Practice readiness of new nursing graduates: A concept analysis

Mirza, Noeman; Manankil-Rankin, Louela; Prentice, Dawn; Hagerman, Lisa-Anne; Draenos, Christopher

doi:10.1016/j.nepr.2019.04.009

Cited by 64 publications

(50 citation statements)

References 14 publications

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“…(1) The ability that nursing staff must have to be competent in nursing work. (2) The integration of nursing professional knowledge and skills with humanistic knowledge and skills. These two are inseparable.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Humanistic nursing is the internal requirement of nursing science that is needed for social development and harmonious nurseepatient relationships in China. Humanistic practice is the foundation of an essential attribute of nursing [2,3], but the humanistic characteristics that are essential for providing quality care are often overlooked [4]. This leads to the frequent occurrence of unequal status in the relationships between nurses and patients sometimes resulting in conflict.…”

Section: Introductionmentioning

confidence: 99%

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Development and Validation of the Humanistic Practice Ability of Nursing Scale

Jin-hua

Zhou

Wang

et al. 2021

Asian Nursing Research

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The purpose of this study was to develop a Humanistic Practice Ability of Nursing (HPAN) scale adapted to China and validate its psychometric properties. Methods: The original HPAN scale was revised through a literature review. Sixteen experts who met the inclusion criteria were consulted 2 rounds by the Delphi method. According to their suggestions and opinions, the structure, content, and semantics of each item of HPAN were modified, and a HPAN scale was preliminarily developed. The HPAN scale was validated through item analysis, exploratory factor analysis, convergent validity, and reliability. The data came from 406 first-class hospital nurses. Results: A 5-dimension, 29-item HPAN scale demonstrated satisfactory fit with significant factor loadings. The split-half reliability coefficient of the scale was .98, the split-half reliability coefficient of each dimension was .86e.99, Cronbach's a coefficient was .96, and the Cronbach's a coefficient of each dimension was .87e.98. The model fit of the scale was good, and the items of the scale showed convergent and discriminant validity. Conclusion:The HPAN scale indicated that the reliability and validity were good. It is easy to imply factors of HPAN. This scale can be used to assess the HPAN.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and Validation of the Humanistic Practice Ability of Nursing Scale

Jin-hua

Zhou

Wang

et al. 2021

Asian Nursing Research

View full text Add to dashboard Cite

show abstract

“…Instead of assessing clinical competence, some studies have rather explored experienced nurses’ expectations towards NGNs (Brown & Crookes, 2016a, 2016b), or satisfaction of experienced nurses with NGNs’ competence levels (Hopkins & Bromley, 2016; Rhodes et al., 2013; Shin et al., 2010). The difference between expectation, satisfaction and actual competence echoes in the endless debate of readiness for practice of NGNs, also referred to as work readiness, preparedness or fitness for/to practice (Darbyshire & Watson, 2019; El Haddad et al., 2017; Mirza et al., 2019; Patterson et al., 2017; Walker & Campbell, 2013). In two studies (Charette et al., 2019a; Thomas et al., 2011), researchers reported that NGNs’ practice still corresponded to the description Benner gave of advanced beginners.…”

Section: Discussionmentioning

confidence: 99%

New graduate nurses’ clinical competence: A mixed methods systematic review

Charette

McKenna

Deschênes

et al. 2020

Journal of Advanced Nursing

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Aim: To appraise and synthesize evidence of empirical studies reporting assessment of new graduate nurses' clinical competence in clinical settings. Design: Mixed methods systematic review. Data sources: The search strategy included keywords relevant to: new graduate nurse; clinical competence; and competence assessment. The searched literature databases included CINAHL, MEDLINE, Embase, PsycINFO and Web of Science. The search was limited to full-text papers in English or French, published between 2010-September 2019. Review Methods: Inclusion criteria were: 1) empirical studies; 2) detailed method and complete results sections; 3) competence assessment in clinical settings; and 4) new graduate nurses (≤24 months). Two independent reviewers screened eligible papers, extracted data and used the Mixed Methods Appraisal Tool framework for quality appraisal. Divergences were solved through discussion. Results: About 42 papers were included in this review: quantitative (N = 31), qualitative (N = 7) and mixed methods (N = 4). Findings suggest that new graduate nurses exhibit a good or adequate level of competence. Longitudinal studies show a significant increase in competence from 0-6 months, but findings are inconsistent from 6-12 months. Conclusion: There are a multitude of quantitative tools available to measure clinical competence. This suggests a need for a review of their rigor. Impact: No recent reviews comprehensively synthesized the findings from new graduate nurses' clinical competence. This review has found that new graduate nurses' competence has been mostly assessed as good, despite the expectation that they should be more competent. Longitudinal studies did not always show a significant increase in competence. These findings can help nurse educators in providing more support to new graduate nurses throughout the transition period or design improved transition programme. This review also identified quantitative tools and qualitative methods that can be used for competence assessment.

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“…It also refers to thinking like a nurse (professional ability) [29]. e ability index system of a newly graduated nurse is based on the results of the conceptual analysis methods of Mirza et al [30]. is study uses several databases (CINAHL, PubMed, EBM, and ProQuest) and adopts Rodgers' evolutionary method of conceptual analysis to combine the results of these databases into a conceptual model for the practical preparation of newly graduated nurses.…”

Section: E Competency Framework For a Newly Graduated Nursementioning

confidence: 99%

A Hybrid MADM Model for Newly Graduated Nurse’s Competence Evaluation and Improvement

Cheng

Jin

Chien

et al. 2021

Journal of Healthcare Engineering

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Nursing departments in hospitals must evaluate the practical competency of newly graduated nurses and assist them to increase their competence. Competency assessments often consider multiple qualitative attributes and use expert knowledge as the basis for decision-making. This study proposes a hybrid multiple attribute decision-making (MADM) model that determines practical competency of the newly graduated nurse as an evaluation framework. A causal influence-network diagram (CIND) and influential weights are obtained from nursing experts’ clinical experience using the decision-making trial and evaluation laboratory (DEMATEL)-based analytical network process analysis (DANP). The MOORA-AS method is then used to evaluate the ability expectation ratio-gap for newly graduated nurses in practice. The CIND is used to allow each newly graduated nurse to reduce the performance ratio-gaps between the current level and the aspirational level from a systematic perspective. The empirical data applies to a third-class and a first-class hospital in China. The results show that the proposed hybrid MADM model has reliable results and allows nursing department decision-makers/managers to easily evaluate and systematically improve competencies for newly graduated nurses.

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Practice readiness of new nursing graduates: A concept analysis

Cited by 64 publications

References 14 publications

Development and Validation of the Humanistic Practice Ability of Nursing Scale

Development and Validation of the Humanistic Practice Ability of Nursing Scale

New graduate nurses’ clinical competence: A mixed methods systematic review

A Hybrid MADM Model for Newly Graduated Nurse’s Competence Evaluation and Improvement

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