New Graduate Nurses' Perception of the Impact of Dedicated Education Units on Transition to Practice: A Descriptive Study
Authors
Berube, Jennifer A.Faculty Advisor
Nancy Morris PhD, ANP-BCUMass Chan Affiliations
Graduate School of NursingDocument Type
Doctoral DissertationPublication Date
2021-05-16Keywords
Dedicated Education UnitsTransition to Practice
Competence
Medical Education
Nursing
Other Nursing
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PURPOSE: The purpose of this research was to identify the value of undergraduate nursing student clinical preparation within a dedicated education unit on transition to practice. SPECIFIC AIMS: Describe perceived competence, practice readiness, self-efficacy, job satisfaction, intent-to-stay and orientation length of students who participated in a clinical experience in a dedicated education unit upon graduation, 3- and 6-months employment. Explore new graduate nurses’ perception of the impact of a dedicated education unit clinical experience on transition to practice. Examine relationships between outcome variables. Explore associations between outcome variables and demographic and employment characteristics. FRAMEWORK: This research was guided by Albert Bandura’s Social Learning Theory. DESIGN: This study used a descriptive, longitudinal design with quantitative measures and qualitative interviews. RESULTS: 18 participants provided quantitative data, and five participated in an interview. Competence, practice readiness and job satisfaction were relatively high. Self-efficacy remained essentially unchanged at all three time points. Average orientation length was 13 weeks, with 41.7% reporting their orientation was shorter than planned. At 6-months employment, 91.7% planned to stay in their current position for one year. Competence and Self-efficacy were associated at 3- and 6-months. Prior healthcare work experience was associated with higher competence at 3- and 6-months. Participants valued the experience of working with a preceptor and the supportive learning environment that allowed them to develop technical and professional nursing skills. CONCLUSION: These findings support dedicated education units as having a positive impact on new graduate nurse’s transition to practice.DOI
10.13028/drde-3s46Permanent Link to this Item
http://hdl.handle.net/20.500.14038/34412Rights
Copyright © 2021 Berube. This is an open access dissertation licensed under the terms of the Creative Commons Attribution License.Distribution License
http://creativecommons.org/licenses/by/4.0/ae974a485f413a2113503eed53cd6c53
10.13028/drde-3s46
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Except where otherwise noted, this item's license is described as Copyright © 2021 Berube. This is an open access dissertation licensed under the terms of the Creative Commons Attribution License.