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Dafny HA, Waheed N, Snaith N, Cooper P, Champion S, Pront L, McCloud C. Clinical Facilitators' Perceptions of Factors Contributing to Nursing Students' Experience of Workplace Violence. J Nurs Educ 2024; 63:671-678. [PMID: 39388471 DOI: 10.3928/01484834-20240523-02] [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: 10/12/2024]
Abstract
BACKGROUND Workplace violence (WPV) is experienced by Bachelor of Nursing (BN) students during clinical placements. Students in this vulnerable group are supervised in the practice environment by clinical facilitators. This study examined clinical facilitators' views on WPV. METHOD Eleven clinical facilitators were recruited for this study and participated in interviews. Transcribed data were probed, and thematic analysis was conducted. RESULTS Six major themes emerged that identified factors contributing to BN students' experience of WPV during clinical placements: (1) setting; (2) university; (3) nursing students; (4) site staff; (5) patients; and (6) other factors. Clinical facilitators perceived WPV toward students as being a common yet complex issue due to multiple contributing factors. CONCLUSION This study adds detailed knowledge regarding the factors that influence WPV directed toward BN students to inform the development of policies and procedures for reducing the incidence of WPV in the clinical setting. [J Nurs Educ. 2024;63(10):671-678.].
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Qu Y, Gao W, Hayes C, Crawford K. Factors associated with newly graduated nurses' work readiness during a pandemic: A cross-sectional study. NURSE EDUCATION TODAY 2024; 144:106413. [PMID: 39332113 DOI: 10.1016/j.nedt.2024.106413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2024] [Revised: 09/03/2024] [Accepted: 09/10/2024] [Indexed: 09/29/2024]
Abstract
BACKGROUND Newly graduated nurses may experience reality shock and leave the career early, if not adequately prepared. The pandemic has significantly impacted nursing education, clinical placements, working conditions and employment opportunities, leaving newly graduated nurses' work readiness unknown. AIM To investigate the work readiness and its associated factors of newly graduated nurses who studied and graduated during a pandemic. DESIGN A descriptive, cross-sectional correlational study design was employed. SETTINGS The study was conducted at a large public health service in Victoria, Australia. PARTICIPANTS Newly graduated registered nurses who studied during the pandemic and graduated between January 2022 and June 2023 (N = 206). METHODS Participants were recruited between November 2022 and June 2023. Participants' self-perceived work readiness was measured using the Work Readiness Scale for Graduate Nurses, covering personal work characteristics, work competence, social intelligence and organisational acumen. Pearson correlation, multiple regression and hierarchical logistic regression analysis were applied to test the relationship between explanatory variables and participants' work readiness. RESULTS Mean (SD) values were 50.7 (14.6) for personal work characteristics, 100.5 (18.8) for work competence, and 58.2 (12.4) for social intelligence. Median (IQR) for organisational acumen was 145.5 (18.0). Prior Australian registered nurse or enrolled nurse experience significantly predicted personal work characteristics (β = 0.16, p = 0.037), while previous overseas registered nurse experience significantly predicted work competence (β = 0.14, p = 0.049). Participants who were native-English speakers had a significantly lower work competence (β = -0.15, p = 0.032). Being a female (p = 0.002, 95 % CI = 1.75, 13.21) and the length of a final clinical placement (p = 0.033, 95 % CI = 1.02, 1.59) significantly predicted organisational acumen. CONCLUSION Despite challenges encountered during the pandemic, participants reported a relatively high self-perceived work readiness. Influencing factors include individual characteristics, clinical placement experiences, and previous healthcare employment.
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Affiliation(s)
- Yixin Qu
- School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia.
| | - Weili Gao
- School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia.
| | - Claire Hayes
- School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia.
| | - Kimberley Crawford
- School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia.
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Chen L, Lin Q, Xu Y, Wu L. Nursing students' work readiness and its influencing factors before participating in a nurse residency program: a multicenter cross-sectional study. Front Med (Lausanne) 2024; 11:1391907. [PMID: 39086941 PMCID: PMC11288904 DOI: 10.3389/fmed.2024.1391907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Accepted: 07/04/2024] [Indexed: 08/02/2024] Open
Abstract
Background Studies have shown that work readiness is closely related to nurses' role adaptation, career development, and patient safety. However, we know little about the nursing students' work readiness and its influencing factors before participating in a nurse residency program, and whether factors have changed from before. Aim (1) To investigate the work readiness of nursing students ready to engage in a nurse residency program; (2) to identify the factors affecting the nursing students' work readiness and the associations between emotional intelligence and work readiness; and (3) to discuss the changes of factors affecting nursing students' work readiness. Design An online, multicenter cross-sectional study. Methods 878 nursing students from eight tertiary hospitals in Chongqing, China were recruited. The online investigation used the General Information Questionnaire, the Nursing Students' Work Readiness Scale, and the Emotional Intelligence scale. The data were analyzed using IBM SPSS V23.0. Results 768 valid questionnaires were included in this study. The nurses obtained a work readiness score of 277.08 ± 44.39 and an emotional intelligence score of 89.57 ± 13.89. Univariate analysis revealed that the following factors affected work readiness: age, sex, family support for becoming a nurse, voluntary choice of nursing major, previous experience as a student cadre, scholarship recipient status, willingness to engage in nursing work during the COVID-19 pandemic and confidence in clinical nursing practice. Frequent incidents of violence, poor salary for nurses for the nurse residency program, and low social acceptance were the top three reasons for decreased confidence in clinical nursing among nursing students. Furthermore, multiple linear regression analysis indicated that age, voluntary choice of nursing major, student leadership experience, confidence in clinical nursing work, self-emotion, and emotional application significantly influenced nurses' work readiness. Conclusion Clinical instructors and administrators should dynamically assess nurses' work readiness, prioritize individuals aged ≤23, who have chosen the nursing profession involuntarily, lack prior experience as student cadres, and exhibit low confidence in clinical nursing work. This focus will enhance their emotional self-management skills and ability to apply emotions effectively, improving their work readiness and training efficacy.
