Strategies to promote the professional transition of new graduate nurse practitioners: A systematic review

Nursing Forum ◽  
2019 ◽  
Vol 54 (4) ◽  
pp. 557-564
Author(s):  
Chandra Speight ◽  
Gina Firnhaber ◽  
Elaine S. Scott ◽  
Holly Wei
Keyword(s):  
Systematic Review ◽  
Nurse Practitioners ◽  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate ◽  
Professional Transition

Mentoring New Graduate Nurse Practitioners

2019 ◽  
Vol 38 (3) ◽  
pp. 151-159
Author(s):  
Colleen Moss ◽  
Joanie Jackson
Keyword(s):  
Job Satisfaction ◽  
Nurse Practitioners ◽  
Intent To Stay ◽  
The United States ◽  
Current Evidence ◽  
New Graduate Nurse ◽  
Practice Nurses ◽  
Graduate Nurse ◽  
New Graduate ◽  
Neonatal Nurse Practitioners

There is a critical shortage of neonatal nurse practitioners (NNPs) in the United States. The NNP shortage increases workload and negatively affects job satisfaction, which ultimately impacts patient safety. Therefore, it is imperative to identify strategies to improve job satisfaction and retention. Authors of current evidence supported the connection between mentoring and role transition, job satisfaction, and intent to stay. Mentorship is key to the success of new graduate nurse practitioners as they develop confidence in the nurse practitioner (NP) role. The aim of this integrative review is to examine the existing evidence regarding mentoring of advanced practice nurses and the potential impact on the NNP workforce.

Meeting the Needs of New Graduate Nurse Practitioners

2016 ◽  
Vol 9 (1) ◽  
pp. 88-90
Author(s):  
Danicka Le
Keyword(s):  
Nurse Practitioners ◽  
Learning Opportunities ◽  
Clinical Learning ◽  
New Graduate Nurse ◽  
Residency Programs ◽  
Graduate Nurse ◽  
Collegial Support ◽  
New Graduate ◽  
Future Of Nursing

Available evidence suggests that new graduate nurse practitioners (NPs) often feel fear, anxiety, and self-doubt when transitioning from student to licensed clinician. Completion of postgraduate NP residency programs may help to mitigate these feelings. NP residency programs provide mentors, collegial support, and additional clinical learning opportunities. However, few NP residency programs currently exist. The Institute of Medicine’s Future of Nursing report recommends increasing the number of NP residency programs. They provide an invaluable resource to new NPs by increasing their confidence in the NP role.

New graduate nurse wellbeing, work wellbeing and mental health: A quantitative systematic review

2021 ◽  
pp. 103997
Author(s):  
Rebecca J JARDEN ◽  
Aaron JARDEN ◽  
Tracey J. WEILAND ◽  
Glenn TAYLOR ◽  
Helena BUJALKA ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate ◽  
Quantitative Systematic Review

A Competency-Based Curriculum for Critical Care Nurse Practitioners’ Transition to Practice

2018 ◽  
Vol 27 (5) ◽  
pp. 398-406
Author(s):  
R. Scott Kopf ◽  
Penni I. Watts ◽  
Eileen S. Meyer ◽  
Jacqueline A. Moss
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Nurse Practitioners ◽  
Qualitative Data ◽  
The United States ◽  
New Graduate Nurse ◽  
New Graduates ◽  
Graduate Nurse ◽  
New Graduate ◽  
Competency Based

Background Nearly one-third of new-graduate nurse practitioners report undergoing no formal orientation process, and postcertification orientation processes vary. A validated curriculum would address the need for structured training to enhance new graduates’ practice transition. Methods A competency-based practice transition curriculum for intensive care unit nurse practitioners was created using a literature review and expert panels. Competencies were established that were based on clinical categories essential to nurse practitioner practice in the intensive care unit and adapted from existing Accreditation Council for Graduate Medical Education training, aligned with the precertification nursing curriculum. Participants recruited from academic and clinical backgrounds were asked to rank curriculum items using a 4-point Likert scale. Competencies were refined on the basis of participants’ survey feedback. Results A total of 31 participants from academic medical centers and schools of nursing throughout the United States responded to the request for competency validation; 29% of participants provided qualitative data. All 9 competency topics received a mean rating greater than 3.5 and were deemed valid. Using the combined quantitative and qualitative data, a final set of competencies for nurse practitioners in the intensive care unit was developed. Conclusions The curriculum developed and validated in this study can become the basis for practice transition for novice nurse practitioners. The curriculum is adaptable and can be used for surgical and medical intensive care units. As refined, the competencies provide a validated foundation for training of new-graduate nurse practitioners in the intensive care unit.

scholarly journals Relationship between burnout and depression on New Graduate Nurse

2019 ◽  
Vol 83 (0) ◽  
pp. 1B-025-1B-025
Author(s):  
Jun Shigematsu ◽  
Misuzu Matsumoto ◽  
Kohei Kambara ◽  
Sayaka Tanabe ◽  
Hanae Minami ◽  
...  
Keyword(s):  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate

Successful Transition of the New Graduate Nurse

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Donna M Romyn ◽  
Noreen Linton ◽  
Cathy Giblin ◽  
Brenda Hendrickson ◽  
Lori Houger Limacher ◽  
...  
Keyword(s):  
Staff Nurses ◽  
Theory And Practice ◽  
Work Environments ◽  
New Graduate Nurse ◽  
New Graduates ◽  
Graduate Nurse ◽  
Wide Range ◽  
New Graduate ◽  
Practice Readiness ◽  
E Mail

Reports that new nurse graduates are not sufficiently prepared to enter the workforce are of concern to educators, employers, and other stakeholders. Often, this lack of 'practice readiness' is defined in relation to an inability to 'hit the ground running' and is attributed to a 'gap' between theory and practice and the nature of current work environments. To gain a deeper understanding of the process of making the transition from student to graduate nurse, discussion groups were held across Alberta with 14 new graduates and 133 staff nurses, employers, and educators. Five additional new graduates and 34 staff nurses, employers, and educators provided input by fax or e-mail. The findings of this initiative speak to the need to examine assumptions underlying 'practice readiness' and what constitutes an effective transition to the workplace. The problems to be addressed are complex and a wide range of sustainable, evidence-based approaches are required to resolve them.

New graduate nurse transitioning: Necessary or nice?

2008 ◽  
Vol 21 (2) ◽  
pp. 75-83 ◽  
Author(s):  
Elaine S. Scott ◽  
Martha Keehner Engelke ◽  
Melvin Swanson
Keyword(s):  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate
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