Development of the Nursing Practice Readiness Scale for new graduate nurses: A methodological study

2022 ◽  
pp. 103298
Author(s):  
Jeonghyun Kim ◽  
Sujin Shin
Keyword(s):  
Nursing Practice ◽  
Methodological Study ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate ◽  
Practice Readiness

Exploring the Changing Landscape of Jobs for New Graduates: Practice, Education, and New Graduate Imperatives

2012 ◽  
Vol 18 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Dori Taylor Sullivan ◽  
Kathleen S. Fries ◽  
Michael V. Relf
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Economic Conditions ◽  
Nursing Workforce ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduates ◽  
New Graduate ◽  
Near Future ◽  
Education Nursing

Numerous expert sources have reported a reduction in positions available for new graduate nurses, largely because of general economic conditions, although there are conflicting data and significant geographic variances. Nursing education, nursing practice, and new graduates themselves must develop partnerships to better prepare graduates for more challenging employment searches so that these newest members of the nursing workforce are retained and available for practice in preparation for the expected shortage of nurses in the near future.

scholarly journals Being confident in practice: A study on the influences on confidence in new graduate nurses

2021 ◽  
Author(s):  
◽  
Joanne Greenlees-Rae
Keyword(s):  
Appreciative Inquiry ◽  
Nursing Student ◽  
Nursing Practice ◽  
First Year ◽  
Self Awareness ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate

<p>The purpose of this study was to understand influences on new graduate nurses’ confidence in their nursing practice. Confidence is a self-belief that an affirmative outcome will be achieved in a situation, and is influenced by factors individual to each person. New graduate nurses commence nursing practice feeling somewhat confident or not confident at all, and this feeling of confidence changes and evolves over their first year of practice as they navigate transition from a nursing student to a professional nursing role. Being confident is an important attribute of a nurse as it assists nurses to make decisions in their practice to achieve the outcomes they, or their patients and families and/or whanau require. Being confident will assist new graduate nurses to perform clinically, and to help them to face any challenges in their practice.  This study used the principles of Appreciative Inquiry as a methodology. Appreciative Inquiry is a flexible and positive approach to research, placing an emphasis on dialogue, collaboration and affirmation. It sought to discover what was working well with regards to confidence and its influences for the new graduate nurse. Utilising the elements of Appreciative Inquiry, I have analysed the dialogue of nine new graduate nurses who shared their stories of their nursing practice. Five themes were identified: firstly understanding confidence and the subthemes of self-awareness, knowing confidence, defining confidence, reflection, self-doubt, over-confidence, and feigning confidence; secondly developing a professional identity with the subtheme of resilience; thirdly relationships with the subthemes of collegial relationships, culture of the environment, the patients’ influence, feedback, and trust; and the fourth theme of developing learning and experience with the subthemes of learning and knowledge, experience, and critical thinking and decision making, and finally the fifth theme of looking to the future.  The study dialogue identifies influences on the nurses’ confidence, and their reflective practice particular to each nurse which consistently permeate their nursing practice. Recommendations are made for further nursing practice, education and research.</p>

scholarly journals Nurses as Patients: the Stories of Two Woman Nurse Educators as Recipients of Nursing Care

2021 ◽  
Author(s):  
◽  
Dianne Yvonne Harker
Keyword(s):  
Nursing Care ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Need For Closure ◽  
Interpretive Research ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Experienced Nurses ◽  
New Graduate ◽  
To Receive

<p><b>In this research two nurse-patients have engaged in a conversation about theirexperience of ‘being nursed’. The project sets out to address the following questions:How might our experiences as nurses who have been hospitalised be drawn upon toinfluence positive changes in nursing practice? What effect might our experiences ofhospitalisation have on us as nurses and on our nursing practice?</b></p> <p>The study utilises narrative as inquiry and the method of story telling andauto/biography to tell the stories of Maria (a pseudonym) and myself, the researcher.</p> <p>This interpretive research has been informed by the feminist process and sits within apostmodern framework. Maria’s stories were audio taped and transcribed beforebeing prepared for analysis using ‘core story creation’, and the process of'emplotment' (Emden, 1998b). My reflective topical autobiographical narrative wasconstructed through the processes described by Johnstone (1999).</p> <p>Three distinct qualities emerged from both of our experiences. The first,‘knowing as nurse-patient’ contains the three sub themes of ‘having knowledge’,‘expectations of being nursed’, and ‘knowledge gained’. The second distinct quality‘being nursed’ contains the two sub themes of ‘feeling safe and cared for’ and‘presencing’; and the third ‘not being nursed’ contains the four sub themes ‘feelingvulnerable’, ‘invisibility of nurses’, ‘getting out’ and ‘feeling let down’. The subtheme ‘getting out’ includes three additional sub themes of ‘wanting to get out andnot wanting to be there’, ‘leaving and the need for closure’ and ‘not wanting to goback’,This study on nurse-patients receiving nursing care will be useful for nurseeducators, students of nursing, and nurse clinicians. Nursing does make a differenceto patient care. For patients to receive therapeutic care new graduate nurses must bepreceptored/mentored by experienced nurses in supportive programmes. Suggestionsfor further research have been identified.</p>

scholarly journals Nurses as Patients: the Stories of Two Woman Nurse Educators as Recipients of Nursing Care

