Bridging the Theory-Practice Gap: Employers' Recommendations for Nursing Programs.

<p>The COVID-19 pandemic has magnified the growing issue of nurse turnover, especially among new graduate nurses (NGNs). The purpose of this study was to describe, compare, and examine the mentorship relationships of NGNs in Ontario across multiple healthcare settings, and to investigate the relationships between mentorship quality (MQ), occupational coping self-efficacy (OCSE), and turnover intention (TI). A descriptive cross-sectional design was utilized with a sample of 128 NGNs employed in long-term care, community care, and hospital settings </p> <p>The COVID-19 pandemic has magnified the growing issue of nurse turnover, especially among new graduate nurses (NGNs). The purpose of this study was to describe, compare, and examine the mentorship relationships of NGNs in Ontario across multiple healthcare settings, and to investigate the relationships between mentorship quality (MQ), occupational coping self-efficacy (OCSE), and turnover intention (TI). A descriptive cross-sectional design was utilized with a sample of 128 NGNs employed in long-term care, community care, and hospital settings. Data collected using an online survey were analyzed using SPSS version 27. The PROCESS macro was used to test a hypothesized mediation relationship between MQ and TI through OCSE. MQ was found to be the most statistically significant predictor of both OCSE and TI, with no significant mediation effect found. Managers, educators, and policymakers should develop strategies to optimize NGNs’ access to high-quality mentorship experiences, to mitigate negative outcomes associated with NGN turnover.. Data collected using an online survey were analyzed using SPSS version 27. The PROCESS macro was used to test a hypothesized mediation relationship between MQ and TI through OCSE. MQ was found to be the most statistically significant predictor of both OCSE and TI, with no significant mediation effect found. Managers, educators, and policymakers should develop strategies to optimize NGNs’ access to high-quality mentorship experiences, to mitigate negative outcomes associated with NGN turnover.</p>

New graduate nurses (NGN) are the future of healthcare organizations where a shortage of nurses will soon be reality. The transition from a student to a registered nurse can be a demanding and challenging time, and in order to retain new graduate nurses, the transition should be as smooth as possible. The aim of this study was to examine preceptors' education intervention's impact on NGNs' orientation period and their clinical learning environment from NGNs' point of view. This survey was a part of a longitudinal quasi-experimental intervention study. Participating units were randomized into intervention group and control group. The intervention group's preceptors (n=174)were provided a face-to-face education about orientation. NGNs (n=72) were relatively satisfied with the received orientation. However, intervention group was more discontented with their orientation experiences than the control group. The control group's NGNs had longer orientation periods and more feedback discussions. They were also more satisfied with their preceptor's orientation skills and their working environment was more responsive. Even though the impact of the intervention was inconclusive, this study provided us important information about NGNs' first steps towards the nursing profession by giving us clear improvement targets. We need a culture of feedback, individualized orientation and understanding that orientation should be our common interest. Investing in orientation is investing for the future. This study indicated that the increase in knowledge did not translate into everyday practice. This finding will hopefully give rise to discussion within organizations on how to utilize employees' gained knowledge more effectively.

New graduate nurses (NGN) often have an idealistic view of nursing compared to the reality of providing complex patient care. NGNs may lack communication and collaborations skills needed to effectively interact with challenging patients, families, and interdisciplinary teams, leading to stress and burnout. This evidence-based quality improvement project provided NGNs an opportunity to practice communication and collaboration techniques within a nurse residency program (NRP). Two scenarios with role-playing and debriefing were developed to practice communication techniques to enhance NGNs’ confidence. Results indicate the NRP improved these skills in NGNs. NRPs may assist NGNs transition to practice and successful integration into the registered nurse (RN) role.

The transition from student to RN is challenging, contributing to high turnover of new graduate nurses (NGNs). Student externships and nurse residency programs (NRPs) bridge academic-practice gaps, contributing to improved NGN retention. This study assesses the impact of student externship participation on NGN outcomes within an NRP. The single-hospital study compares NGNs in an NRP who had completed a student externship during nursing school (Student-Extern NGNs) with those who had not (Traditional-Pathway NGNs). Validated surveys were used to collect work experience data, and comparisons were drawn between groups. Student-Extern NGNs reported higher mean scores for satisfaction, work effectiveness, organizational commitment, and group cohesion. They also showed a greater increase in self-efficacy and a lower actual turnover rate (10%) compared with Traditional-Pathway NGNs (22%). Student externship participation positively influences NGNs' perceptions of their roles and work environment, enhancing satisfaction, commitment, self-efficacy, and ultimately, retention within an NRP.

BackgroundThe aim of this study is to explore the practice experiences of new graduate nurses (NGNs) in publicly funded acute healthcare settings in the Greater Toronto Area, their perspectives on the determinants of their desire to stay or leave the nursing profession, and to identify action-oriented strategies to promote retention of NGNs.DesignQualitative, descriptiveMethodsFifteen NGNs participated in focus group sessions, where a semi-structured interview guide was created to generate discussion on NGNs’ lived and professional experiences. We utilised the Social Ecological and Intersectionality frameworks to guide data analysis with an emphasis on social identities, power relationships, and the personal, interpersonal, organizational, and structural determinants of nursing retention.ResultsParticipants contextualized their major challenges within four professional development phases: 1.) accessible nursing education and practicum placement; 2) preparedness, orientation and mentorship during entry to practice; 3) navigating transition to independent practice and multi-level structural violence; 3.1) retention strategies; and 4) perspectives on professional trajectory for NGNs.ConclusionNGNs experience major challenges throughout their nursing education and career. The study findings indicate that further research and systemic reform is essential to support, develop, and retain nursing leaders in the acute care setting. Furthermore, the findings can inform the development of evidence-based nursing curriculum reform.

