The relationship between individual characteristics of registered nurses, characteristics of new graduate nurse transition programs and clinical leadership skill
Kathy B. Chappell, PhD, RN, FNAP, FAAN, Senior Vice President, Accreditation, Certification, Measurement, Institute for Credentialing Research and Quality Management, and Advanced Practice Initiatives - American Nurses Credentialing Center
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This non-experimental, retrospective study explored the relationship between individual characteristics of registered nurses, characteristics of new graduate nurse transition programs and clinical leadership skill in a cohort of registered nurses with up to two years of clinical experience. The conceptual framework for this study was based on Benner's Novice to Expert model. Independent variables for individual characteristics of registered nurses included age, primary nursing degree, previous leadership experience, previous healthcare experience and months of clinical experience as a registered nurse. Independent variables for new graduate nurse transition programs included length of the new graduate nurse transition program, assigned mentor (first level variable)/quality of mentor support (sublevel variable), participation in classes to improve professional development skill (first level variable)/perceived improvement in professional development (sublevel variable) through participation in supplemental courses designed to promote critical thinking ability, leadership skills and/or delegation skills; and quality of overall new graduate nurse transition program. Clinical leadership skill (CLS) was the outcome variable for this study. The strongest predictors of clinical leadership skill were overall quality of the new graduate nurse transition program, length of the new graduate nurse transition program and months of clinical experience as a registered nurse. Hierarchical regression modeling using first level variables accounted for 6.9% of the variability in CLS (R2 = .084, R2 adj = .069, F = 5.761, p = .000). Hierarchical regression modeling using sublevel variables improved overall model prediction to 12.6% (R2= .162, R2 adj = .126, F = 5.203, p = .001). Additional findings included larger within subjects effect sizes for new graduate nurse transition programs using the University HealthSystem Consortium/American Association of Colleges of Nursing curriculum when compared to other curriculum, and significantly higher retention rates for new graduate nurse transition programs > 24 weeks in length when compared to new graduate nurse transition programs ≤ 12 weeks.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3625078; ProQuest document ID: 1556433152. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Quantitative Research|
Newly Graduated Nurses;
Nurse Residency Programs
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