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Affiliation(s)
- Liping Chen
- Department of Endocrinology, Chongqing Medical University Affiliated Children's Hospital, Chongqing, China
- National Clinical Research Center for Child Health and Disorders, Chongqing, China
- Ministry of Education Key Laboratory of Child Development and Disorders, Chongqing, China
- Chongqing Key Laboratory of Pediatric Metabolism and Inflammatory Diseases, Chongqing, China
- School of Nursing, Chongqing Medical University, Chongqing, China
| | - Qin Lin
- Department of Endocrinology, Chongqing Medical University Affiliated Children's Hospital, Chongqing, China
- National Clinical Research Center for Child Health and Disorders, Chongqing, China
- Ministry of Education Key Laboratory of Child Development and Disorders, Chongqing, China
- Chongqing Key Laboratory of Pediatric Metabolism and Inflammatory Diseases, Chongqing, China
- School of Nursing, Chongqing Medical University, Chongqing, China
| | - Ye Xu
- National Clinical Research Center for Child Health and Disorders, Chongqing, China
- Ministry of Education Key Laboratory of Child Development and Disorders, Chongqing, China
- Chongqing Key Laboratory of Pediatric Metabolism and Inflammatory Diseases, Chongqing, China
- Department of Radiology, Children’s Hospital of Chongqing Medical University, Chongqing, China
| | - Liping Wu
- National Clinical Research Center for Child Health and Disorders, Chongqing, China
- Ministry of Education Key Laboratory of Child Development and Disorders, Chongqing, China
- Chongqing Key Laboratory of Pediatric Metabolism and Inflammatory Diseases, Chongqing, China
- School of Nursing, Chongqing Medical University, Chongqing, China
- Department of Nursing, Children’s Hospital of Chongqing Medical University, Chongqing, China
- Jiangxi Hospital Affiliated Children’s Hospital of Chongqing Medical University, Chongqing, China
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Weeks K, Herron E, Buchanan H. Aligning Simulation-Based Education With Didactic Learning in Prelicensure Baccalaureate Nursing Education. Nurse Educ 2024; 49:125-129. [PMID: 37851404 DOI: 10.1097/nne.0000000000001554] [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: 10/19/2023]
Abstract
BACKGROUND Research has shown there is a gap between academia and practice. Nursing stakeholders support the use of the clinical judgment model in developing competency for practice. PURPOSE This study analyzed the effectiveness of simulation-based education on the development of clinical judgment and explored new graduate nurses' perceptions of their preparation for practice. METHODS A longitudinal, explanatory, mixed-methods design with survey points at onset and end of the intervention and interviews 6 months postgraduation. RESULTS The Simulation Effectiveness Tool-Modified (SET-M) was utilized for the pre- and posttest surveys. Two-tailed Mann-Whitney 2-sample rank sum tests were conducted and analyzed for all items on the SET-M. Significant differences were seen in pre- and posttest responses for 12 of the 19 SET-M survey items. CONCLUSION The findings of this study support the deliberate alignment of didactic and practical teaching strategies to strengthen practice performance and bridge the gap.
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Affiliation(s)
- Karen Weeks
- Author Affiliations: Assistant Professor (Dr Weeks) and Associate Professor (Drs Herron and Buchanan), School of Nursing, James Madison University, Harrisonburg, Virginia
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Yang H, Yang L, Chen L, Liu J, Cui S, Zhang L. Exploring work readiness: A qualitative descriptive study of self-perceptions among new graduate nurses. Heliyon 2024; 10:e28507. [PMID: 38689979 PMCID: PMC11059559 DOI: 10.1016/j.heliyon.2024.e28507] [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: 09/06/2023] [Revised: 03/19/2024] [Accepted: 03/20/2024] [Indexed: 05/02/2024] Open
Abstract
Background Reduced work readiness is associated with elevated turnover rates, necessitating efforts to enhance the positive work readiness of newly graduated nurses to alleviate the shortage in the nursing workforce. Research into the work readiness of recent nursing graduates in China is still in its infancy. Most studies employ quantitative research methods, and further exploration of the self-perception of work readiness among new nurses in China is required. Objectives This study aimed to investigate genuine experiences and self-perceptions of work readiness among new graduate nurses. Design A qualitative descriptive study. Methods Sixteen new nurses from a provincial tertiary hospital in China were included in this study, which adhered to the consolidated criteria for reporting qualitative research (COREQ) checklist for reporting. The data collection process involved conducting semi-structured interviews from September to October 2021. Inductive content analysis was employed to analyze the interview data. Results The study identified four themes encompassing new nurses' real-life experiences and self-perceptions of work readiness: psychological stress, emotional conflict, empathy fatigue, and ethical dilemmas. Psychological stress comprised three subthemes: knowledge and skill deficits, communication barriers, and fear. Empathy fatigue was primarily characterized by psychological and physical symptoms. Ethical dilemmas involved conflicts over differences in values and between clinical reality and standardized nursing practice. Conclusion Drawing from the self-perceptions of work readiness among new nurses found in this study, nursing administrators and educators must enhance the existing transition support program for new nurses. Additionally, the establishment of individualized training programs is recommended to further improve the work readiness of new nurses.
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Affiliation(s)
- Heng Yang
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Lili Yang
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Lixia Chen
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Jinheng Liu
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Shaomei Cui
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Liyan Zhang
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
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Innab A, Almotairy MM, Alqahtani N, Nahari A, Alghamdi R, Moafa H, Alshael D. The impact of comprehensive licensure review on nursing students' clinical competence, self-efficacy, and work readiness. Heliyon 2024; 10:e28506. [PMID: 38596111 PMCID: PMC11002570 DOI: 10.1016/j.heliyon.2024.e28506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2023] [Revised: 03/05/2024] [Accepted: 03/20/2024] [Indexed: 04/11/2024] Open
Abstract
This study aims to assess the effectiveness of comprehensive licensure reviews and adaptive quizzing assignments on nursing students' clinical competence, self-efficacy, and work readiness-an under-researched topic. Additionally, it seeks to explore the mediating effect of self-efficacy in the relationship between students' clinical competence and work readiness. A quasi-experimental (pre- and post-test), single-group design was employed. The study was conducted in a public university in Saudi Arabia and included a total of 293 senior nursing students in their last year of the bachelor program. An intervention was developed based on the blueprints of the Saudi Nursing Licensing Exam and NCLEX-RN and consisted of a weekly 3-h synchronous comprehensive licensure review bundled with 23 adaptive quizzing assignments over 15 weeks. Data were collected prior to and after the intervention using three scales: clinical competence, self-efficacy, and work readiness. The mean scores of clinical competence, self-efficacy, and two subscales of work readiness (work competence and social intelligence) increased significantly post-intervention. Self-efficacy (β = 0.353, p < 0.001) and clinical competence (β = 0.251, p < 0.001) influenced work readiness (F [5, 226] = 21.03, p < 0.001) and accounted for 31.8% of the explained variability in work readiness. In the mediation analysis, clinical competence had a significant and indirect effect on work readiness through self-efficacy (B = 0.464, p < 0.001, 95% CI 0.250 to 0.699). The proportion of mediation indicated that 37.2% of the total effect of clinical competence on work readiness was due to the indirect effect of self-efficacy. Comprehensive licensure review and adaptive quizzing assignments improve students' perceptions of clinical competence and self-efficacy. Such interventions could ease the transition of senior nursing students to clinical practice.
