Transitioning to Independent Nursing Practice during COVID-19: A Mixed Methods Study

Blanco, Keli; Ely, Elizabeth; DeAlmeida, Katelyn; Bohr, Nicole L

doi:10.1177/01939459221144178

Cited by 4 publications

(4 citation statements)

References 40 publications

(48 reference statements)

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“…The factors may impact graduates' transition to practice with the COVID-19 pandemic reportedly exacerbating the challenges graduate nurses experience as they transition to the role of registered nurse (Bani et al, 2023;Blanco et al, 2023;Crismon et al, 2021). These challenges include a lack of support, increased workload, and a theory-to-practice gap (Matlhaba & Khunou, 2022).…”

Section: Discussionmentioning

confidence: 99%

Nursing/Midwifery students’ perceptions of on-line education during COVID-19

Jones,

Jackson,

Rice

et al. 2024

Preprint

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Aim: This study aimed to gain a better understanding of nursing/midwifery students’ perspectives of the changes to the delivery of undergraduate nursing/midwifery education due to the COVID-19 pandemic, assess whether students perceived a caring pedagogy in their online learning, and investigate whether students’ intention to continue their education and enter the nursing/midwifery workforce has changed due to the pandemic and/or changes in education delivery. Design: Mixed methods Methods: A multi-centre cross-sectional survey of Australian nursing and midwifery students were undertaken to explore students experience quantitatively and qualitatively of learning during COIVD-19 pandemic. Results: There are several key findings from this study that may be relevant for future delivery of undergraduate health education, students transitioning to practice, and health care workforce retention. The study found that although students were somewhat satisfied with online learning during COVID-19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice, and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID-19. Conclusion: This finding suggests the importance of connection alongside the decreasing face to face interactions (for example increased reliance on social media, increasing use of online learning). This study highlights several key findings for consideration in nursing and midwifery education, the profession, and the broader context of healthcare. Graduates entering the workforce post COVID-19 have had to overcome significant barriers to education and clinical placement learning which will have impacted their level of clinical skills, confidence, and ability to practice as new gradate nurses/midwives.

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Section: Discussionmentioning

confidence: 99%

Nursing/Midwifery students’ perceptions of on-line education during COVID-19

Jones,

Jackson,

Rice

et al. 2024

Preprint

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“…Current literature reveals that NGN view their transition to a professional role stressful, intimidating, and challenging. [18][19][20][21][22][23] NGN primary focus is on completing and managing tasks and maintaining patient safety. Toothaker et al 24 report that NGN lack practical and real-world knowledge although NGN may be well prepared for passing NCLEX.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These stressors can cause unsafe practices and a breakdown in quality and safety. Current literature reveals that NGN view their transition to a professional role stressful, intimidating, and challenging 18–23. NGN primary focus is on completing and managing tasks and maintaining patient safety.…”

Section: Literature Reviewmentioning

confidence: 99%

Just Culture

Walker,

Hromadik,

Baker

et al. 2023

Nurse Educ

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Background: Although just culture is reportedly integrated across education and practice, little is known about how perceptions may change across time as students transition from prelicensure education to registered nurse in the practice setting. Purpose: The purpose of this study was to describe and compare just culture perceptions of registered nurses at 2 time points: (1) as prelicensure students and (2) as new graduate nurses with a minimum of 6 months of experience. Methods: Utilizing the Just Culture Assessment Tool for Nursing Education (JCAT-NE) and the Just Culture Assessment Tool (JCAT), this within-subject, longitudinal study measured just culture perceptions across time. Results: Although there was no statistically significant change in total scores across time, 8 individual items demonstrated statistically significant change. Conclusions: Students use the knowledge, skills, and attitudes about just culture taught in prelicensure education as new graduate nurses. However, findings reveal areas where the practice environment has altered perceptions of just culture.

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“…However, social opportunities were limited for NGNs during the pandemic, contributing to negative perceptions of the nursing experience (Bultas & L'Ecuyer, 2022). Additional challenges described by NGNs included frequently changing clinical protocols or policies (Blanco et al, 2023; Crismon et al, 2021; García-Martín et al, 2021), feelings of isolation related to the restricted number of staff allowed in patients' rooms to conserve personal protective equipment, and coping with death (Auckerman et al, 2022; Blanco et al, 2023). Emerging literature has examined the impact of COVID-19 by comparing cohorts of NGNs before and during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Restricted Clinical Experiences During a Pandemic on Newly Graduated Nurses' Experiences

Nelson,

Weyant,

Bogue

et al. 2024

J Nurses Prof Dev

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A multihospital study examined the impact of restricted clinical opportunities during COVID-19 on newly graduated nurses' experiences, self-reported competence, and self-reported errors upon entry into a nurse residency program and at 6 months. Newly graduated nurses' experiences (n = 2,005) were described using comparative data from cohorts before and during restricted experiences across 22 hospitals; minimal differences were observed. Nursing professional development specialists can utilize this information when creating and sustaining transition-to-practice programs.

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Transitioning to Independent Nursing Practice during COVID-19: A Mixed Methods Study

Cited by 4 publications

References 40 publications

Nursing/Midwifery students’ perceptions of on-line education during COVID-19

Nursing/Midwifery students’ perceptions of on-line education during COVID-19

Just Culture

The Impact of Restricted Clinical Experiences During a Pandemic on Newly Graduated Nurses' Experiences

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