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.

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.

scholarly journals Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses

2021 ◽  
Vol 18 (11) ◽  
pp. 5891
Author(s):  
Shu-Fen Chen ◽  
Yu-Wen Fang ◽  
Mei-Hua Wang ◽  
Tze-Fang Wang
Keyword(s):  
Mental Health ◽  
Education Program ◽  
Transition Period ◽  
Retention Rate ◽  
Clinical Care ◽  
Transitional Period ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Support Strategies ◽  
New Graduate

Health care workers are at a higher risk of psychological distress than ordinary people. Stress affects physical and mental health, and can even produce an intention to leave. The current training for new graduate nurses (NGNs) during this transitional period mostly focuses on the cultivation of professional ability, with less attention to mental health or emotional feelings, and thus there are insufficient structured support strategies. As such, this study explores the effects of intervention through an appropriate education program on the learning, mental health and work intentions of new recruits during the transition period. A pre-test and post-test for a single group was designed for new nursing staff in a large teaching hospital in northern Taiwan. The test period was from May 2017 to December 2018, and a total of 293 cases were accepted. A three-month adaptive education program was provided and evaluated in terms of: care for learning, care for health, improving professional ability, and individualized guidance on satisfaction, mental health disturbance and work intention. The new graduate nurses who received gentle care and counseling showed a downward trend in their BSRS-5 scores and statistical differences over time (p < 0.001). The higher the BSRS-5 score, the easier it is for new graduate nurses in acute and intensive care units. There is a tendency for turnover leave (p = 0.03). After the intervention of the overall plan, the turnover rate of new graduate nurses within three months was 12.6%, and the one-year retention rate was 87.9%. The adaptive education program uses multiple support strategies to improve learning and professional abilities, to reduce psychological emotions, and thereby to increase retention. Today will face new medical challenges; the education programs will become more important across clinical care settings, and it will be important to rigorously validate their performance in helping NGNs.

scholarly journals Student nurses’ career intentions following placements in general practice through the advanced training practices scheme (ATPS): findings from an online survey

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Robin Lewis ◽  
Rachel Ibbotson ◽  
Shona Kelly
Keyword(s):  
General Practice ◽  
Nursing Students ◽  
Online Survey ◽  
Clinical Skills ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Career Option ◽  
New Graduate ◽  
Increasing Demand ◽  
The Uk

Abstract Background The demand for General Practice services in the UK, and elsewhere, is rising quickly. In part, the increasing demand is from an aging population that requires management of multiple long-term conditions. The General Practice Nurse is increasingly taking on the role. It is acknowledged that if general practice is to be able to recruit sufficient General Practice Nurses (GPNs) to meet this increasing demand in the future, new graduate nurses must be encouraged to consider general practice as a viable career option. This research is part of a review of the Advanced Training Practice Scheme (ATPS) which supported clinical placements in participating general practices. Methods The aim of the study was to examine nursing students’ perceptions of GP placements, and their effect upon career intentions following graduation from Sheffield Hallam University (SHU), in the UK. Interviews and an online survey were used collect data. Only the survey is reported here. The bespoke survey examined students’ views of: opportunities for learning new clinical skills and consolidating existing clinical skills; the learning environment in general practice and their views on a career in general practice. Results One thousand one hundred twenty undergraduate adult-field nursing students were contacted, with a response rate of 41% (N = 462). Ninety respondents had a placement and, 92% (N = 84) viewed practice nursing positively, and 77% (N = 70) felt that the placement had transformed their views on general practice. The opportunity to participate in the management of the various aspects of chronic disease was identified by 84% (N = 76) of the students as a key new skill they had acquired. They also reported that they valued a team ethos, control over aspects of work, and the variety of health problems they encountered. Conclusion The findings from this study demonstrate a positive experience arising from the provision of General Practice placements for nursing students. The use of ‘targeted’ placement schemes with appropriate support such as this may be seen as a viable way of exposing nursing students to General Practice nursing, and of encouraging new graduate nurses to consider General Practice nursing as a viable career option.

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.

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part I. Impact on Students’ Career Resilience

2015 ◽  
Vol 12 (1) ◽  
pp. 163-173 ◽  
Author(s):  
Janice Waddell ◽  
Karen Spalding ◽  
Genevieve Canizares ◽  
Justine Navarro ◽  
Michelle Connell ◽  
...  
Keyword(s):  
Career Planning ◽  
Intervention Group ◽  
Development Program ◽  
Student Nurses ◽  
Academic Program ◽  
Control Group ◽  
Nursing Curriculum ◽  
New Graduate Nurses ◽  
New Graduate ◽  
Career Resilience

AbstractStudent nurses often embark on their professional careers with a lack of the knowledge and confidence necessary to navigate them successfully. An ongoing process of career planning and development (CPD) is integral to developing career resilience, one key attribute that may enable nurses to respond to and influence their ever-changing work environments with the potential outcome of increased job satisfaction and commitment to the profession. A longitudinal mixed methods study of a curriculum-based CPD program was conducted to determine the program’s effects on participating students, new graduate nurses, and faculty. This first in a series of three papers about the overall study’s components reports on undergraduate student outcomes. Findings demonstrate that the intervention group reported higher perceived career resilience than the control group, who received the standard nursing curriculum without CPD. The program offered students the tools and resources to become confident, self-directed, and active in shaping their engagement in their academic program to help achieve their career goals, whereas control group students continued to look uncertainly to others for answers and direction. The intervention group recognized the value of this particular CPD program and both groups, albeit differently, highlighted the key role that faculty played in students’ career planning.

NEW GRADUATE NURSES AND DEMENTIA CARE IN ACUTE CARE: A QUALITATIVE STUDY

2021 ◽  
pp. 103049
Author(s):  
Benjamin Hartung ◽  
Michelle Lalonde ◽  
Brandi Vanderspank-Wright ◽  
J. Craig Phillips
Keyword(s):  
Qualitative Study ◽  
Acute Care ◽  
Dementia Care ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate
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