Maura Mesaglio, Sara Dentice, Luca Grassetti, Illarj Achil, Anna Bernardinis, Davide Caruzzo, Anna Inserra, Irene Mansutti, Elisa Mattiussi, Sandra Menegoz, Tommaso Piani, Elena Vanzo, Stefania Chiappinotto, Alvisa Palese
{"title":"模拟在支持新毕业护士前5个月工作过渡中的作用：一项混合方法研究的结果。","authors":"Maura Mesaglio, Sara Dentice, Luca Grassetti, Illarj Achil, Anna Bernardinis, Davide Caruzzo, Anna Inserra, Irene Mansutti, Elisa Mattiussi, Sandra Menegoz, Tommaso Piani, Elena Vanzo, Stefania Chiappinotto, Alvisa Palese","doi":"10.1111/jocn.17617","DOIUrl":null,"url":null,"abstract":"<p><strong>Aims: </strong>To understand the role of simulation in ensuring the development of the competencies expected by newly graduated register nurses (NGRNs) from the work initiation up to 5 months of transition.</p><p><strong>Methods: </strong>Mixed-method study design. A longitudinal phase employing the Nurse Competence Scale (NCS, from 0 to 100, excellent) to assess the perceived competencies among NGRNs (N = 151) at three time points (first day of work up to fifth month); followed by a qualitative phase involving four focus groups of preceptors (N = 16) to explore the potential role of simulation in the NGRNs' working transition. Integration was performed at findings level, using the building procedures and joint displaying the results.</p><p><strong>Results: </strong>During the different time periods, variations emerged in the NCS scores from 64.41 out of 100 in the first day of work to 61.82 after 15 days, reaching 69.25 and 73.21 at 3 and 5 months. Nine potentialities have been identified as having simulation supporting NGRNs during their transition to independent practice. Simulation may contribute to develop competencies in some competence domains (diagnostic function, managing situation, therapeutic intervention, quality assurance and working role) while not in others (helping role and teaching-coaching).</p><p><strong>Conclusion: </strong>Early interventions, through integration of simulation sessions into strategies offered at the unit's level may be useful to ensure an effective working transition.</p><p><strong>Impact: </strong>Problem the study addresses: Challenges in transition from education to working settings are increasing given the difficulties of the units in providing time and support to NGRNs.</p><p><strong>Main findings: </strong>Competencies of NGRNs' are fluctuant in the five first months of work, and sub-optimal in certain domains. Simulation may support the full development of most competencies. Impact on research: Healthcare organisations can support NGRNs to ensure smoother transitions by integrating simulations in their strategy.</p><p><strong>Reporting method: </strong>This study was conducted following the Good Reporting of a Mixed-Methods Study.</p><p><strong>Patient or public contribution: </strong>Only healthcare professionals were involved.</p>","PeriodicalId":50236,"journal":{"name":"Journal of Clinical Nursing","volume":" ","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Role of the Simulation in Supporting Newly Graduated Nurses in Their First 5 Months of Working Transition: Findings From a Mixed-Method Study.\",\"authors\":\"Maura Mesaglio, Sara Dentice, Luca Grassetti, Illarj Achil, Anna Bernardinis, Davide Caruzzo, Anna Inserra, Irene Mansutti, Elisa Mattiussi, Sandra Menegoz, Tommaso Piani, Elena Vanzo, Stefania Chiappinotto, Alvisa Palese\",\"doi\":\"10.1111/jocn.17617\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Aims: </strong>To understand the role of simulation in ensuring the development of the competencies expected by newly graduated register nurses (NGRNs) from the work initiation up to 5 months of transition.</p><p><strong>Methods: </strong>Mixed-method study design. A longitudinal phase employing the Nurse Competence Scale (NCS, from 0 to 100, excellent) to assess the perceived competencies among NGRNs (N = 151) at three time points (first day of work up to fifth month); followed by a qualitative phase involving four focus groups of preceptors (N = 16) to explore the potential role of simulation in the NGRNs' working transition. Integration was performed at findings level, using the building procedures and joint displaying the results.</p><p><strong>Results: </strong>During the different time periods, variations emerged in the NCS scores from 64.41 out of 100 in the first day of work to 61.82 after 15 days, reaching 69.25 and 73.21 at 3 and 5 months. Nine potentialities have been identified as having simulation supporting NGRNs during their transition to independent practice. Simulation may contribute to develop competencies in some competence domains (diagnostic function, managing situation, therapeutic intervention, quality assurance and working role) while not in others (helping role and teaching-coaching).