New Graduate Nursing Retention in 2020: A Multifactorial Analysis

2021 ◽  
Vol 25 (3) ◽  
pp. 226-232
Author(s):  
Abby Mitchell ◽  
Colleen A. Maykut
Keyword(s):  
Nurse Leaders ◽  
Healthcare Organizations ◽  
Collaborative Relationship ◽  
Nursing Retention ◽  
Early Exit ◽  
New Graduates ◽  
Global Workforce ◽  
New Graduate ◽  
Transition Shock ◽  
Graduate Nursing

The issue of new graduates prematurely exiting the profession has a long-standing, complicated history in nursing. Current retention is further complicated by the COVID-19 pandemic. The state of the global workforce and transition shock theory situate this issue. Ray's theory of bureaucratic caring frames the analysis with proposed recommendations for individual nurses, healthcare organizations, and academia. The sociocultural and political domains of Ray's theory offer guidance for nurse leaders in academic and practice settings. The importance of a collaborative relationship between academic and practice settings is vital to mitigate the phenomenon of early exit of new graduates.

Health and Mental Health

2021 ◽  
pp. 1235-1256
Author(s):  
Cheryl Green
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Health And Safety ◽  
Empowerment Theory ◽  
Healthcare Organizations ◽  
New Graduate Nurses ◽  
Nurse Residency ◽  
New Graduate ◽  
Chain Of Command ◽  
Nurse Residency Programs

As healthcare organizations use approaches such as structural empowerment theory and nurse residency programs to engage new graduate nurses in becoming productive members of the organizational culture, bullying and incivility experienced by these nurses can undermine organizations' efforts. Chapter 3 introduces the Reporting of Uncivil Conduct Chain of Command to provide support and direction to nurses that are experiencing bullying by perpetrators in the workplace. Unresolved and persistent uncivil conduct can result in health and mental health problems for affected nurses. Hence, in order to protect nurses' overall health and safety, it is necessary for organizations to adopt zero tolerance for bullying and incivility. Additionally, nurses may benefit from screening programs that can identify risks for self-harm secondary to stress and depression that could be caused by incivility in the workplace.

scholarly journals The New Zealand podiatry profession – a workforce in crisis?

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Matthew Carroll ◽  
Hannah Jepson ◽  
Prue Molyneux ◽  
Angela Brenton-Rule
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Private Practice ◽  
Sports Medicine ◽  
Online Survey ◽  
Health Sector ◽  
New Graduates ◽  
The North ◽  
New Graduate ◽  
Survey Responses

Abstract Background This is the first study to explore workforce data from the Podiatrists Board of New Zealand. The study analysed data from an online survey which New Zealand podiatrists complete as part of their application for an Annual Practising Certificate. Methods Survey responses between 2015 and 2019 were analysed. Data was related to work setting, employment status, work hours, location, professional affiliations, and number of graduates entering practice. Survey data was downloaded by a second party who provide data security for the Podiatrists Board of New Zealand workforce data. All data supplied for analysis were deidentified and could not be re-linked to an individual practitioner. Results In 2019 there were 430 podiatrists who held an Annual Practising Certificate. Eighty percent of podiatrists who work in New Zealand are in private practice, with 8% employed in the public health sector. Podiatrist’s work is a mix of general podiatry, diabetes care and sports medicine. The majority are self-employed (40%) or business owners (19%). Approximately 40% work between 31 to 40 h per week and 46 to 50 weeks per year. The majority are female (67%) with most practising in the North Island (69%) and located in the Auckland region (33%). On average 76% of new graduates were issued an Annual Practising Certificate between 2015 and 2019. Conclusion The New Zealand podiatry profession is small and growing at a slow rate, consequently there is evidence of a workforce shortage. To maintain a per-capita ratio of podiatrists approximate to Australia and the United Kingdom an additional 578 podiatrists are required in the New Zealand workforce. There are not enough new graduate practitioners entering the workforce and once practising, the majority enter private practice in the face of limited public health employment opportunities.

