Retention Outcomes of New Graduate Nurse Residency Programs

Asber, Samantha R

doi:10.1097/nna.0000000000000780

Cited by 53 publications

(53 citation statements)

References 17 publications

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“…Researchers have pointed out that relevant intervention measures such as respect, autonomy, and quality of work life, etc., can increase the retention rate of those with an intention to leave [ 45 ]. However, some literature results pointed out that although similar nurse residency programs (NRPs) are used, the 1-year retention rate for new graduate nurses varies from 74% to 100% [ 46 ]. In summary, managers must adjust the intervention plan in a timely manner based on the actual working conditions of the new nurses, and more studies are needed to confirm the effectiveness of the intervention.…”

Section: Discussionmentioning

confidence: 99%

Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses

Chen

Fang

Wang

et al. 2021

IJERPH

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Health care workers are at a higher risk of psychological distress than ordinary people. Stress affects physical and mental health, and can even produce an intention to leave. The current training for new graduate nurses (NGNs) during this transitional period mostly focuses on the cultivation of professional ability, with less attention to mental health or emotional feelings, and thus there are insufficient structured support strategies. As such, this study explores the effects of intervention through an appropriate education program on the learning, mental health and work intentions of new recruits during the transition period. A pre-test and post-test for a single group was designed for new nursing staff in a large teaching hospital in northern Taiwan. The test period was from May 2017 to December 2018, and a total of 293 cases were accepted. A three-month adaptive education program was provided and evaluated in terms of: care for learning, care for health, improving professional ability, and individualized guidance on satisfaction, mental health disturbance and work intention. The new graduate nurses who received gentle care and counseling showed a downward trend in their BSRS-5 scores and statistical differences over time (p < 0.001). The higher the BSRS-5 score, the easier it is for new graduate nurses in acute and intensive care units. There is a tendency for turnover leave (p = 0.03). After the intervention of the overall plan, the turnover rate of new graduate nurses within three months was 12.6%, and the one-year retention rate was 87.9%. The adaptive education program uses multiple support strategies to improve learning and professional abilities, to reduce psychological emotions, and thereby to increase retention. Today will face new medical challenges; the education programs will become more important across clinical care settings, and it will be important to rigorously validate their performance in helping NGNs.

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Section: Discussionmentioning

confidence: 99%

Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses

Chen

Fang

Wang

et al. 2021

IJERPH

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“…Even pre-pandemic, the TTP period was known to be a challenging and demanding time ( Powers et al, 2019 ), and the differences between nursing school and professional practice can cause NGNs to experience transition shock ( Boychuk Duchscher, 2009 ). Prior to the pandemic, approximately 25% of NGNs were leaving their position within the first year of practice ( NCSBN, n.d ), resulting in considerable cost burden for hospitals ( Asber, 2019 ). In response to negative outcomes during the TTP period, the NCSBN conducted a large study to evaluate the effectiveness of a TTP program for NGNs.…”

Section: Introductionmentioning

confidence: 99%

Nurse faculty perceptions of readiness for practice among new nurses graduating during the pandemic

Powers

Montegrico

Pate

et al. 2021

Journal of Professional Nursing

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“…NGNs and their preceptors should have opportunities for quality interaction and support (12). However, a longer orientation period, 4 weeks or more, increased NGNs’ positive experience of the overall transition (12) and improved retention (29). Alongside preceptorship, mentorship is often mentioned.…”

Section: Introductionmentioning

confidence: 99%

Newly graduated nurses’ evaluation of the received orientation and their perceptions of the clinical environment: An intervention study

Lindfors

Kaunonen

Huhtala

et al. 2021

Scandinavian Caring Sciences

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Background New graduate nurses (NGN) are the future of healthcare organizations where a shortage of nurses will soon be reality. The transition from a student to a registered nurse can be a demanding and challenging time, and in order to retain new graduate nurses, the transition should be as smooth as possible. AimThe aim of this study was to examine preceptors’ education intervention’s impact on NGNs’ orientation period and their clinical learning environment from NGNs’ point of view. Material and Methods This survey was a part of a longitudinal quasi‐experimental intervention study. Participating units were randomized into intervention group and control group. The intervention group’s preceptors (n=174)were provided a face‐to‐face education about orientation. Results NGNs (n=72) were relatively satisfied with the received orientation. However, intervention group was more discontented with their orientation experiences than the control group. The control group’s NGNs had longer orientation periods and more feedback discussions. They were also more satisfied with their preceptor’s orientation skills and their working environment was more responsive. Discussion Even though the impact of the intervention was inconclusive, this study provided us important information about NGNs’ first steps towards the nursing profession by giving us clear improvement targets. We need a culture of feedback, individualized orientation and understanding that orientation should be our common interest. Investing in orientation is investing for the future. Conclusion This study indicated that the increase in knowledge did not translate into everyday practice. This finding will hopefully give rise to discussion within organizations on how to utilize employees’ gained knowledge more effectively.

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Retention Outcomes of New Graduate Nurse Residency Programs

Cited by 53 publications

References 17 publications

Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses

Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses

Nurse faculty perceptions of readiness for practice among new nurses graduating during the pandemic

Newly graduated nurses’ evaluation of the received orientation and their perceptions of the clinical environment: An intervention study

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