What newly licensed registered nurses have to say about their first experiences

Pellico, Linda Honan; Brewer, Carol S.; Kovner, Christine

doi:10.1016/j.outlook.2008.09.008

Cited by 121 publications

(91 citation statements)

References 27 publications

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“…Studies and reports from around the world show that nursing education, especially clinical education, does not always prepare students for the demands of working as a professional registered nurse (L€ ofmark et al, 2006;Pellico et al, 2009;Swedish Association of Local Authorities and Regions, 2010). Newly graduated nurses are described as having only "weak" practical skills (Bradshaw and Merriman, 2008;Higgins et al, 2009), which can be considered a patient safety risk.…”

Section: Introductionmentioning

confidence: 99%

Walking the bridge: Nursing students' learning in clinical skill laboratories

Ewertsson

Allvin

Holmström

et al. 2015

Nurse Education in Practice

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Section: Introductionmentioning

confidence: 99%

Walking the bridge: Nursing students' learning in clinical skill laboratories

Ewertsson

Allvin

Holmström

et al. 2015

Nurse Education in Practice

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“…"o e stude ts e pe ie ed a la k of oi e du i g their placement when reflecting on such experiences. This concurs with the work done by Pellico, Brewer and Kovner (2009) where a participant in the study summed this up when they spoke about nursing being a profession but not being treated as a professional.…”

supporting

confidence: 82%

“…Research conducted by Pellico et al, (2009) suggested that the clinical experience gained as an undergraduate health and social work students affects the confidence and competence of newly-qualified professionals. Although the amount of experience was not specified in most reports, the impression was that some students had little or no hands-on clinical experience.…”

Section: Experiencementioning

confidence: 99%

Social work students' perceptions of readiness to practice: a mixed methods approach

Joubert¹

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“…45 New nurses are often given full patient loads from the beginning, which can increase stress and lead to burnout. As new clinicians transition into their roles, they are initially so overwhelmed that they focus on themselves and how they are adjusting.…”

Section: Length Of Orientationmentioning

confidence: 99%

Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice

Thrasher

Walker

2018

Journal of Athletic Training

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Context: Orientation is an important part of socialization and transition to practice, yet the orientation process for newly credentialed athletic trainers (ATs) is unknown.Objective: To determine how newly credentialed ATs are oriented to their roles.Design: Cross-sectional study. Setting: Online survey.Patients or Other Participants: Three hundred thirty-two of 1835 newly credentialed ATs (18%) certified and employed between January and September of 2013 completed the survey (129 men, 203 women; age ¼ 23.58 6 2.54 years).Data Collection and Analysis: The survey consisted of demographic information (eg, employment setting, job title) and 2 sections: (1) orientation tactics and (2) usefulness of orientation tactics. For the first section, participants identified if various orientation tactics were included in their orientations (eg, policies and procedures review). For the second section, participants identified how useful each orientation tactic was on a Likert scale (1 ¼ not useful, 4 ¼ very useful). Descriptive statistics were calculated for each survey item. Mann-Whitney U and Kruskal-Wallis tests were used to determine differences between demographic characteristics and orientation tactics. A Bonferroni correction accounted for multiple comparisons. A panel of experts established the content validity of the survey. The Cronbach a was used to establish internal consistency (a ¼ 0.802)Results: The most common orientation tactics were meeting with supervisors (n ¼ 276, 82.9%) and staff members (eg, coaches; n ¼ 266, 79.9%) and learning responsibilities (n ¼ 254, 76.2%). The least common orientation tactics were simulation of the emergency action plan (n ¼ 66, 19.8%) and preceptor development (n ¼ 71, 21.3%); however, preceptor development was not applicable to many participants. The most useful orientation tactics were simulating the emergency action plan (3.45/4.0) and meeting with staff members (3.44/4.0). Participants who felt their orientation prepared them for their roles were exposed to more tactics during orientation (Mann-Whitney U ¼ 17 212, P , .001).Conclusions: Many tactics were used to orient newly credentialed ATs to their roles, but orientations varied based on the practice setting.Key Words: onboarding, professional socialization, role inductance Key PointsThe orientation process for newly credentialed athletic trainers (ATs) varied by setting and job title, with many new ATs receiving little formal orientation. Employers should provide structured orientations for newly credentialed ATs to ease stress during the transition to practice. Processes used to orient newly credentialed ATs to their roles should include addressing policies and procedures, explaining the organizational mission and goals, reviewing the emergency action plan, and meeting with staff members, such as ATs, coaches, athletic directors, team physicians, and other individuals with whom the new AT will interact.

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What newly licensed registered nurses have to say about their first experiences

Cited by 121 publications

References 27 publications

Walking the bridge: Nursing students' learning in clinical skill laboratories

Walking the bridge: Nursing students' learning in clinical skill laboratories

Social work students' perceptions of readiness to practice: a mixed methods approach

Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice

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