Graduate School of Nursing
Dissertation Committee Chair
Nancy Morris PhD, ANP-BC
Dedicated Education Units, Transition to Practice, Competence
Medical Education | Nursing | Other Nursing
PURPOSE: The purpose of this research was to identify the value of undergraduate nursing student clinical preparation within a dedicated education unit on transition to practice.
- Describe perceived competence, practice readiness, self-efficacy, job satisfaction, intent-to-stay and orientation length of students who participated in a clinical experience in a dedicated education unit upon graduation, 3- and 6-months employment.
- Explore new graduate nurses’ perception of the impact of a dedicated education unit clinical experience on transition to practice.
- Examine relationships between outcome variables.
- Explore associations between outcome variables and demographic and employment characteristics.
FRAMEWORK: This research was guided by Albert Bandura’s Social Learning Theory.
DESIGN: This study used a descriptive, longitudinal design with quantitative measures and qualitative interviews.
RESULTS: 18 participants provided quantitative data, and five participated in an interview. Competence, practice readiness and job satisfaction were relatively high. Self-efficacy remained essentially unchanged at all three time points. Average orientation length was 13 weeks, with 41.7% reporting their orientation was shorter than planned. At 6-months employment, 91.7% planned to stay in their current position for one year. Competence and Self-efficacy were associated at 3- and 6-months. Prior healthcare work experience was associated with higher competence at 3- and 6-months. Participants valued the experience of working with a preceptor and the supportive learning environment that allowed them to develop technical and professional nursing skills.
CONCLUSION: These findings support dedicated education units as having a positive impact on new graduate nurse’s transition to practice.
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Copyright © 2021 Berube. This is an open access dissertation licensed under the terms of the Creative Commons Attribution License.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Berube JA. (2021). New Graduate Nurses' Perception of the Impact of Dedicated Education Units on Transition to Practice: A Descriptive Study. Graduate School of Nursing Dissertations. https://doi.org/10.13028/drde-3s46. Retrieved from https://escholarship.umassmed.edu/gsn_diss/63