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Affiliation(s)
- Adnan Innab
- Nursing Administration and Education Department, College of Nursing, King Saud University, Riyadh, 12372, Saudi Arabia
| | - Monir M Almotairy
- Nursing Administration and Education Department, College of Nursing, King Saud University, Riyadh, 12372, Saudi Arabia
| | - Naji Alqahtani
- Nursing Administration and Education Department, College of Nursing, King Saud University, Riyadh, 12372, Saudi Arabia
| | - Ahmed Nahari
- Medical Surgical Nursing Department College of Nursing, King Saud University, Riyadh, 12372, Saudi Arabia
| | - Reem Alghamdi
- Maternity and Child Health Nursing Department, College of Nursing, King Saud University, Riyadh, 12372, Saudi Arabia
| | - Hamza Moafa
- Community and Psychiatric Mental Health Nursing College of Nursing, King Saud University, Riyadh, 12372, Saudi Arabia
| | - Dalal Alshael
- Nursing Administration and Education Department, College of Nursing, King Saud University, Riyadh, 12372, Saudi Arabia
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He L, Dela Cruz JRA. Effects of the First Wave of the COVID-19 Pandemic on the Work Readiness of Undergraduate Nursing Students in China: A Mixed-Methods Study. Risk Manag Healthc Policy 2024; 17:559-572. [PMID: 38496371 PMCID: PMC10944134 DOI: 10.2147/rmhp.s448965] [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: 11/28/2023] [Accepted: 02/29/2024] [Indexed: 03/19/2024] Open
Abstract
Background Newly graduated nurses with strong work readiness are more likely to smoothly transition from school to clinical settings. However, even before the pandemic, this transition from nursing graduate to clinical nurse was often challenging. Therefore, this study aims to investigate the impact of the initial wave of COVID-19 on the work readiness of nursing students. Methods A convergent mixed-method design was employed. For the quantitative study, an online cross-sectional survey was conducted among 500 graduating nursing students from four Chinese public higher education institutions. The questionnaire comprises three parts: socio-demographic information, the Chinese version of the Work Readiness Scale for Graduate Nurse, and a questionnaire on the socio-behavioral impact of COVID-19 on the general population. In the qualitative study, a semi-structured interview was carried out with 8 students who took part in the survey. The results from both parts were integrated using the "Pillar Integration Process". Results The study identified six key pillars: "Graduating nursing students possess fundamental knowledge, skills, and a preparedness in terms of attitude and psychology"; "Specialist knowledge and skills and soft skills for transition from nursing students to clinical nurses need to be strengthened"; "The most obvious impact of COVID-19 on nursing students are the adoption of preventive measures and the limitations in study and daily life due to household confinement"; "Growth in both personal and professional awareness"; "Negative effects of fear and anxiety"; and "Negative effects of household confinement". Conclusion Graduating nursing students require additional preparation in specialized nursing knowledge, skills, and soft skills to make a successful transition from students to clinical nurses. It is important to acknowledge that the impact of COVID-19 on students' work readiness has both positive and negative aspects. Therefore, whether during the pandemic or post-graduation, these students will benefit from increased support from universities and hospitals.
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Affiliation(s)
- Lifang He
- School of Nursing, XiangNan University, Chenzhou, 423000, People’s Republic of China
- College of Nursing and Allied Health Sciences St.Paul University Manila, Manila, 1004, Philippines
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Ersoy E, Ayaz-Alkaya S. Academic self-efficacy, personal responsibility, and readiness for professional practice in nursing students: A descriptive and correlational design. NURSE EDUCATION TODAY 2024; 132:106007. [PMID: 37922765 DOI: 10.1016/j.nedt.2023.106007] [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: 06/29/2023] [Revised: 09/12/2023] [Accepted: 10/26/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND The academic self-efficacy, personal responsibility, and readiness for professional practice of nursing students are important factors for academic achievement, quality of nursing care, and the transition process of new graduate nurses into the profession. OBJECTIVE This research was conducted to determine whether sociodemographic variables on their own or in combination with one another have an effect on the academic self-efficacy, personal responsibility, and readiness for professional practice among nursing students. DESIGN A descriptive and correlational design. SETTING The study was conducted in the nursing department of a state university in Ankara, Turkey. PARTICIPANTS The sample consisted of 832 nursing students. METHODS The data were collected via the Casey-Fink Readiness for Practice Survey, the Academic Nurse Self-Efficacy Scale, and the Student Personal Responsibility Scale -10. The data were analyzed using descriptive statistics, Multivariate Analysis of Variance, and the Tukey Honesty Significant Difference test. RESULTS Nursing students who engaged in clinical practice, developed care plans, and participated in case discussions had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. Nursing students who were satisfied with studying nursing and desired to work as a nurse after graduation had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. First-year students had lower levels of readiness for professional practice, while fourth-year students had significantly higher levels of academic self-efficacy and personal responsibility compared to students in other years. CONCLUSION This study demonstrated that variables such as academic level, gender, practical applications for readiness to practice, satisfaction with studying nursing, and desire to work as a nurse after graduation significantly influenced the levels of academic self-efficacy, personal responsibility, and readiness for professional practice.
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Affiliation(s)
- Esra Ersoy
- Akdeniz University, Faculty of Nursing, Antalya, Turkey
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Yun B, Su Q, Ye X, Wu Y, Chen L, Zuo Y, Liu J, Han L. The relationships between clinical teaching behaviour and transition shock in newly graduated nurses. Nurs Open 2023; 10:2107-2117. [PMID: 36329679 PMCID: PMC10006593 DOI: 10.1002/nop2.1458] [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: 03/13/2022] [Revised: 08/17/2022] [Accepted: 10/22/2022] [Indexed: 11/06/2022] Open
Abstract
AIM To explore the relationships between clinical teaching behaviour and transition shock in newly graduated nurses and significant differences in the northwest and northeast China. DESIGN A cross-sectional design. METHODS A total of 211 (nurses) and 925 (preceptors) were recruited in six Third-class different hospitals from July to August 2019. RESULTS The transition shock is negatively correlated with the clinical teaching behaviour in northwest and northeast China, while the transition shock in the northwest is higher than that in the northeast for the behindhand economy and natural limit. CONCLUSION The transition process of newly graduated nurses in northeast China with ethnic minorities and the behindhand economy is more difficult. For newly graduated nurses, personal health and a supportive environment need further improvement. Teaching strategies for preceptors need to be enhanced. Two-way feedback is more useful for both the newly graduated nurses and preceptors to improve quality care, and holistic care.
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Affiliation(s)
- Bei Yun
- School of Nursing, Naval Medical University (Second Military Medical University), Shanghai, China.,School of Nursing, Lanzhou University, Lanzhou, China
| | - Qian Su
- The First Clinical Medical College of Lanzhou University, Lanzhou, China.,Nursing Department, Gansu Provincial Hospital, Lanzhou, China
| | - Xuchun Ye
- School of Nursing, Naval Medical University (Second Military Medical University), Shanghai, China
| | - Yuhan Wu
- School of Nursing, Lanzhou University, Lanzhou, China
| | - Lian Chen
- School of Nursing, Lanzhou University, Lanzhou, China
| | - Yamei Zuo
- School of Nursing, Lanzhou University, Lanzhou, China
| | - Jia Liu
- School of Nursing, Lanzhou University, Lanzhou, China
| | - Lin Han
- School of Nursing, Lanzhou University, Lanzhou, China.,The First Clinical Medical College of Lanzhou University, Lanzhou, China.,Nursing Department, Gansu Provincial Hospital, Lanzhou, China
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Impact of Nurse Residency Program Completion on Work Readiness and Clinical Competency of Saudi Graduate Nurses Transitioning into Professional Practice. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2023. [DOI: 10.1016/j.ijans.2023.100555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023] Open
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Almotairy M, Nahari A, Moafa H, Alanazi AA. Work readiness of newly graduated nurses transitioning to practice in Saudi Arabia: A cross-sectional study. J Nurs Manag 2022; 30:4523-4532. [PMID: 36326491 DOI: 10.1111/jonm.13893] [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: 07/14/2022] [Revised: 10/02/2022] [Accepted: 10/27/2022] [Indexed: 11/06/2022]
Abstract
AIMS To explore work readiness among newly graduated nurses transitioning to practice in Saudi Arabia. BACKGROUND Many challenges encounter newly graduated nurses when transitioning to practice. Higher work readiness has been associated with smooth transitioning to practice. However, little is known about work readiness among newly graduated nurses in Saudi Arabia. METHODS Cross-sectional convenience sample of 174 participants. RESULTS The mean score in work readiness was 338.8 (SD = 69.6). Weekly working hours correlated with organizational acumen (r = 0.208, p ≤ 0.01), social intelligence (r = 0. 217, p ≤ 0.01), work competence (r = 0.173, p ≤ 0.05) and the number of weeks since the start of internship training (r = 0.180, p ≤ 0.05). There were significant mean differences in a) personal work characteristics based on the country (t = 5.582, p < 0.001) and university from which they graduated (f = 15.618, p < 0.001); b) organizational acumen based on having a second job (t = -2.18, p = 0.03), university from which they graduated (f = 1.837, p = 0.002) and whether the hospital was the first-choice preference (t = - 2.837, p = 0.005) and nursing was the first choice of study (t = -2.879, p = 0.005); and c) work competence based on the university from which they graduated (f = 5.267, p = 0.006). CONCLUSIONS The findings showed the work readiness of newly graduated nurses in Saudi Arabia's context. IMPLICATIONS FOR NURSING MANAGEMENT Findings have important implications for nurse managers to better design and implement a transition to practice programs for newly graduated nurses to improve their preparedness in their nursing careers.
