Perceived Readiness to Practice among BSC Honors in Nursing Graduates: Implications for Training (original) (raw)
Related papers
2018
Background: The literature reveals that newly qualified nurses are faced with challenges during their first year of professional practice. These challenges are attributed to the nursing education programme's inability to adequately equip them with the necessary skills for the role, lack of support during the transition to practice and a negative working environment. Purpose: The purpose of the study was to explore the perceptions of newly qualified nurses of their readiness to practice in an academic hospital in Gauteng. Methodology: a qualitative, exploratory research design, using semi-structured interviews was used to guide the study. Sixteen (16) newly qualified nurses (NQNs) working in an academic hospital in Johannesburg were interviewed. The interviews were digitally recorded and analysed using Braun and Clarke's phases of thematic analysis. Results: The data were analysed under four themes: the transition from education to practice, support, working environment and settling in. The newly qualified nurses felt that their educational programme concentrated more on theoretical than practical knowledge. As a result, they were not ready for practice and expressed an inability to handle their professional responsibilities. Adapting to the professional role was further compounded by the lack of support, as indicated by complaints about the quality and the duration of onthe-job orientation, lack of supervision from some of the operational managers and senior nursing staff. The shortage of material and human resources was also cited as hindrances. However, their initial feelings of being overwhelmed gradually dissipated resulting in role acceptance and finally growth. Recommendations: The researcher suggests that both theory and practical learning should be given equal value to avoid over prioritisation of one educational aspect to the other. The nursing education delivery systems and the healthcare delivery system must be restructured to facilitate a seamless transition of newly qualified nurses to practice. v ACKNOWLEDGEMENTS Special thanks go to my Supervisor, Lecturer Dr Sue Armstrong, who inspired me greatly throughout this journey. Thank you for the guidance, which you provided tirelessly and with great compassion. The past two years have been an excellent time for my career because of you. Unfortunately, words cannot adequately express my most profound gratitude to you. Thank you for believing in me. I humbly, thank all the newly qualified nurses (com serve nurses) who participated in this study. I would not have done it without your input. Many thanks as well to Christmal Jonah Kpodo for formatting my research work. My wonderful husband, Nkululeko Gwebu, I owe everything to you sweetheart. Thank you for believing in me from the beginning of my career. Indeed, I have tested your unconditional love throughout this adventure, despite having many things to handle on your own. I feel so honoured to have a selfless husband. Greatest appreciating your assistance in proofreading my work. To Lubelihle and Nonkululeko, I am so sorry girls for robbing you some of your early childhood privileges of being with your mom. It was not easy for me to miss some of your milestones. I will make it up to you. Also not forgetting my sister, Hlengiwe who looked after my kids during my absence. Thank you, sister, God will take care of your needs too. Finally, my great appreciation goes to Pam, Tolu, Nakedi, and Simangele who made my academic life and stay at Wits enjoyable through their company, encouragement and prayers. May God bless you. vi
Preparedness for hospital practice in assuring quality of care
The TQM Journal, 2016
Purpose The purpose of this paper is to identify the dimensions of preparedness for hospital practice among newly graduated medical officers in Malaysian hospitals who are undergoing their housemanship training; and to compare the level of preparedness among the different curricula and predict the dimensions of preparedness for hospital practice. Design/methodology/approach A national study was carried out and data collection was by means of self-administered questionnaire. Data obtained (n=1,213) were subjected to exploratory factor analysis using Statistical Package for Social Sciences version 18 in extracting the dimensions of preparedness for hospital practice. Findings Nine dimensions of hospital practice were identified which were access to information and IT skills, interpersonal skills, basic skills, and continuing professional development, holistic skills, coping skills, ethic and legal skills, patient management skills, scientific knowledge, and clinical skills. Overall, t...
Perception of Preparedness for Clinical Work Among New Residents: A Cross-sectional Study from Oman
Objectives: To evaluate new residents’ perceptions of their own preparedness for clinical practice and examine the associated factors. Methods: This is a cross-sectional study conducted on August 20−23, 2016. New residents accepted for postgraduate training by Oman Medical Specialty Board were asked to complete the Preparation for Hospital Practice Questionnaire (PHPQ). Data was analyzed using the Statistical Package for the Social Sciences version 22. Results: A total of 160 residents were invited to participate in this study. Out of 160, 140 residents participated (87.5%), 70.7% were female and 59.3% were graduates from Sultan Qaboos University (SQU). Ninety-nine percent of the graduates were either ‘well prepared’ or ‘fairly well prepared’ for hospital practice. Male residents scored higher in the confidence scale, while residents who did a post- internship general practice placement scored higher in understanding science. Graduates from Oman Medical College felt more prepared compared to graduates from SQU. Conclusions: Most of the new residents were well prepared to clinical work. Factors such as place of undergraduate study, training, and duration of internship significantly influenced the residents’ perception of preparedness. Addressing these factors will enhance residents’ preparedness for clinical work.
Budding nurses readiness for clinical practice: the future is now
International Journal of Research in Medical Sciences
Background: Freshly registered nurses’ experience of conversion from student to skilled professionals calls for making significant adjustments to shifting personal and professional roles at the beginning of their career as a nurse. Nursing education is aimed to help students to become beginning practitioners in the field of nursing. This study was taken up to explore the perception of the outgoing nursing students about their readiness to work in the clinical settings after graduation. On completion of graduation, these budding practitioners are anticipated to adjust in the clinical settings rapidly and be proficient of providing innocuous care for patients with multifaceted care needs. It is expected from graduate nurses to be well equipped for clinical practice, but reality may be different and there could be numerous barriers associated with it.Methods: It was a descriptive cross-sectional survey. A total of 176 outgoing graduate nursing students were selected using total enumera...
