The Nature and Implications of Support in Graduate Nurse Transition Programs: An Australian Study

Journal of Professional Nursing - Tập 24 - Trang 46-53 - 2008
Megan-Jane Johnstone1, Olga Kanitsaki2, Tracey Currie3
1Professor of Nursing/Director of Research, Division of Nursing and Midwifery, School of Health Sciences, RMIT University, Melbourne VIC 3083, Australia
2Adjunct Professor, Division of Nursing and Midwifery, RMIT University, Melbourne VIC 3083, Australia
3Lecturer, Division of Nursing and Midwifery, RMIT University, Melbourne VIC 3083, Australia

Tài liệu tham khảo

Bagian, 2001, Developing and deploying a patient safety program in a large health care delivery system: You can't fix what you don't know about, Journal of Quality Improvement, 27, 522, 10.1016/S1070-3241(01)27046-1 Boychuk Duchscher, 2004, The experience of marginalization in new nursing graduates, Nursing Outlook, 52, 289, 10.1016/j.outlook.2004.06.007 Brown, 2000, Project 2000: A study of expected and experienced stressors and support reported by students and qualified nurses, Journal of Advanced Nursing, 31, 857, 10.1046/j.1365-2648.2000.01344.x Chang, 2001, Managing the transition from student to graduate nurse, 1 2001 Chang, 2006, The relationship among workplace stressors, coping methods, demographic characteristics, and health in Australian nurses, Journal of Professional Nursing, 22, 30, 10.1016/j.profnurs.2005.12.002 Clare, 1996, From university student to registered nurse: The perennial enigma, Contemporary Nurse, 5, 169, 10.5172/conu.5.4.169 Clare, 2002 Clare, 2002 Crooks, 2005, Development of professional confidence by post diploma baccalaureate nursing students, Nurse Education in Practice, 5, 360, 10.1016/j.nepr.2005.05.007 De Bellis, 2001, The enculturation of our nursing graduates, Contemporary Nurse, 11, 8, 10.5172/conu.11.1.84 Dearmun, 2000, Supporting newly qualified staff nurses: The lecturer practitioner contribution, Journal of Nursing Management, 8, 159, 10.1046/j.1365-2834.2000.00164.x Duncan, 1997, Student pre-entry experience and first year of employment, Journal of Continuing Education in Nursing, 28, 223, 10.3928/0022-0124-19970901-09 Gerrish, 2000, Still fumbling along? A comparative study of the newly qualified nurse's perception of the transition from student to qualified nurse, Journal of Advanced Nursing, 32, 473, 10.1046/j.1365-2648.2000.01498.x Goh, 2003, From ‘dependent on’ to ‘depended on’: The experience of transition from student to registered nurse in a private hospital graduate nurse program, Australian Journal of Advanced Nursing, 21, 14 Greenwood, 2000, Critique of the graduate nurse: An international perspective, Nurse Education Today, 20, 17, 10.1054/nedt.2000.0424 Hamel, 1993 Hart, 1995, The clinical learning environment: Nurses' perceptions of professional development in clinical settings, Nurse Education Today, 15, 3, 10.1016/S0260-6917(95)80071-9 Johnstone, 2002, Poor working conditions and the capacity of nurses to provide moral care, Contemporary Nurse, 12, 7, 10.5172/conu.12.1.7 Johnstone, 2006, Processes influencing the development of graduate nurse capabilities in clinical risk management: An Australian study, Quality Management in Health Care, 15, 268, 10.1097/00019514-200610000-00009 Johnstone, 2006, The moral imperative of designating patient safety and quality care as a national nursing research priority, Collegian, 13, 5, 10.1016/S1322-7696(08)60510-7 Johnstone, 2007, Clinical risk management and patient safety education for nurses: a critique, Nurse Education Today, 2, 185, 10.1016/j.nedt.2006.04.011 Johnstone, M., & Kanitsaki, O. (In press). Patient safety, clinical risk management and the integration of neophyte graduate nurses into safe organisational processes: An Australian case study. Quality Management in Health Care [Accepted 4 May, 2007]. Johnstone, 2007, Designing and delivering clinical risk management education for graduate nurses: An Australian study, Nurse Education in Practice, 7, 247, 10.1016/j.nepr.2006.08.009 Kurtzman, 2005, Evaluating the performance and contribution of nurses to achieve an environment of safety, Nursing Administration Quarterly, 29, 14, 10.1097/00006216-200501000-00004 Levett-Jones, 2005, A review of graduate nurse transition programs in Australia, Australian Journal of Advanced Nursing, 23, 40 Lincoln, 1985 Maben, 1998, Project 2000 diplomates' perceptions of their experiences of transition from student to staff nurse, Journal of Clinical Nursing, 7, 145, 10.1111/j.1365-2702.1998.00119.x Mackin, 2006, Lessons learned from a mentored graduate program in gerontological nursing, Journal of Professional Nursing, 22, 137, 10.1016/j.profnurs.2006.01.013 McCloskey, 1990, Two requirements for job contentment: Autonomy and social integration, Image: Journal of Nursing Scholarship, 22, 140, 10.1111/j.1547-5069.1990.tb00196.x Needleman, 2002, Nurse-staffing levels and the quality of care in hospitals, New England Journal of Medicine, 346, 1715, 10.1056/NEJMsa012247 2004 Parker, 2003, Adequacy of support for new graduates during their transition into the workplace: A Queensland, Australian study, International Journal of Nursing Practice, 9, 300, 10.1046/j.1440-172X.2003.00433.x Patton, 2002 Piggott, 2001, Facing reality: The transition from student to graduate nurse, Australian Nursing Journal, 8, 24 Roberts, 2003, Expectations and perceptions of graduates' performance at the start and at the end of their graduate year, Collegian, 10, 13, 10.1016/S1322-7696(08)60049-9 Smith, 1997, The effectiveness of a preceptorship model in postgraduate education for rural nurses, Australian Journal of Rural Health, 5, 147, 10.1111/j.1440-1584.1997.tb00256.x Stake, 1995 Stanley, 2003, The journey to becoming a graduate nurse: A study of the lived experience of part-time post-registration students, Nurse Education in Practice, 3, 62, 10.1016/S1471-5953(02)00055-0 Theobald, 2002, Mentoring: Improving transition to practice, Australian Journal of Advanced Nursing, 20, 27 Thomka, 2001, Graduate nurses' experiences of interactions with professional nursing staff during transition to the professional role, Journal of Continuing Education in Nursing, 32, 15, 10.3928/0022-0124-20010101-07 Wachter, R. (2004). The end of the beginning: Patient safety five years after ‘To err is human’. Quality of care, health affairs web exclusive, November 30, W4-534–W4-545. Yin, 2003