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Indiana University-Purdue University Indianapolis (IUPUI) / Recent literature on well-being of physicians in general, and residency program directors (PD) specifically, has demonstrated those meeting the criteria of burnout reaching almost 50% in physicians, and 20-30% in PDs. However, few studies have explored engagement, or the positive or meaningful aspects, in physicians and no studies have explored engagement in the PD and Assistant PD community. Therefore, this study employed a qualitative approach to explore the experiences of PDs and APDs as they encountered burnout, engagement, and every combination in between through their multifaceted, roles, responsibilities, and tasks embedded in their institutional context and personal lives. Phase 1 participants (n=3) included two PDs and one APD from Indiana University School of Medicine (IUSM). Participants in Phase 1 took part in three semi-structured interviews at 6-month intervals, and direct observations in their clinical, administrative, and education roles. Phase 2 participants (n=5) were PDs from IUSM who completed a single semi-structured interview based on preliminary results and exploration of Phase 1 participants’ experiences. Interviews and field notes from observations were analyzed using inductive thematic analysis, followed by a deductive application of Job Demands-Resources (JD-R) theory. Document analysis was incorporated to add context, understanding, and a rich description of the participants’ experiences. This study found multiple sub-themes situated within four major themes: It Takes a Village, Integration of the “Hats” They Wear, Motivation and the Meaning of Their Career, and Coping. Exploring the sub-themes to JD-R theory allowed contextualization of how job demands, job resources, personal resources, absence of resources, job crafting, recovery, self-undermining, and strain, interact to add context, nuance, and broader conceptualization of how PD and APD experienced their multifaceted roles. This study provides a rich description of the experiences of PDs and APDs embedded in their social context of roles, tasks, and responsibilities. These results indicated that understanding how the individual experiences their job demands as they interact with their experiences of job and personal resources, and how the individual proactively engages with their environment through job crafting and recovery enables for a nuanced appreciation of engagement and burnout.

Esta tese se ocupa da educação dos profissionais de saúde a qual vem sendo (re)discutida, amplamente no mundo. De acordo com a Organização Mundial da Saúde, a educação dos profissionais de saúde ainda é considerada fragmentada, descontextualizada e produtora de um currículo estático ao avaliar a dinâmica de mudanças que ocorre nessa área. No Brasil, destaco o movimento da Educação Permanente em Saúde (EPS) que propõe uma mudança na formação a fim de orientar os profissionais de saúde para o trabalho no Sistema Único de Saúde. O conceito de Educação Permanente é uma proposta educativa destinada a intervir e provocar reflexões sobre o processo de trabalho direcionado a melhorar a qualidade do serviço e das condições laborais: educação no trabalho, pelo trabalho e para o trabalho. Assim, essa tese objetivou: compreender como práticas pedagógicas de EPS são utilizadas na formação de profissionais em saúde em uma Residência Multiprofissional em Saúde e analisar como o processo reflexivo-dialógico desenvolvido em uma Residência Multiprofissional em Saúde com seus preceptores gera mudanças ao longo das fases de uma Pesquisa Apreciativa.Este estudo é caracterizado como um Estudo Apreciativo Crítico porque articula a metodologia Pesquisa Apreciativa com a Teoria Crítica Social. Utilizo como orientação teórica a EPS e seus conceitos atrelados ao teórico social crítico Paulo Freire. Este estudo foi implementado no Programa de Residência Integrada Multiprofissional do Hospital de Clínicas de Porto Alegre. Os participantes essa pesquisa foram sete preceptores da referida Residência. Como estratégia para produção dos dados, foram realizados grupos de discussões com os preceptores. A metodologia foi organizada em quatro estágios que constituem um ciclo 4D: Discovery, Dream, Design e Destiny. Cada fase foi desenvolvida em um objetivo específico. A análise de dados foi realizada de acordo com Green et al (2007), Silverman (2000) e Denzin e Lincoln (2000). Como principais resultados estão a identificação das melhores práticas desenvolvidas pelos preceptores, como a consulta multiprofissional, o acolhimento dos residentes e as ações integradas entre as diferentes ênfases da Residência. Em relação aos sonhos dos preceptores, destacamos os estágios vivências, a integração da residência médica com a residência multiprofissional e a valorização financeira dos preceptores. Além disso, saliento a construção da proposta de formação pedagógica para a Residência que foi a criação de um Núcleo pedagógico de Educação Permanente em Saúde. Este estudo convidou os participantes a refletirem criticamente sobre suas práticas em seu espaço de trabalho em um processo dialógico, reflexivo e participativo, pois oportunizou que os preceptores tenham a possibilidade de tornarem-se agentes de mudança, logo, sujeitos de um processo