Successful Transition of the New Graduate Nurse

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Donna M Romyn ◽  
Noreen Linton ◽  
Cathy Giblin ◽  
Brenda Hendrickson ◽  
Lori Houger Limacher ◽  
...  
Keyword(s):  
Staff Nurses ◽  
Theory And Practice ◽  
Work Environments ◽  
New Graduate Nurse ◽  
New Graduates ◽  
Graduate Nurse ◽  
Wide Range ◽  
New Graduate ◽  
Practice Readiness ◽  
E Mail

Reports that new nurse graduates are not sufficiently prepared to enter the workforce are of concern to educators, employers, and other stakeholders. Often, this lack of 'practice readiness' is defined in relation to an inability to 'hit the ground running' and is attributed to a 'gap' between theory and practice and the nature of current work environments. To gain a deeper understanding of the process of making the transition from student to graduate nurse, discussion groups were held across Alberta with 14 new graduates and 133 staff nurses, employers, and educators. Five additional new graduates and 34 staff nurses, employers, and educators provided input by fax or e-mail. The findings of this initiative speak to the need to examine assumptions underlying 'practice readiness' and what constitutes an effective transition to the workplace. The problems to be addressed are complex and a wide range of sustainable, evidence-based approaches are required to resolve them.

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 New-graduate physiotherapists’ self-efficacy and preparedness for patient education practice: A mixed methods study

2020 ◽  
Vol 21 (3) ◽  
pp. 44-64
Author(s):  
Sarah Wilesmith ◽  
Andrew Lao ◽  
Roma Forbes
Keyword(s):  
Mixed Methods ◽  
Patient Education ◽  
Self Efficacy ◽  
Professional Training ◽  
Practical Experience ◽  
Structured Interviews ◽  
Education Practice ◽  
New Graduates ◽  
New Graduate ◽  
Perceived Preparedness

Introduction: Patient education is a fundamental component of effective physiotherapypractice. Current literature suggests that physiotherapists may not be adequately prepared for patient education practice; however, perception of graduate preparedness for professional practice has not been explored. This study aimed to investigate newgraduate physiotherapists’ self-efficacy for practising patient education and explore their perceived preparedness for transitioning into this professional role.Methods: This study utilised a sequential mixed-methods design. New-graduate physiotherapists completed the Patient Education Self Efficacy Scale at the conclusion of their pre-professional training (n = 149). Following entry to the workforce, a randomised sample of 15 of these individuals participated in semi-structured interviews exploring perceptions and experiences of practising patient education. Interview data were subject to framework analysis.Results: Highest scoring self-efficacy items were: understanding the role of patient education and questioning to seek the patient’s perceptions and concerns about their condition. The lowest scoring item was: recognising and effectively managing barriers to effective education. Five themes emerged: (1) patient education is a powerful tool, (2) individualised education is highly valued, (3) decreased confidence when facing complexity, (4) overcoming patient-related barriers is challenging and (5) practical experience is critical for skill development.Conclusion: New-graduate physiotherapists demonstrated high self-efficacy and perceived preparedness in most aspects of patient education. Interview findings corroborated survey results indicating that new graduates perceive difficulty in managing barriers to patient education and are challenged when facing complex situations. Direct experience was perceived as the most beneficial for enhancing self-efficacy and preparedness for patient education.

scholarly journals INDUSTRY PERCEPTIONS OF GRADUATE ATTRIBUTE REQUIREMENTS FOR THE WORKPLACE

2015 ◽  
Author(s):  
Donald S. Petkau
Keyword(s):  
Accreditation Process ◽  
The Other ◽  
Alternative View ◽  
Professional Skills ◽  
Graduate Attributes ◽  
New Graduates ◽  
New Graduate ◽  
University Of Manitoba ◽  
Areas Of Concern ◽  
The University

At the Faculty of Engineering at the University of Manitoba research has been undertaken to determine the level of student competency in the graduate attributes as set forth by the CEAB accreditation process. This study takes an alternative view and seeks to understand the current industry requirements for a new graduate employee based on the graduate attributes. It consisted of a questionnaire completed by two groups of engineers working in a major energy corporation in the Province of Manitoba. One group consisted of senior engineers with a minimum of 15 years experience while the other was of new graduates with at minimum 18 months of service. The groups were asked to complete a questionnaire on the level of competency they felt was required for new graduates entering the workplace. This paper describes the process and the analysis of the information. Results were compared with an assessment of a new graduate’s competency levels. The information shows that while a student’s competency levels at graduation may be lower than expected they still generally meet the requirements of the workplace. Information also shows that areas of concern are not in the technical areas but rather in the professional skills.

