scholarly journals The lived experience of new graduate nurses successfully completing NCLEX-RN

2021 ◽  
Vol 12 (5) ◽  
pp. 41
Author(s):  
Shravan Devkota ◽  
Collette Loftin ◽  
Holly Jeffreys
Keyword(s):  
Lived Experience ◽  
Descriptive Study ◽  
Program Quality ◽  
Pass Rate ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduates ◽  
New Graduate ◽  
Qualitative Descriptive ◽  
Study Tactics

Background and objective: The NCLEX pass rate is considered the primary indicator of program quality. Much literature exists regarding pre-graduation efforts aimed at aiding students to prepare for the NCLEX-RN exam, while there is little available on post-graduation efforts. This project was conducted to identify the post-graduation experiences of successful NCLEX-RN test takers as they prepared to complete the exam.Methods: This was a qualitative descriptive study utilizing a phenomenological framework to determine the lived experience of new graduates preparing to complete the NCLEX-RN exam.Results: Four main themes were identified as relevant to post graduation experiences including: (a) Finding Motivation, (b) Study Tactics, (c) Taking a Break, and (d) The Testing Experience. Additionally, few of the participants took it for granted that they were going to pass the exam, they reported wishing they had spent more time preparing, and with regard to studying, several described wishing they had started earlier.Conclusions: It will be beneficial for faculty to discuss potential strategies for success to utilize after graduation, including expectations of testing day, setting a realistic timetable to test, overcoming lack of motivation to preparation for the exam, and careful scheduling of coaching and study sessions.

Exploring pairing of new graduate nurses with mentors: An interpretive descriptive study

2020 ◽  
Vol 29 (15-16) ◽  
pp. 2897-2906
Author(s):  
Robin Devey Burry ◽  
Dawn Stacey ◽  
Chantal Backman ◽  
Magda B.L. Donia ◽  
Michelle Lalonde
Keyword(s):  
Descriptive Study ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate

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.

Part 2: New Graduate Nurse Transition Into the Intensive Care Unit: Summative Insights From a Longitudinal Mixed-Methods Study

2021 ◽  
pp. RTNP-D-21-00014
Author(s):  
Michelle Lalonde ◽  
Cheryl Anne Smith ◽  
Sandra Wong ◽  
Jamie Anne Bentz ◽  
Brandi Vanderspank-Wright
Keyword(s):  
Critical Care ◽  
Intensive Care ◽  
Mixed Methods ◽  
Work Environment ◽  
Qualitative Interviews ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Convenience Sample ◽  
New Graduates ◽  
New Graduate

Background and PurposeTo address the nursing shortage, it is increasingly common for hospitals to hire new graduate nurses into intensive care units (ICU). New graduates in intensive care likely experience needs beyond those of their peers outside of critical care contexts. Yet, relatively little is known about the experiences of this unique population. The purpose of this study was to explore the transition experience of a cohort of new graduate nurses in the ICU over a 2-year period.MethodsA longitudinal mixed-methods convergent design using a purposive and convenience sample of new graduate nurses working in an ICU. Surveys were administered and in-depth qualitative interviews were conducted at four points in time over a 2-year period.ResultsParticipants identified a number of skills that remained difficult, as well as less comfort in performing a number of nursing interventions, over the four time points. In addition, they highlighted a decline in their perception of receiving encouragement and feedback from their manager. Participants identified that a lack of confidence was a barrier to transition and that improved orientation and work environment could further support them in their journey. Certain aspects of their work environment, such as peer support, were identified as most satisfying, whereas the environment and system were least satisfying.Implications for PracticeThe results provide a greater understanding of the transition experienced by new graduate nurses in the ICU. In addition, the results may provide the ICU leadership team with potential areas to further support the transition of new graduates within this critical care environment.

Ready for What? An Exploration of the Meaning of New Graduate Nurses' Readiness for Practice

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Angela C Wolff ◽  
Sandra Regan ◽  
Barbara Pesut ◽  
Joyce Black
Keyword(s):  
Exploratory Study ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Educational Preparation ◽  
New Graduates ◽  
New Graduate ◽  
Readiness For Practice ◽  
Group Interviews ◽  
Policies And Programs ◽  
Reported Data

Dialogue continues on the "readiness" of new graduates for practice despite significant advancements in the foundational educational preparation for nurses. In this paper, the findings from an exploratory study about the meaning of new graduate "readiness" for practice are reported. Data was collected during focus group interviews with one-hundred and fifty nurses and new graduates. Themes were generated using content analysis. Our findings point to agreement about the meaning of new graduate nurses' readiness for practice as having a generalist foundation and some job specific capabilities, providing safe client care, keeping up with the current realities of nursing practice, being well equipped with the tools needed to adapt to the future needs of clients, and possessing a balance of doing, knowing, and thinking. The findings from this exploratory study have implications for policies and programs targeted towards new graduate nurses entering practice.

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