Empirical evolution of a framework that supports the development of nursing competence

Lima, Sally; Jordan, Helen; Kinney, Sharon; Hamilton, Bridget; Newall, Fiona

doi:10.1111/jan.12872

Cited by 15 publications

(10 citation statements)

References 52 publications

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“…Further, supportive colleagues and positive feedback are essential for developing professionally in nursing practice and vital for NGRNs developing the skills needed to cope with workplace responsibilities as well as gaining clinical competence (Irwin, Bliss, & Poole, 2018; Lima, Jordan, Kinney, Hamilton, & Newall, 2016). This might indicate that supportive colleagues play an important role in competence development in NGRNs.…”

Section: Discussionmentioning

confidence: 99%

Newly graduated nurses' clinical competencies and need for further training in acute care hospitals

Willman

Bjuresäter

Nilsson

2020

Journal of Clinical Nursing

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Aim To assess self‐reported clinical competence and the need for further training among newly graduated registered nurses (NGRNs) working in Swedish acute care hospital settings. Background NGRNs are expected to take full responsibility for patients' nursing care in an increasingly complex clinical context, and professional nurses' clinical competence is critical in providing high‐quality and safe nursing care. Design A cross‐sectional design. Methods Data were collected using the 50‐item ProffNurse SAS II. A total of 85 NGRNs who had recently commenced working with direct patient care at three hospitals in central Sweden participated in the study. The response rate was 69%. The STROBE cross‐sectional reporting guidelines were used. Results The NGRNs assessed their clinical competence as being highest in areas relating to team collaboration and ethics and lowest in areas relating to professional development and direct clinical practice. The need for further training was greatest in areas such as direct clinical practice and patient safety and lowest in areas such as team collaborating and ethics. Conclusion The use of instruments to identify NGRNs' self‐assessed clinical competence is of value when designing and evaluating introductory programmes for NGRNs taking on positions in acute care hospital settings. The availability of experienced nurses from whom NGRNs can gain clinical competence and learn from is of importance, both from the perspective of the NGRNs themselves and patient safety. Relevance to clinical practice An understanding of NGRNs' clinical competence and their need for further training may assist in both planning and organising nursing programmes and in making clinical policy decisions when designing introduction programmes in acute care settings.

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Section: Discussionmentioning

confidence: 99%

Newly graduated nurses' clinical competencies and need for further training in acute care hospitals

Willman

Bjuresäter

Nilsson

2020

Journal of Clinical Nursing

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“…It is not surprising that the NGRNs participating in the present study experienced that they needed more support from experienced RNs in handling complex patient situations. Supportive colleagues and constructive feedback are vital for NGRNs in learning to cope with workplace responsibilities (Irwin, Bliss, & Poole, 2018; Lima, Jordan, Kinney, Hamilton, & Newall, 2016). It is, however, surprising and unsuitable for NGRNs to be expected to supervise the induction of other NGRNs after just 6 months of working experience and to be responsible for supervising nursing students' clinical education after even less time.…”

Section: Discussionmentioning

confidence: 99%

Insufficiently supported in handling responsibility and demands: Findings from a qualitative study of newly graduated nurses

Willman

Bjuresäter

Nilsson

2020

Journal of Clinical Nursing

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Aims and objectives To explore newly graduated registered nurses' experiences and how they manage complex patient situations. Background Newly graduated registered nurses' working in acute care hospital settings are challenged by managing complex patient situations in rapidly changing clinical contexts involving increased patient acuity, comorbidities and staffing shortages. Design Qualitative study design. Methods Data were collected using focus groups interviews of a total of 16 newly graduated registered nurses with clinical work experience of 6 months of direct patient care in an acute care hospital setting. Analyses were conducted using qualitative content analysis. COREQ reporting guidelines were used. Results The analysis resulted in the overarching theme “Not being sufficiently prepared and supported to meet responsibilities and demands.” The theme included three categories: “Responsibility is not in proportion to competence,” “Lack of medical competence and experience complicates patient safety” and “Strives for control to manage and organise nursing care.” Conclusion The results show that newly graduated registered nurses' are not sufficiently supported for the level of responsibility and the demands placed on them when providing nursing in complex patient situations in acute care hospital settings. If they are given sole responsibility for multiple complex patient situations, patient safety may be compromised. Relevance to practice Special attention need to be paid to NGRNs support to medical competence in the areas of assessing, planning, prioritizing, leading, and distributing nursing care in daily clinical settings for at least their first year of professional work.

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“…New graduates identified support, availability and acceptance from clinical staff as factors that helped facilitate a smooth transition to practice (Penprase, 2012) and increased workplace satisfaction (Pettersen, 2006). The team is a major influence on the development of competence (Lima, 2016;St-Martin, 2015), new graduates that felt well supported by their team were comfortable approaching colleagues to seek second opinions or ask questions (Lima, 2016;Simpson-Cosimano, 2010). Although new graduates valued a nurturing and supportive work environment, they also wanted to work autonomously in the clinical setting (Murphy-Rozanski, 2008;Ortiz, 2016) and be autonomous and empowered to practice according to professional standards (Spence Laschinger, 2016).…”

Section: Workplace Culturementioning

confidence: 99%

Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature

Innes

Calleja

2018

Nurse Education in Practice

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Transition into critical care areas for new graduate nurses may be more difficult than transitioning into other areas due to the specialised knowledge needed. It is unknown which aspects of transition programs best support new graduate nurses improve competence and confidence to transition into critical care nursing specialties. Identifying these aspects would assist to design and implement best practice transition programs for new graduates in critical care areas. Themes identified in the literature include; having a designated resource person, workplace culture, socialisation, knowledge and skill acquisition, orientation, and rotation. Allocation of a quality resource person/s, supportive workplace culture, positive socialisation experiences, knowledge and skill acquisition and structured orientation based on new graduates' learning needs all positively supported increased confidence, competence and transition into nursing practice. Rotations between areas within graduate programs can potentially have both positive and negative impacts on the transition process. Negative impacts of including a rotation component in a transition program should be carefully considered alongside perceived benefits when designing new graduate nurse transition programs.

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Empirical evolution of a framework that supports the development of nursing competence

Cited by 15 publications

References 52 publications

Newly graduated nurses' clinical competencies and need for further training in acute care hospitals

Newly graduated nurses' clinical competencies and need for further training in acute care hospitals

Insufficiently supported in handling responsibility and demands: Findings from a qualitative study of newly graduated nurses

Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature

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