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Affiliation(s)
- Monir Almotairy
- Nursing Administration & Education Department, College of Nursing, King Saud University, Riyadh, Saudi Arabia
| | - Ahmed Nahari
- Medical Surgical Department, College of Nursing, King Saud University, Riyadh, Saudi Arabia
| | - Hamza Moafa
- Community and Psychiatric Mental Health Nursing Department, College of Nursing, King Saud University, Riyadh, Saudi Arabia
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12
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Putnam A, Knowlton MC. Undergraduate Supervised Clinical Practicum Activities: An Enlightening Exploration. J Nurs Educ 2022; 61:591-593. [PMID: 36197307 DOI: 10.3928/01484834-20220803-04] [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: 06/16/2023]
Abstract
BACKGROUND Clinical nursing practice is the hallmark of nursing education providing for the application of nursing knowledge to the care of patients in a contextual clinical environment. There is no universal method for educating students in the clinical arena. The literature has been limited to the evaluation of clinical education models and student perceptions of learning; however, there is a gap in the literature regarding the daily clinical activities of faculty and students. METHOD This exploratory descriptive study examined the explicit undertakings of a clinical day among faculty and students in the southeastern United States. RESULTS Responses from 61 survey participants described detailed activities of a clinical day including preclinical preparation, prebriefing, student and faculty clinical activities, and postconference structure. CONCLUSION This foundational knowledge provides insight for improving clinical education with the goal of educators connecting clinical activities to the development of student competencies. [J Nurs Educ. 2022;61(10):591-593.].
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13
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Walters G, Hoffart N, Kring D, Whitley T, Horne L, Almotairy M. Work Readiness of Newly Licensed RNs. J Nurs Adm 2022; 52:469-473. [PMID: 35973193 DOI: 10.1097/nna.0000000000001184] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE The aim of this study was to examine the work readiness of newly licensed RNs (NLRNs) based on demographics, education, and work experiences. BACKGROUND Work readiness is the extent to which new graduates possess qualities and competencies associated with workplace success. Work readiness of NLRNs complements their clinical knowledge and skills and has been shown to predict job satisfaction and work engagement. METHODS Two hundred ninety-seven NLRNs participating in the nurse residency program of a health system in the southeast region of the United States were surveyed using the Work Readiness Scale-Graduate Nurse. RESULTS Scores on all readiness dimensions were high. Analysis revealed unexpected differences in readiness dimensions based on race, nursing degree, and completion of a nurse externship program. CONCLUSIONS Work readiness adds to our understanding of factors that can affect the transition of NLRNs into the work setting. Further research is needed to understand how work readiness develops over time, factors that predict work readiness, and its relationship to NLRN retention and other outcomes.
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Affiliation(s)
- Gloria Walters
- Author Affiliations: Corporate Nurse Scientist (Dr Walters), Novant Health, Winston-Salem, North Carolina; Adjunct Graduate Faculty (Dr Hoffart), School of Nursing, University of North Carolina Greensboro; VP of Center for Professional Practice and Development (Dr Kring) and Manager of Nurse Residencies (Mss Horne and Whitley), Novant Health, Winston-Salem, North Carolina; and Assistant Professor (Dr Almotairy), College of Nursing, King Saud University, Riyadh, Saudi Arabia
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14
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Tarhan M, Doğan P, Kürklü A. The relationship between nurse-nurse collaboration and work readiness among new graduate nurses. Nurs Forum 2022; 57:1104-1110. [PMID: 36036181 DOI: 10.1111/nuf.12795] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 08/09/2022] [Accepted: 08/12/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND Communication and collaboration with colleagues are crucial for new graduate nurses (NGNs) because of the adaptation to both the healthcare system and professional role. Therefore, working units with effective collaboration among nurses may increase new graduates' work readiness. AIM This study aimed to determine the relationship between the perceptions of nurse-nurse collaboration and the work readiness level among NGNs. METHODOLOGY This descriptive, cross-sectional study was carried out with 198 NGNs in four private hospitals affiliated with a university. A self-administered questionnaire, including a personal information form, the Nurse-Nurse Collaboration Scale, and Work Readiness Scale, was used to collect data. Data analysis was performed using descriptive tests, and Spearman's rank correlation coefficients. RESULTS NGNs had moderate perceptions of nurse-nurse collaboration, with a median score of 2.46 (2.23-2.88) out of 4. Work readiness among NGNs was moderate, with a median score of 304 (270-332) out of 460. There was a statistically significant correlation between nurse-nurse collaboration and work readiness (rs = 0.26; p < .001). CONCLUSION The results of this study demonstrated that improving nurse-nurse collaboration is an effective way to increase work readiness among NGNs.
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Affiliation(s)
- Merve Tarhan
- Deparmant of Nursing, Faculty of Health Science, Medipol University, Istanbul, Turkey
| | - Pınar Doğan
- Deparmant of Nursing, Faculty of Health Science, Medipol University, Istanbul, Turkey
| | - Ahu Kürklü
- Deparmant of Nursing, Faculty of Health Science, Bahcesehir University, Istanbul, Turkey
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Doğan NÖ. ANALYZING POST-COVID-19 TEACHING METHODS IN HIGHER EDUCATION: A QUALITY AND EXPERIENCE BASED DECISION-MAKING STUDY. INTERNATIONAL JOURNAL OF MANAGEMENT STUDIES 2022. [DOI: 10.32890/ijms2022.29.2.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
As the world suffers from the Covid-19 pandemic for more than a year, a new way of life has begun for people in their professional as well as private lives. Therefore, previous methods, habits or procedures during the pandemic may no longer be valid. Education, being one of the most affected sectors during this period, together with its broad related environment have been significantly impacted. In this context, the present study focused on higher education. Thus, the aim of this study was to assess the different teaching methods after the Covid-19 pandemic period from the point of view of lecturers working in the health services department of a state university in Turkey. Accordingly, two hierarchical models: service quality and experience based were developed and the opinions of lecturers were obtained using one of the multi criteria decision-making (MCDM) methods, namely the Analytic Hierarchy Process (AHP). Face-to-face was found to be the optimum teaching method for both the models while the rest of the teaching alternatives were ranked separately in order of importance for these two models. Moreover, criteria were prioritized for the first and the second models, respectively. Limitations of the study including future research directions were identified.
