The Healthcare Industry & Nurse Transitions

Nurses described their feelings: "I was genuinely frightened before and after I started. You don't think you shaft enough . . .," and "It was very frightening . . . ." (p. 333). Nurses reported a omit of confidence in preparation and training for the new position. Feelings were" "I don't think that you fag be prep atomic number 18d [for the office transition] . . . moreover good a student you are, however far advanced, they can never really let you loose on your testify patients" (p. 335). Conclusions from the study were that student worships centered around themes of: a want of confidence and retain, and lack of preparation in training for satisfactory competence. Thus the problem is identified as student fears think to the transition from student to nurse. These fears are operationally defined as fear of low confidence in ability levels and fear of low competence levels. The donship program can help better these fears and ease the transition process.

Thus breast feeding education is go about with the challenge of preparing graduates to be adept at coping with a growing body of nursing knowledge, rapid advances in lore and technology, and economic constraints of healthcare, and it is also faced with the challenge of preparing students for the transition into nursing (Angel, Duffey, & Belyea, 2000; Whitehead, 2001). The effective integration of new nursing staff into the healthcare system remains a challenge. Preceptorships provide an opportunity for the triple-crown

Alspach, J. G. (1995). The education process in nursing staff development. St. Louis: Mosby.

Roche (2002) presented findings of a pilot study which utilised a clinical educator model. This model included one-on-one partnerships with registered nurses and students for an entire clinical rotation. Findings showed increased post-test scores which demonstrated cash advance in student ability and decision making.

Olson, Nelson, Stuart, Young, Kelinsasser, Schroedermeier, and Newstrom (2001) reported findings of a 900-hour presentorship residency program. Benefits included decreased orientation time, less swage in staff, and lower recruitment costs. Students reported that their transition into the role of new nurse was eased by the program.

Preparation for the preceptor includes preceptor training. Components of this training include belief the preceptor to: sour more effective in communication skills; use unlike approaches to problem-solving; assess the new nurses learning needs; develop teaching/learning strategies to meet dilettante needs; use principles of large learning; provide clinical experience; evaluate novice performance; teach institutional philosophy, structure, policies, and procedures; provide manager oblige (listen to concerns, help with problem-solving, trust assessment of novice); provide teacher support (teach, evaluate); provide peer support (provide positive feedback, empathy, affirmation, and understanding); and share gross experiences with other preceptors and new nurses (Westra & Graziano, 1992). Principles of adult learning theory are taught to preceptors and used to help new nurses in preceptorships.

Preceptorship evaluation leave alone include the pre and post-testing of the students. The Adaptive Competency Profile questionnaire determines twenty competencies ranging from unpaid to highly skilled. The Skills Competency Self-Confidence Survey determines 36 skills evaluate by the end of the program. The Slater Nursing C
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