The role of rural nurse managers in supporting new graduate nurses in rural practice

Abstract

As clinical leaders rural nurse managers and nurse unit managers, have an important role in facilitating the successful entry and retention of new graduate nurses into the rural nursing workforce.

Transition support for new graduate nurses to rural and remote practice: A scoping review

“…The general lack of professional and educational support has been reported to negatively impact on rural and remote recruitment and retention of nurses (Keahey, 2008;Oosterbroek et al, 2017). In NGNs this has been reported to create strain on their socioemotional health and professional development as confident and competent Registered Nurses (RNs) (Lea and Cruickshank, 2017). There have been a number of recent reviews on the experiences of NGNs in transition, but mostly these have been representative of metro areas (for example see Ke et al, 2017;Walker et al, 2017).…”

“…In addition to mentoring, NGNs needed employers and educators to advocate for them, provide emotional support, encouragement and protection (Lea and Cruickshank, 2017) as well as reassurance and direction (Baldwin et al, 2016;Lea and Cruickshank, 2015b). Unfortunately, usually in these settings, formal or professional support is either lacking for NGNs due to limited resources and a lack of time (Lea and Cruickshank, 2015a;Nayda and Johns, 2008) or is provided erratically, often leaving NGNs with inconsistent mentoring (Bennett et al, 2012;Lea and Cruickshank, 2017;Weiss, 2016). This often leaves a gap in what is provided or what is promised to be provided versus what support is needed.…”

New graduate nurses' clinical safety knowledge by the numbers

“…A culture of safety built and supported by nursing and organisational leadership gives the NGRNs the ability to seek support without fear of recrimination, providing the opportunity to build professional confidence. However, due to workload and fiscal limitations in some settings, such as rural or primary care settings, senior nurses are struggling to avail themselves to adequately support their fledgling nurses (Lea & Cruickshank, ).…”

The family medicine reference clinic: an example of interprofessional collaboration within a healthcare team

“…Ob implementaciji novih RADM je v sistem namreč vstopalo veliko število diplomiranih medicinskih sester, težave so povzročale časovne omejitve in usklajevanje predavateljev glede terminov pa tudi glede prostora. Predlagano je bilo, naj se diplomirane medicinske sestre do začetka izobraževanja v modulih uvajajo s pomočjo mentoriranja, kar pomeni, da izkušena diplomirana medicinska sestra iz RADM pomaga uvajati novo diplomirano medicinsko sestro v RADM, dokler slednja ne vstopi v organiziran način izobraževanja, kar so prakticirali tudi v tujini (Lea & Cruickshank, 2017;Spiva, et al, 2017). …”

“…It was proposed that until training in module form is introduced, registered nurses would be provided with induction by way of mentoring. In other words, an experienced registered nurse from an FMRC should help in the induction process of a new registered nurse in the FMRC until the latter starts an organised education path, which was also the case elsewhere (Lea & Cruickshank, 2017;Spiva, et al, 2017).…”