Transition to Practice Program

Porter, Valerie; Ham, Corey; Grealish, Laurie

doi:10.1097/nnd.0000000000000296

Cited by 4 publications

(3 citation statements)

References 27 publications

(21 reference statements)

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“…With respect to the findings on ENs, although they are a growing workforce in mental health, and there is some investigation of their transition experiences and satisfaction (Porter et al., 2016; Quinn & Ryan, 2016), there has been no investigation of their well‐being and resilience and no direct comparisons can be made. A novel finding in our study was that generalist and postgraduate RNs reported significantly greater stress than ENs.…”

Section: Discussionmentioning

confidence: 99%

“…Quinn and Ryan (2016) found an EN transition program in forensic mental health increased ENs' mental health knowledge and skills and enhanced their retention. Porter et al (2016), in a process evaluation, found that mental health transition programs increased ENs' confidence in their work. In summary, although there is some evidence on novice RNs/graduates' experiences transitioning into mental health nursing, most of this is more than seven years old, with minimal literature on enrolled nurses (ENs) transitioning into the field, and no published studies on generalist RNs transitioning to mental health, or on mental health transition nurses' well-being, resilience, and mental health stigma attitudes.…”

Section: Bac Kgrou N Dmentioning

confidence: 99%

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Well‐being, turnover intention, and stigma attitudes of mental health transition‐to‐practice nurses: A cross‐sectional study

Foster,

Steele,

Metcalfe

et al. 2023

Int J Mental Health Nurs

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There is global recognition that mental health nursing can be stressful and have detrimental effects on nurses' well‐being and retention. With substantial nursing shortages, there is an urgent need to attract and retain nurses to sustain this workforce and provide effective mental healthcare. Mental health transition programs provide vital recruitment pathways and support novice registered nurses, enrolled nurses and experienced registered generalist nurses moving into this field. There is little evidence, however, on the well‐being, resilience, and retention of nurses transitioning into mental health. The primary aims for this cross‐sectional study were to describe demographic characteristics, perceived stress, well‐being, resilience, mental illness stigma attitudes, work satisfaction, and turnover intention of four nurse cohorts entering mental health transition programs: generalist registered nurses, graduate and post‐graduate registered nurses, and enrolled nurses; to explore relationships between these variables; and explore differences between these four nurse cohorts. Findings (n = 87) included overall moderate perceived stress, moderate well‐being and resilience, high work satisfaction, low stigma, and low turnover intention. Higher turnover intention was associated with lower age and work satisfaction, and higher perceived stress. Generalist RNs had significantly higher stress and stigmatizing attitudes than Enrolled Nurses. Secondary analysis of well‐being scores identified 14 nurses with scores indicating depression, with significantly lower resilience and work satisfaction, and significantly higher stress than the rest of the sample. To help prevent attrition, it is vital that mental health services provide tailored well‐being initiatives during transition and intervene early to provide support for nurses with mental distress.

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Section: Discussionmentioning

confidence: 99%

Section: Bac Kgrou N Dmentioning

confidence: 99%

Well‐being, turnover intention, and stigma attitudes of mental health transition‐to‐practice nurses: A cross‐sectional study

Foster,

Steele,

Metcalfe

et al. 2023

Int J Mental Health Nurs

View full text Add to dashboard Cite

show abstract

“…Canadian studies focused on transition in specialist settings included paediatrics (Baumann, Crea-Arsenio, Hunsberger, Fleming-Carroll, & Keatings, 2018). In Australia, specialist settings included paediatrics (Lima et al, 2016), and mental health (Porter, Ham, & Grealish, 2016).…”

Section: The Vast Majority Of Authors Described Transition Interventi...mentioning

confidence: 99%

Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review

Kenny

Dickson‐Swift

McKenna

et al. 2021

Nurse Education Today

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Preceptors’ perspectives of an integrated clinical learning model in a mental health environment

Boardman

Lawrence

Polacsek

2018

Int J Mental Health Nurs

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Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting.

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Transition to Practice Program

Cited by 4 publications

References 27 publications

Well‐being, turnover intention, and stigma attitudes of mental health transition‐to‐practice nurses: A cross‐sectional study

Well‐being, turnover intention, and stigma attitudes of mental health transition‐to‐practice nurses: A cross‐sectional study

Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review

Preceptors’ perspectives of an integrated clinical learning model in a mental health environment

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