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Affiliation(s)
- Nuri Özgür Doğan
- Department of Business Administration. Nevşehir Hacı Bektaş Veli University, Türkiye
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16
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Li J, Huang Y, Fong DYT, Chen J, Song Y. Work Readiness: Its Determinants and Association with Work-related Outcomes among New Graduate Nurses. J Nurs Manag 2022; 30:2968-2981. [PMID: 35596059 DOI: 10.1111/jonm.13691] [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: 01/19/2022] [Revised: 05/06/2022] [Accepted: 05/18/2022] [Indexed: 11/27/2022]
Abstract
AIMS This study aimed to identify determinants of work readiness and to assess the influences of work readiness on work-related outcomes in graduate nurses. BACKGROUND Higher work readiness facilitates smoother role transitions of new graduate nurses. However, determinants of work readiness had not been fully examined. In addition, the relationships between work readiness and work-related outcomes, such as coping self-efficacy and occupational commitment, are also crucial but had not been assessed. METHODS We recruited 794 graduate nurses and assessed their work readiness before working as nurses. After they commenced their work, we assessed their occupational commitment, coping self-efficacy, and intention to remain. All assessments were conducted online. RESULTS There were 728 (92%) female respondents. The mean scores and standard deviation (SD) of work readiness, coping self-efficacy, occupational commitment, and intention to remain were 261.51 (SD: 45.40), 30.30 (SD: 6.13), 81.65 (SD: 11.56), and 11.01 (SD: 2.36), respectively. Based on a regression analysis, determinants of work readiness were positive school climate, student leadership experience, nursing as the primary choice of discipline, and perceived influences of COVID-19 on the honorability of being a nurse and the willingness to be a nurse (p < 0.001). Moreover, after adjusted by all demographics and characteristics variables, higher work readiness would result in higher coping self-efficacy (estimated coefficient = 0.06, p < 0.001), occupational commitment (estimated coefficient = 0.06, p < 0.001), and intention to remain (estimated coefficient = 0.01, p = 0.002). CONCLUSION Work readiness is a composite concept affected by psychosocial and environmental factors, which can predict new graduate nurses' future self-efficacy, occupational commitment, and intention to remain. IMPLICATIONS FOR NURSING MANAGEMENT The management of new graduate nurses when they begin to work could target their work readiness. Transition programs that consider our identified determinants can be provided to those who show lower work readiness.
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Affiliation(s)
- Jiaying Li
- The University of Hong Kong, Li Ka Shing Faculty of Medicine, School of Nursing
| | - Yanyi Huang
- Guangzhou University of Chinese Medicine, School of nursing
| | - Daniel Yee Tak Fong
- The University of Hong Kong, Li Ka Shing Faculty of Medicine, School of Nursing
| | - Jieya Chen
- Guangzhou Institute of Respiratory Health
| | - Yang Song
- Guangzhou University of Chinese Medicine, School of nursing
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Pullen D, Ahchay D. A case study of new nurses’ transition from university to work. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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18
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Malau-Aduli BS, Jones K, Alele F, Adu MD, Drovandi A, Knott G, Young L, Jo C. Readiness to enter the workforce: perceptions of health professions students at a regional Australian university. BMC MEDICAL EDUCATION 2022; 22:89. [PMID: 35139831 PMCID: PMC8827198 DOI: 10.1186/s12909-022-03120-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Perceived readiness for practice can help mitigate the stress and uncertainty associated with transitioning from university into the workforce. This study aimed to identify factors influencing the readiness for clinical practice among final-year medical, dental, and pharmacy students at an Australian regional university. METHODS The study utilised a sequential explanatory mixed-methods approach with surveys administered for the quantitative phase and interviews/focus groups for the qualitative phase. Descriptive statistics and inductive thematic analysis were utilised for the quantitative and qualitative data, respectively. Triangulation of findings from both phases facilitated in-depth understanding of the factors that influenced participants' self-perceived readiness for clinical practice. RESULTS From the three disciplines, 132 students completed the survey and 14 participated in the focus groups and interviews. Students felt most prepared in their patient-centred capabilities, core skills, and advanced consultation skills, and least prepared in their system-related capabilities and clinical care skills. Themes identified as essential enablers and confidence builders in relation to workforce readiness in all three disciplines were: gained knowledge and skills, value of clinical placement experiences, support from peers, family and staff. However, students felt their work-readiness was impaired by heavy academic workloads and poor knowledge of health care systems, which affected skills development. Participants suggested additional support in health care system and clinical governance, mental healthcare, and induction to placement sites to further improve their work readiness. CONCLUSIONS The findings of this study suggest that improving work-readiness of healthcare students requires alignment of learning needs to real-world practice opportunities, ensuring support systems are appropriate, and early familiarisation with the healthcare system.
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Affiliation(s)
- Bunmi S Malau-Aduli
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia.
| | - Karina Jones
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia
| | - Faith Alele
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia
| | - Mary D Adu
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia
| | - Aaron Drovandi
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia
| | - Gillian Knott
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia
| | - Louise Young
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia
| | - Clara Jo
- College of Medicine and Dentistry, James Cook University, QLD 4811, Townsville, Queensland, Australia
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Nyoni CN, Dyk LHV, Botma Y. Clinical placement models for undergraduate health professions students: a scoping review. BMC MEDICAL EDUCATION 2021; 21:598. [PMID: 34863178 PMCID: PMC8642754 DOI: 10.1186/s12909-021-03023-w] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 11/08/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. OBJECTIVES This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. DESIGN A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. RESULTS Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. CONCLUSIONS As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.
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Affiliation(s)
- Champion N Nyoni
- School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.
| | - Lizemari Hugo-Van Dyk
- School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
| | - Yvonne Botma
- School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
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20
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Rogers S, Redley B, Rawson H. Developing work readiness in graduate nurses undertaking transition to practice programs: An integrative review. NURSE EDUCATION TODAY 2021; 105:105034. [PMID: 34214949 DOI: 10.1016/j.nedt.2021.105034] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 05/14/2021] [Accepted: 06/17/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE Investigate the strategies used to support graduate transition-to-practice, and how they align with the four domains of work readiness: work competence; personal work characteristics; organisational acumen; and social intelligence. DESIGN Integrative review with narrative synthesis. DATA SOURCES Databases searched in 2019 included Medline, CINAHL, PsychINFO, Embase via EBSCO, ERIC and MIDIRS. Grey literature was obtained through Proquest Dissertations and Thesis Global, and Trove. REVIEW METHODS The 5-step method included: 1) Independent title and abstract review; 2) discussion of conflicting findings after title and abstract review; 3) independent full text review; 4) discussion of conflicting findings after full text review; and 5) quality evaluation using the Mixed Methods Appraisal Tool. Twenty eligible studies were analyzed and synthesized using the framework method informed by four domains of Graduate Work Readiness. RESULTS Of the 24 strategies identified, most (n = 20) supported graduate development across two or more work readiness domains. Structured education (n = 14) and preceptorship (n = 13) were most often used, and findings related to development of graduate work competence (n = 17) were most often measured. All four domains of work readiness were seldom addressed, with social intelligence a common gap. CONCLUSIONS This review provides two important considerations for graduate nurse programs. First, a combination of strategies is required to address all four domains of work readiness. Second, there is a need to tailor strategies, and their implementation, to the context of the organisation and clinical workplace.
