A collaborative approach to simulation development

2017 ◽  
Vol 3 (4) ◽  
pp. 159-162
Author(s):  
Laura Gonzalez ◽  
Kelly Allred
Keyword(s):  
Nursing Students ◽  
Focus Groups ◽  
Nurse Educators ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Graduate Nurse ◽  
New Graduate ◽  
Nursing Graduate ◽  
The Cost ◽  
Improve Patient

BackgroundMeeting employer expectations is a challenge for new nurse graduates and their nurse educators. Designing studies to collect specific data on hospital expectations and new nursing graduate deficiencies is needed.SampleHospital-based educators and preceptors (n=13) participated in one of two focus groups, to identify problem areas. Senior nursing students (n=64) participated in simulations developed from data obtained in the sessions.MethodsAudio-recorded focus groups were conducted with the goal to identify deficiencies in new graduate nurses. Recordings were transcribed and analysed using thematic analysis.ResultsHospital employer expectation themes identified include attending to basic patient needs, organisational skills, anticipation of risks and consequences, higher order technical skills, communication and ownership/accountability. Two simulations for senior nursing students were developed to address identified deficiencies.ConclusionDeveloping meaningful simulations which address deficiencies prior to graduation, in collaboration with potential employers, has the potential to lower the cost of graduate nurse orientation, improve patient outcomes, provide a greater sense of readiness to the graduate nurse and ultimately meet the needs of both the student and employer.

scholarly journals New Graduate Nurses’ Clinical Competence, Clinical Stress, and Intention to Leave: A Longitudinal Study in Taiwan

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ching-Yu Cheng ◽  
Hsiu-Min Tsai ◽  
Chia-Hao Chang ◽  
Shwu-Ru Liou
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Clinical Competence ◽  
Clinical Training ◽  
Longitudinal Research ◽  
Intention To Leave ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Before And After ◽  
New Graduate

This longitudinal research study aimed to develop a pregraduation clinical training program for nursing students before graduation and evaluate its effect on students’ self-perceived clinical competence, clinical stress, and intention to leave current job. A sample of 198 students returned the questionnaires before and after the program. They were followed up at 3, 6, and 12 months after graduation. Results showed that posttest clinical competence was significantly higher than pretest competence, positively related to clinical competence at 3 and 12 months, and negatively related to clinical stress at 3 months. The clinical competence at 3 months was positively related to clinical competence at 6 and 12 months, and clinical competence at 6 months was related to intention to leave at 12 months. Intention to leave at 6 months was positively related to intention to leave at 3 and 12 months. Clinical stress at 3 months was positively related to clinical stress at 6 and 12 months, but not related to intention to leave at any time points. The training program improved students’ clinical competence. The stressful time that was correlated with new graduate nurses’ intention to leave their job was between the sixth and twelfth months after employment.

New Graduate Nurse Transition Into the Intensive Care Unit: Qualitative Insights From a Longitudinal Study—Part 1

2019 ◽  
Vol 33 (4) ◽  
pp. 428-444
Author(s):  
Brandi Vanderspank-Wright ◽  
Michelle Lalonde ◽  
Cheryl Anne Smith ◽  
Sandra Wong ◽  
Jamie Anne Bentz
Keyword(s):  
Intensive Care ◽  
Mixed Design ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate Nurse ◽  
Convenience Sample ◽  
Graduate Nurse ◽  
New Graduate ◽  
Life Threatening ◽  
Emotional Transition

Background and PurposePatients admitted to intensive care units (ICUs) are critically ill and suffer from life-threatening sickness of injury. To work in ICU, registered nurses require additional knowledge and skills. While practices regarding the hire of new graduate nurses (NGNs) into settings such as the ICU vary, it is common that NGNs are being hired. However, NGNs in general, are at a higher risk for turnover within the profession as compared to their more experienced colleagues. NGNs in ICU settings may be at higher risk of turnover due to the complexity of the care context. It is of particular importance that the experiences of NGNs in ICU be explored with the intent of identifying what these nurses experience but also to consider how they can be best supported during a period of transition. This manuscript reports the findings from a mixed design study that sought to understand the transition of a cohort of NGNs over a period of 2 years.MethodsThis study used both a purposive and convenience sample of NGNs. The qualitative component incorporated Thorne's (2016) interpretive description. Face-to-faceinterviews were completed.ResultsFive themes were identified: an emotional transition, a social transition, a transitioning mindset, transitioning through firsts, and transitioning with confidence. Within each theme, there is a distinct difference and elements of transition were evident. Findings demonstrate that the NGNs appeared to be more confident in their skills and in their nursing practice over time. Findings from this study provide important insight into the experiences of NGNs in ICUs.

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 The potential value of academic practice organization partnerships in facilitating a positive transition experience for Canadian new graduate nurses

2021 ◽  
Author(s):  
Rajkiran Ghatora
Keyword(s):  
Nurse Leaders ◽  
Practice Setting ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate Nurse ◽  
Graduate Nurse ◽  
Potential Value ◽  
Transition Experience ◽  
Practice Organization ◽  
New Graduate

Canadian nurse leaders have called for academic and practice organizations to address ongoing issues in undergraduate nursing education and the new graduate nurse transition to the nursing role in the practice setting. The purpose of this study was to explore Canadian nurse leaders’ perspectives of the potential value of academic-practice organization partnerships in facilitating a positive transition experience for Canadian new graduate nurses. An exploratory qualitative descriptive approach was employed using semi-structured interviews and conventional content analysis. Nurse leader participants reported value in academic and practice organizations communicating and collaborating to address matters contributing to the new graduate nurse transition to the practice setting. Implications for practice, education, policy and research are explored.

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation

2015 ◽  
Vol 12 (1) ◽  
pp. 175-182 ◽  
Author(s):  
Janice Waddell ◽  
Karen Spalding ◽  
Justine Navarro ◽  
Sonya Jancar ◽  
Genevieve Canizares
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Career Planning ◽  
Transition Period ◽  
Development Program ◽  
Academic Programs ◽  
Limited Attention ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate

AbstractNew graduate nurses’ (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students’ academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.

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