construído coletivamente. Com este estudo, esperamos que os preceptores possam atuar de modo participativo na pesquisa, se sintam coautores e valorizados, além de ampliar o diálogo em torno da problemática da EPS contextualizando-a no espaço da residência multiprofissional. / The education of health professionals during their career is being extensively re-discussed in the world. According to the World Health Organization (WHO) the education of health profes-sionals still considered fragmented, out of the context and it is the producer of a static curricu-lum when assessing the dynamicity of changes which occurs in this area. The concept of Con-tinuing Education in Health is an educational proposal to intervene and provoke reflections on the work process aimed at improving service quality and labor conditions: education in work, education through work and for the work. This thesis aimed: understand how pedagogical prac-tices of Continuing Education in Health is used on multiprofessional residences in health and analyze how the reflexive-dialogic process generates changes throughout the phases of appre-ciative inquiry. This study is characterized as a Critical Appreciative Study because it applies the methodology of appreciative inquiry articulated in the Social Critical Theory. I appliyed the theoretical guidance the Continuing Education in Health and its concepts linked to the critical social theorist Paulo Freire. This research was conducted at Multiprofessional Residence Pro-gram, which is developed in the Hospital de Clínicas de Porto Alegre, Brazil. The participants were seven Residency preceptors. As a data collection strategy groups of discussions through meetings with these preceptors were conducted. The methodology was organized into four stages which constitute a 4D cycle: Discovery, Dream, Design e Destiny. Each stage was de-veloped in a specific objective. The data analysis was conducted according to Green et al (2007), Silverman (2000) and Denzin e Lincoln (2000). The main results are the identification of the best practices developed by the teachers, the multiprofessional consultation, the reception of the residents and the actions integrated between the different emphases of the Residence. As dreams of preceptors, they highlight the steps, the integration between the Medical Residence and the Multiprofessional Residence and also a better wage for preceptors. In addition, I High-lighted the construction of the pedagogical training proposal for the Residence: a creation of a Pedagogical Nucleus of Permanent Education in Health. During the study, the participants were invited to reflect critically on their practices in the work space in a dialogical process, Reflective and participatory process that gave the possibility of becoming agents of change, subjects of a collectively constructed process. The study points to the possibility that preceptors feel them-selves to be co-authors and valued, in addition to broadening the dialogue around the problem of Continuing Education in Health contextualizing it in the space of the multiprofessional res-idence.

This dissertation presents findings from a qualitative discourse analysis study of three pre-service teachers enrolled in the Urban Teacher Residency Partnership Program (UTRPP); a clinical teacher preparation setting at a major southeastern university. UTRPP is a full-time teacher preparation program that focuses on university student achievement through embedded coursework and provides preservice teachers (PSTs) with the opportunity to work with a content coach. Through coaching cycles, these PSTs work one-on-one with a literacy content coaches to enrich their teaching experiences and connect theory to practice through content coaching cycles. A content coaching cycle consists of a pre-conference, video-recorded observation of a teaching event, individualized video coding sessions of that teaching video, and post-conference reflections (Gelfuso & Dennis, 2014). In this study, I focus specifically on the PSTs’ literacy content coaching experiences. The purposeful support and unique structure of UTRPP provide a rich opportunity to study literacy teacher identity construction since PSTs are contracted as full-time teacher residents in urban schools and work one on one with a literacy professional to develop their literacy practices through coaching cycles. This research was guided by the following research question: In what ways do three PSTs develop literacy teacher identity? Data was only collected during literacy coaching cycles where literacy was explicitly taught, and not during any other content area coaching cycle or subsequent lesson reflection that was not literacy based. The findings showed evidence of: (a) the plurality of identity, in that each participant drew on multiple identity characteristics when reflecting on their literacy practice, (b) connections between participants core sense-of-self and literacy teacher characteristics, (c) participants deployment of front and backstage dramaturgy to conceal their beliefs and feelings from the literacy coach and children, and (d) connections to student-centered teaching practices. These findings offer insights into how PSTs construct their literacy teacher identities in both a clinical preparation program and through literacy content coaching.

