Erol Rosie, Upton Penney, Upton Dominic
University of Worcester, Henwick Grove, Worcester WR2 6AJ, United Kingdom.
CeRAPH, Health Research Institute, University of Canberra, Bruce, ACT 2617, Australia.
Nurse Educ Today. 2016 Jul;42:62-8. doi: 10.1016/j.nedt.2016.04.005. Epub 2016 Apr 27.
Development programmes to support newly qualified practitioners gain confidence in their first professional role often show varied levels of engagement, due to competing priorities and demands. In Scotland, the Flying Start NHS® programme uses a structured programme of online and work-based learning with associated mentoring, to support individuals through an often difficult transition to become capable, confident practitioners. Whilst the programme was generally well received, the factors leading to widely varying completion rates between professions and organisations were not well understood.
The aim of this study was to identify the factors leading to successful completion of Flying Start, a transition programme for newly qualified practitioners.
A qualitative approach was adopted to gather data from two groups of participants. Semi-structured telephone interviews were conducted with strategic and management level participants (n=23), from five health boards in Scotland. Semi-structured interviews (n=22) and focus groups (n=11) were conducted with practitioners within 6months either side of completing the programme. The interviews were transcribed and analysed using framework analysis.
Three key themes relating to successful completion emerged from the analysis: Management and Delivery; Content and Material; Participation and Completion. Factors leading to successful completion were identified at programme, organisational and individual levels. These included clear communication and signposting, up-to-date and relevant content, links with continuing professional development frameworks, effective leadership, mentor and peer support, setting clear standards for assessment, and facilitating appropriate IT access.
A strong strategic commitment to embedding a development programme for newly qualified practitioners can ensure that the necessary support is available to encourage timely completion. The mentor's role - to provide face-to-face support - is identified as a key factor in completion and is achieved through setting attainable targets, monitoring progress, and providing motivation. However organisational structures that facilitate the mentoring relationship are also necessary.
由于存在相互竞争的优先事项和需求，支持新获得资格的从业者在其首个专业角色中获得信心的发展计划往往呈现出不同程度的参与度。在苏格兰，“飞启国民保健服务”（Flying Start NHS®）计划采用了一个由在线学习和基于工作的学习以及相关指导组成的结构化计划，以支持个人度过通常艰难的过渡阶段，成为有能力、有信心的从业者。虽然该计划总体上受到好评，但导致不同专业和组织之间完成率差异很大的因素却未得到充分理解。
本研究的目的是确定导致“飞启”（Flying Start）这一针对新获得资格的从业者的过渡计划成功完成的因素。
采用定性方法从两组参与者收集数据。对来自苏格兰五个卫生委员会的战略和管理层面的参与者（n = 23）进行了半结构化电话访谈。对在完成该计划前后6个月内的从业者进行了半结构化访谈（n = 22）和焦点小组访谈（n = 11）。访谈内容经转录后使用框架分析法进行分析。
分析得出与成功完成相关的三个关键主题：管理与实施；内容与材料；参与与完成。在计划、组织和个人层面确定了导致成功完成的因素。这些因素包括清晰的沟通与指引、最新且相关的内容、与持续专业发展框架的联系、有效的领导、导师和同行支持、设定明确的评估标准以及提供适当的信息技术接入。
对为新获得资格的从业者实施发展计划做出强有力的战略承诺，可以确保提供必要的支持以鼓励及时完成。导师提供面对面支持的角色被确定为完成计划的关键因素，这通过设定可实现的目标、监测进展和提供动力来实现。然而，促进指导关系的组织结构也是必要的。
