, Department of Nursing, College of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan; (L.-F.C.); (X.X.)
- Department of Nursing, Chang Gung Memorial Hospital, Linkuo Branch, Taoyuan City 33305, Taiwan
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45
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Crismon D, Mansfield KJ, Hiatt SO, Christensen SS, Cloyes KG. COVID-19 pandemic impact on experiences and perceptions of nurse graduates. J Prof Nurs 2021; 37:857-865. [PMID: 34742515 PMCID: PMC9767315 DOI: 10.1016/j.profnurs.2021.06.008] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Transitioning from education to practice is stressful for new nurses and those entering new roles and can lead to workforce attrition and burnout. This dynamic is likely complicated when graduates are transitioning to practice during a pandemic. PURPOSE The purpose of this study was to describe recent nurse graduates' perceptions of the impact of the COVID-19 pandemic on their transition from education to practice. METHODS We conducted an online survey of BSN, RN-BSN, and DNP students who graduated between December 2019 and April 2020 (n = 82), including demographics, employment information, and free-response questions about the impact of the pandemic on their transition experiences, post-graduation plans, and perceptions of nursing. We used a qualitative descriptive approach to content analysis to synthesize and summarize the data. RESULTS Participants expressed three overarching concerns: 1) altered plans such as difficulty finding employment; 2) logistical, system-related stressors including licensing delays and chaotic onboarding; and 3) feeling pride in profession despite perceiving ambivalence in public discourse. CONCLUSION COVID-19 exacerbated challenges often experienced by new graduates. Common stressors, intensified during the pandemic, could exert long-term effects on the workforce. Educators and healthcare organizations must work to ensure nursing graduates receive the necessary support for a successful transition.
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Affiliation(s)
- Denise Crismon
- College of Nursing, University of Utah, Salt Lake City, UT, United States of America.
| | - Kelly J Mansfield
- College of Nursing, University of Utah, Salt Lake City, UT, United States of America
| | - Shirin O Hiatt
- College of Nursing, University of Utah, Salt Lake City, UT, United States of America; School of Nursing, Oregon Health and Science University, Portland, OR, United States of America
| | - Scott S Christensen
- College of Nursing, University of Utah, Salt Lake City, UT, United States of America; University of Utah Health, Salt Lake City, UT, United States of America
| | - Kristin G Cloyes
- College of Nursing, University of Utah, Salt Lake City, UT, United States of America
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46
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Hopkins JF, Hamilton BE, Prematunga RK, Ennis G, Fairest K, Houghton J. Action learning sets for supporting postgraduate mental health nurses' transition to professional practice: A qualitative study. Int J Ment Health Nurs 2021; 30:772-782. [PMID: 33599107 DOI: 10.1111/inm.12844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 01/08/2021] [Accepted: 01/10/2021] [Indexed: 11/30/2022]
Abstract
This paper reports on a qualitative case study of postgraduate mental health nurses participating in a monthly facilitated action learning set (ALS) in order to support them while they transition from PGMHN to independent professional practice. The aim of the study was to determine what the impact of participating in an ALS would have on how they perceived clinical practice issues. The ALS comprised a small group of PGMHN supported by a facilitator in order to explore issues from clinical practice by using Socratic questions to challenge their thinking. Data were collected via a single focus group and a 20-item survey. Focus group textual data were coded line by line, and codes were synthesized thematically. The major theme to emerge from the qualitative results was as follows: 'Learning from doing an action learning set'. Three subthemes were identified: Think outside the box: Developing Socratic questions; there's rarely one right way: Applying action learning to practice; and Not easy to implement: Action plans in action. A 20-item evaluative survey indicated that ALS increased participant's confidence as a mental health nurse. Using critical questions increased participants' confidence to explore different perspectives when engaged in problem-solving.
