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.

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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.

Background: previous studies have revealed that newly hired nurses experience stress and anxiety when entering a new clinical setting. Failure to support and prepare these nurses may affect their ability to deliver the required level of nursing care. Preceptorship is a time limited, organised clinical instructional programme, which promotes staff development, improves nursing education, reduces nursing shortages, promotes staff retention and decreases staff turnover. Little evidence expounds about how newly hired nurses perceive preceptorship. The impact of preceptorship on the clinical nursing care of newly hired experienced nurses has not been investigated or verified globally neither has it been investigated from a Saudi context. Aims and Objectives: the study aimed to explore the nature of preceptorship and its impact on clinical nursing care as perceived by the nurses who had taken part in a preceptorship programme in Saudi Arabia. The study elicited the participants' understanding and expectations of the preceptorship programme in an attempt to identify those factors that may be directly related to the success or failure of the programme. Furthermore, it aimed to examine the role of preceptorship in developing the clinical practice of newly hired experienced nurses. Methodology: a qualitative design based on the principles of naturalistic inquiry underpinned this study. Thirty national and international nurses of five different grades across wards in one Saudi hospital were first purposively and subsequently convenience sampled to take part in the study. Most participants were of international origin, possessing various levels of experience and education. Preceptees were younger and less experienced than other programme stakeholders. Data were generated using tape-recorded semi-structured individual and focus groups interviews. This action was also supported by a review of the hospital's preceptorship policy documents. All the interviews were transcribed verbatim and analysed concurrently using thematic analysis based on a constant comparative method. Findings and discussion: Six themes were derived from the interview data to generate an account of participants' experiences. Social learning theory was used as an explanatory framework for understanding the study's findings. Thus, preceptorship was seen as an important supportive, learning process, although inconsistencies were highlighted related to the participants' understanding and expectations of the programme. The duration of preceptorship was also contested with some needing longer than allocated. Hence, confusion arose regarding when preceptorship should begin and end due to ambiguities within the preceptorship policy documentation. Furthermore, participants perceived preceptorship had a mixed impact on clinical nursing care depending on preceptee/preceptor preparation and workload. Surprisingly recruitment was found to have the biggest impact on the success or failure of the preceptorship programme an unexpected and new finding highlighted by this study. Conclusion: preceptorship is important for the integration of newly hired experienced nurses into their new roles. The meaning of preceptorship as applied to each hospital needs to be defined and articulated clearly and concisely. In order to meet the objectives of preceptorship, policy documentation needs to be clearer, and recruitment processes need to be reviewed in order to match both preceptee experience and qualifications with organisational requirements.

Background: In clinical practice, the responsibilities of frontline registered nurses (RNs) include providing patient care as well as precepting students and new staff nurses. The role has been acknowledged as demanding and challenging in acute healthcare settings and the importance of the preceptor role for the ease of the new nurses’ transition to clinical settings has been discussed in the literature. However, less is known about the nurses’ experiences as preceptors in the pediatric acute clinical setting. The purpose of this research was to explore and describe the experiences of RNs as preceptors when they precept newly hired registered nurses in pediatrics settings. Method: An interpretive descriptive design was used to guide the research process. Semi-structured one-on-one interviews, both in-person and virtual, were carried out with five preceptors who are registered nurses in an Ontario hospital. The real-life experiences of these participants are reported using their rich descriptions of events. Data collection and analysis were conducted concurrently and informed by the Braun and Clark (2006) framework. Results: Findings were grouped under the following three themes: the duality role of pediatric nurses; experiences of preceptor pediatrics nurses; and pediatric nurse preceptors’ needs. Implications: This study demonstrates that the role of the registered nurse as a preceptor is diverse and demanding, and that preceptors need to be supported by various stakeholders to ensure that they can carry out their role effectively. Recommendations are made for future practice, education, and research. Keywords: Preceptor, preceptorship, precepting, registered nurses, newly hired registered nurses, newly graduated nurses, acute healthcare, pediatrics / Thesis / Master of Science (MSc) / In clinical practice, registered nurses play not only the bedside healthcare provider role but also, they play the preceptor role. This role can be both difficult and challenging. Therefore, it is important to understand registered nurses’ experiences as preceptors in clinical settings. The goal of this study was to gain an understanding of the registered nurses’ experiences as preceptors for newly hired registered nurses in pediatric healthcare settings. This study showed that preceptors were aware of their dual role, shared experiences of feeling awarded, and discussed challenges they encountered when precepting. Finally, they identified some of their needs that they believed may assist them when being involved in the preceptor-preceptee relationship. It is important to acknowledge the challenges that preceptors encounter when precepting new nurses into the clinical area. Furthermore, it is imperative to prepare nurses for the preceptor role to ensure effective preceptor-preceptee relationships and improve preceptees retention and competence in their role.

Denna studie undersöker nyanställda musiklärare i grundskolan utifrån ett sociokulturellt perspektiv. Studien undersöker vilka artefakter de använder när de bedömer och vilka prioriteringar som görs. Studien bygger på tre intervjuer i fokusgrupper som analyserats med tematisk analys. Tidigare forskning framhäver att lärare byter jobb allt oftare och att lärarens förmåga att bygga relationer är av stor betydelse för undervisningens kvalitet. Det finns mycket forskat på hur nyutexaminerade musiklärare agerar i sin första yrkesroll. Vissa menar dock på att det kan finnas likheter som berör alla nyanställda, oavsett hur mycket eller lite erfarenhet de har sen innan, därtill sällar sig denna studie. Föreliggande studie finner att nyanställda musiklärare använder flera olika slags artefakter vid bedömning, så som olika typer av planering, skriftliga anteckningar och videoupptagningar. Nyanställda musiklärare prioriterar, enligt denna studie, att fokusera på att strukturera sin musiksal, bygga relation till sina nya elever och kollegor samt kartlägga elevernas aktuella kunskaps och färdighetsnivå för att på så vis handskas med stressen av att vara nyanställd. / This study investigates newly hired music teachers in the elementary school from a sociocultural perspective. The study investigates how they assess their students, which artifacts they use for this, and which priorities they make. The data for the study was collected from interviews in three focus groups. This was then analyzed using thematic analysis within a sociocultural perspective. Previous research shows that teachers change schools more and more often. Furthermore, the teacher’s ability to build relationships has a major impact on the quality of the teaching according to previous research. There is research on how newly examined music teachers act at their first job, however there is also research indicating that there might be similarities amongst newly hired music teachers regardless of their prior working experience. This study is an example of such research. This study finds that newly hired music teachers use many different artifacts as they assess. These can be for instance different types of planning, written notes, and video records. According to the present study, newly hired music teachers prioritize creating a structure in their music room, building relationships with their new pupils and colleagues, and mapping the current level of their student's knowledge and abilities to handle the stress of being a newly hired teacher.