Graduate School of Nursing Dissertations

ORCID

0000-0002-2985-9973

Publication Date

2021-05-16

Document Type

Dissertation, Doctoral

Department

Graduate School of Nursing

Dissertation Committee Chair

Nancy Morris PhD, ANP-BC

Keywords

Dedicated Education Units, Transition to Practice, Competence

Subject Categories

Medical Education | Nursing | Other Nursing

Abstract

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.

SPECIFIC AIMS:

  1. 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.
  2. Explore new graduate nurses’ perception of the impact of a dedicated education unit clinical experience on transition to practice.
  3. Examine relationships between outcome variables.
  4. 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.

DOI

10.13028/drde-3s46

Rights and Permissions

Copyright © 2021 Berube. This is an open access dissertation licensed under the terms of the Creative Commons Attribution License.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Share

COinS