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Published on: June 21, 2010
Exploring the Impact of a Dedicated Education Unit on New Graduate Nurses' Transition to Practice
Kimberly Dimino1, Kem Louie, Janet Banks
1Kimberly Dimino, DNP, RN, CCRN, is Assistant Professor at William Paterson University College of Science and Health, Wayne, New Jersey. Kem Louie, PhD, APN, CNE, FAAN, is Associate Professor and Director of the Graduate Program, William Paterson University, Wayne, New Jersey. Janet Banks, DNP, RNC-OB, is Assistant Professor and Bachelor of Science of Nursing Director, University of Portland, Oregon. Emily Mahon, PhD, MBA, is Adjunct Faculty, William Paterson University, Wayne, New Jersey.
Abstract:
Adequately preparing new graduate nurses for contemporary practice remains a challenge. This innovative mixed-method study explored the impact of a dedicated education unit on new graduate nurses' transition to practice. Results indicated that new graduate nurses with dedicated education unit experience were better prepared for contemporary practice compared to their peers with traditional clinical experiences. This study highlights the positive impact collaborative clinical teaching models can have on preparing new graduate nurses for practice.
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