Senior registered nurses working with new graduate nurses in the intensive care unit: a narrative inquiry

This study aimed to identify core competencies in new-graduate nurses (NGNs) by determining which competencies affected their organizational socialization (OS) and turnover intention (TI) in their 1st year of employment. NGNs face stressful transitions with expanded nursing responsibilities that motivate them to leave their jobs. Therefore, NGN turnover in the 1st year of practice is higher than the overall nurse turnover rate. Previous research suggested that NGNs' competency levels affect their OS and TI. However, little research has been done to determine which competencies affect these variables. Multiple linear regression analysis was performed on cross-sectional survey data to determine the effects of NGN work competencies on OS and TI. Health promotion, supervision, interpersonal communication, and direct care competencies significantly predicted NGNs' OS, and computer technology competency significantly predicted NGNs' TI. NGNs should be given early opportunities for expanded hands-on clinical experiences along with clear awareness of the organization's goals and values. Moreover, they should be offered roles that take advantage of their computer technology skills and that challenge them to contribute to their organization and nursing care in new ways.

Preparing new graduate nurses (NGNs) to achieve standards of nursing competence is challenging; therefore, this study developed and evaluated the effects of a 10-minute preceptor (10MP) model for assisting NGNs in their professional development and increasing their retention in hospitals. A repeated-measures design study, with an intervention and a two-group comparison, was conducted. A total of 107 NGNs participated in the study. At day 7, work stress and work experience were moderately high for the NGNs in both the 10MP and traditional preceptor model (TPM) groups. The preceptorship program showed significant differences between groups (p = 0.001) regarding work stress at months 2 and 3 and work experience at months 1, 2, and 3. The 10MP group reported lower turnover intention and higher satisfaction with the preceptors than the TPM group. The 10MP model is effective at improving training outcomes and facilitating the professional development of NGNs.

Most organizations have interventions to address new graduate nurse (NGN) turnover, but one nursing professional development department created, implemented, and sustained a rounding program on NGNs during their onboarding process to provide additional support for this vulnerable population. The project was piloted in seven hospitals, with expansion to 25. Interventions included celebrating wins, setting goals, and assisting with orientation requirements. NGN retention increased an average of 3% for this period.

The transition of newly graduated nurses (NGNs) into the intensive care unit (ICU) differs from general nursing because of the complexities of critical care management, which includes managing life-threatening conditions. The ICU transition experiences for NGNs can contribute to higher occupational stress and lead to greater turnover intentions. This turnover may exacerbate staffing shortages, increase workloads and potentially compromise care quality. Understanding the new nurses' transition experiences is crucial for providing strategies to support their adaptation and retention in the nursing workforce. To explore the transition experiences and describe the unique challenges that NGNs face in the ICU. A descriptive qualitative study design was utilized to explore the NGNs' transition experiences into the ICU in Singapore. A purposive sampling of 15 participants was used, and semi-structured interviews were conducted from November 2023 to February 2024. Interviews were audio-recorded and transcribed verbatim. Thematic analysis was used for data analysis. Three major themes and eight sub-themes emerged from the participants' interviews. The three major themes are: 'Navigating the Unfamiliar Realm of the ICU', 'Traversing Personal Growth Amid Concerns for Independence' and 'Becoming Proficient and Taking More Responsibilities'. Themes were explored through a phased approach that captured the evolving challenges and experiences NGNs face during the transition into ICU. Understanding each phase of NGNs' experiences in the ICU is necessary for raising awareness within organizations or academic institutions. Future research can take a phased approach to address the issues identified, as each phase may present different challenges. Identifying and addressing NGNs' transition period and how they learn new critical care skills are essential for safe critical care practice.

Studies reveal that most nurse preceptor preparation programs do not meet nurse preceptors' training needs. This study thus developed a nurse preceptor-centered training program (NPCTP) in Taiwan. The ADDIE model was used for the instructional design. On the basis of the nurse preceptors' training needs assessment, the research team developed the NPCTP. Content was adopted from the authentic experiences of preceptors and new graduate nurses (NGNs) using interview data to make 81 videos with computer avatars and 10 live actor films. Each course was taught as nine instructional events. The NPCTP was evaluated using reflection quizzes, preceptors' self-evaluations, NGNs' evaluations, and focus group interviews. The NPCTP enhanced preceptors' clinical teaching behaviors and had a positive influence on NGNs. The NGN evaluation was even better than the preceptors' self-evaluation. This article provides the what and how for an NPCTP in Taiwan. J Contin Nurs Educ. 2017;48(5):220-229.

The impact of a novel resident leadership training curriculum

Wholesale revision of the Pediatric Infectious Diseases Developmental Screening Test (PIDDST) was imperative, given the sea change that has occurred in academic medicine and subspecialty practice in the last two decades. The PIDDST 2.0 tracks expected milestones along the continuum from fellow to full professor in today's complex health care environment. Effective use of this instrument in training programs and pediatric departments could help shape the future of the field.

Critical thinking skills are essential to function in today's complex health care environment and to ensure continuing competence for the future. This article provides a review of various definitions and research studies related to critical thinking. Educators and researchers need to clearly define critical thinking, because there has been wide variation in definitions and descriptions of critical thinking. Research studies have shown inconsistent findings, and many have used a one-group pretest-posttest design over a single course or during the length of a nursing program. Studies have not shown an association between critical thinking and competence; rigorous research studies are needed to understand the process of critical thinking.

Creating a standout professional résumé can be challenging, particularly for new graduate nurses (NGNs) who may have limited work experience or those who want to go into specialty areas. This article outlines strategies to help NGNs draft a comprehensive résumé and help improve their chances of getting a nursing job.