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Affiliation(s)
- Stacey Rogers
- Monash Health, 246 Clayton Road, Clayton, Victoria 3168, Australia.
| | - Bernice Redley
- Centre for Quality and Patient Safety Research-Monash Health Partnership, School of Nursing and Midwifery, Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Helen Rawson
- Nursing and Midwifery, Monash University, Level 3, Building 13D, Rm D327, Clayton Campus, 35 Rainforest Walk, Clayton, VIC 3800, Australia.
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21
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Reid-Searl K, Crowley K, Anderson C, Blunt N, Cole R, Suraweera D. A medical play experience: Preparing undergraduate nursing students for clinical practice. NURSE EDUCATION TODAY 2021; 100:104821. [PMID: 33751997 DOI: 10.1016/j.nedt.2021.104821] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 01/29/2021] [Accepted: 02/15/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Undergraduate nursing programs are required to prepare nursing students to care for people across the lifespan, however due to limited paediatric nursing content in undergraduate nursing curricula and limited paediatric clinical placements, nursing graduates may lack competence and experience in caring for children. OBJECTIVES The aim of this study was to enhance undergraduate nursing students' work readiness and confidence to care for children by immersing them in a mock paediatric ward experience where students could practice using medical play to communicate and engage with children. PARTICIPANTS Participants (n = 22) were undergraduate nursing students recruited across all years from a Bachelor of Nursing program. DESIGN Participants were involved in a mock paediatric hospital experience providing them the opportunity to engage with children from 2 to 8 years. METHODS A mixed methods approach was used. Participants completed a confidence scale questionnaire pre and post the mock paediatric ward experience and a satisfaction scale post the experience. Inductive thematic analysis was used to analyse qualitative data. Quantitative data was analysed using the Wilcoxon Signed-Ranked Test. RESULTS Findings indicated a marked improvement in paediatric nursing skills and work readiness among the student nurses post intervention. Participants developed confidence in the use of medical play in the mock paediatric nursing setting. Improvements in paediatric nursing skills in relation to clinical learning, clinical reasoning and clinical confidence were reported. CONCLUSIONS The mock children's ward provided a real time paediatric experience for undergraduate nursing students to practice using medical play to communicate and engage with children. Nursing students had the opportunity to experience children's play, practice age related communication and provide explanations to children about hospital related procedures that children may encounter. With the lack of paediatric placements, it is necessary that nursing curricula examine strategies to enhance the learning for undergraduate students about paediatrics.
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Affiliation(s)
- Kerry Reid-Searl
- School of Nursing, Midwifery and Social Sciences, CQUniversity, North Rockhampton, QLD 4701, Australia.
| | - Kate Crowley
- School of Nursing, Midwifery and Social Sciences, CQUniversity, North Rockhampton, QLD 4701, Australia.
| | - Carina Anderson
- School of Nursing, Midwifery and Social Sciences, CQUniversity, North Rockhampton, QLD 4701, Australia.
| | - Nicole Blunt
- School of Nursing, Midwifery and Social Sciences, CQUniversity, North Rockhampton, QLD 4701, Australia
| | - Rachelle Cole
- School of Nursing, Midwifery and Social Sciences, CQUniversity, North Rockhampton, QLD 4701, Australia.
| | - Dayani Suraweera
- School of Nursing, Midwifery and Social Sciences, CQUniversity, 160 Ann St, Brisbane City, QLD 4000, Australia.
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22
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Lee H, Min H, Kim C, Shim K, Song Y, Kim E. Psychometric evaluation of the Korean version of the work readiness scale for graduating nursing students. Collegian 2021. [DOI: 10.1016/j.colegn.2020.03.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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23
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Su Q, Jiang M, Yun B, Ma Y, Zuo Y, Han L. Effect of clinical teaching behaviours on transition shock in graduate nurses. J Adv Nurs 2020; 77:763-774. [PMID: 33301635 DOI: 10.1111/jan.14635] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2019] [Revised: 08/17/2020] [Accepted: 10/14/2020] [Indexed: 11/30/2022]
Abstract
AIM This study aimed to explore the impact of preceptor clinical teaching behaviours on transition shock in graduate nurses using bi-directional feedback between graduate nurses and clinical preceptors and to assess preceptor clinical teaching behaviours. DESIGN This was a descriptive cross-sectional study. METHODS This study was conducted from January-February 2019. Participants included graduate nurses (N = 117) and clinical preceptors (N = 908) from a major public tertiary hospital in Western China. RESULTS Overall level of transition shock of graduate nurses was moderate (mean = 89 SD 17.54). Transition shock level of graduate nurses rose with the increasing of time in clinical work. Intensive care unit graduate nurses suffered the strongest transition shock, whereas surgery graduate nurses suffered the least. Graduate nurses thought that clinical preceptors were best at evaluation and feedback, whereas clinical preceptors thought they were best at showing concern and support. The primary factors associated with transition shock in graduate nurses were the time admitted to the hospital, feedback, and evaluation, use of appropriate teaching strategies, and showing concern and support, explaining 63.5% of the total variation in transition shock in graduate nurses. CONCLUSION In Western China, where the development of economic and medical conditions lag, transition shock is a major obstacle to the professional development of graduate nurses and clinical teaching behaviours is the key to overcoming transition obstacles. However, the serious shortage of nurses makes it difficult to not only complete heavy clinical nursing work but also to undertake the teaching of students and graduate nurses. The clinical teaching system is influenced by many factors. Focusing on clinical teaching behaviours and transition shock in graduate nurses will provide valuable data for future intervention studies. IMPLICATION The findings of this study will be of interest to managers at all levels and will enable them to support graduate nurses by engaging in excellent clinical teaching behaviours. In the clinical teaching process, giving more feedback and evaluation, improving the ability of using appropriate teaching strategies and focusing on the physical and mental health of graduate nurses may effectively decrease transition shock of graduate nurses and reduce the turnover rate.
