Practice ready for what? The meaning of graduate RNs practice readiness

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Magdalen Welch
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1 Practice ready for what? The meaning of graduate RNs practice readiness Association of Queensland Nurse Leaders 2013 Conference October 2013, Brisbane, Australia May El Haddad, RN, BSN, MN(Hon), PhD (Candidate) UOW Professor Lorna Moxham, UOW Dr Marc Broadbent, USC

curricula linked to ANMC competency standards Graduate RNs are

2 Setting the seen Aging Australian population Aging nursing workforce Looming nursing shortage Increased funding to educate more nurses BN curricula linked to ANMC competency standards Graduate RNs are declared competent at novice level Budget cuts leading to oversupply of graduates

3 Contemporary national discourse University education versus hospital based training BN program: a 3-year versus 4-year degree Provisional registration until completion of graduate year

4 Preliminary analysis of literature Opinions differ between clinicians & education providers as to whether recently graduated RNs are prepared for the challenges of the current healthcare system Tension between health industry & universities

5 Aim of Research To explore the understanding of NUMs & BN program coordinators regarding graduate RNs practice readiness tudibao.com.br

6 Research Design Classic Grounded Theory Methodology Purposive sampling to recruit participants In-depth individual semi-structured interviews Constant comparative data analysis method Computer software program NVIVo

Practitioner Time to Consolidate Budget Limitations

7 Emerging Concepts / BN Program Coordinator Life Long Learner Novice Professional Collaboration Reflective Practitioner Time to Consolidate Budget Limitations Generalist RN Resilient Variety of Clinical Placement Settings

8 Basic Clinical Skills Critical Thinker Emerging Concepts / NUMs Caring Attitude Patient Safety requiring Supervision Show Initiative Reflective Practitioner Ask Questions Confident & Resilient Familiar with Resources Budget Limitations Able to get the job done Contextual Enculturation

9 Practice ready for what? Practice readiness is a complex, individual & highly contextualised concept Practice where? Mental health, medical, surgical, paediatrics, community, ED, rural health, aged care, forensics, ICU, school nursing, palliative care, remote area, etc etc etc Ready for what? Time management, drips, drains, assessment, complex clinical reasoning, risk management, bereavement, medications, teamwork, documentation, etc etc etc

10 Is it realistic to expect new graduates to be able to get the job done like an experienced RN? OR to expect new graduates to be able to work any where even as novice practitioners?

11 NUMS The Tension BN Program Coordinators Grads are RNs who need to Get the Job Done Grads are generalist nurses & should be able to work any where as Novice Practitioners

12 Way Forward Understanding the tension between what education providers consider practice ready and what employers consider practice ready could perhaps lead to: Improved synergy between the two sectors A BN curriculum review in which all stakeholders have an equal voice

13 THANK YOU Acknowledgements: The participants of this study The new grads who walk this tightrope everyday The School of Nursing, Midwifery & Indigenous Health, UOW The Practice Development Team, SCHHS May El Haddad, RN, PhD (Candidate), UOW Nurse Educator, Nambour Hospital, SCHHS, Qld Tel: M:

14 References Australian Nursing & Midwifery Council (ANMC) 2005, National competency standards for the registered nurse, viewed 8 October 2010, Cubit, KA & Ryan, B 2011, Tailoring a graduate nurse program to meet the needs of our next generation nurses, Nurse Education Today, vol. 31, no. 1, pp Evans, J, Boxer, E & Sanber, S 2008, The strengths and weaknesses of transitional support programs for newly registered nurses, Australian Journal of Advanced Nursing, vol. 25, no. 4, pp Greenwood, J 2000, Critique of the graduate nurse: an international perspective, Nurse Education Today, vol. 20, no. 1, pp Health Workforce Australia (HWA) 2012a, Health workforce 2025: doctors, nurses and midwives, viewed 24 July nurses-and- Heath, P 2002, National Review of Nursing Education 2002: Our duty of care, Commonwealth of Australia, Canberra. Hinton, A & Chirgwin, S 2010, Nursing education: reducing reality shock for graduate Indigenous nurses it s all about time, Australian Journal of Advanced Nursing, vol. 28, no. 1, pp McGrath, P, Anastasi, J, Fox-Young, S, Gorman, D, Moxham, L & Tollefson, J 2006, Collaborative voices: ongoing reflections of nursing competencies, Contemporary Nurse, vol. 22, no. 1, pp Twigg, DE, Geelhoed, EA, Bremner, AP & Duffield CM 2013, The economic benefits of increased levels of nursing care in the hospital setting, Journal of Advanced Nursing, Doi: /jan Wolff, AC, Pesut, B & Regan, S 2010, New graduate nurse practice readiness: perspectives on the context shaping our understanding and expectations, Nurse Education Today, vol. 30, no. 2, pp

Cultural Safety Position Statement

Cultural Safety Position Statement The Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) was founded in 1997. It is the national peak body that represents, advocates and supports Aboriginal and Torres Strait