School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
Nursing and Midwifery (Inspiring Innovation), Western Health, St Albans, Victoria, Australia.
J Clin Nurs. 2023 Apr;32(7-8):1354-1369. doi: 10.1111/jocn.16317. Epub 2022 Apr 21.
To assess the effectiveness of two graduate nurse programs on new graduate nurses' overall competence at 3, 6, 9 and 12 months. Secondary aims were to assess new nurses' job satisfaction at 12 months and explore their experiences of support.
Most clinical settings have implemented transition programs to help new nurses to adapt to their new environments and expand their competences. To this day, very few studies have assessed the effectiveness of these programs.
Longitudinal mixed-methods study.
The study was conducted at two teaching hospitals in Australia. New nurses were recruited during orientation. Data were collected at baseline (T0; n = 88), 3 (T1; n = 29), 6 (T2; n = 15), 9 (T3; n = 11) and 12 months (T4; n = 9). At each time point, the questionnaire included demographic and the Nurse Competence Scale. At T4, the questionnaire also included the Nurse Satisfaction Scale. Semi-structured interviews were conducted from T1 to T4. This study conforms to the STROBE guidelines.
Competence increased significantly at T1, with participants stating that they learned by "getting out" of student mode. At T2, despite no significant difference in competence, participants expressed they were more confident and in control, because they felt supported. Again, at T3, there was no significant increase in competence. Finally, at T4, competence increased significantly, with participants acknowledging that they still had a lot to learn.
This study supports that 12-month transition programs are necessary for NGNs to expand their competence. One major factor influencing NGNs during their first year was how well they felt supported and encouraged to seek help when they needed it.
There is a need to understand how new NGNs enrolled in transition programs expand their competences. Their professional development depends on a supportive environment where NGNs feel confident in asking questions or for help.
评估两个研究生护士计划在 3、6、9 和 12 个月时对新毕业护士整体能力的有效性。次要目的是评估新护士在 12 个月时的工作满意度，并探讨他们的支持体验。
大多数临床环境都实施了过渡计划，以帮助新护士适应新环境并扩展他们的能力。时至今日，很少有研究评估这些计划的有效性。
纵向混合方法研究。
该研究在澳大利亚的两家教学医院进行。新护士在入职培训期间招募。数据在基线（T0；n=88）、3 个月（T1；n=29）、6 个月（T2；n=15）、9 个月（T3；n=11）和 12 个月（T4；n=9）时收集。在每个时间点，问卷包括人口统计学和护士能力量表。在 T4 时，问卷还包括护士满意度量表。从 T1 到 T4 进行了半结构化访谈。本研究符合 STROBE 指南。
在 T1 时，能力显著提高，参与者表示他们通过“走出”学生模式来学习。在 T2 时，尽管能力没有显著差异，但参与者表示他们更有信心和控制力，因为他们感到得到了支持。同样，在 T3 时，能力没有显著增加。最后，在 T4 时，能力显著提高，参与者承认他们还有很多东西要学。
这项研究支持 12 个月的过渡计划对于新毕业护士扩展他们的能力是必要的。影响新护士在第一年表现的一个主要因素是他们感到支持和鼓励的程度，以便在需要时寻求帮助。
需要了解新毕业护士如何通过参加过渡计划来扩展他们的能力。他们的职业发展取决于一个支持性的环境，在这个环境中，新护士有信心提出问题或寻求帮助。