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Affiliation(s)
- Qian Su
- Nursing Department, Gansu Provincial Hospital, Lanzhou, Gansu Province, China
| | - Mengyao Jiang
- School of Nursing, Lanzhou University, Lanzhou, Gansu Province, China
| | - Bei Yun
- School of Nursing, Lanzhou University, Lanzhou, Gansu Province, China
| | - Yuxia Ma
- School of Nursing, Lanzhou University, Lanzhou, Gansu Province, China
| | - Yamei Zuo
- School of Nursing, Lanzhou University, Lanzhou, Gansu Province, China
| | - Lin Han
- Nursing Department, Gansu Provincial Hospital, Lanzhou, Gansu Province, China
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Clarke J, van der Riet P, Bowen L. Nurses and undergraduate student nurses' experiences in collaborative clinical placement programs in acute hospitals: An integrative literature review. NURSE EDUCATION TODAY 2020; 95:104578. [PMID: 33032121 DOI: 10.1016/j.nedt.2020.104578] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Revised: 07/01/2020] [Accepted: 08/12/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES To identify, and critically review student, nurse clinician and clinical facilitator/educator experiences of collaborative clinical placement models in acute hospitals. DESIGN An integrative review that followed Whittemore and Knafl's (2005) framework. DATA SOURCES Studies published between 2009 and 2019 were identified via a comprehensive search of the following databases: CINAHL, OVID Medline, EMBASE, EMCARE, PsychINFO, Johanna Briggs Institute, ERIC and SCOPUS. REVIEW METHODS The initial search located 2309 Articles. After screening and checking for eligibility 14 articles were critically appraised using the Critical Appraisal Skills Program checklist for qualitative papers, the McMaster's Critical Review Form for quantitative papers and MMAT Appraisal tool for mixed method papers. The papers were then analysed thematically. RESULTS Thirteen studies met the inclusion criteria for the review (four quantitative, six mixed method, three qualitative). We identified an overarching central theme of sense of belonging and acceptance along with the following four sub themes: familiarity and continuity, confidence and competence, preparedness and lastly supervising relationships and faculty support. CONCLUSION This review indicates collaborative clinical placement programs have a positive impact on the student experience. Further research is needed regarding experiences of clinical nurses, health organisation leaders and Faculty to better understand what will improve support of students in collaborative clinical placement programs as there were few research findings found related to these non-student participant groups. Exploring student placement experiences that include both traditional and Collaborative models would provide greater insight into the value of these programs.
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Affiliation(s)
- Jonathon Clarke
- School of Nursing & Midwifery, Faculty of Health & Medicine, The University of Newcastle (UoN), University Drive, Callaghan, NSW 2308, Australia.
| | - Pamela van der Riet
- School of Nursing & Midwifery, Faculty of Health & Medicine, The University of Newcastle (UoN), University Drive, Callaghan, NSW 2308, Australia.
| | - Lynette Bowen
- School of Nursing & Midwifery, Faculty of Health & Medicine, The University of Newcastle (UoN), University Drive, Callaghan, NSW 2308, Australia.
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Dudley M, Khaw D, Botti M, Hutchinson AF. The relationship between the undergraduate clinical learning environment and work readiness in new graduate nurses: A pre-post survey study. NURSE EDUCATION TODAY 2020; 94:104587. [PMID: 32927394 DOI: 10.1016/j.nedt.2020.104587] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 07/22/2020] [Accepted: 08/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Due to projected nurse shortages, it is necessary that undergraduate programs optimise work readiness outcomes in new graduate nurses. Research that quantitatively evaluates characteristics of clinical nursing programs that predict increased work readiness is required. OBJECTIVES To explore the relationship between the undergraduate clinical learning environment and nurse perceptions of work readiness prior to and following, commencement as a new graduate nurse. DESIGN A pre-post follow-up study. Undergraduates were surveyed at the end of their Bachelor's degree (baseline) and at 8-10 weeks after commencement as a graduate nurse (Time 1). SETTING A multi-site, metropolitan private hospital in Victoria, Australia. PARTICIPANTS Nursing graduates who completed a university fellowship program (n = 26), or were undertaking their graduate year and had completed placement blocks within (n = 18) or outside (n = 31) the healthcare organisation. METHODS Participants self-completed the Clinical Learning Environment Inventory (CLEI) and Work Readiness Scale for Graduate Nurses (WRS-GN) at baseline and Time 1. Multiple regression analyses were performed. RESULTS CLEI scores significantly predicted work readiness outcomes (all p-values<.05), accounting for 16-36% and 17-28% of the variance of WRS-GN scores at baseline and Time 1, respectively. After adjusting for clustering due to clinical placement groups, CLEI Individualisation (p = .023) and Valuing Nurses Work (p = .01) predicted improved Time 1 WRS-GN Organisational Acumen. CLEI Innovative and Adaptive Culture scores predicted poorer Time 1 Organisational Acumen (p = .001). CONCLUSIONS Learning environments that offered high levels of individualised attention and valued nurses' work appeared to facilitate post-graduation engagement and identification with nursing practice. However, highly innovative and adaptive education may detract from optimal work readiness. Findings revealed that while important, the clinical learning environment only accounted for a small-to-moderate degree of nursing graduates' work readiness. To facilitate robust evidence-based improvement of clinical nursing education, future research should attempt to empirically establish the value of additional facilitators of work readiness.
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Affiliation(s)
- Mietta Dudley
- Epworth HealthCare, Victoria, Australia; School of Nursing and Midwifery, Deakin University, Geelong, Victoria, Australia
| | - Damien Khaw
- School of Nursing and Midwifery, Deakin University, Geelong, Victoria, Australia; Centre for Quality & Patient Safety Research Epworth HealthCare Partnership, Melbourne, Victoria, Australia.
| | - Mari Botti
- School of Nursing and Midwifery, Deakin University, Geelong, Victoria, Australia; Centre for Quality & Patient Safety Research Epworth HealthCare Partnership, Melbourne, Victoria, Australia
| | - Anastasia F Hutchinson
- School of Nursing and Midwifery, Deakin University, Geelong, Victoria, Australia; Centre for Quality & Patient Safety Research Epworth HealthCare Partnership, Melbourne, Victoria, Australia
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Charette M, McKenna LG, Deschênes MF, Ha L, Merisier S, Lavoie P. New graduate nurses' clinical competence: A mixed methods systematic review. J Adv Nurs 2020; 76:2810-2829. [PMID: 32869369 DOI: 10.1111/jan.14487] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Revised: 05/19/2020] [Accepted: 07/07/2020] [Indexed: 12/30/2022]
Abstract
AIM To appraise and synthesize evidence of empirical studies reporting assessment of new graduate nurses' clinical competence in clinical settings. DESIGN Mixed methods systematic review. DATA SOURCES The search strategy included keywords relevant to: new graduate nurse; clinical competence; and competence assessment. The searched literature databases included CINAHL, MEDLINE, Embase, PsycINFO and Web of Science. The search was limited to full-text papers in English or French, published between 2010 -September 2019. REVIEW METHODS Inclusion criteria were: 1) empirical studies; 2) detailed method and complete results sections; 3) competence assessment in clinical settings; and 4) new graduate nurses (≤24 months). Two independent reviewers screened eligible papers, extracted data and used the Mixed Methods Appraisal Tool framework for quality appraisal. Divergences were solved through discussion. RESULTS About 42 papers were included in this review: quantitative (N = 31), qualitative (N = 7) and mixed methods (N = 4). Findings suggest that new graduate nurses exhibit a good or adequate level of competence. Longitudinal studies show a significant increase in competence from 0-6 months, but findings are inconsistent from 6-12 months. CONCLUSION There are a multitude of quantitative tools available to measure clinical competence. This suggests a need for a review of their rigor. IMPACT No recent reviews comprehensively synthesized the findings from new graduate nurses' clinical competence. This review has found that new graduate nurses' competence has been mostly assessed as good, despite the expectation that they should be more competent. Longitudinal studies did not always show a significant increase in competence. These findings can help nurse educators in providing more support to new graduate nurses throughout the transition period or design improved transition programme. This review also identified quantitative tools and qualitative methods that can be used for competence assessment.
