An Example of Inquiry-Based Learning in a Transition to Nursing Practice Curriculum

Area of Science:

• Nursing Education
• Professional Development
• Healthcare Workforce

Background:

• Graduate nurses commonly experience transition shock upon entering the workforce.
• Transition programs aim to mitigate challenges faced by newly qualified nurses.
• Limited literature exists on best practices for developing and delivering effective nurse transition programs.

Purpose of the Study:

• To explore the efficacy of an inquiry-based learning approach in a graduate nurse transition curriculum.
• To provide a curriculum framework adaptable by health services for new nurse support.

Main Methods:

• An inquiry-based learning (IBL) pedagogical approach was adopted.
• The IBL strategy framed the design of a contemporary transition curriculum.
• The curriculum was developed to support graduate nurses during their transition period.

Main Results:

• The inquiry-based learning approach was successfully implemented as the core pedagogy.
• A contemporary curriculum framework was established for graduate nurse transition.
• The curriculum is designed to be adaptable for various health service settings.

Conclusions:

• Inquiry-based learning effectively supports graduate nurses.
• This approach enhances critical thinking skills in early-career nurses.
• The use of IBL in transition programs can improve new nurses' confidence and job satisfaction.