The New Graduate RN Speaks, Again: A Mixed-Methods Study.

Area of Science:

• Nursing Education
• Healthcare Workforce Development
• Professional Transition

Background:

• The academic-practice gap in nursing is a recognized issue, yet research from new graduate registered nurses' (RNs) perspectives is limited.
• This gap is implicated in new graduate RNs leaving hospital settings and exacerbating the nursing shortage.
• Understanding new graduate RNs' experienced gaps is vital for effective retention strategies.

Purpose of the Study:

• To explore specific gaps encountered by new graduate RNs in medical-surgical hospital settings.
• To identify areas where academic preparation falls short of professional practice demands.

Main Methods:

• A mixed-methods study employing a pragmatic worldview and Meleis's Transitions Theory.
• Convenience sampling of 128 new graduate RNs in medical-surgical units.
• Utilized the Casey-Fink Graduate Nurse Experience Survey (CFGNES) and open-ended questions for data collection.
• Employed descriptive statistics, regression analysis, and Krippendorff's content analysis for mixed-methods integration.

Main Results:

• Preparedness gaps in information, knowledge, and tools were identified, negatively impacting new graduate RNs' practice transition.
• A negative correlation between months in practice and perceived support was observed.
• A weak positive correlation was found between months in practice and communication/leadership skills.
• No significant correlations were found between CFGNES constructs and Magnet hospital employment or residency program participation.

Conclusions:

• Reality shock persists for new graduate RNs, necessitating urgent attention.
• Gaps in information, knowledge, and tools hinder the transition of new graduate RNs in medical-surgical settings.
• Collaboration between nursing academics and practice leaders is essential to support new nurses effectively.