The impact of postgraduate education in transition to practice programmes on new graduate nurses' knowledge and skills: A pre- post survey design

Predictors of attitudes towards postgraduate education of nurses: A descriptive and correlational study

AIM

This study was conducted to identify the determinants of the attitudes of postgraduate nurses towards postgraduate education.

BACKGROUND

Postgraduate education in nursing contributes to many individual and professional gains. For this reason, nurses' attitudes towards postgraduate education are gaining importance.

METHODS

This descriptive and correlational study was conducted with 201 nurses continuing their postgraduate education in Türkiye between 01 December 2022 and 30 August 2023. The data were obtained online via Google Forms. The data was collected using the 'Descriptive Characteristic form' and 'Scale of Attitude towards Postgraduate Education'. Univariate and multiple linear regression analyses were used to evaluate the data.

RESULTS

The mean age of the nurses was 28.96 ± 4.85, and most of them were continuing their master's education (65.7%). Years of the employment were negatively and the quality of postgraduate education was positively related to attitudes toward postgraduate education (p < 0.05). According to the results of the multiple linear regression analysis, the quality of the postgraduate education had a significant positive effect on attitudes towards postgraduate education (β = 0.262, p < 0.001).

CONCLUSION

Years of employment and quality of education were related to attitudes towards postgraduate education. As the quality of education increases, nurses' attitudes towards postgraduate education increase positively. Different qualitative and quantitative studies need to be conducted on the attitudes of postgraduate nurses toward postgraduate education and the factors affecting them in Türkiye. Plans should be made to positively affect nurses' attitudes towards postgraduate education, and their professional and individual development should be supported.

From Ridge 2 Reef: An interdisciplinary model for training the next generation of environmental problem solvers

Regional and global environmental challenges have become increasingly complex and require broader solutions than a single discipline can provide. Although there is a growing need for interdisciplinary research, many graduate education programs still train students within the confines of a particular discipline or specialty. The Ridge 2 Reef research traineeship program at the University of California, Irvine, aimed to provide transferable and interdisciplinary skill training to prepare graduate students from different disciplines to address current and future environmental challenges. The program achieved its goals through a 'culture of improvement' that ensured trainee needs shaped program management and curriculum. Due to trainee feedback and leaders dedicated to program improvement, there was a complete course overhaul during the first two years of the program, resulting in a final curriculum structure that was more effective and aligned with revised program goals. Program evaluations suggest that the flexibility of the program, diversity of training, overhauled courses offered, and partnership-focused opportunities contributed to more confident graduate students who were more broadly trained and better prepared in their chosen environmental career paths. Based on evaluation surveys, graduate students reported significant gains in scientific, technical, and career knowledge as well as transferrable skills in communication, data analysis, leadership, mentoring, and interdisciplinary collaboration. The structure and evolution of the Ridge 2 Reef traineeship can provide a framework for other graduate education programs to better incorporate interdisciplinary training and student feedback, ultimately improving programs and preparing scientists for the 21st century workforce.

Interventions that support novice nurses' transition into practice: A realist review

BACKGROUND

Many transition-to-practice programs have been developed to support novice nurses during their first years into practice. These programs report improvements in retention, wellbeing and clinical competence, but the driving mechanisms of these interventions remain largely unclear.

OBJECTIVE

To identify how transition-to-practice programs for novice nurses work and in what contexts they work successfully.

METHODS

A realist review was conducted. Eligibility criteria included intervention studies aimed at novice nurses in their first two years of practice that reported outcomes on organizational or individual nurse level. The underlying theory of included transition-to-practice programs was extracted, and relevant contextual factors, mechanisms and outcomes were explored and synthesized into context-mechanism-outcome (CMO) configurations. The search was limited to studies between 2000 and 2023.

RESULTS

A total of 32 studies were included, evaluating 30 different transition-to-practice programs with a wide range of intervention components including stress management, clinical education, professional and peer support, and ward rotations. Transition-to-practice programs were often designed without a theoretical foundation. Driving mechanisms behind the programs pertained to psychological, professional, and social development. Contextual factors that activated the mechanisms were enabling conditions for mentors and novice nurses, selection and motivation of novice nurses and organizational culture.

CONCLUSIONS

Current transition-to-practice programs primarily focus on the individual and professional development of nurses. However, transition to practice can benefit from a systemic approach that includes development initiatives on the organizational level.