Readiness for Practice among Pregraduate Nursing Students in South India: A Cross-sectional Survey
Asian Pacific Journal of Health Sciences
Background: Often the transition from student nurse to a graduate nurse causes stress and fatigue among novice nurses. This study intended to identify the readiness for practice among pregraduate nurses. Methods: A cross-sectional online survey conducted among 195 pregraduate nursing students. Participants filled Modified Casey-Fink Readiness for practice tool. A total of 192 students responded to the survey. Student t-test and ANOVA were used to identify the difference in practice based on demographic variables. Results: Overall mean score of readiness for practice among pregraduate nurses was found to be 58.5 ± 5.58. There was significant difference in readiness for practice in terms of their religion and program of study. Conclusion: To facilitate the smooth transition from student to professional, a planned preparatory program may be useful at the course completion.
Ready for What? An Exploration of the Meaning of New Graduate Nurses' Readiness for Practice
International Journal of Nursing Education Scholarship, 2010
Dialogue continues on the "readiness" of new graduates for practice despite significant advancements in the foundational educational preparation for nurses. In this paper, the findings from an exploratory study about the meaning of new graduate "readiness" for practice are reported. Data was collected during focus group interviews with one-hundred and fifty nurses and new graduates. Themes were generated using content analysis. Our findings point to agreement about the meaning of new graduate nurses' readiness for practice as having a generalist foundation and some job specific capabilities, providing safe client care, keeping up with the current realities of nursing practice, being well equipped with the tools needed to adapt to the future needs of clients, and possessing a balance of doing, knowing, and thinking. The findings from this exploratory study have implications for policies and programs targeted towards new graduate nurses entering practice.
Curationis, 2019
Background: Improvement of patient safety in Kenya depends on knowledgeable nurses who are equipped with the clinical safety and sociocultural competences of patient safety.Objectives: This study assessed the theoretical and practical learning of these competences as perceived by nursing students.Method: A cross-sectional descriptive study was conducted on 178 preregistration Bachelor of Nursing students from two Kenyan universities using the Health Professional Education in Patient Safety Survey. This tool assessed the students’ confidence in learning about clinical safety and the sociocultural aspects of patient safety in the classroom and clinical settings. Descriptive statistics summarised the sample and survey responses, while paired t-tests and ANOVA were used to compare responses across learning settings and year of study.Results: The students reported higher confidence about learning on the clinical aspects than on the sociocultural issues of patient safety with the lowest m...
New graduates’ readiness for practice in Swaziland: An exploration of stakeholders’ perspectives
2014
Background : Employers and educators of nurse s expect that, upon graduation, they will have acquired a basic set of scientific knowledge, clinical skills and professional attitudes. In Swaziland, however, these expectations remain unmet. Methods : We explored the perceptions of stakeholders in nurs ing education of how new graduates cope and perform at service entry and the factors influencing their clinical competence. From 31 purposively recruited participants, audio-recorded focus group discussions were held with registered nurses and semi-structured interviews with lecturers and nurse managers. Data were analyzed thematically. Results: Results showed that although the graduates indicated their willingness to learn and become autonomous in their practice, stakeholders felt that most new graduates were not ready for practice upon graduation. Factors contributing to this discrepancy were associated with inadequate preparation and lack of support upon service entry. Conclusions: St...
2021
Nursing Education in India is undergoing a major transition in i-norder to improve the standards across. Graduate Nurses transition from educational program to clinical practice is a global concern. They often feel insecured, inadequately prepared and it’s a time of reality shock. Diplomate and Bacculerate program are the two entry level courses in Nursing in India. There are documented evidence on the differences between diploma and degree nurses in terms of professional competence. However, readiness for practice among pregraduate nursing students are less explored in Indian context. This article will reveal the differences in readiness for practice among bacculerate and pregraduate nurses in South Indian setting.
Iranian nursing students' preparedness for clinical training: A qualitative study
Nurse Education Today, 2015
Background: Clinical training plays a fundamental role in nursing students' acquisition of professional capabilities. Students' preparedness for learning in clinical setting is one of the most important factors that determine the quality of clinical training. Different studies indicate the nursing students' unpreparedness for entering clinical environment. Aim: The aim of this study was to explore Iranian nursing students' preparedness for clinical training. Method: This research is a qualitative research using content analysis approach. The participants consisted of seventeen nursing students, three nursing educators and one nurse, selected through the purposive sampling method and questioned in semi-structured interviews. The acquired data was analyzed by qualitative content analysis approach. Results: Two main themes were captured in this study; including: 1) rejection of the profession and 2) fear and anxiety Conclusion: The findings indicated that the nursing students are not psychologically prepared for internship in clinical settings. Therefore we recommend in the first place reducing students' fear and anxiety of facing the reality and preparing them for a better beginning through conducting workshops in retraining and practicing clinical skills along with a course of visiting the hospital for students' confrontation and familiarization with real environment immediately before entering into the clinical setting. In addition, after the students' entrance to the setting the clinical educators should strive to heed students' level of preparedness especially their psychological needs and condition including the extent to which they accept their profession.