Esta tese se ocupa da educação dos profissionais de saúde a qual vem sendo (re)discutida, amplamente no mundo. De acordo com a Organização Mundial da Saúde, a educação dos profissionais de saúde ainda é considerada fragmentada, descontextualizada e produtora de um currículo estático ao avaliar a dinâmica de mudanças que ocorre nessa área. No Brasil, destaco o movimento da Educação Permanente em Saúde (EPS) que propõe uma mudança na formação a fim de orientar os profissionais de saúde para o trabalho no Sistema Único de Saúde. O conceito de Educação Permanente é uma proposta educativa destinada a intervir e provocar reflexões sobre o processo de trabalho direcionado a melhorar a qualidade do serviço e das condições laborais: educação no trabalho, pelo trabalho e para o trabalho. Assim, essa tese objetivou: compreender como práticas pedagógicas de EPS são utilizadas na formação de profissionais em saúde em uma Residência Multiprofissional em Saúde e analisar como o processo reflexivo-dialógico desenvolvido em uma Residência Multiprofissional em Saúde com seus preceptores gera mudanças ao longo das fases de uma Pesquisa Apreciativa.Este estudo é caracterizado como um Estudo Apreciativo Crítico porque articula a metodologia Pesquisa Apreciativa com a Teoria Crítica Social. Utilizo como orientação teórica a EPS e seus conceitos atrelados ao teórico social crítico Paulo Freire. Este estudo foi implementado no Programa de Residência Integrada Multiprofissional do Hospital de Clínicas de Porto Alegre. Os participantes essa pesquisa foram sete preceptores da referida Residência. Como estratégia para produção dos dados, foram realizados grupos de discussões com os preceptores. A metodologia foi organizada em quatro estágios que constituem um ciclo 4D: Discovery, Dream, Design e Destiny. Cada fase foi desenvolvida em um objetivo específico. A análise de dados foi realizada de acordo com Green et al (2007), Silverman (2000) e Denzin e Lincoln (2000). Como principais resultados estão a identificação das melhores práticas desenvolvidas pelos preceptores, como a consulta multiprofissional, o acolhimento dos residentes e as ações integradas entre as diferentes ênfases da Residência. Em relação aos sonhos dos preceptores, destacamos os estágios vivências, a integração da residência médica com a residência multiprofissional e a valorização financeira dos preceptores. Além disso, saliento a construção da proposta de formação pedagógica para a Residência que foi a criação de um Núcleo pedagógico de Educação Permanente em Saúde. Este estudo convidou os participantes a refletirem criticamente sobre suas práticas em seu espaço de trabalho em um processo dialógico, reflexivo e participativo, pois oportunizou que os preceptores tenham a possibilidade de tornarem-se agentes de mudança, logo, sujeitos de um processo construído coletivamente. Com este estudo, esperamos que os preceptores possam atuar de modo participativo na pesquisa, se sintam coautores e valorizados, além de ampliar o diálogo em torno da problemática da EPS contextualizando-a no espaço da residência multiprofissional. / The education of health professionals during their career is being extensively re-discussed in the world. According to the World Health Organization (WHO) the education of health profes-sionals still considered fragmented, out of the context and it is the producer of a static curricu-lum when assessing the dynamicity of changes which occurs in this area. The concept of Con-tinuing Education in Health is an educational proposal to intervene and provoke reflections on the work process aimed at improving service quality and labor conditions: education in work, education through work and for the work. This thesis aimed: understand how pedagogical prac-tices of Continuing Education in Health is used on multiprofessional residences in health and analyze how the reflexive-dialogic process generates changes throughout the phases of appre-ciative inquiry. This study is characterized as a Critical Appreciative Study because it applies the methodology of appreciative inquiry articulated in the Social Critical Theory. I appliyed the theoretical guidance the Continuing Education in Health and its concepts linked to the critical social theorist Paulo Freire. This research was conducted at Multiprofessional Residence Pro-gram, which is developed in the Hospital de Clínicas de Porto Alegre, Brazil. The participants were seven Residency preceptors. As a data collection strategy groups of discussions through meetings with these preceptors were conducted. The methodology was organized into four stages which constitute a 4D cycle: Discovery, Dream, Design e Destiny. Each stage was de-veloped in a specific objective. The data analysis was conducted according to Green et al (2007), Silverman (2000) and Denzin e Lincoln (2000). The main results are the identification of the best practices developed by the teachers, the multiprofessional consultation, the reception of the residents and the actions integrated between the different emphases of the Residence. As dreams of preceptors, they highlight the steps, the integration between the Medical Residence and the Multiprofessional Residence and also a better wage for preceptors. In addition, I High-lighted the construction of the pedagogical training proposal for the Residence: a creation of a Pedagogical Nucleus of Permanent Education in Health. During the study, the participants were invited to reflect critically on their practices in the work space in a dialogical process, Reflective and participatory process that gave the possibility of becoming agents of change, subjects of a collectively constructed process. The study points to the possibility that preceptors feel them-selves to be co-authors and valued, in addition to broadening the dialogue around the problem of Continuing Education in Health contextualizing it in the space of the multiprofessional res-idence.

