Impact of Residency Programs on Professional Socialization of Newly Licensed Registered Nurses

Abstract

Do Nurse Residency Programs (NRPs) reflect the professional socialization process? Residency facilitators in 34 Magnet hospitals completed Residency Program Questionnaires constructed to reflect the goals, themes, components, and strategies of the professional socialization process described in the literature. NRPs in 4 hospitals exemplified the complete two-stage (role transition and role/community integration) process. In 14 hospitals, NRPs were of sufficient length and contained components that reflected the professional socialization process. In 16 hospitals, NRPs exemplified the "becoming" role transition stage. What components are most effective in the professional socialization of new graduate nurses? A total of 907 new and experienced nurses, nurse managers, and educators working on clinical units with confirmed healthy work environments in 20 Magnet hospitals with additional "excellence designations" were interviewed. Components identified as most instrumental were precepted experience, reflective seminars, skill acquisition, reflective practice sessions, evidence-based management projects, and clinical coaching-mentoring sessions. Suggestions for improvement of NRPs are offered.

Perceptions of Nurse-Midwives of Their Residency Training and Professional Practice

“…1 Além disso, o ensino em serviço compreende um processo de socialização profissional com repercussões sobre o trabalho e a retenção na carreira, no qual o estágio corresponde a um período transicional em que o profissional aspirante trabalha junto com um docente, preceptor ou tutor num ambiente de trabalho real, o que promove a aquisição de grande volume de aprendizagens a partir da interação com os profissionais que desenvolvem prá-ticas assistenciais diversificadas. 21 Apesar da percepção positiva acerca da formação na modalidade residência, as enfermeiras egressas do curso encontraram restrições institucionais e conflitos paradigmáticos na condução das práticas assistenciais:…”

Impact of Healthy Work Environments and Multistage Nurse Residency Programs on Retention of Newly Licensed RNs

“…With increasing recognition of nursing as a profession and the increasing demands for professional performance and accountability, nursing has moved from the training-orientation model of the 20th century 28,29 to the professional socialization model utilized in most professions and in all other healthcare professions. [30][31][32] The professional socialization model consists of 3 stages, each with its own theme, goal, and expected role performance. ''Knowing'' is the academic preparation stage, characterized by knowledge and role/ skill acquisition.…”

“…In nursing, the dominant professional role in hospitals is provision of care and management of clinical situations for multiple patients, simultaneously. [30][31][32] Key components of the integration stage are evidence-based management practice, recognition of complex systems assisted by clinical coaches and career planning, development, and meeting of professional and societal responsibilities assisted by mentors. [30][31][32][33] Conceptual Model and Framework for NLRN Program of Research This 7 study NLRN research program utilized the Systems Research Organizational Model (SROM) 34 to assess the differential impact of client, contextual, and action focus variables on 7 outcomesVNLRNs' expectations of the professional practice environment, environmental reality shock, shock-related issues and concerns, professional work satisfaction, nurseassessed quality of patient care, retention, and degree of professional role integration/affirmation.…”

“…[30][31][32] Key components of the integration stage are evidence-based management practice, recognition of complex systems assisted by clinical coaches and career planning, development, and meeting of professional and societal responsibilities assisted by mentors. [30][31][32][33] Conceptual Model and Framework for NLRN Program of Research This 7 study NLRN research program utilized the Systems Research Organizational Model (SROM) 34 to assess the differential impact of client, contextual, and action focus variables on 7 outcomesVNLRNs' expectations of the professional practice environment, environmental reality shock, shock-related issues and concerns, professional work satisfaction, nurseassessed quality of patient care, retention, and degree of professional role integration/affirmation. [30][31][32]35,36 Based on the American Academy of Nursing quality health outcomes model and Donabedian's 14 structure, process, outcome (S-P-O) paradigm, the SROM provides an avenue for systematizing and organizing multiple variables, thereby facilitating theory development, hypothesis generation, and ultimately the formulation of strategies to improve the dynamic, interactive environment in which nurses practice.…”

Professional development utilizing an oncology summer nursing internship

“…These transitional programs have been classified as externships, internships, residencies, preceptorships, mentorships, and fellowships. In medicine, the nomenclature is standard and sequential, but in nursing the transitional phases are less well defined (Kramer et al, 2013). One nursing pre-licensure transitional program (PLTP) exemplar typically occurs between junior and senior years in a traditional baccalaureate program , and has been shown to increase understanding of the culture of nursing as well as increase nursing retention.…”