Effectiveness of a standard clinical training program in new graduate nurses’ competencies in Vietnam: A quasi-experimental longitudinal study with a difference-in-differences design

Abstract

Objective This study aimed to estimate the effectiveness of a standard clinical training program for new graduate nurses in Vietnam. Methods A quasi-experimental longitudinal study with a difference-in-differences design was conducted. A total of 280 new graduate nurses completed a self-administered questionnaire. The intervention group consisted of 206 respondents (those having participated in standard clinical training) and the control group (those that did not receive training) of 74. Differences in mean increases in competency scores between the intervention and control groups were estimated. The effect size of the intervention was estimated by calculating Cohen’s d. A generalized linear model was employed to identify the factors associated with mean increases. Results The mean increase in total competency scores (range: 0–6 points) in the intervention group was 0.73 points greater than in the control group with an intermediate effect size (Cohen’s d = 0.53; 95% CI 0.26 to 0.80). A greater reduction in standard deviation of total competency scores in the intervention group was confirmed. Participation in standard clinical training produced a positive association with a mean increase in total competency score without significance (β = 0.04, P = 0.321). Provincial hospitals as clinical training venues had a significantly positive association (β = 0.11, P = 0.007) with the mean increase in total competency scores. Competency at pre-clinical training was negatively (β = -0.75, P < 0.001) associated with the mean increase. Conclusion Findings implied that the standard clinical training program could contribute to both increasing and standardizing new graduate nurses’ competencies in Vietnam. Further studies are needed to more precisely examine the attribution of standard clinical training to better increase new graduate nurses’ competencies.

Effectiveness of formal onboarding for facilitating organizational socialization: A systematic review

“…Follow-up was complete in one study [ 37 ] and in two studies missing data were imputed [ 34 , 38 ] and thus there was a low risk of attrition bias. However, in the remaining studies [ 35 , 36 ] data was not complete and therefore the risk of attrition bias in these studies was high. Finally, the risk of reporting bias was unclear in all studies but [ 38 ] as there were no preregistered study protocols.…”

“…In four of the included studies, the study populations were new nurses [ 34 , 35 , 37 , 38 ]. In [ 36 ], the study population included new professionals within diverse occupations such as accountancy, auditing, banking, software, chemical and manufacturing industries.…”

“…Three of the included studies [ 36 – 38 ] investigated effects of onboarding practices according to the definitions used in this review (simulation training, on-the-job training, stress prevention and proactivity reinforcement). The remaining two [ 34 , 35 ] investigated effects of onboarding programs (transition-to-practice program, clinical training program). The formats of the practices were individual face-to-face instructor-led situated and simulated support sessions, instructor-led group didactic- and workshop sessions, and on-the-job training (self-reported).…”

“…The format of the programs were online course and preceptorship [ 34 ] as well as ward-based clinical training with support of preceptor, classroom-based lectures with discussions and group works [ 35 ]. The doses of the programs were not reported but the duration was six (plus six) to nine months [ 34 , 35 ]. The frequency of the program activities was not reported.…”

“…The frequency of the program activities was not reported. The content of the programs included orientation, didactics, communication and teamwork, skills training, feedback and reflection [ 34 , 35 ].…”