Educational preparation for clinical nursing: The satisfaction of students and new graduates from two Australian universities

Milton-Wildey, Kathleen; Kenny, Patricia; Parmenter, Glenda; Hall, Jane

doi:10.1016/j.nedt.2013.07.004

Cited by 69 publications

(36 citation statements)

References 31 publications

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“…They suggested that more hours should be incorporated into clinical placements so that they (nurses) could feel better prepared when facing the reality of being nurses. This higher dissatisfaction in graduate nurses in contrast with students was also found by Milton-Wildey et al [23] and Günay and Kilinç [14]. Work readiness is an area of concern still under research in our field and our findings echoed those of Meyer et al [24] and Milton-Wildey et al [23] in that nurses felt unprepared to enter working life.…”

Section: Discussionsupporting

confidence: 87%

“…This higher dissatisfaction in graduate nurses in contrast with students was also found by Milton-Wildey et al [23] and Günay and Kilinç [14]. Work readiness is an area of concern still under research in our field and our findings echoed those of Meyer et al [24] and Milton-Wildey et al [23] in that nurses felt unprepared to enter working life. In a recent review [25], it was clearly highlighted that the educational factor is one of the most important contributors to work readiness.…”

Section: Discussionsupporting

confidence: 87%

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Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses

López-Entrambasaguas

Calero-García

Díaz-Meco-Niño

et al. 2019

IJERPH

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Background: Assuring quality training for future nursing professionals is essential to preserving population health and socio-economic development. Quality assurance in the European Higher Education Area places students in a leading role to transform and improve higher education programs. Therefore, an innovative way of reviewing strengths and weaknesses of the nursing education program of a Spanish university has been developed. Objectives: The aim of this paper was to explore the perceptions and opinions of nursing students and newly-qualified nurses regarding the contents of the nursing curriculum in order to improve its quality. Methods: Descriptive and exploratory qualitative research was carried out involving 12 newly-qualified nurses and 12 student nurses. Semi-structured interviews and focus groups were performed. Results: Based on the thematic analysis, two themes emerged: improving clinical practices and reviewing the theoretical curriculum. Conclusions: Among the improvements suggested by the participants, the most relevant ones were establishing a clear structure of learning contents in the practicum, and redistributing the European Credit Transfer and Accumulation System ECTS credits in various courses of the study program. However, additional evidence is needed prior to proceeding with any changes.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 87%

Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses

López-Entrambasaguas

Calero-García

Díaz-Meco-Niño

et al. 2019

IJERPH

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“…From the vast amount of literature on new graduate nurses' transition to practice, it is evident that it is stressful, and graduates continue to find the transition from student to RN challenging (Clark & Springer, 2012;Milton-Wildey, Kenny, Parmenter, & Hall, 2014). More recently, three systematic reviews (Dwyer & Revell, 2016;Gardiner & Sheen, 2016;Walker, Foster, & Bruin, 2016) were conducted and confirmed that new graduate nurses experience a number of challenges.…”

Section: Introductionmentioning

confidence: 99%

Coming ready or not! An integrative review examining new graduate nurses' transition in acute care

Hawkins

Jeong

Smith

2018

Int J of Nursing Practice

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Aims To synthesize the scientific evidence about new graduate nurses' transition to practice in the acute care setting and consider implications for nurses and nursing practice. Background Despite the vast amount of literature on new graduate nurses' transition to practice, the transition of new graduate nurses is a global issue and remains at the forefront of discussions within the nursing community. Design An integrative review. Review Methods A search of evidence‐based research from seven electronic databases (CINAHL, MEDLINE, ProQuest, Cochrane, JBI, Wiley, and Scopus) was conducted for the period of 2006‐2016. Eligible articles were critically reviewed and scored using the Mixed Methods Appraisal Tool (MMAT). Results Twenty‐six articles were reviewed, which included 19 qualitative, five quantitative, and two mixed methods studies. “The Experiences” are described in three themes: Dominated by fear but feeling a sense of accomplishment and satisfaction; Reality vs Idealism; and Adjusting to nursing life. “The Factors” are described under three themes: Personal, Professional, and Organizational. Conclusion The transition experience of new graduate nurses is complex and multidimensional and highlights that “it takes a village” to grow and support new graduate nurses.

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“…There is an abundance of literature describing the views of nursing graduates on their clinical competence during the first year of employment (Morrow, 2009;Milton-Wildey et al, 2014). However, little is known about this issue from the perspective of experienced registered nurses (RNs), whose views may offer important insights into an area of major concern.…”

Section: Introductionmentioning

confidence: 99%

Registered nurses’ perceptions of new nursing graduates’ clinical competence: A systematic integrative review

Missen

McKenna

Beauchamp

2015

Nursing & Health Sciences

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Over the past decade, many questions have been raised about graduates' clinical competence and fitness for practice upon completion of their undergraduate education. Despite the significance of this issue, the perspectives of registered nurses have rarely been examined. This systematic review explores the perceptions of experienced registered nurses regarding the clinical competence of new nursing graduates. Original research studies published between 2004-2014 were identified using electronic databases, reference lists, and by searching "grey literature." Papers were critically reviewed and relevant data extracted and synthesized using an approach based on Preferred Reporting Items for Systematic Reviews and Meta-Analysis. From 153 studies initially identified, 15 original research papers were included. Four main research themes were identified: clinical/technical skills, critical thinking, interaction/communication, and overall readiness for practice. Areas of concern in relation to the clinical competence of new nursing graduates specifically related to two themes: critical thinking and clinical/technical skills. Further research is required on strategies identified within the literature with the ultimate aim of ensuring new nursing graduates are safe and competent practitioners.

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Educational preparation for clinical nursing: The satisfaction of students and new graduates from two Australian universities

Cited by 69 publications

References 31 publications

Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses

Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses

Coming ready or not! An integrative review examining new graduate nurses' transition in acute care

Registered nurses’ perceptions of new nursing graduates’ clinical competence: A systematic integrative review

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