Facilitating role transition for new graduate RNs in a semi-rural healthcare setting.

This study describes and evaluates a structured program for orientation of new graduate registered nurses in a setting that has increased the number of new graduate RNs hired in recent years. It describes the elements of a supportive environment for new RNs and brings attention to the need to develop support and recognition of nurse preceptors, who are noted to be the cornerstone of support for new RNs as they make the transition from student to accomplished professional.     

Facilitating the transition into nursing practice: concepts and strategies for mentoring new graduates.

In today's healthcare market, current trends in the nursing population are posing problems in the workforce. With the present nursing shortage, hospitals are competing for the hiring of new graduate nurses. To recruit, retain, and foster personal and professional growth, employers must be aware of the gaps between skills and knowledge acquired in school and those gained through experience. Employer expectations of new graduate nurses and concepts to support new graduate nurses are explored. From these concepts, components of a specialty orientation program are described to assist the transition from student to nurse.     

Role transition from student nurse to staff nurse: Facilitating the transition period

BackgroundUndergraduate nursing programmes are designed to equip student nurses with the skills and knowledge necessary for their future work as professional nurses. Influences on the role during the transition period from student to staff nurse are unclear.PurposeThis paper explores the experience of role transition for newly-qualified nurses from an Irish perspective.MethodsA Heideggerian Hermeneutic approach was the research method adopted. Ten newly qualified nurses from one of Dublin's Academic Teaching Hospitals were interviewed. Data were analysed using Van Manen's thematic analysis. Influences on the transition period were explored in the context of Chick and Meleis's Transition Concept.FindingsNewly-qualified nurses initially felt excited upon qualification. However, professional responsibility and accountability associated with the new role were overwhelming for participants. They felt frustrated when they didn't receive adequate support during transition.ConclusionNewly-qualified nurses need support while they incorporate their knowledge into clinical practice. Hidden influences should as education levels and scope of practice should be considered before nurse educators begin to develop education programmes for undergraduate nurses.     

Getting into the act: a Canadian nurse's experience

The Canada Health Act became law in April 1984 after years of debate and negotiations. The Canadian Nurse's Association (CNA) with a membership of 169,000 took a leading role in the lobby to influence that act, the guiding legislation for Canada's national health insurance system. The CNA lobbied for changes in the Canada Health Act that implied fundamental reforms in the health care delivery system. This paper will chronicle the political activity of CNA and its twelve member associations as they sought to influence the design of the new legislation.     

Moving to an all graduate profession: preparing preceptors for their role

The world of Irish Nurse education has changed significantly over the last number of years, moving from certificate to diplomat status, from hospital-based training to integration within the higher education sector. The Irish Government has now committed pound 223,470,000 for the implementation of a four year pre-registration nursing degree programme. Consequently, from 2002 onwards all Irish pre-registration nurse education will be at graduate level. In recognition of the importance of student learning during practice placement the recommended that nursing students be supported by a named preceptor. This recommendation has significant resource implications in terms of current staff demands, staff preparation and ongoing support for the preceptor role. This paper will focus on a review of the literature on student support mechanisms during practice placements with particular emphasis on the concept of preceptor and preceptorship.     

Facilitating best practice: transferring the lessons of the Clinical Support Systems Program

The Clinical Support Systems Program (CSSP) includes the management of clinical practice using clinical and consumer pathways, outcome and performance indicators, clinical measurement and review in a continuous improvement cycle using the best available extant evidence. The Royal Australasian College of Physicians is testing the CSSP model through four consortia around Australia. There are 17 project sites in three States. The funded projects address major clinical problems including congestive heart failure and acute coronary syndromes, acute stroke management, and colorectal cancer care. There is some early evidence of the CSSP influencing change in areas beyond the bounds of the project settings and the College has developed a plan to promote wider adoption of best practice. This approach recognises the College's role in providing Fellows with the practical tools of quality improvement, the means to collect data and compare their practice to other clinicians, while traversing the appropriate educational framework.     

The etiquette advantage: the nurse's toolbox

Workplace etiquette is an important tool that all professionals can use to help with career advancement and success. This article describes some of the key components of workplace etiquette.     

Managing the transition of Saudi new graduate nurses into clinical practice in the Kingdom of Saudi Arabia

fielden j.m. (2012) Journal of Nursing Management 20, 28–37
Managing the transition of Saudi new graduate nurses into clinical practice in the Kingdom of Saudi Arabia Aim To report on the benefits of developing a new graduate programme for Saudi nurses at one hospital in the Kingdom of Saudi Arabia (KSA). Background With the national policy of Saudization of the workforce, the numbers of Saudi new graduate nurses (NGNs) seeking employment is increasing. Methods A project report outlining an educational needs analysis of Saudi NGNs, and the subsequent development and expansion of a New Graduate Development Programme (NGDP) utilizing a Practise Development framework. Competence and safe practise in Saudi NGNs was evaluated using two specifically designed tools: the Final Clinical Competence Evaluation and the Clinical Challenge. Results A three-phase structured NGDP was successfully implemented resulting in NGNs developing improved confidence and competence. They were judged as being safe to practise and more patient centred, as measured against the established performance indicators. Conclusion Adopting a practise Development (PD) framework provided a clear structure and direction for the NGDP. Implications for nursing management Nurse Managers who invest human, financial and education resources into developing new graduate nurses are likely to retain such staff longer. In the Middle Eastern context, such investment is likely to rapidly promote the goal of increasing the number of indigenous nationals working as nurses.