Stronger evidence on the value of new graduate nurse transition programs is needed to justify the cost and warrant expansion of these programs to more health systems. The aim of this integrative review was to critically analyze published research on the relationship between new graduate nurse transition programs and patient safety outcomes. Limited evidence was found on actual safety improvement; rather, transition programs have predominately measured the development of competency as a process outcome variable for improving patient safety. A systems model is proposed to guide future research examining structure, process, and outcome variables, linking transition programs with patient outcomes.
OBJECTIVE
This study compares and contrasts new graduate nurse attributes and perceptions using findings from a 2010 study and a recent analysis of new graduate nurses participating in the same residency program.
BACKGROUND
As millennials saturate the healthcare work environment, their unique views and needs will influence the evolution of new graduate nurse residencies.
METHODS
This study used previously reported data on new graduate nurses between 1999 and 2009 and compared it with a secondary analysis of data collected on new graduate nurses between 2011 and 2016.
Results
This study provides evidence that millennial new graduate nurses' levels of commitment and satisfaction do not moderate turnover intentions in the 1st 2 years of practice as they did in the previous group of new graduate nurses.
Conclusions
Job embeddedness, a construct that measures the likelihood of whether a person is going to stay, may be a better measurement among new graduate nurses than commitment or satisfaction because millennials, a generation that is predominant in current new graduate nurses, are more engaged than loyal.
Background:
Service-learning community–academic partnerships provide opportunities for nursing student development. Although mutual benefit has been identified as a critical element for the success of these partnerships, research indicates a lack of attention to this element during the collaborative process.
Method:
This single case study aimed to identify benefits of an innovative service-learning community–academic partnership between a college of nursing and an elementary school. Data were collected and analyzed from four sources of evidence: interviews, artifacts, documents, and fieldwork.
Results:
Findings suggest that both the college of nursing and elementary school mutually benefitted from the partnership. Mutual benefits were categorized into three categories: (a) student service leadership development, (b) service-learning curricula enrichment, and (c) enhanced partner service initiatives.
Conclusion:
To increase capacity for sustainability of service-learning partnerships, the following strategies are recommended: initiation of a formal contract between partners, use of a guiding framework to identify outcomes, and faculty support for service initiatives.
[
J Nurs Educ
. 2020;59(2):93–96.]
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