You re Not Going to Learn It All: Graduate Nurses Perceptions of Preparedness for Clinical Practice Nicole Hatzenbuhler, MSN, RN
Authors: Nicole Hatzenbuhler, MSN, RN - North Dakota State University Julie Klein, PhD, RN - University of Mary The authors report no conflicts of interest. Learner Objectives: 1) Recognize the value of scholarly collaboration to prepare graduate nurses to successfully socialize into the nursing workforce. 2) Identify educational experience factors that influence graduate nurses perceived levels of preparedness to enter the nursing workforce. 3) Discuss strategies that may be used by nurses in practice, education, and research to enhance graduate nurses preparedness to assume professional roles and responsibilities.
Background Graduate nurse turnover Associated with lack of practice readiness among graduate nurses Nursing shortage Preparedness as a priority focus for leaders
Research Purpose Explore graduates' perceptions of preparedness Gain insight into this issue in relation to graduates educational experiences Promote successful transitions into practice
Methodology and Design Qualitative research Interpretative phenomenology Maximum variation sampling Eligibility Criteria Protection of human rights
Data Collection and Analysis Face-to-face interviews Structured using topic guide Thematic analysis
Characteristics of Sample n=ten BSN-prepared registered nurses Six educational institutions in three states Employed by acute care facilities Six females, four males Practice experience: 13 months to 27 months
Findings from Data Analysis Three main categories Category 1: It s Hard for Nursing School to Prepare You for Everything Category 2: Being in the Workforce Is Different Category 3: Pearls of Wisdom
It s Hard for Nursing School to Prepare You for Everything Theme Background knowledge and skills Preparedness for everything not realistic Professional nursing experience invaluable
Being In the Workforce Is Different Theme Difference between roles of student and nurse Lack of preparedness for nurses responsibilities Delegation, prioritization, communication/interaction Reality of the job
Pearls of Wisdom Theme Recommendations to better prepare new grads Mentoring Additional practical learning experiences Consistency and progression during orientation Lifelong learning skills
Implications for Nursing Academic institutions Curricula supporting professional skill development Strategies for coping with high stress situations Additional clinical hours/practical experiences Interprofessional education Simulation
Implications for Nursing Health care organizations Graduate nurse residency/mentoring programs Changes to new graduate orientation Internship opportunities Academic-practice partnerships
Implications for Nursing Students/graduate nurses Experiential learning opportunities Seek mentoring from experienced nurses Lifelong learning skills
1) What strategy did you find most interesting? 2) How could that strategy be used within your organization? 3) What other strategies could be implemented to enhance preparedness among graduate nurses?
Conclusion Collaborative approach Mentoring for graduate nurses Experiential learning for students Lifelong learning skills Safe, high quality patient care
References Hatlevik, I. R. (2012). The theory-practice relationship: Reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education. Journal of Advanced Nursing, 68(4), 868-877. doi:10.1111/j.1365-2648.2011.05789.x Laschinger, H. K. S. (2012). Job and career satisfaction and turnover intentions of newly graduated nurses. Journal of Nursing Management, 20(4), 472-484. doi:10.1111/j.1365-2834.2011.01293.x Parker, V., Giles, M., Lantry, G., & McMillan, M. (2014). New graduate nurses experiences in their first year of practice. Nurse Education Today, 34(1), 150-156. doi:10.1016/j.nedt.2012.07.003
References Walker, A., & Campbell, K. (2013). Work readiness of graduate nurses and the impact on job satisfaction, work engagement and intention to remain. Nurse Education Today, 33(12), 1490-1495. doi:10.1016/j.nedt.2013.05.008 Watt, E., & Pascoe, E. (2013). An exploration of graduate nurses' perceptions of their preparedness for practice after undertaking the final year of their bachelor of nursing degree in a university-based clinical school of nursing. International Journal of Nursing Practice, 19(1), 23-30. doi:10.1111/ijn.12032 Wu, T., Fox, D. P., Stokes, C., & Adam, C. (2012). Work-related stress and intention to quit in newly graduated nurses. Nurse Education Today, 32(6), 669-674. doi:10.1016/j.nedt.2011.09.002
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