Qualified nurses' perceptions of nursing graduates' abilities vary according to specific demographic and clinical characteristics. A descriptive quantitative study

Missen, Karen; McKenna, Lisa; Beauchamp, Alison; Larkins, Jo-ann

doi:10.1016/j.nedt.2016.07.001

Cited by 23 publications

(15 citation statements)

References 23 publications

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“…This could be explained by the tendency to more loose and less enthusiastic performance among older nurses. In agreement with this, [30] in a study in Australia, found that the younger age nurses were having significantly better performance compared with their older colleagues.…”

Section: Discussionsupporting

confidence: 62%

Impact of educational guidelines about prevention of pressure injuries among infants in Intensive Care UnitImpact of educational guidelines about prevention of pressure injuries among infants in intensive care unit

Hassan

2018

CNS

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Most pressure injuries are preventable. Nurses have an essential role in their prevention, but they need to acquire related evidence-based knowledge and skills. The study aim was to evaluate the effectiveness of educational guidelines for pediatric nurses on the prevention of pressure injury (PI) among infants in intensive care unit (ICU). The study was carried out in ICU at El-Monira Children Hospital, affiliated to Cairo University hospitals using quasi-experimental design with pre-post evaluation. It involved 50 pediatric nurses and 50 infants under their care. Infants were 1-12 months old, newly admitted in pediatric intensive care unit (PICU), and connected to a mechanical ventilator. A self-administered questionnaire was used for nurse's knowledge, an observation checklist for practice, and the PI risk assessment scale. The educational guidelines prepared by the researcher based on assessment information and pertinent literature, and implemented it in small group sessions, and its effects evaluated immediately after, and one-month later. Two-thirds of the infants (64%) were not at risk of PI at the admission and first follow-up days. This was reduced to 56% on day 4. Nurses' knowledge was deficient in all aspects. In total, only one (2.0%) nurse had satisfactory knowledge before the intervention; this increased to 92.0% at the post-intervention phase, and 78% at follow-up. Moreover, none of the nurses had adequate total practice before the intervention; this rose to 74.0% at the post-intervention and follow-up phases. A higher admission risk score was a protective factor with Odds Ratio (OR) 0.87 for the incidence of pressure injuries, while a higher injury risk score on day 3 was a significant risk factor with OR 1.20. Thus, nurses in PICUs can gain evidence-based knowledge and skills related to PI prevention through simple educational guidelines associated with practical training.

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Section: Discussionsupporting

confidence: 62%

Impact of educational guidelines about prevention of pressure injuries among infants in Intensive Care UnitImpact of educational guidelines about prevention of pressure injuries among infants in intensive care unit

Hassan

2018

CNS

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“…A 12-month timeframe is also associated with improved job satisfaction and retention of graduates (Walker et al, 2017). Nursing graduates need time to develop confidence, consolidate their learning and build their capability (Brown & Crookes, 2016a;Missen, McKenna, Beauchamp, & Larkins, 2016a;Walker et al, 2017). Fig.…”

Section: Discussionmentioning

confidence: 99%

Fostering graduate nurse practice readiness in context

et al. 2020

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Background: The healthcare environment is highly pressured, dynamic and demanding of staff. Existing research indicates that when graduate nurses begin work, they are not practice ready and struggle to adapt and manage their responsibilities as registered nurses. Aim: As part of a larger study, this paper examines the impact of the healthcare environment on graduate nurses' practice readiness and the factors that assist them to become practice ready. Method: Multiple case study design with 67 participants from four different professional groups employed in four healthcare institutions in one state in Australia. Grounded theory methods of data analysis, document review, and cross case analysis were utilised in this study. Findings: The healthcare system, workplace environment and quality of workplace interactions impact on actual and perceived graduate nurse performance. Graduate nurses develop practice readiness progressively along a transition continuum and attaining practice readiness is reliant on factors present in both the education and workplace environments. Discussion: Education and workplace factors collectively create the right environment for graduate nurses to flourish. Education and practice sectors need to work together to ensure graduate readiness over a four-year timeline from the commencement of nursing studies through to the end of the graduate year to ensure practice readiness. Conclusion: Creating positive workplace environments that support nursing students and graduate nurses to develop practice readiness can enhance the quality of care they provide, promote their retention in the health workforce and contribute to improved healthcare practice and outcomes.

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“…The clinical learning outcomes of nursing students (students) are critical in meeting the competence requirements of nursing workforce (Missen, McKenna, & Beauchamp, ; Missen, McKenna, Beauchamp, & Larkins, ; Salminen et al., ) and ensuring the delivery of safe and high‐quality patient care (Aiken et al., , ). The clinical practicum covers one half of the professional nursing studies (European Commission [EC], , ) and is vital in fulfilling the competence requirements for the future nursing workforce (EC ; European Federation of Nurses Associations [EFN], ; Nursing and Midwifery Council [NMC], ; Salminen et al., ; World Health Organization [WHO], ).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have reported that graduating nursing students (GNSs) are lacking in relevant nurse competence (competence) when starting their nurse career (e.g. Missen, McKenna, Beauchamp, & Larkins, ; Missen, McKenna, & Beauchamp, ). Student success in clinical learning is a key objective and ultimately the joint responsibility of the student, the nurse teacher (teacher) in higher education institutions (HEIs) and clinical practice mentors.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial

Strandell‐Laine

Saarikoski

Löyttyniemi

et al. 2018

Journal of Advanced Nursing

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Qualified nurses' perceptions of nursing graduates' abilities vary according to specific demographic and clinical characteristics. A descriptive quantitative study

Cited by 23 publications

References 23 publications

Impact of educational guidelines about prevention of pressure injuries among infants in Intensive Care UnitImpact of educational guidelines about prevention of pressure injuries among infants in intensive care unit

Impact of educational guidelines about prevention of pressure injuries among infants in Intensive Care UnitImpact of educational guidelines about prevention of pressure injuries among infants in intensive care unit

Fostering graduate nurse practice readiness in context

Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial

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