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Baharum H, Ismail A, McKenna L, Mohamed Z, Ibrahim R, Hassan NH. Success factors in adaptation of newly graduated nurses: a scoping review. BMC Nurs 2023; 22:125. [PMID: 37069647 PMCID: PMC10111715 DOI: 10.1186/s12912-023-01300-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 04/13/2023] [Indexed: 04/19/2023] Open
Abstract
BACKGROUND Difficulties in adapting to the workplace can affect newly graduated nurses' transition. Such nurses must adapt quickly, as it can affect their future career prospects. Therefore, this review aimed to identify the success factors that promote newly graduated nurses' effective transition and adaptation. METHODS The Joanna Briggs Institute scoping reviews methodology was used. Data were extracted from MEDLINE, Scopus, EBSCOhost, and Web of Science publications published between 2011 and 2020. A total of 23 articles were included in this review, which comprised qualitative, quantitative, and mixed methods primary research studies focusing on the contributing factors that aided newly graduated nurses' adaptation to the work environment during their transition period. Key emerging themes were identified with thematic analysis. RESULTS Three main themes were identified: (1) organisational contribution (social development, organisational culture, work characteristics, work readiness, work commitment, professional role), (2) personality traits (self-embodiment, personality masking, being proactive and confident), and (3) academic institutions (pre-entry knowledge and role of nursing faculty). Newly graduated nurses' adaptation should begin during nursing education, be supported by the workplace organisation, and driven by the nurse's personality. We determined that that the role of nursing education in aiding the provision of the required knowledge and actual clinical experiences to students profoundly affected developing nurses' self-confidence levels in delivering nursing care effectively. Additionally, a warm environment supported nurses emotionally and physically. CONCLUSIONS While organisations and educational institutions have undertaken numerous efforts to ensure that newly graduated nurses are adequately supported, the nurse's personality and values are also equally important to ease adaptation during the transition process. Academic and workplace programs designed for newly graduated nurses should apply and emphasise this knowledge to develop and strengthen their personalities and values, especially to increase confidence and promote proactive values that facilitate newly graduated nurses' rapid and effective adaptation to their new employment.
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Affiliation(s)
- Hafidza Baharum
- Department of Community Health, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
| | - Aniza Ismail
- Department of Community Health, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia.
| | - Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, Bundoora, Australia
| | - Zainah Mohamed
- Department of Nursing, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
| | - Roszita Ibrahim
- Department of Community Health, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
| | - Nor Haty Hassan
- Department of Nursing, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
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Louwen C, Reidlinger D, Milne N. Profiling health professionals' personality traits, behaviour styles and emotional intelligence: a systematic review. BMC MEDICAL EDUCATION 2023; 23:120. [PMID: 36803372 PMCID: PMC9938999 DOI: 10.1186/s12909-023-04003-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/03/2021] [Accepted: 01/04/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Non-cognitive traits have been theorised to predict characteristics, career choice and outcomes of health professionals and could represent a homogenous group. This study aims to profile and compare personality traits, behaviour styles and emotional intelligence of health practitioners across a variety of professions. METHODS Empirical literature was systematically reviewed. A two-concept search strategy was applied to four databases (CINAHL, PubMed, Embase, ProQuest). Title/abstract and full text articles were screened against inclusion and exclusion criteria. Methodological quality was assessed using Mixed Methods Appraisal Tool. Data was synthesised narratively and meta-aggregated where feasible. RESULTS Three hundred twenty-one studies representing 153 assessment tools of personality (n = 83 studies), behaviour (n = 8), and emotional intelligence (n = 62) were included. Most studies (n = 171) explored personality (medicine, nursing, nursing assistants, dentistry, allied health, paramedics), revealing variation in traits across professions. Behaviour styles were least measured with only ten studies exploring these across four health professions (nursing, medicine, occupational therapy, psychology). Emotional intelligence (n = 146 studies) varied amongst professions (medicine, nursing, dentistry, occupational therapy, physiotherapy, radiology) with all exhibiting average to above-average scores. CONCLUSION Personality traits, behaviour styles and emotional intelligence are all key characteristics of health professionals reported in the literature. There is both heterogeneity and homogeneity within and between professional groups. The characterisation and understanding of these non-cognitive traits will aid health professionals to understand their own non-cognitive features and how these might be useful in predicting performance with potential to adapt these to enhance success within their chosen profession.
