New graduate nurse competencies—Part II: Thematic analysis of the perceptions of academic faculty and acute care hospital practice leaders at the time of new graduate nurse hire and upon completing a 12-month nurse residency program

Background

The various educational pathways to obtain an entry-level nursing degree facilitate a diverse workforce. However, they also create confusion among practice leaders about the competency-level expectations of newly graduated nurses (NGNs). Establishing a clear understanding of the essential core competencies hospital practice leaders can expect of all NGNs, regardless of the type of nursing prelicensure degree program, upon starting their professional practice, and at the end of a 12-month nurse residency program (NRP) will contribute to their ongoing growth and development. This is the second of a two-part article describing the practice readiness controversy and the competencies of NGNs at 12 months of professional practice.

Purpose

This statewide study aimed to understand the perceptions of nursing academic faculty and hospital-based practice leaders of NGNs’ core competencies at the start of their professional nursing practice and after completing a 12-month NRP.

Methods

A multiphase mixed-methods (survey and focus groups) research study was completed using a purposive sample of nursing academic faculty from all accredited prelicensure nursing programs and practice leaders from all acute care hospitals in the state of Maryland. Participants' responses to a survey were analyzed to compare competency expectations between the differing groups (Part One). The qualitative research aspect of this study employed a virtual focus group methodology and followed a semistructured interview guide to gain deeper insights into the reasons for the participants’ responses.

Discussion

The qualitative findings identified six themes that explained the existing NGNs’ competency expectations upon starting their professional practice roles based on the diverse perceptions of nursing academic faculty and hospital-based practice leaders. Participants also identified 24 competencies NGNs may develop by the end of their 12-month NRP.

Conclusion

Although nursing academic faculty and hospital-based practice leaders had different perceptions of NGNs’ competencies, this study provided a path forward to stop questioning the practice readiness gap and instead focus on what each of the faculty and leaders can do to support the continued growth of NGNs. The findings supported the phenomenon that competency-based education occurs as a continuum where faculty develop NGNs’ competencies, while students and practice leaders continue to grow NGNs’ competencies as professional nurses during the 12-month NRP.