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Affiliation(s)
- Julia F Hopkins
- Centre for Mental Health Nursing and Royal Park Hospital, University of Melbourne, and NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Bridget E Hamilton
- Centre for Mental Health Nursing, The University of Melbourne, Melbourne, Victoria, Australia
| | - Roshani K Prematunga
- Centre for Mental Health Nursing, The University of Melbourne, Melbourne, Victoria, Australia
| | - Gary Ennis
- Centre for Mental Health Nursing and Royal Park Hospital, University of Melbourne, and NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Katherine Fairest
- Centre for Mental Health Nursing and Royal Park Hospital, University of Melbourne, and NorthWestern Mental Health, Parkville, Victoria, Australia
| | - James Houghton
- Centre for Mental Health Nursing and Royal Park Hospital, University of Melbourne, and NorthWestern Mental Health, Parkville, Victoria, Australia
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47
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Chen SF, Fang YW, Wang MH, Wang TF. Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115891. [PMID: 34072629 PMCID: PMC8198471 DOI: 10.3390/ijerph18115891] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 05/26/2021] [Accepted: 05/27/2021] [Indexed: 12/03/2022]
Abstract
Health care workers are at a higher risk of psychological distress than ordinary people. Stress affects physical and mental health, and can even produce an intention to leave. The current training for new graduate nurses (NGNs) during this transitional period mostly focuses on the cultivation of professional ability, with less attention to mental health or emotional feelings, and thus there are insufficient structured support strategies. As such, this study explores the effects of intervention through an appropriate education program on the learning, mental health and work intentions of new recruits during the transition period. A pre-test and post-test for a single group was designed for new nursing staff in a large teaching hospital in northern Taiwan. The test period was from May 2017 to December 2018, and a total of 293 cases were accepted. A three-month adaptive education program was provided and evaluated in terms of: care for learning, care for health, improving professional ability, and individualized guidance on satisfaction, mental health disturbance and work intention. The new graduate nurses who received gentle care and counseling showed a downward trend in their BSRS-5 scores and statistical differences over time (p < 0.001). The higher the BSRS-5 score, the easier it is for new graduate nurses in acute and intensive care units. There is a tendency for turnover leave (p = 0.03). After the intervention of the overall plan, the turnover rate of new graduate nurses within three months was 12.6%, and the one-year retention rate was 87.9%. The adaptive education program uses multiple support strategies to improve learning and professional abilities, to reduce psychological emotions, and thereby to increase retention. Today will face new medical challenges; the education programs will become more important across clinical care settings, and it will be important to rigorously validate their performance in helping NGNs.
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Affiliation(s)
- Shu-Fen Chen
- College of Nursing, National Yang Ming Chiao Tung University, Taipei 11221, Taiwan; or
- Department of Nursing, Shuang Ho Hospital, Taipei Medical University, New Taipei City 23561, Taiwan
| | - Yu-Wen Fang
- Department of Nursing, Tzu Chi University of Science and Technology, Hualien City 970302, Taiwan;
| | - Mei-Hua Wang
- School of Nursing, National Taipei University of Nursing and Health Sciences, Taipei 112303, Taiwan;
| | - Tze-Fang Wang
- College of Nursing, National Yang Ming Chiao Tung University, Taipei 11221, Taiwan; or
- Correspondence: ; Tel.: +886-2-28267907
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48
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Jenkins C, Oyebode J, Bicknell S, Webster N, Bentham P, Smythe A. Exploring newly qualified nurses' experiences of support and perceptions of peer support online: A qualitative study. J Clin Nurs 2021; 30:2924-2934. [PMID: 33870599 DOI: 10.1111/jocn.15798] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Revised: 03/18/2021] [Accepted: 03/22/2021] [Indexed: 11/30/2022]
Abstract
AIMS AND OBJECTIVES To explore newly qualified nurses' support needs and their perceptions of online peer support. BACKGROUND The experience of being a newly qualified nurse is stressful and isolating. Support from colleagues and peers can enhance perceptions of competence and confidence in newly qualified nurses, improve well-being and aid retention. However, despite initiatives such as preceptorship, support needs may remain unmet in busy clinical environments. Online support has potential to offer a partial solution to professional isolation, but there is a lack of research into how technology can support nurses' emotional and social well-being. DESIGN A qualitative exploratory study was designed, employing semi-structured focus groups, analysed using thematic analysis. The study is reported in accordance with the COnsolidated criteria for REporting Qualitative research checklist. METHODS Eight focus groups, supplemented by one individual interview, were conducted with newly qualified nurses between June 2018-January 2019. FINDINGS Two main themes arose. The first was Drowning, a lot of the time with two sub-themes: (i) Feelings and emotions about being a Newly Qualified Nurse: 'Absolutely terrified' and (ii) Support within the role: 'Somebody you can count on'. The second was Potential advantages and disadvantages of online modality: 'Somebody is going to get in that phone!' which included three sub-themes (i) Potential advantages, (ii) Potential disadvantages and (iii) Preferences and recommendations. CONCLUSIONS This study demonstrates that if barriers can be overcome, then online support has potential to contribute to newly qualified nurses' well-being. Further research is needed to explore technical and ethical issues around online support and evaluate its effectiveness for newly qualified nurses. RELEVANCE TO CLINICAL PRACTICE Online support has the potential to add to existing strategies to support nurses during stressful times. This may be particularly relevant when many staff are working under increased pressure due to the COVID-19 pandemic.
