Place(ment) matters: students’ clinical experiences and their preferences for first employers

Andrews, Gavin J.; Brodie, David A.; Andrews, Justin; Wong, Jennifer; Thomas, Ben

doi:10.1111/j.1466-7657.2005.00262.x

Cited by 92 publications

(60 citation statements)

References 35 publications

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“…Additionally, the study cannot explain reasons that new nurses may seek employment on units on which they had prior experience. However, this finding may support prior reports in the literature that clinical experiences as a student influenced the decision to where to work as a registered nurse (Andrews, Brodie, Andrews, Wong & Thomas, 2005).…”

Section: Implications For Nursing Practicesupporting

confidence: 52%

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Cotton

2012

cjnl

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The difficulties new nurses experience when first entering acute care work environments have been recognized since Kramer"s seminal work in the 1970s. Despite the implementation of interventions designed to help ease the transition, the literature continues to report that new graduates undergo stress when beginning their careers as nurses. The purpose of this study was to examine the effects of perceived demands, control, social support and self-efficacy on the job stress, job satisfaction and intention to leave of new nurses.The conceptual framework used in the study was Karasek"s (1979) Job DemandsControl-Support (JDC-S) model. This model posits that job demands increase employee stress, but that increasing control can alleviate the negative effects of high demands. Social support and self-efficacy were included in this study as potential moderators of the relationships between demands and control and the outcome variables. This was an exploratory study that utilized a cross-sectional survey was used to gather data. Surveys were mailed to the homes of new nurses working in acute care hospitals across Ontario, Canada.Data were received from 232 new nurses, a response rate of 23.8%. Nurses in the sample had an average of 18.2 months of experience. Data were analyzed using separate hierarchical iii regression models for each dependent variable. The results showed that the main effects of job demands, social support and self-efficacy provided partial support for the JDC-S model when examining job stress, job satisfaction and intention to leave the job. Only self-efficacy was significantly related to intention to leave the profession. There was no evidence of moderating effects of social support or self-efficacy. An understanding of factors in the work environment that influence new nurses may assist in supporting them during the transition. By exploring the effects of demands, control, social support and self-efficacy on new graduates" job stress, job satisfaction and intention to leave, this study may provide direction to nursing leaders who are working new nurses in acute care.iv ACKNOWLEDGEMENTS

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Section: Implications For Nursing Practicesupporting

confidence: 52%

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Cotton

2012

cjnl

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“…This is for a number of reasons, not least because they are exposed to the team they may potentially work with once qualified and students are more willing to apply for a post in a placement where they have received good support. Given that students' experiences of their final placement is such a powerful determinant of choice for future employer (Andrews et al 2005;Shelton and Harrison 2011), community teams working with students in their final placement are in a strong position to influence potential applicants by offering meaningful experience of what it is like to work as a 7 District Nurse. It stands to reason that those contemplating a career in primary care should therefore be encouraged to request such a placement as their final practice experience and education and service providers must work together to facilitate this.…”

Section: Links Between a Student's Final Practice Placement And Futurmentioning

confidence: 99%

Helping community-based students on a final consolidation placement make the transition to registered practice

Phillips

2014

Br J Community Nurs

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The pressure of role transition on the new registrant has impacted on recruitment and retention which, along with an aging workforce, has resulted in global shortages of nurses now reaching crisis point. This article examines and discusses what can be done to attract and prepare the future workforce in the community focussing on helping students to make the transition to registered practice during their final consolidation of practice placement. There is currently limited evidence on the effectiveness of how community placement teams prepare finalist students for registered practice and this could be argued as an opportunity lost given the urgent need to recruit more registered nurses to work in primary care. Recommendations for enhancing this crucial stage of the student journey are made and a case for the need to know more from students about how they experience their final practice placement when allocated to a community setting is presented. KEY WORDSFinal consolidation of practice placement ♦ student experience ♦ role transition ♦ recruitment ♦ lone working AimThe aim of this article is to explore ways in which community teams can support nursing students during their final consolidation of practice placement and as they begin to make their transition to registered practice.

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“…The focus has been on the young human in our society, with little, if any, emphasis being given to gerontological nursing content. The importance of education and training for nurses and other health care workers, caring older people, due to changing diseases and illness patterns in ever-widening health care institutions (25)(26) .…”

Section: Curriculummentioning

confidence: 99%

Gerontology course in the nursing undergraduate curricula

Alsenany

AlSaif

2014

Rev. esc. enferm. USP

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RESUMENObjetivo: Explorar la actitud de los docentes de enfermería con relación a las personas mayores y sus reflexiones acerca de la enseñanza de enfermería gerontológica en los currículos de grado de enfermería en Arabia Saudita. Método: Una investigación con cinco grupos focales fue utilizada con miembros del cuerpo docente, en las tres escuelas de enfermería. El relevamiento contó con 132 miembros, incluyéndose a 76 instructores clínicos, 40 profesores asociados y 16 profesores. La facultad de enfermería, en general, tuvo una actitud positiva ante los ancianos (M = 3,36, DP 0,25) y las actitudes de los profesores fueron más elevadas que las de sus alumnos de enfermería (M = 3,18, SD0.29). Resultados: Sugieren que los currículos de enfermería sauditas deban incluir un contenido más extensivo en gerontología y experiencia clí-nica con las personas mayores. Conclusión: Esta fue la primera vez que la investigación oyó las voces de Arabia Saudita y examinó sus compromisos con relación a la educación gerontológica. DESCRIPTORES

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Place(ment) matters: students’ clinical experiences and their preferences for first employers

Cited by 92 publications

References 35 publications

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Helping community-based students on a final consolidation placement make the transition to registered practice

Gerontology course in the nursing undergraduate curricula

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