New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

Abstract

Objective: The transition to practice experience provides a useful process to integrate nursing knowledge, skills, and attitudes of newly graduated nurses before they assume the professional nurses' roles. The study examined the levels of perceived clinical competency, confidence, and professional role development skills of 114 culturally diverse novice nurses enrolled in 12-15 weeks of a collaborative RN residency program at a state funded California university during academic years 2009-2013. Methods: Descriptive pre-and post-program measures study assessed core competency and confidence of participants before and after the residency program using three instruments; a modified quality and safety education for nurses (QSEN) competency questionnaire, Preceptorship Experience Questionnaire, and Graduate Nurse Survey. Results: Compared to the pre-program sum, participants report to perceive the significantly higher levels of the post-program sum of competency skills in applying QSEN concepts and nursing process cycles that include assessment, planning, implementation, and evaluation as well as professional role development. Interestingly, participants report to feel it is very important to develop a trusting relationship with their preceptor and positive relationship with staff nurses. Participants also report to perceive the higher level of confidence in carrying out nursing care at the end of the program. Conclusions: Findings suggest that newly graduated nurses perceive the increased levels of clinical competency and confidence on their self-administered report after participating in the RN residency program.

Effect of Mentoring Program on Nurses Interns’ knowledge, Attitudes, Safety Practices, and Psychological Readiness Toward COVID-19 Pandemic

“…This improvement could be partly explained by constant reassurance and psychological support that were given to interns by mentors and friendship attitudes between them that allow interns to feel free to discuss anything about their fears and anxieties with their mentors without hesitations. Similarly, another study that was conducted by Kim, et al, (2015) reported that mentoring leads new interns to feel that they have the freedom to express and communicate any of their concerns and anxieties and limiting the phenomenon of "keeping things bottled in.…”

Reaching their potential: Perceived impact of a collaborative academic–clinical partnership programme for early career nurses in New Zealand

“…Programmes resulting in improved practice and retention include specified resource people for new graduates, mentorship, formal education, and peer support opportunities (Rush et al, 2013). Some nursing residency programmes are conducted in collaboration with a university, such as that described by Kim, Young-Lee, Eudey, Lounsbury, & Wede et al (2015), but there is a gap in research literature about new graduate programmes that include Masters level academic credits . However, literature does reveal that formal education leading to postgraduate university qualifications supports nurses' personal and professional development (Cooley, 2008;Covell, 2009;Drennan, 2008) and to be the most appropriate preparation for advanced nursing practice roles (Aitken, Currey, Marshall, & Elliott, 2008;Currie & Watterson, 2009;Wilson-Barnett, 2006).…”

Explaining Novice Nurses’ Experience of Weak Professional Confidence: A Qualitative Study

“… Washington (2012 ) stated that lack of clinical experience and complex nursing care methods cause functional anxiety. Stress and lack of confidence in new graduate nurses affect their ability to provide quality care ( Kim et al, 2015 ). Clark and Springer (2012 ) reported that a lack of knowledge and fear of harming patients reduce nurses’ self-confidence.…”