Qualified nurses' rate new nursing graduates as lacking skills in key clinical areas

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

doi:10.1111/jocn.13316

Cited by 59 publications

(44 citation statements)

References 24 publications

(45 reference statements)

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“…Our findings also show that NGNs recognize that learning psychomotor skills alone will not deliver quality patient care, but requires “critical thinking” and “learning from the wisdom of others”. Both deficits are identified in the literature on NGNs (Missen et al, ). While recommendations to achieve better clinical support are relevant to all nurses, NGNs are a unique group requiring structured support.…”

Section: Discussionmentioning

confidence: 93%

“…Newly registered nurses commonly commence their careers in hospital graduate nurse programmes (GNP) (Walker, Costa, Foster, & Bruin, 2016), also known as transitional support programmes (TSP) (Bloomfield, Gordon, Williams, & Aggar, 2015). These non-compulsory programmes support transition into the workforce through preceptorship, mentorship and clinical supervision (Hussein et al, 2017) and are recommended as a means of skill acquisition and credentialing (Missen, McKenna, Beauchamp, & Larkins, 2016). Despite wide use, NGN perceptions of their first practice year highlight continuing challenges for NGNs and the workplace environment at the point of care (Figueroa et al, 2016).…”

Section: Backg Rou N Dmentioning

confidence: 99%

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Good clinical support transforms the experience of new graduates and promotes quality care: A qualitative study

et al. 2019

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Aim To explore the clinical support experiences of new graduate nurses’ (NGNs) and how these experiences influenced their learning, job satisfaction and skill development during their new graduate transition. Background As supervising NGNs is different to other groups, nurse managers must be aware of NGNs’ unique needs to successfully transition to practice. Clinical support is crucial, but little is known about what is effective in supporting the learning and development of clinical capability in this critical period. Methods Using a qualitative exploratory design, semi‐structured interviews were conducted with NGNs working in a tertiary level teaching hospital in Sydney, Australia. Nurses were interviewed upon completing their 12‐month transitional support programme (TSP) in late 2013–2014. Data were thematically analysed. Results Twenty‐six NGNs were interviewed. Three major themes identified were as follows: (a) clinical support facilitates learning; (b) conditions required for good clinical support; (c) transforming me. Conclusion Themes identified specific supportive strategies, including informal and formal clinical support to nurture confidence, competence, professional growth and increase satisfaction of NGNs. Implications for Nursing Management Findings describe essential clinical support practices for fostering successful NGN transition.

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Section: Discussionmentioning

confidence: 93%

Section: Backg Rou N Dmentioning

confidence: 99%

Good clinical support transforms the experience of new graduates and promotes quality care: A qualitative study

et al. 2019

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“…Having a structured transition to practice programme aids the NGRN to work within their scope of practice, something many NGRNs find is difficult due to staff allocations and skill mix in their workplace (El Haddad et al, 2017;Lea & Cruickshank, 2015;Missen et al, 2016).…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…It has been asserted that new graduate registered nurses (NGRNs) have not yet developed the critical thinking skills or the situational awareness to provide a sufficient level of expected care and that NGRNs may simply not know what they do not know (Benner, ; Benner, Tanner, & Chesla, ; Missen, McKenna, Beauchamp, & Larkins, ). It has also been established that a NGRNs transition from student to registered nurse (RN) is accompanied by a degree of shock (Chang & Daly, ; Duchscher, ; Kramer, ).…”

Section: Introductionmentioning

confidence: 99%

“…All of these were established with the aim of providing extensive orientation, ongoing support, advanced skills development and professional development opportunities during that crucial initial 12 months of practice (Walsh, ). Having a structured transition to practice programme aids the NGRN to work within their scope of practice, something many NGRNs find is difficult due to staff allocations and skill mix in their workplace (El Haddad et al, ; Lea & Cruickshank, ; Missen et al, ). These programmes require supportive leadership to facilitate staff support for NGRNs.…”

Section: Introductionmentioning

confidence: 99%

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New graduate nurses’ understanding and attitudes about patient safety upon transition to practice

Murray

Sundin

Cope

2019

Journal of Clinical Nursing

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Aims To explore the transition experiences of newly graduated registered nurses with particular attention to patient safety. Background New graduate registered nurses’ transition is accompanied by a degree of shock which may be in tune with the described theory–practice gap. The limited exposure to clinical settings and experiences leaves these nurses at risk of making errors and not recognising deterioration, prioritising time management and task completion over patient safety and care. Design Qualitative descriptive approach using semi‐structured interviews. Methods Data were collected during 2017–18 from 11 participants consenting to face‐to‐face or telephone semi‐structured interviews. Interviews were transcribed verbatim, and data were analysed using thematic analysis techniques assisted by Nvivo coding software. The study follows the COREQ guidelines for qualitative studies (see Supplementary File 1). Results Key themes isolated from the interview transcripts were as follows: patient safety and insights; time management; making a mistake; experiential learning; and transition. Medication administration was a significant cause of stress that adds to time management anguish. Although the new graduate registered nurses’ clinical acumen was improving, they still felt they were moving two steps forward, one step back with regards to their understanding of patient care and safety. Conclusion Transition shock leaves new graduate registered nurses’ focused on time management and task completion over patient safety and holistic care. Encouragement and support needed to foster a safety culture that foster safe practices in our new nurses. Relevance to practice Having an understanding of the new graduate registered nurses’ experiences and understanding of practice will assist Graduate Nurse Program coordinators, and senior nurses, to plan and provide the relevant information and education during these initial months of transition to help mitigate the risk of errors occurring during this time.

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Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania

et al. 2022

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Background Health professions training in Tanzania has gradually adopted the competency-based curricula (CBC) approach that focuses on learners’ acquisition of competencies in knowledge skills and aptitude. Feedback from the graduates is crucial for improving CBC implementation and review to ensure that graduates acquire clinical competencies and thus improve patient care. Objectives To explore the teaching–learning experiences of medical and nursing graduates during their internship and their supervisors in three teaching hospitals. Methods Exploratory qualitative data from in-depth interviews and focus group discussions were analysed using a content analysis framework. Medical and nursing graduates who were in an internship program in three teaching hospitals in Tanzania were conveniently recruited based on their availability during the data collection period. Results The use of clinical logbooks, guidelines and protocols, bedside teaching, mentorship, and supervision were important for the acquisition of clinical competencies. Graduates demonstrated inadequate clinical competency including confidence, commitment, and professionalism because of a lack of clear clinical guidelines and protocols, inadequate bedside teaching including supervision by faculty and ineffective communication and feedback. Conclusions Clinical teaching–learning tools and approaches facilitate students’ acquisition of clinical competencies. However, inadequate use of guidelines and protocols, bedside teaching, clinical supervision and effective communication was observed. Use of these clinical teaching approaches should be emphasized for students’ clinical competency acquisition.

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Qualified nurses' rate new nursing graduates as lacking skills in key clinical areas

Abstract: Identifying key areas in which new nursing graduates are not yet competent means that educational providers and educators from healthcare settings can focus on these skills in better preparing our nurses to be work ready.

Cited by 59 publications

References 24 publications

Good clinical support transforms the experience of new graduates and promotes quality care: A qualitative study

Good clinical support transforms the experience of new graduates and promotes quality care: A qualitative study

New graduate nurses’ understanding and attitudes about patient safety upon transition to practice

Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania

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