scholarly journals A 21st Century Communication Sciences and Disorders Program

2010 ◽  
Vol 11 (2) ◽  
pp. 66-70
Author(s):  
Judy K. Montgomery ◽  
Janet L. Dodd ◽  
SallyAnn Giess ◽  
Kamica Barnes
Keyword(s):  
21St Century ◽  
Graduate Program ◽  
Graduate Programs ◽  
Course Content ◽  
Teaching Philosophies ◽  
New Graduates ◽  
New Graduate ◽  
Societal Changes

Abstract The focus of graduate programs in communication sciences and disorders has changed greatly in the last decade to reflect changes in society in general. Newly formed graduate programs must account for these societal changes as they prepare students for practice in the 21st century. This article will discuss what is expected of new graduates, how teaching philosophies influence course content, and how a new graduate program in communication sciences and disorders came to be.

scholarly journals Exploring the factors that affect new graduates’ transition from students to health professionals: a systematic integrative review protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (8) ◽  
pp. e033734
Author(s):  
Eric Nkansah Opoku ◽  
Lana Van Niekerk ◽  
Lee-Ann Jacobs-Nzuzi Khuabi
Keyword(s):  
Health Professionals ◽  
Relevant Literature ◽  
Health Science ◽  
Integrative Review ◽  
Reference List ◽  
New Graduates ◽  
New Graduate ◽  
Ethical Approval ◽  
Boolean Search ◽  
Review Protocol

IntroductionTo become a competent health professional, the nature of new graduates’ transition plays a fundamental role. The systematic integrative review will aim to identify the existing literature pertaining to the barriers during transition, the facilitators and the evidence-based coping strategies that assist new graduate health professionals to successfully transition from students to health professionals.Methods and analysisThe integrative review will be conducted using Whittemore and Knafl’s integrative review methodology. Boolean search terms have been developed in consultation with an experienced librarian, using Medical Subject Heading terms on Medline. The following electronic databases have been chosen to ensure that all relevant literature are captured for this review: PubMed, EBSCOhost (including Cumulative Index of Nursing and Allied Health Literature (CINAHL), Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), Scopus and Web of Science. A follow-up on the reference list of selected articles will be done to ensure that all relevant literature is included. The Covidence platform will be used to facilitate the process.Ethics and disseminationEthical approval is not required for this integrative review since the existing literature will be synthesised. The integrative review will be published in a peer-reviewed journal once all the steps have been completed. The findings will also be presented at international and national conferences to ensure maximum dissemination.

scholarly journals Ethical tensions: A qualitative systematic review of new graduate perceptions

2017 ◽  
Vol 26 (3) ◽  
pp. 884-902 ◽  
Author(s):  
Tori Hazelwood ◽  
Carolyn M Murray ◽  
Amy Baker ◽  
Mandy Stanley
Keyword(s):  
Systematic Review ◽  
Cultural Change ◽  
Workplace Culture ◽  
Ethical Practice ◽  
Screening Process ◽  
New Graduates ◽  
Qualitative Systematic Review ◽  
New Graduate ◽  
Ethical Approval ◽  
Rich Data

Background: New graduate transition into the workforce is challenging and can involve managing ethical tensions. Ethical tensions cause new graduates to doubt their capabilities due to their lack of experience. To support new graduates, we need to know what these ethical tensions are. Objectives: To explore the ethical tensions perceived to occur in practice for new graduate health professionals. Research design: This qualitative systematic review involved a search of five databases (Medline, EMBASE, AMED, CINAHL and Scopus) which resulted in the retrieval of 3554 papers. After the two-phased screening process, eight studies were identified that met the inclusion criteria and had rich data on the review question. Articles were read several times, critically appraised and analysed through thematic analysis. Ethical considerations: No ethical approval was required for the systematic review. The review was conducted following well-established reporting guidelines enabling transparency and rigour. Findings: Studies originated from Australia, United States, Iran and China. One study included speech pathologists and seven were with nurses. Four themes included the following: (1) enduring an unknown workplace culture that generates uncertainty without support for new graduates; (2) being vulnerable because of distress from bullying, exclusion and being a scapegoat; (3) constraining systems and institutional restrictions that cause dilemmas; and (4) experiencing disillusionment from lost ideals about ethical practice. Discussion: This review has brought to light the vulnerability of new graduates to negative workplace culture and collegial incivility. In addition, new graduates are subjected to ethical tensions created by institutional constraints which can create dilemmas and uncertainties through practice that does not align with what they anticipated. Conclusion: Understanding ethical tensions experienced by new graduates enables provision of informed support. There needs to be considerable cultural change for orientation and socialisation of new graduates to enable them to learn and manage ethical tensions.

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