It is being built at an ever-increasing pace at the same time as there is a shortage of skills in theconstruction industry. As construction companies have difficulty finding competent staff,attraction, recruitment and the introduction of new employees will be a crucial issue forcompanies. This report, which is carried out together with JM AB, examines crucial factors fora good introduction of a newly hired, newly graduated supervisor. In addition, it is examinedwhat three different categories of employees consider to be important in a good introduction andwhether their opinions agree or not.The empirical part of the report consists of an interview and a survey. During the interview, itappeared that JM works to develop its leaders and create a sustainable working life and that therespondent has seen the results of a good introduction in one of JM's regions. During the survey,supervisors, site managers and business unit managers were asked to rank what is important inan introduction of a newly graduated, newly hired supervisor. It emerged that there is a relativelylarge spread, both within each group and in a comparison of the groups, regarding what isconsidered important in a good introduction.Together with the empirical part, a literature study has been carried out where two theories,Learning and Self-Determination Theory, have been studied and linked to how they cancontribute to improving an introduction.The study showed that a good introduction has a positive impact on the new employee's wellbeingand performance and contributes to the new employee becoming part of the communitymore quickly. All three groups of employees considered it important that the workplace isestablished on arrival and with reoccurring supervision meetings.

<p>The purpose of this literature study was to describe the experiences of the transition period.Data were collected through databases CINAHL and Medline / Pubmed 19 articles wereincluded in the study. The result was divided into five different items. Given the result thenewly graduated nurses found out that the process of transition was an uncertain timefollowed by faltering confidence. They were totally unprepared for the clinical work and theresponsibility which followed. The pressure and expectations from themselves and colleagueswere big and heavy to carry. Colleagues saw the most recent graduates as unprofessional and"eternal students". Good and constructive support and guidance shows that transition processis easier to handle while an inadequate support could affect the performance of graduates and,at worst, lead them leaving the profession. The great responsibility that the graduates facedwere experienced very stressful especially medical management and patient safety, increasedtheir anxiety and that they found it difficult to transfer their theoretical knowledge intopractice. The results also show the positive experiences of the newly graduates. Manyexperienced the transition process as challenging and evolving, and something that they couldlearn from.</p>

The purpose of this literature study was to describe the experiences of the transition period.Data were collected through databases CINAHL and Medline / Pubmed 19 articles wereincluded in the study. The result was divided into five different items. Given the result thenewly graduated nurses found out that the process of transition was an uncertain timefollowed by faltering confidence. They were totally unprepared for the clinical work and theresponsibility which followed. The pressure and expectations from themselves and colleagueswere big and heavy to carry. Colleagues saw the most recent graduates as unprofessional and"eternal students". Good and constructive support and guidance shows that transition processis easier to handle while an inadequate support could affect the performance of graduates and,at worst, lead them leaving the profession. The great responsibility that the graduates facedwere experienced very stressful especially medical management and patient safety, increasedtheir anxiety and that they found it difficult to transfer their theoretical knowledge intopractice. The results also show the positive experiences of the newly graduates. Manyexperienced the transition process as challenging and evolving, and something that they couldlearn from.

Thesis (M.A.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (6 leaf at end).

Bortezomib-based induction therapies have shown to increase complete response rates and are used as an upfront therapy for newly diagnosed multiple myeloma patients. The standard treatment uses twice a week bortezomib at 1.3 mg/m^2 with dexamethasone PO on the day of and day after bortezomib, however, peripheral neuropathy is often a dose-limiting factor. For elderly patients with multiple co-morbidities and polypharmacy, we propose an alternate schedule of once a week bortezomib IV at 1.6 mg/m^2 with dexamethasone PO on the day of and day after bortezomib. In this phase II, open-labeled, multi-site study, we hypothesize that patients receiving weekly bortezomib will have comparable efficacy as the standard twice a week schedule with increased convenience and lower toxicity profile, especially related to peripheral neuropathy. METHODS: 50 patients with newly diagnosed symptomatic multiple myeloma who were ineligible for transplant or postponed transplant were enrolled from 12 Veterans Affairs hospitals. One cycle consisted of once a week 1.6 mg/m2 bortezomib IV (days 1, 8, 15, 22) plus dexamethasone PO on the day of and after bortezomib (days 1, 2, 8, 9, 15, 16, 22, 23) for 4 weeks, with the 5th week off of treatment. Responding patients could receive up to 6 cycles. RESULTS: The median age of patients was 71 ± 1.46 years (range: 50-89) with β-2 microglobulin of 5.80 ± 0.46 mg/L and c-reactive protein of 10.61 ± 5.54 mg/L. Patients also had multiple co-morbidities including cardiovascular disease (76%) renal insufficiency (54%) and pulmonary problems (36%) and were receiving a median of 13 concurrent medications at baseline. Of the fifty patients, 43 patients were evaluable for response. Seven patients received <1 cycle or died before response could be evaluated. An objective response rate of 79% was observed in 43 evaluable patients with 14% achieving nCR/CR, and at least VGPR in 44% of patients. The median progression-free survival was 9.6 months and overall survival was 46.5 months. The most common toxicity of all grades was thrombocytopenia (42%), lymphopenia (46%), asthenia (48%), and constipation (38%). Peripheral neuropathy occurred in 24% with grade 3 neuropathy occurring only in 6% of patients. In conclusion, a weekly bortezomib plus dexamethasone regimen is efficacious and safe, with lower neurotoxicity in elderly patients with newly diagnosed multiple myeloma complicated by extensive co-morbidities and polypharmacy.