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Affiliation(s)
- C. Louwen
- Faculty of Health Sciences and Medicine, Bond Institute of Health and Sport, Bond University, Robina, Gold Coast, QLD 4226 Australia
| | - D. Reidlinger
- Faculty of Health Sciences and Medicine, Bond Institute of Health and Sport, Bond University, Robina, Gold Coast, QLD 4226 Australia
| | - N. Milne
- Faculty of Health Sciences and Medicine, Bond Institute of Health and Sport, Bond University, Robina, Gold Coast, QLD 4226 Australia
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Hansen W. The perceptions of newly qualified nurses on the guidance by preceptors towards becoming experts in nursing. Curationis 2021; 44:e1-e9. [PMID: 34879687 PMCID: PMC8661300 DOI: 10.4102/curationis.v44i1.2205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Revised: 09/11/2021] [Accepted: 09/14/2021] [Indexed: 11/06/2022] Open
Abstract
Background The new role as professional nurse can be a difficult transition for the new qualified nurses. During this time, factors such as not being well prepared, working without supervision and a lack of guidance can be the result of a difficult transition. Objectives The purpose of this study is to assess the perceptions of newly qualified nurses on the guidance given by their preceptors towards becoming experts in practice at a Level II regional hospital in the Western Cape. Method A non-experimental quantitative descriptive design was followed. Collection of data was done by means of a questionnaire, designed by the researcher, using a cross-sectional research method. Non-probability sampling produced a sample of 162 nurses comprising registered nurses (48.2%), enrolled nurses (32.7%), and enrolled nursing auxiliaries (19.1%). Statistical analysis was performed using the Statistical Analysis System (SAS), version 9.3. Results The results of the research study indicated that respondents had more positive experiences than negative ones. The respondents indicated that for the role and characteristics of the preceptor, expectations were met for knowledgeability, professionalism and contribution to team work. Furthermore, the results indicated that the respondents would recommend preceptorship. Conclusion Preceptorship is one of the major interventions available to support newly qualified nurses by easing the transition from student to practicing nurse and reducing the theory-practice gap. The findings emphasised the importance of ongoing support programmes for nurses after obtaining a new qualification or/and being a new nurse.
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Affiliation(s)
- Warriodene Hansen
- Department of Nursing, Faculty of Health Sciences, University of South Africa, Cape Town.
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Bourgault AM, Lynch B. Time to Train More Critical Care Nurses: Supporting Our New Colleagues. Crit Care Nurse 2021; 41:8-10. [PMID: 33791766 DOI: 10.4037/ccn2021550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Affiliation(s)
- Annette M Bourgault
- Annette Bourgault is Editor of Critical Care Nurse. She is an Associate Professor at the University of Central Florida in Orlando and a Nurse Scientist with Orlando Health. Dr Bourgault can be reached at
| | - Blake Lynch
- Blake Lynch is Nurse Blake, a nurse influencer whose advocacy work includes Banned4Life to end the permanent lifetime ban on gay males from donating blood
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Mhango L, Jere D, Msiska G, Chorwe-Sungani G, Chirwa E. The roles and experiences of preceptors in clinical teaching of undergraduate nursing and midwifery students in Malawi. Malawi Med J 2021; 33:35-39. [PMID: 35509986 PMCID: PMC9023035 DOI: 10.4314/mmj.v33is.7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Introduction Clinical teaching is essential for undergraduate nursing and midwifery students. Registered nurses/midwives trained as preceptors (an experienced nursing/midwifery professional who teaches, supervises and serves as a role model for a student), guide the students during clinical practices. Literature is scanty on the roles and experiences of the preceptors in Malawi. This study explored the roles and experiences of preceptors during clinical teaching of the students. Methods A cross-sectional study utilising quantitative research design was conducted at four tertiary level hospitals; a mental hospital; one mission hospital and five district hospitals. A total of 87 preceptors completed a Clinical Preceptor Experience Evaluation Tool. Data were analysed using SPSS version 20 and descriptive statistics were computed. Analysis of variance (ANOVA) and post hoc analysis were used to determine and test significant differences. Results The study revealed that respondents were confident in performing their preceptor role; with good level of experience and education qualification of BSc in Nursing. ANOVA and post hoc comparisons using the Tukey HSD test indicated that the role domain mean scores for the respondents with 4-5 years of post-registration experience (M = 6.61, SD = 0.36) was significantly different (p=0.02) with those with >9 years (M = 6.13, SD = 0.60). The results showed that respondents with 4 -5 years experience were more confident in their preceptorship role than those with >9 years. Conclusion This study indicates the roles of preceptors in Malawi to involve facilitating students' clinical teaching and learning. It suggests that registered nurses/midwives with a BSc in Nursing are suitable preceptors to facilitate students' clinical teaching and learning. There is revelation that preceptors with more years of post-registration experience are less confident in their preceptorship role performance.
