Transition to Practice: Designing, Implementing, and Evaluating an Evidence-based Nurse Residency

2.50
Hdl Handle:
http://hdl.handle.net/10755/308473
Category:
Abstract
Type:
Presentation
Title:
Transition to Practice: Designing, Implementing, and Evaluating an Evidence-based Nurse Residency
Author(s):
Shinners, Jean S.
Lead Author STTI Affiliation:
Iota Xi
Author Details:
Jean S. Shinners, PhD, RN-BC, jshinners@versant.org
Abstract:

Session presented on: Monday, November 18, 2013

Initiation into nursing practice can be difficult for new graduates with turnover rates reaching as high as 60% (IOM, 2010). High turnover leads to nursing “churn” which is both costly and detrimental to staff morale and patient safety (Ulrich, B. et al., 2010).  Much of the turnover is contributed to a lack of confidence and support during the graduate RNs transition from an academic to professional practice environment (NCSBN, 2009). A designated time for transition has become so critical that the Institute for Medicine (IOM) Future of Nursing Report (2010) recommends all graduates participate in a residency to support them during their initiation to professional practice and development.

 This presentation describes the key components of a 1 year, precepted RN residency that includes 18 weeks of clinical immersion with curricula support followed by 34 weeks of clinical experience with supportive components (mentoring & debriefing). It identifies national standards and evidence-based strategies that provide the foundation for a successful residency.

A ten year research project is presented with data collected from over 6,000 new graduates. Validated measurement instruments are described and analysis methods used. Results showed a decrease in turnover rates, an average competency observed rating equal to or higher than comparison groups, and a correlational increase in self-confidence and organizational commitment.

 A successful graduate residency program is needed to develop and sustain new RNs. A residency that supports the development of new graduate competence and confidence using classroom instruction, guided opportunities to develop hands-on mastery of nursing skills, professional guidance, and engagement of all stakeholders is critical (Ulrich, B., 2010).

Keywords:
graduate; transition; residency
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleTransition to Practice: Designing, Implementing, and Evaluating an Evidence-based Nurse Residencyen_GB
dc.contributor.authorShinners, Jean S.en_GB
dc.contributor.departmentIota Xien_GB
dc.author.detailsJean S. Shinners, PhD, RN-BC, jshinners@versant.orgen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308473-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>Initiation into nursing practice can be difficult for new graduates with turnover rates reaching as high as 60% (IOM, 2010). High turnover leads to nursing “churn” which is both costly and detrimental to staff morale and patient safety (Ulrich, B. et al., 2010).  Much of the turnover is contributed to a lack of confidence and support during the graduate RNs transition from an academic to professional practice environment (NCSBN, 2009). A designated time for transition has become so critical that the Institute for Medicine (IOM) Future of Nursing Report (2010) recommends all graduates participate in a residency to support them during their initiation to professional practice and development.<b></b><p> This presentation describes the key components of a 1 year, precepted RN residency that includes 18 weeks of clinical immersion with curricula support followed by 34 weeks of clinical experience with supportive components (mentoring & debriefing). It identifies national standards and evidence-based strategies that provide the foundation for a successful residency. <p>A ten year research project is presented with data collected from over 6,000 new graduates. Validated measurement instruments are described and analysis methods used. Results showed a decrease in turnover rates, an average competency observed rating equal to or higher than comparison groups, and a correlational increase in self-confidence and organizational commitment. <p><b> </b>A successful graduate residency program is needed to develop and sustain new RNs. A residency that supports the development of new graduate competence and confidence using classroom instruction, guided opportunities to develop hands-on mastery of nursing skills, professional guidance, and engagement of all stakeholders is critical (Ulrich, B., 2010).en_GB
dc.subjectgraduateen_GB
dc.subjecttransitionen_GB
dc.subjectresidencyen_GB
dc.date.available2013-12-19T17:31:49Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:31:49Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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