UBC-Okanagan School of Nursing, Canada.
Int J Nurs Stud. 2013 Mar;50(3):345-56. doi: 10.1016/j.ijnurstu.2012.06.009. Epub 2012 Jul 12.
The aim of this review was to identify best practices of formal new graduate nurse transition programs. This information would be useful for organizations in their support and development of formal transition programs for newly hired nurses.
An integrative review of the nursing research literature (2000-2011).
The literature search included PubMed (MEDLINE), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and the Excerpta Medica Database (Embase). Studies that dealt with programs geared toward pre-registration nursing students were removed. At least two researchers evaluated the literature to determine if the article met the inclusion and exclusion criteria. The final number of articles included in this review is 47.
Cooper's (1989) five-stage approach to integrative review guided the process: problem formulation, data collection, evaluation of data points, data analysis and interpretation, presentation of results.
Transition program literature was examined according to four major themes: Education (pre-registration and practice), Support/Satisfaction, Competency and Critical Thinking, and Workplace Environment. This included new graduates' retrospective accounts of their undergraduate education and examination of orientation and formal supports provided beyond the traditional unit orientation period. Transition programs included residencies, internships, mentorships, extended preceptorships, and generic programs. Common elements of programs were a specified resource person(s) for new graduates, mentor (mentorship), formal education, and peer support opportunities. The length, type of education, and supports provided varied considerably among programs, yet the presence of a transition program resulted in improved new graduate nurse retention and cost benefits.
The variability in research designs limits the conclusions that can be drawn about best practices in transition programs for new graduate nurses. The presence of a formal new graduate transition program resulted in good retention and improved competency. The stronger evidence suggests that new graduate education should focus on practical skill development, preceptors should receive a level of formal training, formal support should be available at least through the difficult six to nine month post-hire period, opportunities for connection with their peers should be provided, and organizations should strive to ensure clinical units with healthy work environments.
本综述旨在确定正式新入职护士过渡计划的最佳实践。这些信息对组织支持和开发新入职护士的正式过渡计划非常有用。
对护理研究文献（2000-2011 年）进行综合回顾。
文献检索包括 PubMed（医学文献在线数据库）、Cumulative Index to Nursing and Allied Health Literature（护理与联合健康文献累积索引）和 Excerpta Medica Database（荷兰医学文摘数据库）。已删除专门针对注册前护理学生的课程的研究。至少有两名研究人员评估文献，以确定文章是否符合纳入和排除标准。本综述共纳入 47 篇文章。
库珀（1989 年）的综合回顾五步方法指导了这一过程：问题制定、数据收集、数据点评估、数据分析和解释、结果呈现。
根据四个主要主题对过渡计划文献进行了检查：教育（注册前和实践）、支持/满意度、能力和批判性思维以及工作场所环境。这包括新毕业生对本科教育的回顾性描述以及对传统单位定向期之外提供的定向和正式支持的检查。过渡计划包括住院医师、实习、指导、延长导师制和通用计划。计划的共同要素包括新毕业生的指定资源人员、导师（指导）、正规教育和同伴支持机会。计划的长度、教育类型和提供的支持在各个计划之间差异很大，但过渡计划的存在导致新入职护士保留率提高和成本效益提高。
研究设计的多样性限制了对新入职护士过渡计划最佳实践的结论。正式的新入职护士过渡计划的存在导致良好的保留率和提高的能力。更强的证据表明，新毕业生教育应侧重于实践技能的发展，导师应接受一定程度的正式培训，至少在入职后六到九个月困难时期应提供正式支持，应提供与同事联系的机会，组织应努力确保临床科室拥有健康的工作环境。
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