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Affiliation(s)
- Lucky Mhango
- Department of Nursing and Midwifery, Mzuzu University, Department of Applied Sciences, University of Malawi, Kamuzu College of Nursing/Kamuzu University of Health Sciences
| | - Diana Jere
- Department of Psychiatry and Mental Health, University of Malawi, Kamuzu College of Nursing/Kamuzu University of Health Sciences
| | - Gladys Msiska
- Department of Medical and Surgical Nursing, University of Malawi, Kamuzu College of Nursing/Kamuzu University of Health Sciences
| | - Genesis Chorwe-Sungani
- Department of Psychiatry and Mental Health, University of Malawi, Kamuzu College of Nursing/Kamuzu University of Health Sciences
| | - Ellen Chirwa
- Department of Maternal and Child Health, University of Malawi, Kamuzu College of Nursing/Kamuzu University of Health Sciences
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Reebals C, Wood T, Markaki A. Transition to Practice for New Nurse Graduates: Barriers and Mitigating Strategies. West J Nurs Res 2021; 44:416-429. [PMID: 33724088 DOI: 10.1177/0193945921997925] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Inadequate transition to practice increases stress for new health care providers and threatens employment longevity. This integrative review aimed to synthesize the evidence on transition process for newly graduated registered nurses and advanced practice nurses in hospital settings and to identify enablers/barriers and mitigating strategies. Two databases were systematically searched for articles that described the process, strategies, participant perceptions, and implications of role transition with a final yield of 23 articles. Synthesis of the evidence revealed three major themes: (a) achieving competence for safe practice, (b) addressing stress during transition, and (c) reducing turnover. Emotional support for new graduates was instrumental to achieving clinical competence. Role transition adaptation was linked to anxiety, while emotional health was positively associated with retention. Developing best practices that address skill proficiency, attending to the emotional needs of new nurse graduates, and providing structured transition programs to improve clinical competence are the strategies of choice.
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Affiliation(s)
- Crisi Reebals
- School of Nursing, University of Alabama Birmingham Hospital, Birmingham, AL, USA
| | - Tara Wood
- Instructor, Neonatal Nurse Practitioner Specialty Track Coordinator, School of Nursing, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Adelais Markaki
- Dept. of Family, Community and Health Systems, School of Nursing, University of Alabama at Birmingham, Birmingham, AL, USA
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Shin S, Kang Y, Hwang EH, Kim J. Factors associated with teaching efficacy among nurse educators in hospital settings. J Clin Nurs 2021; 30:1111-1119. [PMID: 33434333 DOI: 10.1111/jocn.15656] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2020] [Revised: 11/17/2020] [Accepted: 12/31/2020] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES The objective of this study was to examine differences in personal characteristics, core practice competency and role stress according to levels of teaching efficacy among clinical nurse educators working in general hospitals. BACKGROUND In the clinical setting, successful adaptation to instruction among practicing clinical nurse educators is challenging. DESIGN Secondary analysis of data through a cross-sectional study design was adopted. METHODS Originally, 565 nurses were recruited from general hospitals; 364 were included in this study. Participants were nurses with more than 1 year of experience in various settings from 16 general hospitals wherein nursing students trained for clinical practicum in five cities in South Korea. Self-reported data were collected via the Teaching Efficacy, Core Practice Competency and Perceived Stress Scales assessing clinical education-related teaching efficacy, core practice competency and role stress. In the analyses, comparison between nurses with high and low teaching efficacy was conducted. We have followed through the EQUATOR (e.g. STROBE) research checklist for the preparation of this manuscript. RESULTS According to univariate analysis, levels of teaching efficacy were shown to be higher with age, longer clinical careers, in those undergoing a doctoral course or with a doctorate, previous experience in providing clinical education and enrolment in continuing education for clinical education. In the multivariate analysis, enrolment in continuing education for clinical education, assessment and intervention skills, critical thinking skills, teaching skills and role ambiguity were associated with level of teaching efficacy among nurse educators. CONCLUSION Based on the results of this study, we recommend that nursing administrators should foster the recognition of personal characteristics in potential clinical nurse educators or preceptors with high teaching efficacy. RELEVANCE TO CLINICAL PRACTICE Nurses should be supported by providing them with opportunities for professional development to enhance teaching efficacy.
