1. Graduate Nurses’ Perceptions of Preparedness for Clinical Practice
Nicole Hatzenbuhler, MSN, RN
Julie Klein, PhD, RN, CNE

2. Learner Objectives
Recognize the value of scholarly collaboration to prepare graduate nurses to successfully socialize into the nursing workforce.
Identify educational experience factors that influence graduate nurses’ perceived levels of preparedness to enter the nursing workforce.
Discuss strategies that may be used by nurses in practice, education, and research to enhance graduate nurses’ preparedness to assume professional roles and responsibilities.

3. Background Graduate nurse turnover
Associated with lack of practice readiness among graduate nurses
Nursing shortage
Preparedness as a priority focus for leaders

4. Research Purpose Explore graduates' perceptions of preparedness
Gain insight into this issue in relation to graduates’ educational experiences
Promote successful transitions into practice

5. Research Question
What were the perceptions of registered nurses who had two years or less experience in their professional role regarding the practical application of their educational experiences to prepare them to enter professional practice?

6. Methodology and Design
Qualitative research
Interpretative phenomenology
Maximum variation sampling
Eligibility Criteria
Protection of human rights

7. Data Collection and Analysis
Face-to-face interviews
Structured using topic guide
Thematic analysis

8. Characteristics of Sample
n=Ten BSN-prepared registered nurses
Six educational institutions in three states
Employed by acute care facilities
Six females, four males
Practice experience: 13 months to 27 months

9. Findings from Data Analysis
Three main categories
Category 1: It’s Hard for Nursing School to Prepare You for Everything
Category 2: Being in the Workforce Is Different
Category 3: Pearls of Wisdom

10. It’s Hard for Nursing School to Prepare You for Everything
Theme
Background knowledge and skills
Preparedness for everything not realistic
Professional nursing experience invaluable

11. Being In the Workforce Is Different
Theme
Difference between roles of student and nurse
Lack of preparedness for nurses’ responsibilities
Delegation, prioritization, communication/interaction
Reality of the job

12. Pearls of Wisdom Theme Recommendations to better prepare new grads
Mentoring
Additional practical learning experiences
Consistency and progression during orientation
Lifelong learning skills

13. Final Assertion Necessary background
Unprepared for reality of nursing profession
Differences between roles
Value of practical experience as RN
Advice for stakeholders

14. Implications for Nursing
Academic institutions
Curricula supporting professional skill development
Strategies for coping with high stress situations
Additional clinical hours/practical experiences
Interprofessional education
Simulation

15. Implications for Nursing
Health care organizations
Graduate nurse residency/mentoring programs
Changes to new graduate orientation
Internship opportunities
Academic-practice partnerships

16. Implications for Nursing
Students/graduate nurses
Experiential learning opportunities
Seek mentoring from experienced nurses
Lifelong learning skills

17. What strategy did you find most interesting?
How could that strategy be used within your organization?
What other strategies could be implemented to enhance preparedness among graduate nurses?

18. Limitations of Study Qualitative research Convenience sampling
Acute care context in one city
Further research necessary

19. Conclusion Collaborative approach Safe, high quality patient care
Mentoring for graduate nurses
Experiential learning for students
Lifelong learning skills
Safe, high quality patient care

20. References
Hatlevik, I. R. (2012). The theory-practice relationship: Reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education. Journal of Advanced Nursing, 68(4), doi: /j x
Laschinger, H. K. S. (2012). Job and career satisfaction and turnover intentions of newly graduated nurses. Journal of Nursing Management, 20(4), doi: /j x
Parker, V., Giles, M., Lantry, G., & McMillan, M. (2014). New graduate nurses’ experiences in their first year of practice. Nurse Education Today, 34(1), doi: /j.nedt

21. References
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(12), doi: /j.nedt
Watt, E., & Pascoe, E. (2013). An exploration of graduate nurses' perceptions of their preparedness for practice after undertaking the final year of their bachelor of nursing degree in a university-based clinical school of nursing. International Journal of Nursing Practice, 19(1), doi: /ijn.12032
Wu, T., Fox, D. P., Stokes, C., & Adam, C. (2012). Work-related stress and intention to quit in newly graduated nurses. Nurse Education Today, 32(6), doi: /j.nedt  

22. Questions?