Work readiness of nursing graduates: current perspectives of graduate nurse program coordinators

References

• Borbasi, S., Jackson, D., & Langford, R.W. (2008). Navigating the maze of nursing research: An interactive learning adventure (2nd ed.). Marrickville, NSW: Elsevier.
   Google Scholar
• Cheek, J., & Jones, J. (2003). What nurses say they do and need: Implications for the educational preparation of nurses. Nurse Education Today, 23, 40–50. doi: 10.1016/S0260-6917(02)00163-6
   PubMed Web of Science ®Google Scholar
• Clare, J., & van Loon, A. V. (2003). Best practice principles for the transition from student to registered nurse. Collegian: Journal of the Royal College of Nursing Australia, 10, 25–31. doi: 10.1016/S1322-7696(08)60073-6
   PubMedGoogle Scholar
• Clark, T., & Holmes, S. (2007). Fit for practice? An exploration of the development of newly qualified nurses using focus groups. International Journal of Nursing Studies, 44, 1210–1220. doi: 10.1016/j.ijnurstu.2006.05.010
   PubMed Web of Science ®Google Scholar
• Cubit, K. A., & Leeson, B. G. (2009). Is there a case for tailoring graduate programs for nurses who have previously practiced as enrolled nurses? Nurse Education Today, 29, 891–894. doi: 10.1016/j.nedt.2009.06.013
   PubMed Web of Science ®Google Scholar
• Cubit, K., & Lopez, V. (2012). Q ualitative study of enrolled nurses transition to registered nurses. Journal of Advanced Nursing, 68, 206–211. doi: 10.1111/j.1365-2648.2011.05729.x
   PubMed Web of Science ®Google Scholar
• Cubit, K. A., & Ryan, B. (2011). Tailoring a graduate nurse program to meet the needs of our next generation nurses. Nurse Education Today, 31, 65–71. doi: 10.1016/j.nedt.2010.03.017
   PubMed Web of Science ®Google Scholar
• Duchscher, J. E.B. (2009). Transition shock: The initial stage of role adaptation for newly graduate registered nurses. Journal of Advanced Nursing, 65(5), 1103–1113. doi: 10.1111/j.1365-2648.2008.04898.x
   PubMed Web of Science ®Google Scholar
• Dyess, S. M. (2009). The first year of practice: New graduate nurses’ transition and learning needs. Journal of Continuing Education in Nursing, 40, 403–410. doi: 10.3928/00220124-20090824-03
   PubMed Web of Science ®Google Scholar
• Evans, J., Boxer, E., & Sanber, S. (2008). The strengths and weaknesses of transitional support programs for newly registered nurses. Australian Journal of Advanced Nursing, 25, 16–22.
   Web of Science ®Google Scholar
• Ezzy, D. (2002). Qualitative analysis: Practice and innovation. Crows Nest, NSW: Allen & Unwin.
   Google Scholar
• Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. London: Sage Publications.
   Google Scholar
• Hartigan, I., Murphy, S., Flynn, A. V., & Walshe, N. (2010). Acute nursing episodes which challenge graduate's competence: perceptions of registered nurses. Nurse Education in Practice, 10, 291–297. doi: 10.1016/j.nepr.2010.01.005
   PubMedGoogle Scholar
• Healy, M., & Howe, V. (2012). Study of Victorian early graduate programs for nurses and midwives. Nursing and midwifery policy wellbeing, integrated care and ageing. Hawthorn, VIC: Department of Health, final research report. Hawthorn, Victoria, Australia.
   Google Scholar
• Hickey, M. T. (2009). Preceptor perceptions of new graduate nurse readiness for practice. Journal for Nurses in Staff Development, 25, 35–41. doi: 10.1097/NND.0b013e318194b5bb
   PubMedGoogle Scholar
• Hillman, L., & Foster, R. R. (2011). The impact of nursing transitions programme on retention and cost savings. Journal of Nursing Management, 19, 50–56. doi:10.1111/j.1365-2834.2010.01187.x
   PubMed Web of Science ®Google Scholar
• Johnstone, M., Kanitsaki, O., & Currie, T. (2008). The nature and implications of support in graduate nurse transition programs: An Australian study. Journal of Professional Nursing, 24(1), 46–53. doi: 10.1016/j.profnurs.2007.06.003
   PubMed Web of Science ®Google Scholar
• Keleher, H., Parker, R., Fry, C., & King, S. (2008). From the margins to the mainstream: Interprofessional Education (IPE) in the Monash Faculty of Medicine, Nursing and Health Sciences, final report. Monash University, Department of Health Sciences, Peninsula Campus.
   Google Scholar
• Laschinger, H. K. S., & Grau, A. L. (2012). The influence of personal dispositional factors and organizational resources on workplace violence, burnout, and health outcomes in new graduate nurses: A cross-sectional study. International Journal of Nursing Studies, 49, 282–291. doi: 10.1016/j.ijnurstu.2011.09.004
   PubMed Web of Science ®Google Scholar
• Laschinger, H. K. S., Grau, A. L., Finegan, J., & Wilk, P. (2010). New graduate nurses’ experiences of bullying and burnout in hospital settings. Journal of Advanced Nursing, 66, 2732–2742. doi: 10.1111/j.1365-2648.2010.05420.x
   PubMed Web of Science ®Google Scholar
• Levett-Jones, T., & Fitzgerald, M. (2005). A review of graduate nurse transition programs in Australia. Australian Journal of Advanced Nursing, 23, 40–45.
