Effect of Curriculum Revision on Graduates' Transition to Practice

Meyer, Geralyn; Shatto, Bobbi; Delicath, Timothy; Lancken, Shelley von der

doi:10.1097/nne.0000000000000325

Cited by 26 publications

(20 citation statements)

References 26 publications

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“…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%

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%

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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“…A great current questioning among professional education scholars is that if we really want to transform nursing education and practice, we must believe and find proposals to implement the positive results of educational strategies directed to the environment of practice 28 .…”

Section: Discussionmentioning

confidence: 99%

“…In a narrative way, they describe the competencies that must be repeatedly demonstrated during curricular schedules in clinical environments with different levels of complexity 14 , allowing the possibility of a feedback to stimulate changes in observed behaviors, as well as a greater precision in the application of evaluative scales 15 - 17 . Competency frameworks have been expanded in varied medical specialties such as General Surgery 12 , 18 - 19 , Pediatrics 20 - 22 , Urology 23 , and specially Emergency 13 , 17 , 23 - 27 , in which worldwide advances in multiprofessional care occur 28 . In nursing training, however, competency frameworks represent a topic yet to be explored, because the content taught often depends on the teachers’ conceptions and does not have a specific discipline to be approached 29 .…”

Section: Introductionmentioning

confidence: 99%

Construction and validation of competency frameworks for the training of nurses in emergencies

Girão

Mazzo

Pereira-Junior

2018

Rev. Latino-Am. Enfermagem

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Objective:to build and validate competency frameworks to be developed in the training of nurses for the care of adult patients in situations of emergency with a focus on airway, breathing and circulation approach. Method:this is a descriptive and methodological study that took place in three phases: the first phase consisted in a literature review and a workshop involving seven experts for the creation of the competency frameworks; in the second phase, 15 experts selected through the Snowball Technique and Delphi Technique participated in the face and content validation, with analysis of the content of the suggestions and calculation of the Content Validation Index to assess the agreement on the representativeness of each item; in the third phase, 13 experts participated in the final agreement of the presented material. Results:the majority of the experts were nurses, with graduation and professional experience in the theme of the study. Competency frameworks were developed and validated for the training of nurses in the airway, breathing and circulation approach. Conclusion:the study made it possible to build and validate competency frameworks. We highlight its originality and potentialities to guide teachers and researchers in an efficient and objective way in the practical development of skills involved in the subject approached.

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“…All experimental studies (Lee et al 2009; Meyer et al 2017; Tseng et al 2013) were pre-post intervention so most CASP criteria did not apply and none had blinding of participants. Lee et al (2009) showed a reduction in turnover as a result of a preceptorship programme and provided a cost analysis and the effect on medication errors; both were reduced.…”

Section: Resultsmentioning

confidence: 99%

“…Lee et al (2009) showed a reduction in turnover as a result of a preceptorship programme and provided a cost analysis and the effect on medication errors; both were reduced. Meyer et al (2017) and Tseng at al (2013) both showed reduced job changing in the intervention group which had experienced a revised curriculum before qualifying (Meyer et al 2017) and a practicum at the end of their courses was based on collaboration between their schools and their hospitals and a jointly developed programme (Tseng et al 2013).…”

Section: Resultsmentioning

confidence: 99%

Approaches used to enhance transition and retention for newly qualified nurses (NQNs): a rapid evidence assessment

Wray

Gibson

Barrett

et al. 2020

Preprint

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Aim: To undertake a rapid evidence assessment of approaches used to enhance nurse transition and retention for NQNs. Design: A rapid evidence assessment. Data sources Electronic databases (CINAHL complete, Academic search premier, Open Grey, ERIC* (Education), Web of Science--Social Science Citation Index and PubMed) Review methods: A rapid evidence assessment (REA) was undertaken to gain an overview of the density and quality of evidence on nurse transition and retention from student to Registered Nurse. Electronic databases were searched, and the full texts of relevant papers were retrieved and classified according to methodology. Studies were appraised using relevant CASP and MMAT tools and a single descriptor of quality: high; medium; or low was assigned to each output. Given the disparity in methods, the lack of randomized trials, results could not be combined; therefore, a descriptive approach was used to synthesise and present the data. Result: Orientation and creating supportive environments were frequently reported as being effective in enhancing transition across a range of studies. A range of methods: quasi-experimental, survey and qualitative were used. Generally speaking the quality of most studies was poor. Conclusions: Despite decades of research into the experiences of NQNs and development of schemes and frameworks to support them during this period, there is little substantive or robust evidence in terms of impact on retention. Further research into the longer-term retention of NQNs is recommended. Longitudinal studies would be beneficial in assessing the efficacy of approaches to enhancing retention. Impact: Nurse managers need to work with education providers to facilitate experiences for final year nursing students to ease transition and also implement effective evidence based practices during the first year of registration and monitor the impact of this on retention. Registration: The study is registered with the Open Science Framework: https://osf.io/m5n3y/ Prospero registration of this review is in process

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Effect of Curriculum Revision on Graduates' Transition to Practice

Cited by 26 publications

References 26 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

Construction and validation of competency frameworks for the training of nurses in emergencies

Approaches used to enhance transition and retention for newly qualified nurses (NQNs): a rapid evidence assessment

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