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Affiliation(s)
| | | | - Sarah Bicknell
- Birmingham and Solihull Mental Health Foundation Trust, Birmingham, UK
| | | | - Peter Bentham
- Birmingham and Solihull Mental Health Foundation Trust, Birmingham, UK
| | - Analisa Smythe
- Birmingham and Solihull Mental Health Foundation Trust, Birmingham, UK.,Royal Wolverhampton NHS Trust, Wolverhampton, UK
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49
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Ma W, Jiang Y, Liang T, Zhang H, Ma F. Newly graduated nurses' perceptions of work environment: A cross-sectional study in China. Int J Nurs Pract 2021; 27:e12929. [PMID: 33837980 DOI: 10.1111/ijn.12929] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2019] [Revised: 01/21/2021] [Accepted: 01/30/2021] [Indexed: 11/30/2022]
Abstract
AIM To assess the attitudes of newly graduated nurses in China toward their work environment and identify the factors affecting their perception. BACKGROUND Newly graduated nurses are the primary supply to cover the nursing shortage, but their stressful transition into clinical work has contributed to high turnover for decades. Although serving as a source of stress, the work environment can also be a source of support for new nurses. METHODS A total of 2361 new nurses at 31 tertiary hospitals in 20 provinces were surveyed from June to November 2018, using the Chinese version of the Practice Environment Scale-Nursing Work Index. Basic information and their perception about work environment were collected. RESULTS New nurses rated their work environment with an overall score of 84.67 (12.85). Multiple linear regression identified that education level, monthly income, hospital type and location, participation (or not) in standardized training programmes and having (or not) a mentor/preceptor were factors significantly associated with their perception of the work environment. CONCLUSION The perception of newly graduated nurses in China was mainly positive overall. Nursing managers may take full advantage of factors affecting the perception of work environment to support newly graduated nurses better, to help their retention and transition. SUMMARY STATEMENT What is already known about the topic? Newly graduated nurses experience transition shock at the beginning of their work. Supportive work environments can help successful transition. What this paper adds? Newly graduated nurses are not fully supported in their work environment. Staffing and resource inadequacy were the poorest environmental factors. Residency programmes had the most impact on the perceptions of newly graduated nurses about their work environment. IMPLICATIONS FOR NURSING PRACTICE These results can guide nursing managers to support the newly graduated nurses better in their transition process, thus helping retention of nursing human resource.
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Affiliation(s)
- Weiguang Ma
- School of Nursing, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Yishan Jiang
- School of Nursing, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Tao Liang
- School of Nursing, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Huan Zhang
- School of Nursing, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Fang Ma
- Nursing Department, The First Affiliated Hospital of Kunming Medical University, Kunming, China
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50
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Sterner A, Ramstrand N, Palmér L, Hagiwara MA. A study of factors that predict novice nurses' perceived ability to provide care in acute situations. Nurs Open 2021; 8:1958-1969. [PMID: 33798279 PMCID: PMC8186698 DOI: 10.1002/nop2.871] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 02/17/2021] [Accepted: 03/15/2021] [Indexed: 01/10/2023] Open
Abstract
AIMS To explore factors that predict novice nurses' trust in their ability to provide care in acute situations and identify factors that are related to their perceived ability to make clinical judgements in acute situations. DESIGN Exploratory cross-sectional study. METHODS Novice nurses employed within somatic care in Swedish hospitals completed an online survey. Univariate analysis facilitated exploration of the data and identification of predictor variables with the greatest association with: (1) trust in their own ability (one item) and (2) ability to make clinical judgements (four items). Multivariate binary logistic regression modelling was used to model the likelihood of outcomes based on each predictor variable. RESULTS The two most important predictors related to trust in ability to provide care were duration of work experience and participation in acute situations during nursing education. For clinical judgement, duration of work experience was significant in all four models and experience of acute situations post-graduation was significant in two models.
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Affiliation(s)
- Anders Sterner
- Faculty of Caring Sciences, Work Life and Social Welfare, University of Borås, Borås, Sweden
| | - Nerrolyn Ramstrand
- Department of Rehabilitation, School of Health Sciences, Jönköping University, Jönköping, Sweden
| | - Lina Palmér
- Faculty of Caring Sciences, Work Life and Social Welfare, University of Borås, Borås, Sweden
| | - Magnus Andersson Hagiwara
- Faculty of Caring Science, Work Life and Social Welfare, Centre for Prehospital Research, University of Borås, Borås, Sweden
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