   PubMed Web of Science ®Google Scholar
• Liamputton, P. (2013). Qualitative research methods (4th ed.). South Melbourne, VIC: Oxford University Press.
   Google Scholar
• Meechan, R., Jones, H., & Valler-Jones, T., 2011. Students’ perspectives on their skills acquisition and confidence. British Journal of Nursing, 20, 445–450. doi: 10.12968/bjon.2011.20.7.445
   PubMedGoogle Scholar
• Missen, K., McKenna, L., & Beauchamp, A. (2014). Satisfaction of newly graduated nurses enrolled in transition-to-practice programmes in their first year of employment: a systematic review. Journal of Advanced Nursing, 1–15. doi:10.1111/jan.12464
   PubMed Web of Science ®Google Scholar
• Moeti, M. R., Van Niekerk, S. E., & Van Velden, C. E. (2004). Perceptions of the clinical competence of newly registered nurses in the North West province. Curationis, 27, 72–84. doi: 10.4102/curationis.v27i3.1003
   PubMedGoogle Scholar
• National Advisory Council on Nurse Education and Practice. (2010). Addressing new challenges facing nursing education: Solutions for a transforming healthcare environment, 8th Annual Report. U.S. Department of Health and Human Services and the U.S. Congress.
   Google Scholar
• Nayda, R., & Cheri, J. (2008). From enrolled nurse to registered nurse in the rural setting: The graduate nurse experience. Rural and Remote Health, 8, 1–9.
   Google Scholar
• Newton, J. M., & McKenna, L. (2007). The transitional journey through the graduate year: A focus group study. International Journal of Nursing Studies, 44, 1231–1237. doi: 10.1016/j.ijnurstu.2006.05.017
   PubMed Web of Science ®Google Scholar
• Paech, S. E. (2002). Making the transition from enrolled to registered nurse. Collegian, 9, 35–40. doi: 10.1016/S1322-7696(08)60423-0
   PubMedGoogle Scholar
• Parker, V., Giles, M., Lantry, G., & McMillan, M. (2014). New graduate nurses’ experiences in their first year of practice. Nurse Education Today, 34(1), 150–156. doi: 10.1016/jnedt.2012.07.003
   Google Scholar
• Patterson, B., Bayley, E. W., Burnell, K., & Rhoads, J. (2010). Orientation to emergency nursing: Perceptions of new graduate nurses. Journal of Emergency Nursing, 36, 203–211. doi: 10.1016/j.jen.2009.07.006
   PubMed Web of Science ®Google Scholar
• Ramritu, P. L., & Barnard, A. (2001). New nurse graduates’ understanding of competence. International Nursing Review, 48, 47–57. doi: 10.1046/j.1466-7657.2001.00048.x
   PubMedGoogle Scholar
• Rapley, P. A., Nathan, P., & Davidson, L. (2006). EN to RN: The transition experience pre-and post-graduation. Rural & Remote Health, 6:363, 1–13.
   Google Scholar
• Taylor, B., Kermode, S., & Roberts, K. (2006). Research in nursing and health care: Evidence for practice (3rd ed). South Melbourne: Thomson.
   Google Scholar
• Teoh, Y. T. E., Pua, L. H., & Chan, M. F. (2013). Lost in transition – a review of qualitative literature of newly qualified registered nurses’ experiences in their transition to practice journey. Nurse Education Today, 33, 143–147. doi: 10.1016/j.nedt.2012.08.016
   PubMed Web of Science ®Google Scholar
• Thomas, E., & Magilvy, J. K. (2011). Qualitative rigor or research validity in qualitative research. Journal for Specialists in Pediatric Nursing, 16(2), 151–155. doi:10.1111/j.1744-6155.2011.00283.x
   PubMed Web of Science ®Google Scholar
• Varner, K., & Leeds, R. (2012). Transition within a graduate nurse residency program. The Journal of Continuing Education in Nursing, 43, 491–499. doi: 10.3928/00220124-20121001-28
   PubMed Web of Science ®Google Scholar
• Walker, A., & Campbell, K. (2013). Work readiness of graduate nurses and the impact on job satisfaction, work engagement and intention to remain. Nurse Education Today, 33, 1490–1495. doi: 10.1016/j.nedt.2013.05.008
   PubMed Web of Science ®Google Scholar
• Wolff, A. C., Pesut, B., & Regan, S. (2010). New graduate nurse practice readiness: Perspectives on the context shaping our understanding and expectations. Nurse Education Today, 30, 187–191. doi: 10.1016/j.nedt.2009.07.011
   PubMed Web of Science ®Google Scholar
• Woods, C., West, C., Mills, J., Park, T., Southern, J. & Usher, K. (in press). Undergraduate student nurses' self-reported preparedness for practice. Collegian. doi:10.1016/j.colegn.2014.05.003
   Google Scholar