</p><p><strong>Conclusion: </strong>Early interventions, through integration of simulation sessions into strategies offered at the unit's level may be useful to ensure an effective working transition.</p><p><strong>Impact: </strong>Problem the study addresses: Challenges in transition from education to working settings are increasing given the difficulties of the units in providing time and support to NGRNs.</p><p><strong>Main findings: </strong>Competencies of NGRNs' are fluctuant in the five first months of work, and sub-optimal in certain domains. Simulation may support the full development of most competencies. 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The Role of the Simulation in Supporting Newly Graduated Nurses in Their First 5 Months of Working Transition: Findings From a Mixed-Method Study.
Aims: To understand the role of simulation in ensuring the development of the competencies expected by newly graduated register nurses (NGRNs) from the work initiation up to 5 months of transition.
Methods: Mixed-method study design. A longitudinal phase employing the Nurse Competence Scale (NCS, from 0 to 100, excellent) to assess the perceived competencies among NGRNs (N = 151) at three time points (first day of work up to fifth month); followed by a qualitative phase involving four focus groups of preceptors (N = 16) to explore the potential role of simulation in the NGRNs' working transition. Integration was performed at findings level, using the building procedures and joint displaying the results.
Results: During the different time periods, variations emerged in the NCS scores from 64.41 out of 100 in the first day of work to 61.82 after 15 days, reaching 69.25 and 73.21 at 3 and 5 months. Nine potentialities have been identified as having simulation supporting NGRNs during their transition to independent practice. Simulation may contribute to develop competencies in some competence domains (diagnostic function, managing situation, therapeutic intervention, quality assurance and working role) while not in others (helping role and teaching-coaching).
Conclusion: Early interventions, through integration of simulation sessions into strategies offered at the unit's level may be useful to ensure an effective working transition.
Impact: Problem the study addresses: Challenges in transition from education to working settings are increasing given the difficulties of the units in providing time and support to NGRNs.
Main findings: Competencies of NGRNs' are fluctuant in the five first months of work, and sub-optimal in certain domains. Simulation may support the full development of most competencies. Impact on research: Healthcare organisations can support NGRNs to ensure smoother transitions by integrating simulations in their strategy.
Reporting method: This study was conducted following the Good Reporting of a Mixed-Methods Study.
Patient or public contribution: Only healthcare professionals were involved.
期刊介绍：
The Journal of Clinical Nursing (JCN) is an international, peer reviewed, scientific journal that seeks to promote the development and exchange of knowledge that is directly relevant to all spheres of nursing practice. The primary aim is to promote a high standard of clinically related scholarship which advances and supports the practice and discipline of nursing. The Journal also aims to promote the international exchange of ideas and experience that draws from the different cultures in which practice takes place. Further, JCN seeks to enrich insight into clinical need and the implications for nursing intervention and models of service delivery. Emphasis is placed on promoting critical debate on the art and science of nursing practice.
JCN is essential reading for anyone involved in nursing practice, whether clinicians, researchers, educators, managers, policy makers, or students. The development of clinical practice and the changing patterns of inter-professional working are also central to JCN''s scope of interest. Contributions are welcomed from other health professionals on issues that have a direct impact on nursing practice.
We publish high quality papers from across the methodological spectrum that make an important and novel contribution to the field of clinical nursing (regardless of where care is provided), and which demonstrate clinical application and international relevance.
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