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Affiliation(s)
- Martin Charette
- School of Nursing and Midwifery, La Trobe University, Melbourne, Victoria, Australia
- Center for Innovation in Nursing Education (CIFI), Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
| | - Lisa G McKenna
- School of Nursing and Midwifery, La Trobe University, Melbourne, Victoria, Australia
| | - Marie-France Deschênes
- Center for Innovation in Nursing Education (CIFI), Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
| | - Laurence Ha
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
| | - Sophia Merisier
- Center for Innovation in Nursing Education (CIFI), Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
| | - Patrick Lavoie
- Center for Innovation in Nursing Education (CIFI), Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Montreal Heart Institute, Montréal, Québec, Canada
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27
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Abstract
Abstract
Objectives
To explore the resilience experience of new nurses and how new nurses develop and apply resilience strategies to cope with the difficulties during the transition period.
Methods
A descriptive qualitative research method was on data acquired using data semi-structured interviews with 12 new nurses aged 20–26 years whose working time was more than 12 months but less than 24 months.
Results
Analysis of the data could determine participants adopting resilience strategies to withstand difficulties and challenges in transition period. This period consisted of three main phases: “self-protection,” “undertaking challenges,” and “planning future.” The first-line nurse managers’ feedback and flexible shift scheduling paid a vital part in promoting the resilience development of new nurses.
Conclusions
Recognizing the importance of understanding and developing the resilience of new nurses in the transition period could greatly reduce the turnover rate and alleviate the shortage of nurses in global nursing workforce.
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Li J, Gong Y, Chen J, Wu X, Qiu W, Song Y. Psychometric properties assessment of Chinese version of work readiness scale for graduate nurses (WRS-GN) and associated factors of work readiness: Two cross-sectional studies. NURSE EDUCATION TODAY 2020; 89:104416. [PMID: 32244124 DOI: 10.1016/j.nedt.2020.104416] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2019] [Revised: 01/19/2020] [Accepted: 03/21/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Lower work readiness is tied to anxiety, high turnover and nurse transition failure. An assessment of work readiness is necessary. To date, no relative scale exists in China. Thus, a work readiness related scale is urgently needed. OBJECTIVES To assess the psychometric properties of the scale, and look into the status of Chinese graduate nurse work readiness and factors associated with work readiness. DESIGN, SETTINGS, AND PARTICIPANTS Both psychometric assessment and associated factors are designed with cross-sectional studies. 832 and 435 graduate nurses were recruited in the above two studies, respectively. METHODS Brislin's transition model was utilized for the transition process, and a six-expert panel and preliminary survey were conducted for face validity and testing the transition version respectively. Exploratory factor analysis, confirmatory factor analysis, internal consistency reliability and test-retest reliability were applied for reliability and validity testing. Additionally, a linear regression method was carried out for analyzing influencing factors of work readiness of graduate nurses across China. RESULTS A 37-item Chinese version scale was proven to have great psychometric qualities. Five factors were extracted by exploratory factor analysis, which can explain 68.637% of the total variance. Furthermore, the confirmatory factor analysis demonstrates the fit indices of a five factors mode: X2/df = 1.769, RMSEA = 0.067, NFI = 0.859, RFI = 0.839, IFI = 0.934, CFI = 0.933, TLI = 0.923. Intra-class correlation coefficient, Cronbach's α and Guttman Split-half were 0.805, 0.960 and 0.903, respectively. Interpersonal relationships, leadership experience, scholarship, work experience and willingness to be nurses were associated with the potential to achieve higher work readiness. CONCLUSION The Chinese version of WRS-GN with good validity and reliability can be utilized for assessment of work readiness. Besides, improving work readiness of graduate nurses based on above five associated factors, educators and hospital managers could help graduate nurses having a smooth transition for a stable nursing workforce.
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Affiliation(s)
- Jiaying Li
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou Institute of Respiratory Health
| | - Yucui Gong
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou Institute of Respiratory Health
| | - Jieya Chen
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou Institute of Respiratory Health
| | - Xiaobing Wu
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou Institute of Respiratory Health
| | - Wenbo Qiu
- Changde Vocational Technical College
| | - Yang Song
- Guangzhou University of Chinese Medicine, School of Nursing.
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Harrison H, Birks M, Franklin RC, Mills J. Fostering graduate nurse practice readiness in context. Collegian 2019. [DOI: 10.1016/j.colegn.2019.07.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Pillay JD, Ally F, Govender N. Exploring opportunities for embedding graduate attributes in a first-year undergraduate anatomy course for allied health students. BMC MEDICAL EDUCATION 2019; 19:329. [PMID: 31481047 PMCID: PMC6724245 DOI: 10.1186/s12909-019-1777-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Accepted: 08/30/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND There is a growing discontent within the health care industry regarding the state of preparedness of graduates to adequately function in a dynamic work environment. It is therefore required of higher education institutions to equip graduates with skills beyond disciplinary expertise, which would allow them to function optimally in work environments. This study presents a team dissection project that incorporates graduate attributes in an undergraduate first-year anatomy course for the medical orthotics and prosthetics program. METHOD Focus group interviews with students (n = 23) were used to demonstrate the achievement of graduate attributes by aligning student perceptions of the dissection project with graduate attributes and indicators thereof. RESULTS Students were positive about the effectiveness of the dissection project in enforcing anatomical knowledge; ensuring active engagement with human material; enhancing communication skills and teamwork; and increasing sensitivity towards cultural diversity. These views related largely to those graduate attributes which engage students towards becoming active and reflective learners; creative thinkers; independent and collaborative workers; effective communicators; and culturally and socially aware citizens. Areas of dissatisfaction included challenges with the use of technology for the video preparation; repetition of presentations and large dissection teams. CONCLUSION There is an emerging view that graduate attributes be integrated as early as possible into program curricula so as to become intrinsic in a student's academic and professional development. Through the expansion of a dissection project forming part of a subject taught very early on in a program's curriculum, the integration of graduate attributes and discipline-specific competencies are highlighted.
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Affiliation(s)
- Julian David Pillay
- Department of Basic Medical Sciences, Faculty of Health Science, Durban University of Technology, P.O. Box 1334, Durban, 4000 Republic of South Africa
| | - Fazila Ally
- Department of Basic Medical Sciences, Faculty of Health Science, Durban University of Technology, P.O. Box 1334, Durban, 4000 Republic of South Africa
| | - Nalini Govender
- Department of Basic Medical Sciences, Faculty of Health Science, Durban University of Technology, P.O. Box 1334, Durban, 4000 Republic of South Africa
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Hayes C. Simulation: Smoothing the transition from undergraduate to new graduate. J Nurs Manag 2018; 26:495-497. [DOI: 10.1111/jonm.12676] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Revised: 06/22/2018] [Accepted: 06/22/2018] [Indexed: 11/27/2022]
Affiliation(s)
- Carolyn Hayes
- Faculty of Health; University of Technology; Sydney NSW Australia
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