By 2034 there is predicted to be a shortage of between 17,800 and 48,000 physicians in primary care, (Association of American Medical Colleges, 2021). Nurse practitioners have proven to be a versatile tool in helping to bridge this gap in health care. As the need for family nurse practitioners grows so also the need for quality educational experiences for these providers must continue to expand. Currently, employment turnover rates for family nurse practitioners are twice those of physicians, (Barnes, 2015). Formal transitions into advanced practice, such as residency programming have been found to ease new family nurse practitioners into practice. However, few residency programs exist to help aid in this transition, (Flinter, 2005, 2012). This project aims to develop a program that provides educational opportunities for post-graduate family nurse practitioners as they transition to advanced practice nursing. The project will develop a nurse practitioner residency program specific to the needs of this region guided by the Social Determinants of Health. The program will provide new graduate family nurse practitioners with an opportunity to take part in a year-long post-graduate residency program. Providing an intense on-the-job training experience from veteran practitioners. This program will then be written into a grant to help fund the project in our region.

Healthcare agencies and stakeholders expect registered nurses to be competent at all times. When nurses are not confident in competencies, negative patient outcomes can occur. The purpose of this quantitative quasiexperimental with posttest only study was to investigate Quality and Safety Education for Nurses (QSEN) competency confidence levels of 2 groups of new nurses who had 5-6 months of clinical experience. Framed by the Duchscher theory and the QSEN framework, the research question was developed to examine the differences between QSEN competency confidence levels of new nurses who participated in a prelicensure program plus a residency program and nurses who only attended the residency program. Sixty-eight new nurses from 1 health facility answered the Nursing Quality and Safety Self-Inventory (NQSSI). An independent t test was used to compare each knowledge, skills, and attitudes (KSA) QSEN competency confidence levels for two groups. The results of this study demonstrated a difference between QSEN competency confidence levels between the 2 groups, but not all 18 NQSSI items reached a statistically significant difference. The 7 items that reached a statistically significant difference included the QSEN competency confidence level in knowledge and skills in evidence-based practice, quality improvement, and informatics. A statistically significant difference was also noted in the QSEN competency confidence level for patient-centered care skills. A 3-day professional development (PD) workshop was developed based on the results. Participating in the PD workshop could further increase the new nurses' QSEN competency confidence levels which can enhance patient outcomes resulting in positive social change.

This quantitative non-experimental descriptive correlational design sought to answer the question if there was a difference in newly licensed RN (NLRN) performance at one-year post hire after participation in a nurse residency program that offers a formalized curriculum that extends throughout the entire year, one that offers a formalized curriculum that does not extend throughout the entire year, or one that does not provide a formalized curriculum. The study utilized the Six Dimension Scale of Nursing Performance (SDNP) and evaluated NLRN performance on six subscales: leadership, critical care, teaching/collaboration, planning/evaluation, interpersonal relations/communication, and professional development at one-year post hire. Benner’s novice-to-expert model served as the theoretical framework for this study. The results of the Mann-Whitney U test revealed there was not a statistically significant difference between the type of nurse residency the NLRN participated in and his or her self-reported performance on the individual subscale scores of the SDNP. The results of the point-biserial correlation based on how well the NLRN performed the task did not reveal any significant correlations between the nurse residency and performance. However, a negative correlation was noted within the critical care (r = -.052) and the planning/evaluation (r = -.050) subscale scores. Results from this study corroborate what the literature has previously noted. NLRNs need an experiential opportunity to transition into the practice environment and progress on the novice-to-expert continuum.

Indiana University-Purdue University Indianapolis (IUPUI) / Nurse residency programs (NRPs) have been identified as a means to promote transitioning of new nurses into the professional nursing role. Questions have arisen related to which elements within those programs are most meaningful to the development of new nurses. As the nursing shortage drives the need for quick transition and development of nurses to meet workforce needs, nursing must identify what is meaningful to nurses in their transition to practice. The purpose of this multi-site study was to explicate meaning from the experiences of newly licensed registered nurses (NLRNs) who have just completed NRPs. The research question was “What factors have meaning for NLRNs who have experienced transition to practice in nurse residency programs in acute care settings?” Semi-structured interviews were used to collect data from six NLRNs from three different NRPs after completion of their programs. Using interpretative phenomenological analysis, themes and variations within those themes were derived from the descriptive narratives provided from participant interviews. Overarching themes identified were Relationships, Reflection, Active Learning, Resources and Organizational Systems. Findings have implications for practice and education as the nursing profession strives to find ways to transform nurses in an effective and efficient manner.

