Best practices of formal new graduate nurse transition programs: An integrative review
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254 citations
Cites background from "Best practices of formal new gradua..."
...Increase, decrease, or unchanged were then presented as arrows up (↑), down (↓) or horizontal (⇔) (respectively) (see [28])....
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Cites result from "Best practices of formal new gradua..."
...This concurs with the findings of Rush et al 2013 who found that increased competency occurred regardless of who rated the level of competency (self, peer, preceptor, manager or administrator), duration or type of programme....
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...As found in previous reviews (Salt et al 2008, Rush et al 2013) drawing firm conclusions with regard to the effectiveness of the main strategies used to support newly qualified nurses during the transition into the clinical workplace is limited due the poor methodological quality of these studies....
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...As found in previous reviews (Rush et al., 2013; Salt et al., 2008) drawing firm conclusions about the effectiveness of strategies used to support newly qualified nurses during the transition into the clinical workplace is limited due to the poor methodological quality of studies....
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Cites background from "Best practices of formal new gradua..."
...…in nursing programmes that are weighted in favour of theory rather than practical placements Orientation and Transition to Practice Programmes (Rush et al., 2013) Designed to support the socialisation of new nurses in to the workplace May be generalised to promote transition in to the…...
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...Intervention Description Characteristics Preceptorship (Irwin et al., 2018; Ke et al., 2017; Whitehead et al., 2013) Designed to support transition from student to qualified practitioner, originated in the USA In the UK seen as a way of socializing the new nurse in to the profession Newly qualified nurse is allocated a qualified nurse preceptor and regular meetings are arranged May involve formal teaching, supervision and competency assessment Usually of defined length but can vary from a few weeks to up to two years in duration Relationship between preceptor and preceptee is fundamental for psychological support, knowledge exchange and role modelling Mentoring Programmes (Zhang et al., 2016) Draws on a mentoring relationship to support transition into the workplace Relationship between mentor and mentee may be enduring and nurturing Vary widely in format and structure May include dyad models, peer mentoring, group mentoring, constellation models or online distance mentoring Mentors may be allocated to mentees or may rely on self-selection or incentives to motivate tenacity in the relationship Residency Programmes and Internships (Al-Dossary et al., 2014; Anderson et al., 2009) Predominantly established in the USA, Canada and Australia in response to retention challenges in the 1980s Aim to develop and consolidate clinical reasoning and leadership skills of new graduates Contractual arrangement between the new graduate nurse and the employer Usually lasts between six months and one year Delivered in partnership between academia and practice Involve structured teaching linked to clinical immersion and a mentoring relationship Externships (Friday et al., 2015) Opportunities for student nurses to undertake experiential learning in a new clinical area on a short placement Usually lasts no longer than a semester Opportunity for student to apply theoretical knowledge, experience the clinical environment and understand workplace opportunities Valuable in nursing programmes that are weighted in favour of theory rather than practical placements Orientation and Transition to Practice Programmes (Rush et al., 2013) Designed to support the socialisation of new nurses in to the workplace May be generalised to promote transition in to the organisation or more specialised, to facilitate development of skills specific to a particular clinical area Involve formal teaching and a mentor or preceptor relationship Often shorter in duration Clinical Ladder or Advancement Programmes (Drenkard and Swartwout, 2005) Organisational structures that allow nurses to gain promotion and recognition for their developing skill and achievement Implemented as a means of enhancing the quality of nursing care and as a mechanism for enhancing nurse satisfaction Offer clarity about professional development and promotion May involve competency assessment Usually involve remuneration for achievement...
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"Best practices of formal new gradua..." refers methods in this paper
...In addition, each paper was scored for its levels of evidence using an adaptation of a system developed by Beck (2001) and later modified by Park and Jones (2010)....
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