Developing an evidence-based transition program for graduate nurses

Abstract

Background: The catalyst to revise the graduate nurse program at an inner city hospital was a major service reconfiguration, which reduced services, staffing and graduate nurse positions. Parameters for the new program were that it was evidence-based and could function within the reduced resources. Objective: Review current literature and design an evidence-based transition program. Methods: Eight databases were searched for primary and secondary research and unpublished theses (2004–2014), which were then hand searched. Eighty-three articles were reviewed and 50 retained as they informed development of a program designed to actively promote the graduates’ transition from undergraduate to independent health professional. Results: Three key concepts emerged from the literature: the graduates’ need for support, socialisation and facilitated learning opportunities. This article reviews the literature and outlines a program designed to maximise these concepts in an evidence-based transition program. Proposed evaluation tools are identified for use throughout the program.

Keywords:

• graduate programs
• transition programs
• socialisation
• support
• facilitated learning

Disclosure statement

No potential conflict of interest was reported by the authors.