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Affiliation(s)
- Sujin Shin
- College of Nursing, Ewha Womans University, Seoul, Korea
| | - Youngmi Kang
- College of Nursing Science, East-West Nursing Research Institute, Kyung Hee University, Seoul, Korea
| | - Eun Hee Hwang
- Department of Nursing, Wonkwang University, Iksan, Korea
| | - Jeonghyun Kim
- College of Nursing, Ewha Womans University, Seoul, Korea.,College of Nursing, Catholic University of Pusan, Busan, Korea
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Velôso RBP, Fernandes JD, Silva RMDO, Cordeiro ALAO, Silva GTRD, Silva EAL. Contributions of the Education through Work for Health Program to the preceptors of Primary Healthcare. Rev Esc Enferm USP 2020; 54:e03596. [PMID: 32844962 DOI: 10.1590/s1980-220x2018055903596] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Accepted: 10/14/2019] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE To analyze the contributions of the Education through Work for Health Program to the preceptors of Primary Healthcare working in family health units in Feira de Santana, Bahia. METHOD A qualitative study conducted with preceptors in the months of March and April 2016, adopting preceptors who had worked in family health units linked to the Program for a minimum period of two years as inclusion criterion. Preceptors on vacation, maternity leave or on leave for different reasons were excluded. The collected data were interpreted based on the content analysis technique. RESULTS A total of 16 preceptors were interviewed. The Program's contributions to the preceptors were as follows: expanding the perspective on health work, gaining experience in the teaching-learning process and the motivation to continue and search for new studies. CONCLUSION The Program enabled preceptors to take a broader look at health work in the context of Primary Healthcare, to gain experience in training processes and motivation to develop new studies, in addition to contributing in a responsible way to the consolidation of the Unified Health System.
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Affiliation(s)
- Rafaela Braga Pereira Velôso
- Programa de Pós-Graduação em Enfermagem, Escola de Enfermagem, Universidade Federal da Bahia, Salvador, BA, Brazil
| | - Josicélia Dumêt Fernandes
- Programa de Pós-Graduação em Enfermagem, Escola de Enfermagem, Universidade Federal da Bahia, Salvador, BA, Brazil
| | | | | | - Gilberto Tadeu Reis da Silva
- Programa de Pós-Graduação em Enfermagem, Escola de Enfermagem, Universidade Federal da Bahia, Salvador, BA, Brazil
| | - Elaine Andrade Leal Silva
- Programa de Pós-Graduação em Enfermagem, Escola de Enfermagem, Universidade Federal da Bahia, Salvador, BA, Brazil
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Barrett R. Changing preceptorship to achieve better quality training and less attrition in newly qualified nurses. ACTA ACUST UNITED AC 2020; 29:706-709. [DOI: 10.12968/bjon.2020.29.12.706] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The preceptorship period is of great importance in the career of a nurse, as he or she moves from being a student to a competent, accountable professional. Problems with the current preceptorship system for preceptors include not receiving adequate training—particularly in providing constructive feedback to preceptees. In addition, when a small number of nurses are repeatedly assigned preceptees to mentor, this can lead to burnout. Preceptees can feel overwhelmed by their first months as a newly qualified nurse (NQN) and can feel unsupported if a preceptor's teaching style or personality is unsuited to them. This can lead to attrition in the nursing workforce, a current problem. This article suggests a new way of organising preceptorship, by allowing preceptors to opt in to the scheme, providing a pool of energised and enthusiastic preceptors. In turn, NQNs could initially work with the pool of nurses before being given the choice of which preceptor to work with individually.
