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Expanding the Evidence of New Graduate Best Practice

Expanding the Evidence of New Graduate Best Practice. Monica Adamack – Interior Health Authority Kathy Rush – UBC-Okanagan. The Project. Phase 1 – Integrative Literature Review 43 of 695 articles met inclusion/exclusion criteria Acute care, non-rural, non-specialty

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Expanding the Evidence of New Graduate Best Practice

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  1. Expanding the Evidence of New Graduate Best Practice Monica Adamack– Interior Health Authority Kathy Rush – UBC-Okanagan

  2. The Project • Phase 1 – Integrative Literature Review • 43 of 695 articles met inclusion/exclusion criteria • Acute care, non-rural, non-specialty • Phase 2 – Data Collection • Survey – Delivered online to 1,009 NGs (n=257) • Focus Groups - NGs (n=49), Unit Leaders (n=70) • Individual Interviews – Academic Nurse Educators (n=4) • Phase 3 – ‘Best-Practices’ Transition Tool Kit • Currently under development!

  3. Preliminary Findings • Literature • NGs vulnerable 6-9 months post-hire • Transition programs result in improved NG retention • NGs benefit from skill practice, prefer fewer formal classes • Common transition components • Survey • BC grads greatest need for support at 1-3 months post-hire • Bullying/harassment an issue (experienced by 40%) • Focus Groups • NGs highly value peer-support opportunities • Employed Student Nurse program

  4. Challenges and Issues • Research Logistics • Ethics approval, timeline, response rate • Definitions • Orientation vs. transition; turnover vs. retention; critical thinking vs. competency • Limited usage of standardized tools

  5. Questions for WINN Participants • How would you differentiate between a NG orientation and a NG transition program? Or should we be approaching transition programs as simply an extended orientation? • How do we determine a NG has made a successful transition? What variable(s) should we be measuring?

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