No description available.

The purpose of this evidence-based project was to compare one-year outcomes for newly licensed Registered Nurses (NLRNs) in three organizations within the same healthcare system. All three have lower than nationally reported turnover and strategies for NLRN retention. Only one is using a Nurse Residency Program (NRP). NRPs are recognized as an effective strategy to retain newly licensed registered nurses (NLRNs) in their first year of employment (Institute of Medicine [IOM], 2010; The Advisory Board, 2007; Spector, 2007). The Commission on Collegiate Nursing Education (CCNE) (2008) defines an NRP as a series of learning sessions and work experiences that occur continuously over a 12-month period designed to assist NLRNs as they transition into their first professional nursing role. This cross-sectional, descriptive study utilized the Casey-Fink Graduate Nurse Experience Survey and intent to stay questions to collect data on NLRNs at one year post hire. Results indicated no statistically significant differences between the three sites and the subscales of the survey. There was a trend of a more positive score for professional satisfaction with Site A. Turnover was also similar between sites and lower than the reported 10% average, with Site A at 2%, Site B at 5%, and Site C at 4%. There was a statistically significant difference between Site A and C in the intent to stay in their current position, with Site A longer than Site C. The study supports the literature and evidence that a NRP is an effective strategy to decrease first year turnover. Further study is needed related to the effectiveness of the components of the NRP, length of time for mentorship, and the impact of accumulation of cohorts.

La période de transition des infirmières et infirmiers nouvellement diplômés (IND) dans la pratique clinique est marquée par des défis individuels, émotionnels et professionnels. Ces défis peuvent contribuer à un épuisement professionnel et ainsi augmenter le taux d’attrition des IND dans les unités de soins. La mise en place d’un programme de résidence en soins infirmiers permet de répondre à ces défis et entraîne donc des répercussions positives au niveau individuel, professionnel et institutionnel. Toutefois, aucune revue des écrits ne recense les programmes de résidence en soins infirmiers pour les IND débutant dans le secteur des soins intensifs. Le but de cette revue de la portée est donc d’identifier et de décrire la structure des programmes de résidence en soins infirmiers pour les IND dans les unités des soins intensifs. Cette revue de la portée réalisée selon la méthode du Joanna Briggs Institute a recensé un total de 241 références, dont huit ont été retenues. L’extraction des données a été réalisée en suivant le modèle de structure de programme de résidence en soins infirmiers de Chant et Westendorf (2019) comprenant sept concepts-clés (cadre de référence, objectifs initiaux, préceptorat, mentorat, composantes didactiques, durée, immersion clinique). Quatre constats provenant des résultats obtenus ont pu être tirés et discutés: une grande disparité dans la structure des programmes de résidence, un besoin d’encadrer davantage le développement des compétences des IND par des cadres de référence et des principes pédagogiques, la nécessité de répondre aux besoins de transition des IND et le besoin de prendre en compte les ressources disponibles. Ces constats illustrent la pertinence de l’implication des formateurs et des gestionnaires pour répondre aux besoins de transition des IND sur les unités de soins intensifs. / The period of transition of new graduate nurses (NGN) into clinical practice is marked by individual, emotional and professional challenges. These challenges can contribute to a burnout and increase turnover rates for care units. The implementation of a nurse residency program for NGN transitioning into practice can address these challenges and lead to positive repercussions at individual, professional and institutional levels. The purpose of this scoping review is to identify and describe the structure of nursing residency programs for NGN in intensive care units. This scoping review using the Joanna Briggs Institute method identified a total of 241 references, of which eight were retained. The extraction followed Chant and Westendorf's (2019) structure model using seven key concepts (framework/models, defined outcomes, preceptorship, mentorship, didactic components, program length, clinical immersion). Four findings were drawn and discussed from the results obtained: a wide disparity in the structure of residency programs, a need for more guidance in the development of NGN competencies by using frameworks and pedagogical principles, the necessity to answer to the transition needs of NGN, and the need to consider the available resources. These findings highlighted the relevance of the involvement of trainers and managers to help NGN transition into intensive care units.