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Affiliation(s)
- Renee Barrett
- Senior Staff Nurse, Great Ormond Stree Hospital NHS Trust, London
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Devey Burry R, Stacey D, Backman C, Donia MB, Lalonde M. Exploring pairing of new graduate nurses with mentors: An interpretive descriptive study. J Clin Nurs 2020; 29:2897-2906. [DOI: 10.1111/jocn.15360] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 04/28/2020] [Accepted: 05/03/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Robin Devey Burry
- School of Nursing Faculty of Health Sciences University of Ottawa Ottawa Canada
| | - Dawn Stacey
- School of Nursing Faculty of Health Sciences University of Ottawa Ottawa Canada
- Clinical Epidemiology Program Ottawa Hospital Research Institute Ottawa Canada
| | - Chantal Backman
- School of Nursing Faculty of Health Sciences University of Ottawa Ottawa Canada
- Clinical Epidemiology Program Ottawa Hospital Research Institute Ottawa Canada
| | | | - Michelle Lalonde
- School of Nursing Faculty of Health Sciences University of Ottawa Ottawa Canada
- Institut du Savoir Montfort Montfort Hospital Ottawa Canada
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Effects of Trait Anger and Anger Expression on Job Satisfaction and Burnout in Preceptor Nurses and Newly Graduated Nurses: A Dyadic Analysis. Asian Nurs Res (Korean Soc Nurs Sci) 2019; 13:242-248. [DOI: 10.1016/j.anr.2019.09.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2018] [Revised: 09/10/2019] [Accepted: 09/22/2019] [Indexed: 11/17/2022] Open
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Edwards D, Carrier J, Hawker C. Effectiveness of strategies and interventions aiming to assist the transition from student to newly qualified nurse: an update systematic review protocol. JBI DATABASE OF SYSTEMATIC REVIEWS AND IMPLEMENTATION REPORTS 2019; 17:157-163. [PMID: 30204714 DOI: 10.11124/jbisrir-2017-003755] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
REVIEW QUESTION/OBJECTIVE The objective of this systematic review update is to evaluate recent available research on the effectiveness of strategies and interventions aiming to assist the transition from student to newly qualified nurse for job satisfaction, confidence, competence, knowledge, stress, anxiety, retention, turnover and costs.
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Affiliation(s)
- Deborah Edwards
- The Wales Centre for Evidence Based Care: a Joanna Briggs Institute Centre of Excellence
| | - Judith Carrier
- The Wales Centre for Evidence Based Care: a Joanna Briggs Institute Centre of Excellence
| | - Clare Hawker
- The Wales Centre for Evidence Based Care: a Joanna Briggs Institute Centre of Excellence
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Wardrop R, Coyne E, Needham J. Exploring the expectations of preceptors in graduate nurse transition; a qualitative interpretative study. Nurse Educ Pract 2019; 34:97-103. [DOI: 10.1016/j.nepr.2018.11.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Revised: 10/05/2018] [Accepted: 11/20/2018] [Indexed: 11/27/2022]
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Velôso RBP, Fernandes JD, Silva RMDO, Cordeiro ALAO, Silva GTRD, Silva EAL. Educational activities in the Program for Education through Work for Health. ESCOLA ANNA NERY 2019. [DOI: 10.1590/2177-9465-ean-2018-0361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Abstract Objective: To describe the educational activities of the Program for Education through Work for Health (PET-Health) developed in family health units of a municipality in the Northeast of Brazil. Method: Qualitative study with 16 preceptors interviewed in the months of March and April 2016. Inclusion criterion was adopted: preceptors who worked in family health units linked to the program, for at least two years. Were excluded workers on vacations, maternity leave or on leave for various reasons. The data were interpreted according with Bardin's content analysis method. Results: It was evidenced that the PET-Health involves users in health education actions in the formation of educational groups, recreational activities and income generation workshops, and permanent education activities for health service workers through training, collective actions and induction of changes in daily work. Conclusion and implications for practice: Educational activities of the PET-Health, according to the reality and needs of health services, is a differential that qualifies the training process of students and workers, while promoting education for the health of users through integrated and intersectoral actions.
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Lethale SM, Makhado L, Koen MP. Factors influencing preceptorship in clinical learning for an undergraduate nursing programme in the North West Province of South Africa. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2019. [DOI: 10.1016/j.ijans.2018.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
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Quek GJ, Shorey S. Perceptions, Experiences, and Needs of Nursing Preceptors and Their Preceptees on Preceptorship: An Integrative Review. J Prof Nurs 2018; 34:417-428. [DOI: 10.1016/j.profnurs.2018.05.003] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Revised: 03/28/2018] [Accepted: 05/11/2018] [Indexed: 10/16/2022]
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Phillips C, Kenny A, Esterman A. Supporting graduate nurse transition to practice through a quality assurance feedback loop. Nurse Educ Pract 2017; 27:121-127. [DOI: 10.1016/j.nepr.2017.09.003] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2016] [Revised: 08/11/2017] [Accepted: 09/03/2017] [Indexed: 11/16/2022]
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