Supporting the transition from nursing student to newly qualified children's nurse

The experience of transition from student nurse to registered nurse among newly graduated nurses in the paediatric setting: An integrative literature review

AIM

This integrative review explores the transition to practice experiences of graduate nurses working in either acute or non-acute paediatric settings across different countries.

BACKGROUND

Graduate nurses frequently experience feelings of inadequacy, uncertainty, increased accountability, and workload pressures during their transition, particularly in paediatric settings. However, research specifically examining their experiences in paediatric healthcare is limited, with most studies focusing on broader nursing contexts. This highlights a gap in understanding the unique challenges graduate nurses face in paediatric nursing.

DESIGN

Integrative literature review.

METHOD

The review commenced in January 2023 and was updated in October 2023. Data were collected from Medline, Embase, CINAHL, PsycINFO, and Scopus using search terms such as "new* graduate* nurse* " AND "experience" AND "transition to practice" OR "work readiness" AND "p?ediatric setting* ". Inclusion criteria focused on primary studies published after 2000 that examined the transition experiences of graduate nurses in paediatric settings. Nine studies meeting these criteria were assessed using the Mixed Methods Appraisal Tool.

RESULTS

From 2954 articles, nine met the inclusion criteria. Most studies were qualitative (n = 8), with one using mixed methods. Thematic analysis identified three key themes: transition experience, challenges faced by graduate nurses, and supportive factors during transition.

CONCLUSIONS

This review highlights the unique challenges graduate nurses face in paediatric nursing and emphasises the need for targeted support post-qualification. The findings provide valuable insights for healthcare administrators to develop tailored strategies and interventions to improve graduate nurses' transitions, retention, and paediatric nursing practice in dynamic healthcare environments.

An Evaluation of the Use of Low-Fidelity and High-Fidelity Mannequins in Clinical Simulations in a Module Preparing Final Year Children's and General Nursing Students for Internship Placement

Internationally, the use of simulation-learning environments in nursing education has escalated over the last number of years. Simulations have been recognized as providing clinical opportunities for student nurses to gain experience in a safe and controlled learning environment. A module specifically preparing fourth year children's and general nursing students for internship was developed. Preparation work for these simulation sessions included a video for the students to watch which demonstrated evidence-based care using sample simulations. This research aims to evaluate two simulation scenarios, using low-fidelity and high-fidelity mannequins for children's nursing students as part of a nursing module preparing them for internship practice placement. This mixed-methods evaluation survey of students was conducted in one School of Nursing in a Higher Education Institute in Ireland in the academic year 2021-2022. A simulated learning package was created using a partnership approach with members from the Higher Education Institute and the clinical learning site and piloted with 39 students. This was evaluated using an anonymous, online questionnaire with 17 student responses. An ethical exemption was granted for this evaluation. All students reported the use of the simulations, including the pre-simulation video as beneficial to enhance their learning and to prepare them for internship. The use of low-fidelity and high-fidelity mannequins enhanced their learning process. Students recommended implementing further simulations throughout their programme to enhance their learning experiences. The findings of this evaluation can provide guidance to aid future development of interactive simulations in preparing students for practice placements. Both low fidelity and high fidelity have their places in simulation and education, depending on the scenario and associated learning outcomes. Collaboration between academia and clinical practice is crucial, to bridge the theory-practice gap and demonstrate a positive relationship between staff in both settings.

Content Analysis of Feedback Journals for New Nurses From Preceptor Nurses Using Text Network Analysis

This study aimed to identify keywords, core topic areas, and subthemes by analyzing feedback journals written by preceptor nurses to new nurses during the preceptorship period and to derive implications through word clustering. A total of 143 preceptor nurses' feedback journals for new nurses from March 2020 to January 2021 were converted into a database using Microsoft Office Excel. Text network analysis was performed using the NetMiner 4.4.3 program. After data preprocessing, simple frequency, degree centrality, closeness centrality, betweenness centrality, and community modularity were analyzed. In the feedback journals, the most central words were "study," "medication," "practice," "nursing," "method," "need," and "effort," whereas frustration, "new nurses" had low centrality. Five subthemes were derived: (1) learning necessity to strengthen new nurses' competency, (2) independence of new nurses, (3) emphasis on accuracy in nursing skills, (4) difficulties in understanding the nursing tasks expected of new nurses, and (5) basic competency of new nurses. The results of this study highlighted the experiences of new nurses and allowed for an assessment of journal feedback content provided by preceptor nurses. As such, the study provides basic data to develop a standardized education and competency empowerment program for preceptor nurses.

Nurse preceptors' perceptions of benefits, rewards, support, and commitment to the preceptor role in a new preceptorship program

BACKGROUND

Nurse preceptorship is a new concept emerging in the Iranian health care system. The purpose of this research was to assess preceptor nurses' perceived benefits, rewards, support, and commitment to the role in a new nurse preceptorship program in Iran and to examine the relationships between these concepts.

METHODS

A descriptive correlational study was employed, and using total population sampling method, 45 preceptor nurses were recruited from a tertiary referral teaching hospital in Iran. Data were collected using the Preceptor's Perception of Benefits and Rewards Scale, the Preceptor's Perception of Support Scale, and the Commitment to the Preceptor Role Scale. Descriptive statistics and correlational analysis were used to analyse data.

RESULTS

Preceptors' commitment to their role was positively and moderately associated with their perceived benefits and rewards (r = 0.503, p = 0.001) and perceived support (r = 0.430, p = 0.003). None of the examined demographic and practice variables showed statistically significant association with commitment to the preceptor role.

CONCLUSIONS

Commitment to the preceptor role was associated with benefits, rewards and support that preceptor nurses perceive in relation to their role. To optimise the effectiveness of nurse preceptorship programs, benefits, rewards, recognition, and support should be integral to planning of these programs.