REGISTRATION

PROSPERO ID CRD42021268080, August 15, 2021.

TWEETABLE ABSTRACT

Context and mechanisms determine successful implementation of transition to practice programs for novice nurses. @transitiontopractice @nurseworkforce.

Development of an Emergency Nurse Internship to Promote a Healthy Work Environment and Improve Nurse Retention

INTRODUCTION

Following the COVID-19 pandemic, a community emergency department was facing a staffing crisis with new emergency registered nurse turnover rates as high as 83.3%. There were limited experienced emergency nurses available to train the large number of novice nurses hired to fill vacancies. Based on this, the emergency department needed to restructure the orientation process to better align with evidence-based strategies and available resources.

METHODS

The Seven Steps of Evidenced-based Practice were used to identify the best practices for an orientation program specific to the emergency department. Based on the evidence, a 16-week, competency-based, emergency nurse internship was implemented in the 33-bed community emergency department.

RESULTS

The primary outcome of this initiative was new emergency nurse retention, which demonstrated a statistically significant reduction from 81.8% (pre-intervention) to 11.1% (post-intervention) (P < .001). Additionally, there was an improvement in the scores for each of the 6 healthy work environment standards.

DISCUSSION

Based on the outcomes of this initiative, an emergency nurse internship is an effective method to improve emergency nurse competence and retention, contributing to a healthier work environment.

How to design and deliver a small group teaching session

RATIONALE AND KEY POINTS

Small group teaching sessions are commonly used in healthcare to deliver education, provide practice updates and support continuing professional development. Such sessions can provide opportunities for participants to acquire new knowledge, foster peer relationships, consolidate learning and develop skills. This article provides a step-by-step guide for nurses and other healthcare professionals on designing and delivering a small group teaching session. • A small group teaching session requires considered, detailed and methodical preparation. • When designing a small group teaching session, it is important to determine its aims, learning outcomes, group characteristics, location and timeframe. • A well-planned small teaching session includes learning activities that are constructively aligned to the aims and intended learning outcomes. • Assessing participant learning and addressing gaps in their understanding is essential during the delivery of small group teaching. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article could improve your practice when designing and delivering a small group teaching session. • How you could use this information to educate your colleagues on small group teaching methods.

Exploration of the Effect of Competence-Oriented Simulated Teaching Training on Comprehensive Competitiveness of Nursing Staff

In order to explore the effect of competence-oriented simulated teaching training on vocational theory, practice ability, learning effect, and postcompetence of nursing staff, a total of 107 inservice nursing staff in our hospital from January 2021 to September 2021 are selected and analyzed. They are divided into traditional group and simulated teaching group and received traditional explanation and demonstration training and ability oriented simulated teaching training, respectively. The experimental results show that the scores of vocational theory, practical operation ability, learning effect, and Competency Inventory for Registered Nurse (CIRN) of the simulated teaching group are significantly higher than those of traditional group. It is clearly evident that the competence-oriented simulation teaching method is beneficial to improve the professional theoretical level and practical ability of nursing staff. Also, the training method can improve the comprehensive learning ability and job competence.

Implementing an internet-based capacity building program for interdisciplinary midwifery-lead teams in Ethiopia, Kenya Malawi and Somalia

The Swedish care model MIDWIZE defined as midwife-led interdisciplinary care and zero separation between mother and newborn, was implemented in 2020-21 in Ethiopia, Kenya, Malawi, and Somalia in a capacity building programme funded by the Swedish Institute.

OBJECTIVE

To determine the feasibility of using an internet-based capacity building programme contributing to effective midwifery practices in the labour rooms through implementation of dynamic birthing positions, delayed umbilical cord clamping and skin-to-skin care of newborns in the immediate postnatal period.

METHODS

The design is inspired by process evaluation. Focus group discussions with policy leaders, academicians, and clinicians who participated in the capacity building programme were carried out. Before and after the intervention, the numbers for dynamic birthing positions, delayed umbilical cord clamping and skin-to-skin care of the newborn in the immediate postnatal period were detected.

RESULTS

Participants believed the internet-based programme was appropriate for their countries' contexts based on their need for improved leadership and collaboration, the need for strengthened human resources, and the vast need for improved outcomes of maternal and newborn health.

CONCLUSION

The findings provide insight into the feasibility to expand similar online capacity building programmes in collaboration with onsite policy leaders, academicians, and clinicians in sub-Saharan African countries with an agenda for improvements in maternal and child health.