HOSPITAL EDUCATORS' EXPECTATIONS OF ENTRY-LEVEL GRADUATE NURSES

Nursing psychological aspects;Interpersonal relationships;Nursing job satisfaction;Nursing practice

Buteyn, Priscilla NavisMarnocha, Suzanne ;

University of Wisconsin

关键词: Nursing psychological aspects;    Interpersonal relationships;    Nursing job satisfaction;    Nursing practice;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/47108/P%20Navis%20Buteyn%20Thesis.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

Nursing has recognized a dramatically changing practice environment.Graduate nurses are exposed to greater challenges and stresses than inprevious decades. In a competitive healthcare delivery system, where cost consciouspractices may limit orientation, graduate nurses are asked to performcompetently, safely and proficiently within a short period of time. With increasedscrutiny of nursing practices by regulatory and quality organizations, the pressurefor quality without incident creates even greater demands on hospital educatorsand nursing staff to ensure competent and safe patient care. The expectationsfor graduate nurses entering the hospital or acute care setting may also bechanging. New graduates who are unprepared for the realities and complexitiesof the practice setting have been leaving their entry-level positions within oneyear, creating vacancies and shortages and contributing to the high cost ofrecruitment and orientation (Halfer & Graf, 2006).The purpose of this study was to identify and describe the practiceexpectations hospital educators have of entry-level graduate nurses. Benner;;s(1984) Novice to Expert model provided the theoretical framework for this study.A non-experimental descriptive study was used to identify and describethe expectations hospital educators have of graduate nurses. A researchercreated self administered questionnaire based on Benner;;s Framework, was sentout to hospital educators in Eastern Wisconsin from two large health systems.Demographic information was obtained. The survey consisted of questionssurrounding perceived practice expectations that hospital nurse educators haveof graduate nurses. Descriptive statistics were used to answer the researchquestions.By recognizing the expectations for graduate nurses entering the practicesetting, this study helped identify the need to develop training and orientationprograms that transition the graduate nurse successfully from novice tocompetent practice. The study found that externships or prolonged clinicalexperiences may facilitate early transition to a proficiency level of competent.Structured orientation programs lasting greater than four to six months, alongwith consistent mentors may improve retention of newly hired graduates.Demonstrating safe patient care practices, motivation to learn, communicationskills, accountability, and respect for healthcare team members were identified asmost important skills and attributes graduate nurses should possess. The studysuggested that collaborative efforts between academic institutions and practicesettings will strengthen and realistically prepare graduate nurses as theytransition into the practice setting.