The transition to practice of Direct Entry Clinical Nurse Leader graduates

Shatto, Bobbi; Meyer, Geralyn; Delicath, Timothy

doi:10.1016/j.nepr.2016.05.008

Cited by 19 publications

(18 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Essentially, novice model C clinical nurse leader participants intensely focused on attaining clinical skills to confidently provide competent patient care. This supports Shatto et al () whose findings suggest that the novice clinical nurse leader feels unprepared upon entry to practice but remains positive about their nursing practice trajectory. An unanticipated finding from this study demonstrates that model C clinical nurse leader participants, during their first year of employment, progressed towards professional socialization on par with traditionally educated NLRNs (Zhang et al, ).…”

Section: Discussionsupporting

confidence: 84%

“…Newly licensed registered nurses (NLRNs) begin to socialize into their role as professional nurses during the initial months of their first clinical employment. Unfortunately, NLRNs frequently encounter a steep learning curve during this time that may cause them to feel anxious, apprehensive and unprepared for the demands of their nursing role (Shatto, Meyer, & Delicath, ). These negative feelings are due to NLRNs feeling pressured to perform as seasoned nurses, acquiring more patient care responsibility than they are comfortable handling during their shift (Brewer, Kovner, Greene, Tukov‐Shuser, & Djukic, ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Impact of mentoring relationships on nursing professional socialization

et al. 2019

View full text Add to dashboard Cite

Aim This study qualitatively explored the impact mentoring relationships had on the professional socialization of novice clinical nurse leader. Background Professional socialization entails acquisition of the skills, knowledge and values associated with nursing. Model C clinical nurse leaders have completed a bachelor's degree before graduate‐level nursing programme acceptance. Thereby, the mentoring needs of model C clinical nurse leaders may differ from that of traditionally educated novice nurses. Method Focus groups were conducted with seven novice model C clinical nurse leaders during their first year of employment. Qualitative data were analysed via a grounded theory approach. Results The participants described an intense focus on patient care and how multiple mentoring relationships motivated them to become competent bedside clinicians. They described how the mentors’ actions enabled them to deal with negative feelings, which increased their confidence, comfort and competence with clinical skills. Conclusions Clinical skills improved when a novice model C clinical nurse leader worked with multiple mentors. The qualitative data did not show that the model C clinical nurse leaders needed different mentoring relationships than traditionally educated nurses. Implication for Nursing Management The results suggest multiple mentors should be used to develop the clinical competences of novice model C clinical nurse leaders.

show abstract

Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Impact of mentoring relationships on nursing professional socialization

et al. 2019

View full text Add to dashboard Cite

show abstract

“…, Shatto et al . ). They interviewees were predominantly female (80.0%) with bachelor degree (68.0%) and were employed at 14 different units; the average age was 22 years.…”

Section: Methodsmentioning

confidence: 97%

“…Then, 25 were interviewed individually after 6 months. Studies have reported that the first 3-6 months of employment is the most stressful period, being a critical stage when new graduate nurses may form their intention to leave their current job (Duchscher 2008, Cheng et al 2014, Shatto et al 2016. They interviewees were predominantly female (80.0%) with bachelor degree (68.0%) and were employed at 14 different units; the average age was 22 years.…”

Section: Participantsmentioning

confidence: 99%

Stressors of newly graduated nurses in Shanghai paediatric hospital: a qualitative study

Zhang

Shen

et al. 2016

J Nurs Manag

View full text Add to dashboard Cite

show abstract

“…In a study by Kemsley et al (2011), 86% of ABSN graduates reported that their program met their expectations and that they would recommend it to others. Shatto et al (2016) also found that all AMSN graduates were satisfied with their program upon graduation.…”

Section: Absn and Amsn Program Outcomesmentioning

confidence: 82%

Kirkpatrick Model Evaluation of Accelerated Second-Degree Nursing Programs: A Scoping Review

Lee¹,

Song²

2021

J Nurs Educ

View full text Add to dashboard Cite

he nursing shortage has created serious concerns in many countries (Organisation for Economic Cooperation & Development [OECD], 2017). A rapidly aging population with complex chronic diseases and new global infectious diseases has exacerbated the demands placed on the nursing workforce in health care systems (Ding et al., 2016;Jan et al., 2018). Well-trained nurses are critical to delivering safe care and maintaining quality outcomes in hospitals. However, the current number of active nurses falls significantly short of demand, and clinically competent nurses are needed now more than ever (OECD, 2017). To address this issue, shorter but upgraded nursing programs have received interest, and accelerated programs for students with bachelor's degrees in other disciplines have gained momentum.In the 1970s, an accelerated baccalaureate nursing (ABSN) program was first introduced in the United States. This fasttracked program allowed students to complete a nursing curricula in approximately half of the time required for traditional baccalaureate nursing (TBSN) programs (American Association of Colleges of Nursing [AACN], 2019). Students who enroll in the ABSN programs tend to be motivated to complete the nursing curriculum with good academic standing and to pass the National Council Licensing Examination for Registered Nurses (NCLEX-RN ® ) (Kaddoura et al, 2017;Moe et al., 2009). Nurse managers' evaluations of ABSN graduates (Rafferty & Lindell, 2011) indicated they did not differ from TBSN graduates in clinical competency, and managers valued ABSN graduates' professional socialization and the quality of care they delivered based on their experience in other disciplines.More than 280 ABSN programs currently are offered in the United States after a dramatic proliferation during the past three decades. Three years after the ABSN programs began, an accelerated master of science in nursing (AMSN) program was launched in the United States. The AMSN programs differ from ABSN programs in terms of awarding the master's degree upon completion of the curriculum and having a longer curriculum of 3 years. Students in AMSN programs spend the first year in a prelicensure curriculum taking BSN courses and the last 2 years taking courses at the master's level (AACN, 2019). However, many different models of AMSN programs exist under vary- ABSTRACTBackground: This scoping review examined the outcomes of accelerated second-degree baccalaureate and master of nursing programs using the Kirkpatrick four-level model. Method: A systematic search of four major scientific databases identified 15 articles meeting study inclusion criteria. The articles were assessed for educational outcomes, and extracted data were organized according to the fourlevel Kirkpatrick model consisting of reaction, learning, behavior, and results. Results: Both second-degree baccalaureate and master of nursing program students showed strong academic achievement, high employment rates, and high program satisfaction but reported lack of perceived preparedness for a clinic...

show abstract

The transition to practice of Direct Entry Clinical Nurse Leader graduates

Cited by 19 publications

References 20 publications

Impact of mentoring relationships on nursing professional socialization

Impact of mentoring relationships on nursing professional socialization

Stressors of newly graduated nurses in Shanghai paediatric hospital: a qualitative study

Kirkpatrick Model Evaluation of Accelerated Second-Degree Nursing Programs: A Scoping Review

Contact Info

Product

Resources

About