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Related Concept Videos

Planning Nursing Care I01:21

Planning Nursing Care I

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The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
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Nursing Implementation01:15

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Current trends in nursing include:
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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
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Transition programs for newly graduated nurses - A resource during the first months of the profession? An exploratory cross-sectional study.

Contemporary nurse·2026
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The Importance of Clinical Mentorship Through the Lens of Newly-Graduated Registered Nurses: A Focused Ethnographic Study in a Hospital Setting.

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Navigating the First Months of Work: A Cross-Sectional Study on Newly Graduated Registered Nurses' Journey Into the Profession.

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Experienced Nurses' Motivation, Intention to Leave, and Reasons for Turnover: A Qualitative Survey Study.

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The collaborative and professional boundary challenges from a bottom-up perspective: an insider action research study on a hospital ward.

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Updated: Jun 29, 2025

The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time
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Program coordinators' perspectives on implementing a transition program for newly graduated nurses: a qualitative

Annika Eklund1, Maria Skyvell Nilsson2

  • 1Department of Social and Behavioural Studies, University West, Trollhättan, Sweden.

Journal of Health Organization and Management
|April 8, 2024
PubMed
Summary

Implementing nurse transition programs requires shared responsibility and clear goals. Successful integration into hospitals depends on organizational anchoring and prioritizing nurses

Keywords:
Healthcare organizationImplementationNewly graduated nurseTransition program

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Area of Science:

  • Nursing Education
  • Healthcare Management
  • Organizational Psychology

Background:

  • Transition programs are crucial for newly graduated nurses' integration into healthcare settings.
  • Limited knowledge exists regarding the preconditions for implementing these programs within hospitals.
  • Understanding program coordinators' perspectives is vital for successful implementation.

Purpose of the Study:

  • To explore program coordinators' views on implementing transition programs for newly graduated nurses.

Main Methods:

  • Qualitative explorative study utilizing individual interviews.
  • 11 program coordinators from five acute care hospitals in Sweden participated.
  • Thematic analysis was conducted using NVivo software for data coding.

Main Results:

  • Two key themes emerged: establishing shared responsibility for nurse integration and program legitimacy.
  • Implementation involves both educational content and organizational anchoring.
  • Clarifying the program's purpose and prioritizing nurses' learning are foundational prerequisites.

Conclusions:

  • Implementing transition programs in hospitals is complex, involving competing priorities.
  • Successful programs require strong organizational integration, clarified roles, and defined expectations.
  • Collaborative efforts among policymakers, hospitals, and educators are essential for long-term success.