Orientation and transition programme component predictors of new graduate workplace integration

Rush, Kathy L.; Adamack, Monica; Gordon, Jason; Janke, Robert; Ghement, Isabella

doi:10.1111/jonm.12106

Cited by 55 publications

(127 citation statements)

References 34 publications

Supporting

Mentioning

120

Contrasting

Order By: Relevance

“…This indicates that the students have perceived themselves to be more confident after the program. This outcome is concurrent with the study conducted by Rush, Adamack, Gordon, Janke, and Ghement [41] in that their finding indicated that a formal orientation-transition program had significantly higher total confidence scores than nurses that did not participate in the program.…”

Section: Discussionsupporting

confidence: 74%

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

Kim

Lee

Eudey

et al. 2015

JNEP

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 74%

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

Kim

Lee

Eudey

et al. 2015

JNEP

View full text Add to dashboard Cite

show abstract

“…Formal orientations assist in assimilating new employees into the organization by providing individuals with institutional information, such as policies and procedures manuals, introductions, and tours. 14,20 Orientation is one of the first steps of the onboarding process and therefore plays a very important role. Orientation programs facilitate the transition to practice by providing a comforting welcome, structured support, training through classroom learning and clinical experiences, preceptorship, measurement of progress, and evaluation of clinical competence.…”

Section: Suggestions For Orientationmentioning

confidence: 99%

“…Research 44 in nursing showed that longer orientations resulted in greater satisfaction and retention. Recently, new nursing graduates were examined 20 during the orientation and transition-to-practice process. A transition score was derived from the CaseyFink transition survey, which evaluated new nurses on 5 transition-to-practice constructs: organizing/prioritizing, communication/leadership, support, stress, and personal satisfaction.…”

Section: Length Of Orientationmentioning

confidence: 99%

“…16À19 Part of the onboarding process is orientation, which includes formal meetings to provide individuals with institutional information, such as policies and procedures, tours, and introductions. 14,20 Often the terms onboarding and orientation are used interchangeably in the literature, but they are different. Onboarding is an ongoing process, whereas orientation is an event that occurs at the beginning of the onboarding process to formally familiarize new employees with organizational policies and procedures.…”

mentioning

confidence: 99%

“…21,22 Onboarding is multifaceted and regularly consists of an orientation period; educational modules; assigned mentor, preceptor, or designated point person; support; precepted clinical experience; evaluation and feedback; integration into the organization; and a period of time for new employees to be immersed in their roles without the responsibilities of independent patient care as they become acclimated to their new environment. 15,20,23,24 Orientation and onboarding are important in the transition to practice and socialization of new employees and can be formal or informal. 1,2,12 Formal orientation includes information dissemination with structured activities and specific outcomes, such as reviewing policies and procedures or practicing the emergency action plan (EAP).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice

Thrasher

Walker

2018

Journal of Athletic Training

View full text Add to dashboard Cite

Context: Orientation is an important part of socialization and transition to practice, yet the orientation process for newly credentialed athletic trainers (ATs) is unknown.Objective: To determine how newly credentialed ATs are oriented to their roles.Design: Cross-sectional study. Setting: Online survey.Patients or Other Participants: Three hundred thirty-two of 1835 newly credentialed ATs (18%) certified and employed between January and September of 2013 completed the survey (129 men, 203 women; age ¼ 23.58 6 2.54 years).Data Collection and Analysis: The survey consisted of demographic information (eg, employment setting, job title) and 2 sections: (1) orientation tactics and (2) usefulness of orientation tactics. For the first section, participants identified if various orientation tactics were included in their orientations (eg, policies and procedures review). For the second section, participants identified how useful each orientation tactic was on a Likert scale (1 ¼ not useful, 4 ¼ very useful). Descriptive statistics were calculated for each survey item. Mann-Whitney U and Kruskal-Wallis tests were used to determine differences between demographic characteristics and orientation tactics. A Bonferroni correction accounted for multiple comparisons. A panel of experts established the content validity of the survey. The Cronbach a was used to establish internal consistency (a ¼ 0.802)Results: The most common orientation tactics were meeting with supervisors (n ¼ 276, 82.9%) and staff members (eg, coaches; n ¼ 266, 79.9%) and learning responsibilities (n ¼ 254, 76.2%). The least common orientation tactics were simulation of the emergency action plan (n ¼ 66, 19.8%) and preceptor development (n ¼ 71, 21.3%); however, preceptor development was not applicable to many participants. The most useful orientation tactics were simulating the emergency action plan (3.45/4.0) and meeting with staff members (3.44/4.0). Participants who felt their orientation prepared them for their roles were exposed to more tactics during orientation (Mann-Whitney U ¼ 17 212, P , .001).Conclusions: Many tactics were used to orient newly credentialed ATs to their roles, but orientations varied based on the practice setting.Key Words: onboarding, professional socialization, role inductance Key PointsThe orientation process for newly credentialed athletic trainers (ATs) varied by setting and job title, with many new ATs receiving little formal orientation. Employers should provide structured orientations for newly credentialed ATs to ease stress during the transition to practice. Processes used to orient newly credentialed ATs to their roles should include addressing policies and procedures, explaining the organizational mission and goals, reviewing the emergency action plan, and meeting with staff members, such as ATs, coaches, athletic directors, team physicians, and other individuals with whom the new AT will interact.

show abstract

‘Birth of a Midwife: The Transitional Journey from Student to Practitioner’

Cummins

Gray

2019

Starting Life as a Midwife

View full text Add to dashboard Cite

Australia has a mixed private and public health service. The majority of childbearing women will access maternity services through the public health system. The majority of midwives will work as part of the public health system. Most births occur in hospitals attended by a midwife, less than a third of all births occur in a private hospital with an obstetrician, a small proportion occur in a birth centre and <1% occur at home with a privately practising midwife. Midwives are employed to work on a roster in a public or private hospital. Some will work in small group practices providing care to a caseload of women known as midwiferyled continuity of care, usually in the hospital or birth centre setting. An even smaller proportion will provide homebirth as part of the public system or as a privately practising midwife in their own business. Pathways to becoming a midwife include a direct entry undergraduate degree, a direct entry double degree in nursing and midwifery and a postgraduate degree designed for registered nurses. Midwifery is regulated by the Nursing and Midwifery Board of Australia, and all midwives need to be registered with the Australian Health Practitioners Regulation Authority. Newly graduated midwives have traditionally completed a transition to practice program that involves working for a specified period of time in each area of the maternity service. More recently new graduate midwives have been employed directly into midwifery-led continuity of care models. This chapter will provide an overview of the transitional journey from midwifery student to newly graduated midwife in the Australian context.

show abstract

Orientation and transition programme component predictors of new graduate workplace integration

Abstract: Nurse managers are in key positions to advocate for new graduate nurse transition programmes with adequate resources to support a four week orientation phase and shift scheduling to ensure an adequate number of hours over two week periods to facilitate transition.

Cited by 55 publications

References 34 publications

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

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

Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice

‘Birth of a Midwife: The Transitional Journey from Student to Practitioner’

Contact Info

Product

Resources

About