Work readiness, transition, and integration: The challenge of specialty practice

Abstract

Aim To determine how extended orientation enhances the work readiness of new graduate nurses as they transitioned to their professional role in a specialty care hospital. Background Given increased complexity of care and high‐patient acuity, there is concern about the work readiness of new graduate nurses in specialty areas. Design Qualitative exploratory study using an inductive approach. Methods An integrative literature review was conducted to abstract characteristics of work readiness among new graduate nurses. Semistructured interviews were conducted with 41 participants from a large paediatric specialty hospital in Ontario, Canada, in 2014. The sample of nurses was stratified and included nurse managers, new graduates, and preceptors. Interview texts were interpreted using thematic analysis. Results A framework for enhancing work readiness of new graduates transitioning to specialty care was developed from the interview and literature findings. Interview data demonstrate an extended orientation that includes mentorship, a gradual increase in clinical responsibilities, and involvement in the professional role during the early stages of a nurse's career can enhance work readiness of new graduates. Four key areas of work readiness were identified in the literature: personal characteristics, clinical characteristics, relational characteristics, and organizational acuity. Conclusion Based on the study results, new graduate nurses can be an integral part of the team in specialty care provided certain conditions are met during their transition to practice. Our study gives further evidence that extended orientation enhances new graduates’ work readiness as they transit to their professional role.

The factors influencing the effective early career and rapid transition to a nursing specialty in differing contexts of practice: a modified Delphi consensus study

“…The sense of belonging was vital to retention, that is, colleagues and the organisation needed to respect, include, support and accept specialist novice nurses at all phases, but particularly on completion of the transition process. The sense of belonging is not a new finding as exampled in current literature,59 69–71 but our findings emphasise that it starts from pre-entry right through the transition process and is so essential to the retention of specialty nurses.…”

Why Clinical Nurses Couldn’t Adhere to Standard Precautions Adequately Despite their High Adherence Intention? A Quantile Regression Approach

“…In the 25% quantile, work experience was a signi cant factor, which means that clinical nurses need to be prepared to perform clinical practice. Several studies also have supported the need to enhance work readiness during the early stages of a nurse's career under increased complexity of care and acutely ill patients [36]. In the 50% quantile, the work department, which referred to how many patients a nurse should be in charge of, was a signi cant factor.…”

The effect of interpersonal communication and self-adjustment to the work readiness of vocational high school students

“…Some of these studies include Cavanagh, Burston, Southcombe, and Bartram (2015) who conducted research on hospital employees (nurses) in Victoria regional hospitals, Australia with the aim of exploring the relationship between work-readiness and a number of work outcomes, such as job satisfaction, work engagement, and intention to remain. The research conducted by Baumann, Crea -Arsenio, Hunsberger, Fleming-Carroll, and Keatings, (2019) focuses on employees of pediatric specialty hospitals in Ontario, Canada consisting of managers, nurses and counselors with the aim of knowing what factors can improve employee work-readiness. While the renewal of this research focuses on the work-readiness of Vocational High School students, which are educational institutions that prepare students and graduates to get jobs and have the skills needed in their jobs.…”