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Using Learning Outcome Measures to assess Doctoral Nursing Education

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New-to-Setting Nurse Transitions: A Concept Analysis.

Jennifer Chicca¹, Susan Bindon

¹Jennifer Chicca MS, RN, is Doctoral Candidate and Graduate Assistant, Indiana University of Pennsylvania. Susan Bindon DNP, RN-BC, CNE, is Assistant Professor, Institute for Educators and Director, Post-Master's DNP Program, University of Maryland School of Nursing, Baltimore.

Journal for Nurses in Professional Development

|March 5, 2019

Summary

Experienced nurses require support during career transitions to new settings or specialties. This article examines new-to-setting nurse transitions and offers strategies for professional development practitioners to aid experienced nurses.

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Area of Science:

Nursing
Professional Development
Healthcare Workforce Dynamics

Background:

New graduate nurse transition programs are well-established.
Transitions for experienced nurses to new roles or settings receive less attention.
Experienced nurses face unique challenges when changing practice environments.

Purpose of the Study:

To explore the concept of nurse transition.
To specifically analyze the transition of experienced nurses to new settings (new-to-setting transition).
To identify support needs for experienced nurses during these transitions.

Main Methods:

Conceptual analysis of nurse transition.
Literature review on experienced nurse transitions.
Discussion of implications for nursing professional development.

Main Results:

Experienced nurses' transitions are distinct from new graduate transitions.
New-to-setting transitions present unique adjustment challenges.
Support systems are crucial for successful experienced nurse transitions.

Conclusions:

Nursing professional development practitioners play a key role in supporting experienced nurses.
Targeted strategies are needed to address the challenges of new-to-setting nurse transitions.
Further research can refine support models for experienced nurse career mobility.