Esta tese se ocupa da educação dos profissionais de saúde a qual vem sendo (re)discutida, amplamente no mundo. De acordo com a Organização Mundial da Saúde, a educação dos profissionais de saúde ainda é considerada fragmentada, descontextualizada e produtora de um currículo estático ao avaliar a dinâmica de mudanças que ocorre nessa área. No Brasil, destaco o movimento da Educação Permanente em Saúde (EPS) que propõe uma mudança na formação a fim de orientar os profissionais de saúde para o trabalho no Sistema Único de Saúde. O conceito de Educação Permanente é uma proposta educativa destinada a intervir e provocar reflexões sobre o processo de trabalho direcionado a melhorar a qualidade do serviço e das condições laborais: educação no trabalho, pelo trabalho e para o trabalho. Assim, essa tese objetivou: compreender como práticas pedagógicas de EPS são utilizadas na formação de profissionais em saúde em uma Residência Multiprofissional em Saúde e analisar como o processo reflexivo-dialógico desenvolvido em uma Residência Multiprofissional em Saúde com seus preceptores gera mudanças ao longo das fases de uma Pesquisa Apreciativa.Este estudo é caracterizado como um Estudo Apreciativo Crítico porque articula a metodologia Pesquisa Apreciativa com a Teoria Crítica Social. Utilizo como orientação teórica a EPS e seus conceitos atrelados ao teórico social crítico Paulo Freire. Este estudo foi implementado no Programa de Residência Integrada Multiprofissional do Hospital de Clínicas de Porto Alegre. Os participantes essa pesquisa foram sete preceptores da referida Residência. Como estratégia para produção dos dados, foram realizados grupos de discussões com os preceptores. A metodologia foi organizada em quatro estágios que constituem um ciclo 4D: Discovery, Dream, Design e Destiny. Cada fase foi desenvolvida em um objetivo específico. A análise de dados foi realizada de acordo com Green et al (2007), Silverman (2000) e Denzin e Lincoln (2000). Como principais resultados estão a identificação das melhores práticas desenvolvidas pelos preceptores, como a consulta multiprofissional, o acolhimento dos residentes e as ações integradas entre as diferentes ênfases da Residência. Em relação aos sonhos dos preceptores, destacamos os estágios vivências, a integração da residência médica com a residência multiprofissional e a valorização financeira dos preceptores. Além disso, saliento a construção da proposta de formação pedagógica para a Residência que foi a criação de um Núcleo pedagógico de Educação Permanente em Saúde. Este estudo convidou os participantes a refletirem criticamente sobre suas práticas em seu espaço de trabalho em um processo dialógico, reflexivo e participativo, pois oportunizou que os preceptores tenham a possibilidade de tornarem-se agentes de mudança, logo, sujeitos de um processo construído coletivamente. Com este estudo, esperamos que os preceptores possam atuar de modo participativo na pesquisa, se sintam coautores e valorizados, além de ampliar o diálogo em torno da problemática da EPS contextualizando-a no espaço da residência multiprofissional. / The education of health professionals during their career is being extensively re-discussed in the world. According to the World Health Organization (WHO) the education of health profes-sionals still considered fragmented, out of the context and it is the producer of a static curricu-lum when assessing the dynamicity of changes which occurs in this area. The concept of Con-tinuing Education in Health is an educational proposal to intervene and provoke reflections on the work process aimed at improving service quality and labor conditions: education in work, education through work and for the work. This thesis aimed: understand how pedagogical prac-tices of Continuing Education in Health is used on multiprofessional residences in health and analyze how the reflexive-dialogic process generates changes throughout the phases of appre-ciative inquiry. This study is characterized as a Critical Appreciative Study because it applies the methodology of appreciative inquiry articulated in the Social Critical Theory. I appliyed the theoretical guidance the Continuing Education in Health and its concepts linked to the critical social theorist Paulo Freire. This research was conducted at Multiprofessional Residence Pro-gram, which is developed in the Hospital de Clínicas de Porto Alegre, Brazil. The participants were seven Residency preceptors. As a data collection strategy groups of discussions through meetings with these preceptors were conducted. The methodology was organized into four stages which constitute a 4D cycle: Discovery, Dream, Design e Destiny. Each stage was de-veloped in a specific objective. The data analysis was conducted according to Green et al (2007), Silverman (2000) and Denzin e Lincoln (2000). The main results are the identification of the best practices developed by the teachers, the multiprofessional consultation, the reception of the residents and the actions integrated between the different emphases of the Residence. As dreams of preceptors, they highlight the steps, the integration between the Medical Residence and the Multiprofessional Residence and also a better wage for preceptors. In addition, I High-lighted the construction of the pedagogical training proposal for the Residence: a creation of a Pedagogical Nucleus of Permanent Education in Health. During the study, the participants were invited to reflect critically on their practices in the work space in a dialogical process, Reflective and participatory process that gave the possibility of becoming agents of change, subjects of a collectively constructed process. The study points to the possibility that preceptors feel them-selves to be co-authors and valued, in addition to broadening the dialogue around the problem of Continuing Education in Health contextualizing it in the space of the multiprofessional res-idence.

