Perceptions, orientation, and transition into nursing practice of accelerated second-degree nursing program graduates

Area of Science:

• Nursing Education
• Workforce Transition
• Graduate Nurse Retention

Background:

• Accelerated second-degree (ASD) nursing programs produce graduates entering a demanding profession.
• Understanding factors influencing ASD graduates' retention at the bedside is vital for addressing nursing shortages.
• Unique challenges faced by ASD graduates necessitate targeted support and curriculum adjustments.

Purpose of the Study:

• To identify key factors influencing newly graduated ASD nursing students to remain in bedside practice.
• To pinpoint areas for curriculum enhancement in ASD nursing programs to facilitate a smoother transition to practice.
• To explore the impact of program structure and clinical environment on graduate nurse retention.

Main Methods:

• A survey was administered to 29 recent graduates of an ASD nursing program.
• Data collection occurred 3 months post-graduation.
• The survey focused on factors influencing retention and preparedness for registered nurse roles.

Main Results:

• Preceptorships within nursing courses and orientation programs were identified as the most significant factor for successful transition.
• Acceptance and support from nursing staff on clinical units were also crucial for successful integration into practice.
• Participants strongly emphasized the critical role of preceptorships at both student and graduate levels.

Conclusions:

• Effective preceptorship models are essential for preparing ASD nursing graduates for the transition to registered nurse practice.
• A supportive clinical environment, fostered by nursing staff, significantly contributes to graduate nurse retention.
• Curriculum improvements in ASD programs should prioritize robust preceptorship and transition support.