Perceived Clinical Competency, Confidence and Professionalism of Novice Nurses Participated in the New RN Residency Program

2021 ◽  
pp. 109-126
Author(s):  
Kimberly H. Kim ◽  
Andrew Lee ◽  
Lynn Eudey
Keyword(s):  
Residency Program ◽  
Clinical Competency ◽  
Novice Nurses

scholarly journals New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

2015 ◽  
Vol 5 (6) ◽  
Author(s):  
Kimberly H. Kim ◽  
Andrew Young Lee ◽  
Lynn Eudey ◽  
Karen Lounsbury ◽  
Patrice Wede
Keyword(s):  
Residency Program ◽  
Clinical Competency ◽  
Novice Nurses ◽  
Socialization Skills

The Effect of Nursing Residency Program on the Clinical Competency of Novice Nurses Working in the ICU & NICU from the Viewpoint of Head Nurses

2020 ◽  
Author(s):  
Azita Monshizadeh ◽  
Khadijeh Nasiriani ◽  
Mahsa Khodayarian ◽  
Hosein Shakerfar
Keyword(s):  
Residency Program ◽  
Clinical Competence ◽  
Quality Care ◽  
Data Gathering ◽  
Control Group ◽  
Training Support ◽  
Group Data ◽  
Novice Nurses ◽  
The Difference ◽  
Experimental Group

Background: The ultimate goal of nursing is to ensure the recovery and health of patients through providing high quality care. However, novice nurses who are working in clinical settings need help and are not aware of the system's expectations. In this study, we investigated the effect of a nursing residency program on the clinical competence of novice nurses working in the intensive care units of Yazd governmental hospitals from the viewpoint of head nurses.   Methods: In this interventional study, the clinical competence of 31 novice nurses was studied. The participants were randomly assigned into two groups of experimental and control. The nursing residency program consisted of 20 hours of training, support, and counseling in eight months for the experimental group. Data gathering tool in this study was a clinical competence questionnaire for novice nurses. The head nurses filled out the questionnaires before, immediately after, and three months after the training course. Data were then analyzed by SPSS (version 22) and running independent t-test, and repeated analysis of variance.   Results: according to the viewpoint of the head nurses, The clinical competence scores of novice nurses working in the ICUs & NICU, were (150.15 ± 23.1), (174.35 ± 2.75), and (168.3 ± 32.45) for the experimental group and (134.75 ± 24.75), (116.05 ± 29.7), and (146.3 ± 22) for the control group before, immediately after, and three months after the intervention, respectively. The difference between mean scores of two groups was not significant before the intervention and three months later, although of the mean scores of two groups differed significantly before the intervention and immediately after the intervention. With respect to clinical competence scores, the different between two groups was significant in three stages.   Conclusion: The results on the efficacy of nursing residency program in improving the clinical competence of novice nurses working in the ICUs & NICU were positive from the viewpoint of heads nurses. Accordingly, we propose execution of programs related to all issues over which nurses need to upgrade their clinical competencies and for the novice nurses of other parts of the hospital.

Nurse residency program attracts and retains novice nurses

Nursing ◽  
2016 ◽  
Vol 46 (2) ◽  
pp. 15-16 ◽  
Author(s):  
Stacey L. Kram ◽  
Janet Wilson
Keyword(s):  
Residency Program ◽  
Nurse Residency ◽  
Novice Nurses ◽  
Nurse Residency Program

scholarly journals Collaboration is key to success for transition of newly licensed nurses to specialty areas

2019 ◽  
Vol 9 (12) ◽  
pp. 13
Author(s):  
Jo-Anne Senneff ◽  
Carol LaMonica-Way ◽  
Krendi Walls ◽  
Gilbert Barrera Jr. ◽  
Harvinder Kaur ◽  
...  
Keyword(s):  
Residency Program ◽  
Specific Area ◽  
Transition To Practice ◽  
Additional Element ◽  
New Nurses ◽  
Nurse Residency ◽  
Self Confidence ◽  
Academic Level ◽  
Novice Nurses ◽  
Nurse Residency Program

Newly licensed nurses gain knowledge and skills at the academic level to enter the profession as novice nurses. A nurse residency program is crucial in the successful transition of new nurses to their professional role. In addition, supportive structures are essential for new nurses to acquire the skills, knowledge, and decision-making abilities appropriate for their specific area of practice. At Houston Methodist, an additional element of the nurse residency program includes transition to practice classes that are designed to increase new nurses’ knowledge and understanding of relevant skills. The classes provide practice in specific environments and improve self-confidence with elements identified through Casey-Fink surveys. In addition to the initial classes developed to support these areas, feedback showed the need to incorporate specific classes for specialized environments. As a result, the coordinators of the nurse residency program, experts, and leaders from specialty areas explored and developed specific learning opportunities. The aim of this article is to showcase the strategies used to develop customized approaches to ensure successful transitions to practice for newly licensed nurses.

A residency program for novice nurses

2016 ◽  
Vol 14 (3) ◽  
pp. 6-9
Author(s):  
Stacey L. Kram ◽  
Janet Wilson
Keyword(s):  
Residency Program ◽  
Novice Nurses

scholarly journals Guiding Residency Program Educational Goals Using Institutional Keyword Reports from the Ophthalmic Knowledge Assessment Program Examination

2020 ◽  
Vol 12 (02) ◽  
pp. e234-e238
Author(s):  
Isdin Oke ◽  
Steven D. Ness ◽  
Jean E. Ramsey ◽  
Nicole H. Siegel ◽  
Crandall E. Peeler
Keyword(s):  
Residency Program ◽  
High Variability ◽  
Knowledge Assessment ◽  
Data Driven ◽  
Educational Goals ◽  
Residency Programs ◽  
Percent Correct ◽  
Self Evaluation ◽  
Assessment Program ◽  
Significant Difference

Abstract Introduction Residency programs receive an institutional keyword report following the annual Ophthalmic Knowledge Assessment Program (OKAP) examination containing the raw number of incorrectly answered questions. Programs would benefit from a method to compare relative performance between subspecialty sections. We propose a technique of normalizing the keyword report to determine relative subspecialty strengths and weaknesses in trainee performance. Methods We retrospectively reviewed our institutional keyword reports from 2017 to 2019. We normalized the percentage of correctly answered questions for each postgraduate year (PGY) level by dividing the percent of correctly answered questions for each subspecialty by the percent correct across all subsections for that PGY level. We repeated this calculation for each PGY level in each subsection for each calendar year of analysis. Results There was a statistically significant difference in mean performance between the subspecialty sections (p = 0.038). We found above average performance in the Uveitis and Ocular Inflammation section (95% confidence interval [CI]: 1.02–1.18) and high variability of performance in the Clinical Optics section (95% CI: 0.76–1.34). Discussion The OKAP institutional keyword reports are extremely valuable for residency program self-evaluation. Performance normalized for PGY level and test year can reveal insightful trends into the relative strengths and weaknesses of trainee knowledge and guide data-driven curriculum improvement.

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