Access to health care in rural communities is challenged by workforce shortages. Nurse practitioners (NPs) have been filling the gap created by physician migration into specialty areas. Flex hospital legislation allows critical access hospitals (CAHs) to staff the emergency department with NPs or physician assistants without on-site physicians. NP education often lacks emergency and trauma curriculum, resulting in gaps in education and practice expectations and leading to significant role transition stress and turnover. The purpose of this project was to construct an evidence-based transition-to-practice residency program to support NPs providing emergency department care in the CAH. Theoretical frameworks used to guide the project include rural health theory, novice to expert, and from limbo to legitimacy frameworks. Global outcomes include increased quality of care, patient safety, NP job satisfaction, and decreased turnover. The quality improvement initiative engaged an interprofessional team of institutional and community stakeholders (n = 10) to develop primary products including the residency program, curriculum modules, and the secondary products necessary to implement and evaluate the project. Implementation will consist of a pilot followed by expansion throughout the rural health network. Evaluation will involve the CAH dashboard to monitor patient outcomes, Misener NP job satisfaction scale, and employee turnover rates. The project expands understanding of the on-boarding needs of rural NPs. The results of this project will serve as a guide to publish outcome data and collaborate with higher education to develop programs to award academic credit for paid clinical experiences leading to academic degrees.

Indiana University-Purdue University Indianapolis (IUPUI) / New nurses report feeling unprepared, incompetent, and highly stressed, contributing to first-year turnover rates of 25% in some healthcare organizations. Turnover, combined with a preparation-practice gap, has alerted advocacy organizations and researchers to recommend the development of nurse residency programs. Nurse residency programs are a post-graduate training period where new nurses receive enhanced clinical education in the healthcare setting. While highly variable in structure and attributes, programs usually include educational sessions, clinical immersion, and role socialization opportunities. Evidence supports that new nurses participating in nurse residency programs experience positive outcomes, including increased confidence, competence, and decreased turnover rates. Despite this, only half of the hospitals nationwide have implemented a program with most designed around a single health system mission. This dissertation study aimed to identify the attributes of nurse residency programs influencing the newly licensed registered nurse. An integrative review of the literature and evolutionary concept analysis was completed to examine the state of the science of nurse residency programs. Findings revealed a lack of conceptual and theoretical design and variability among program structures, creating a gap in the literature about the attributes of programs that are most influencing new nurses. Based on the literature's noted gaps, a qualitative description study was conducted. Purposive sampling strategies were used to recruit nurses who recently completed varied program models across the United States. New nurses reported the attributes of programs and described how those positively and negatively influenced the transition to practice experience. The overarching themes revealed that new nurses need a cadre of highly supportive individuals across the clinical and educational continuum who espouse astute interpersonal and communication skills. New nurses desire engaging activities with intra and interprofessional team members for clinical skill application, knowledge advancement, and role socialization. New nurses need the structure of meetings at times and in a sequence conducive to learning; and for preceptorship experiences to be facilitated by trained preceptors, on a unit, and of a length that supports confidence for autonomous practice. Future research will include the development and testing of an evaluation tool based on the findings from this study.