Bakground : A new kind of birthing center, providing a new concept of maternal care is about to open in a city located in the eastern part of India. Being part of a new concept in maternal care and having the opportunity to work at a new advanced multispecialty hospital as well as being a newly graduated nurse can create a lot of expectations in which we aim to explore. Aim : The aim was to explore newly graduated nurse's expectations before the opening of a natural birthing center in the eastern part of India. Method : Qualitative interviews were chosen as a data collecting method. The participants were five newly graduated nurses. A qualitative content analysis with an inductive approach and a manifest content was selected for analyzing the collected data. Findings: Four categories with sub-categories were found. They were Unknown future, In relation with patients and relatives, Opportunities to develop as a nurse and to become a good nurse. Conclusion : In this study it was seen that the nurses felt unsure in their role and about their future. To be able to care for patients and relatives as a newly graduated nurse in a professional manner (and make them feel safe), it is important to have the confidence to feel safe in the nursing role. It is also of importance that the organization allows the nurse to develop by creating attuned climates for this, all to become a good nurse.

No description available.

Newly hired nurse educators face multiple challenges in today's rapidly changing academic environment. Transitioning from clinical practice into academia without the benefit of effective mentoring may lead to dissatisfaction, frustration, and attrition. Newly hired nurse educators may find difficulty in understanding academic areas of teaching, scholarship, and service, especially if they are transitioning from clinical practice. An effective mentoring program for nurse educators provides guidance, support, resources and assistance, as well as an opportunity for experienced faculty mentoring team members to guide newly hired nurse educators through the complex world of academia. The purpose of this project was to create a sustainable mentoring program to promote successful assimilation of newly hired nurse educators into the academic environment. Methods: The method was a Plan-Do-Study-Act (PDSA) project to create an effective mentoring program for newly hired nurse educators. The project leader (scholar) guided the Faculty Mentoring Program Committee (FMPC) through the creation and progression of the faculty-mentoring program. The triad that consisted of the scholar Greta Marek, DNP, RN, CNE, her mentor M. Peggy Hays, DSN, RN, COI, and faculty Cynthia Clark, PhD, RN, ANEF, FAAN regularly discussed the project's progress. The Experienced Nurse Faculty Leadership Academy (ENFLA), sponsored by Sigma Theta Tau International/Chamberlain College of Nursing Center for Excellence in Nursing Education, provided an evidence-based program that encouraged learning and growth for the scholar. A review of the literature included searches in PubMed, CINAHL, ERIC, Ovid, Google Scholar and EBSCHO host using the search terms: academic mentoring, nursing faculty mentoring, mentoring programs, nurse educator mentoring. Limitations placed on the search were English language, peer reviewed, and a timeframe of 2000 to the present. Scholar reviewed 29 full-text articles and 20 university websites; used Watson's Theory of Human Caring and Benner's Novice to Expert models in relation to nurse educator mentoring programs. The scholar formed the FMPC at their college of nursing secondary to the need to develop a formalized faculty-mentoring program. Information from the literature review guided planning, actions and recommendations from the committee. Results: The ENFLA scholar endeavors to continue to work with the FMPC towards the mentoring program's growth and sustainability. The committee developed the program's mission, vision, goals, outcomes, logo, and a semester-by-semester structure. The FMPC created two different tracks for newly hired nurse educators: a three-semester program for experienced nurse educators and a five-semester program for novice nurse educators. The first semester of each track focuses on orientation to the university, the college, and assigned courses. Newly hired nurse educators remain a cohort, instead of the traditional dyad mentoring model. Experienced nurse educators serve as a resource person and share their expertise in teaching, scholarship, or service. The goal of remaining in a cohort would be to help newly hired nurse educators develop team-building skills, enhance collegiality, provide support, adapt to the local culture, and provide consistency. The new nursing faculty, hired during the 2014-2015 academic year, serendipitously decided to form an ad hoc committee to the FMPC, to ensure input. The ad hoc committee will collaborate with the FMPC to determine the mentoring program's effectiveness each semester through formative and summative evaluations. Conclusion: Members of the FMPC expressed a sense of renewed purpose and pride while collaborating on creating a sustainable mentoring program. Ad hoc committee members expressed optimism and excitement about working with the FMPC towards evaluating the mentoring program's effectiveness.

No / This is a summary of See et al.1 Newly registered nurses experience high levels of emotional exhaustion, stress and burnout, with high attrition rates in the first-year post-qualification. The purpose of this review was to consolidate the available evidence on the experiences of newly registered nurses transitioning from the role of student nurse to that of registered nurse.

No description available.