2021 ◽  
Author(s):  
◽  
Dianne Yvonne Harker
Keyword(s):  
Nursing Care ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Need For Closure ◽  
Interpretive Research ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Experienced Nurses ◽  
New Graduate ◽  
To Receive

<p><b>In this research two nurse-patients have engaged in a conversation about theirexperience of ‘being nursed’. The project sets out to address the following questions:How might our experiences as nurses who have been hospitalised be drawn upon toinfluence positive changes in nursing practice? What effect might our experiences ofhospitalisation have on us as nurses and on our nursing practice?</b></p> <p>The study utilises narrative as inquiry and the method of story telling andauto/biography to tell the stories of Maria (a pseudonym) and myself, the researcher.</p> <p>This interpretive research has been informed by the feminist process and sits within apostmodern framework. Maria’s stories were audio taped and transcribed beforebeing prepared for analysis using ‘core story creation’, and the process of'emplotment' (Emden, 1998b). My reflective topical autobiographical narrative wasconstructed through the processes described by Johnstone (1999).</p> <p>Three distinct qualities emerged from both of our experiences. The first,‘knowing as nurse-patient’ contains the three sub themes of ‘having knowledge’,‘expectations of being nursed’, and ‘knowledge gained’. The second distinct quality‘being nursed’ contains the two sub themes of ‘feeling safe and cared for’ and‘presencing’; and the third ‘not being nursed’ contains the four sub themes ‘feelingvulnerable’, ‘invisibility of nurses’, ‘getting out’ and ‘feeling let down’. The subtheme ‘getting out’ includes three additional sub themes of ‘wanting to get out andnot wanting to be there’, ‘leaving and the need for closure’ and ‘not wanting to goback’,This study on nurse-patients receiving nursing care will be useful for nurseeducators, students of nursing, and nurse clinicians. Nursing does make a differenceto patient care. For patients to receive therapeutic care new graduate nurses must bepreceptored/mentored by experienced nurses in supportive programmes. Suggestionsfor further research have been identified.</p>

Early Career Nurses’ Experiences of Providing Family Nursing Care: Perceived Benefits and Challenges

2020 ◽  
pp. 107484072096828
Author(s):  
Marilyn A. Swan ◽  
Sandra K. Eggenberger
Keyword(s):  
Nursing Education ◽  
Nursing Care ◽  
Nursing Practice ◽  
Early Career ◽  
Significant Finding ◽  
Perceived Benefits ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Family Nursing ◽  
New Graduate

Faculty at Minnesota State University, Mankato (USA) developed a family-focused baccalaureate curriculum to address gaps between evidence and practice with families that have been linked to undergraduate nursing education. The purpose of this study was to understand the perceptions of new graduate nurses in providing family-focused nursing care in practice settings. A descriptive design focused on narrative data was used to identify the nurses’ perceived benefits and challenges of caring for families in their current nursing practice. Data were collected from three cohorts of new graduate nurses who were currently employed in health care settings ( N = 109) through a five-contact procedure and examined using a content analysis method. Nine perceived benefit categories, subcategories, and summary statements were identified. Seven challenge categories were identified. The early career graduate nurses’ ability to translate family-focused knowledge to their practice was a significant finding. The benefits and value of developing interactions with families were evident in a number of categories. Education and practice systems can implement educational innovations and partner to support new career graduates’ ability to offer skilled family nursing practice.

scholarly journals Being confident in practice: A study on the influences on confidence in new graduate nurses

2021 ◽  
Author(s):  
◽  
Joanne Greenlees-Rae
Keyword(s):  
Appreciative Inquiry ◽  
Nursing Student ◽  
Nursing Practice ◽  
First Year ◽  
Self Awareness ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate

<p>The purpose of this study was to understand influences on new graduate nurses’ confidence in their nursing practice. Confidence is a self-belief that an affirmative outcome will be achieved in a situation, and is influenced by factors individual to each person. New graduate nurses commence nursing practice feeling somewhat confident or not confident at all, and this feeling of confidence changes and evolves over their first year of practice as they navigate transition from a nursing student to a professional nursing role. Being confident is an important attribute of a nurse as it assists nurses to make decisions in their practice to achieve the outcomes they, or their patients and families and/or whanau require. Being confident will assist new graduate nurses to perform clinically, and to help them to face any challenges in their practice.  This study used the principles of Appreciative Inquiry as a methodology. Appreciative Inquiry is a flexible and positive approach to research, placing an emphasis on dialogue, collaboration and affirmation. It sought to discover what was working well with regards to confidence and its influences for the new graduate nurse. Utilising the elements of Appreciative Inquiry, I have analysed the dialogue of nine new graduate nurses who shared their stories of their nursing practice. Five themes were identified: firstly understanding confidence and the subthemes of self-awareness, knowing confidence, defining confidence, reflection, self-doubt, over-confidence, and feigning confidence; secondly developing a professional identity with the subtheme of resilience; thirdly relationships with the subthemes of collegial relationships, culture of the environment, the patients’ influence, feedback, and trust; and the fourth theme of developing learning and experience with the subthemes of learning and knowledge, experience, and critical thinking and decision making, and finally the fifth theme of looking to the future.  The study dialogue identifies influences on the nurses’ confidence, and their reflective practice particular to each nurse which consistently permeate their nursing practice. Recommendations are made for further nursing practice, education and research.</p>

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