Master of Science / Department of Industrial and Manufacturing Systems Engineering / Chih-Hang John Wu / The University of Kansas Medical Center’s Emergency Department is adopting a new residency program. In the past, generalized Residents have supported attending physicians during a required three month rotation in the Emergency Department. As of July 2010, the University of Kansas Medical Center’s Emergency Department has switched to a dedicated Emergency Medicine Residency program that allows recently graduated physicians the opportunity enter the field of Emergency Medicine. This thesis shows that although not initially a dedicated residency program provides an advantage to the Emergency Department. Discrete Event Simulations have been used to predict changes in processes, policies, and practices in many different fields. The models run quickly, and can provide a basis for future actions without the cost of actually implementing changes in policies or procedures. This thesis applies a learning curve in a Simulation Model in order to provide data that the University of Kansas Medical Center’s Emergency Department can utilize to make decisions about their new Residency Program. A generalized learning curve was used for the base model and compared to all alternatives. When it was compared with an alternative curve following a Sigmoid Function (Logistic Function), there were no significant differences. Ultimately, a Gompertz Curve is suggested for hospitals attempting to develop or improve their residency programs using learning curves because it is easily fitted to their desired shape. This thesis shows the effect that Residents have on the performance of the Emergency Department as a whole. The two major components examined for the generalized learning curve were the initial position for first year residents determined by the variable [alpha], and the shape of the curve determined by the variable [beta]. Individual changes the value of [alpha] had little effect. Varying values of [beta] have shown that smaller values elongate the shape of the curve, prolonging the amount of time it takes for a resident to perform at the level of the attending physician. Each resident’s personal value of [beta] can be used to evaluate the performance in the emergency department. Resident’s who’s [beta] value are smaller the emergency department’s expected value might have trouble performing.

Une multitude d’études se sont penchées, dans les dernières décennies, sur les programmes de transition, tels que les programmes de résidence infirmière, ainsi que leurs divers effets sur l’expérience d’intégration à la pratique des infirmières nouvellement diplômées (IND). Les programmes de résidence auraient un impact positif sur le développement de leurs habiletés et compétences ainsi que sur leur intégration sociale au sein d’unité de soins. Certaines études témoignent de l’importance du développement professionnel dans le maintien et l’amélioration de la qualité des soins, mais aucune étude, à notre connaissance, ne se penche sur l’influence d’un programme de résidence infirmière (PRI) sur la compétence de l’IND à s’investir dans son développement professionnel. Cette étude a pour but d’explorer les perceptions d’IND sur le développement de leur compétence « Assurer son développement professionnel et contribuer au développement des compétences de ses collègues » à la suite de leur participation à un PRI sur une unité de soins intensifs néonatals. Pour cette recherche, le référentiel de compétences développé au Centre hospitalier universitaire (CHU) Sainte-Justine a servi de cadre référence. Cette étude qualitative exploratoire au devis descriptif interprétatif comporte une collecte de données au moyen d’entrevues individuelles semi-structurées auprès de six infirmières ayant débuté, dans leurs six premiers mois de pratique, un programme de résidence infirmière à l’unité de soins intensifs néonatals d’un centre hospitalier universitaire pédiatrique du Québec. À la suite de l’analyse thématique des données collectées, les résultats portent sur le développement professionnel au service de l’amélioration continue de la pratique infirmière, l’évolution de la vision de la pratique infirmière, l’évolution des moyens pour assurer leur développement professionnel ainsi que le programme de résidence infirmière comme levier au développement professionnel. À la lumière de ces résultats, différentes recommandations pour la pratique, la recherche ainsi que la formation sont émises. / Over the past decades, multiple studies have looked into transition to practice programs such as nurse residency programs (NRP), as well as their various effects on the entry-to-practice experience of newly graduated nurses (NGN). NRP have a positive impact on the NGN’s development of skills and competencies as well as social integration within their unit. Some studies show the importance of professional development in maintaining and improving the quality of care, but no study, to our knowledge, examines the influence of a NRP on the competency of the NGN to invest in their professional development. The purpose of this study is to explore NGN's perceptions of the development of the competency "To ensure professional development and contribute to the competency development of their of colleagues" following their participation in an NRP on a neonatal intensive care unit. For this research, the competency framework developed at the Sainte-Justine University Hospital Center served as a study framework. This exploratory qualitative study with an interpretative descriptive design involves data collection by means of semi-structured individual interviews with six nurses who, in their first six months of practice, began a nursing residency program in the neonatal intensive care unit. of a pediatric university hospital center in Quebec. Following the thematic analysis of the data collected, the results relate to professional development for the continuous improvement of nursing practice, the evolution of the vision of nursing practice, the evolution of means to ensure their professional development as well as the NRP as a lever for professional development. In the light of these results, various recommendations for practice, research as well as training are issued.