Transition to practice: Supporting first-year nurses within a collaborative faith-based education program
Kylie P. Russell, PhD; Tracey H. Coventry, MNEd -- School of Nursing & Midwifery, University of Notre Dame Australia, Fremantle, Australia; Lisa Faulds, GDip, Group Learning and Development, St John of God Healthcare, St John of God Healthcare, Murdoch, Australia
- Sigma Affiliation
- Psi at-Large
- Contributor Affiliation(s)
- The University of Notre Dame Australia, Fremantle, Western Australia, Australia
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Work integrated learning in healthcare organisations ensures authentic engagement of graduates in the "real" world of professional nursing. The impact of work integrated learning within a framework of faith and values on the learning experiences of graduate nurses as an investment in professional development and quality patient care was evaluated.
44th Biennial Convention 2017 Theme: Influence Through Action: Advancing Global Health, Nursing, and Midwifery.
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.
|Review Type||Abstract Review Only: Reviewed by Event Host|
|Keywords||Faith Based Healthcare Organization;
Work Integrated Learning
|Name||44th Biennial Convention|
|Host||Sigma Theta Tau International|
|Location||Indianapolis, Indiana, USA|
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The influence of clinical nurse educator leadership on graduate registered nurses' first year of nursing Coventry, Tracey H.; Russell, Kylie Patricia (2017-10-16)To distinguish the clinical leadership style of the supernumerary clinical nurse educator, the graduate nurse transition to practice year was used as the lens through which leadership was evaluated. The results suggest ...
The Impact of the Supernumerary Clinical Nurse Educator on Graduate Nurse Patient Outcomes Coventry, Tracey H.; Russell, Kylie Patricia (2017-09-29)The supernumerary clinical nurse educator role is pivotal to graduate nurses' successful transition to practice, clinical confidence and positive patient outcomes. The educator provides an influential presence, resource ...
The development of a formal mentoring model and program in a faith-based school of nursing Osteen, Kathryn A.; Devitt, Barbara; Otto, Lisa; Riley, Cheryl; Millenbruch, Julie; Miller, Cathy (2016-03-21)Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Mentoring is a leadership initiative and a strategy that promotes collaboration, net-working, and inter-professional relationships. The purpose ...
A faith-based concept analysis for nursing education Niemi, Charlene; Ogaz, Veletta; Covey, Robin; Hanes, Patricia Frohock; Hanohano, Carolyn (2014-11-17)Session presented on Sunday, July 27, 2014: Background/Purpose: Doctoral students who are also teaching at secular and faith-based institutions conducted a teaching/research project to integrate faith-based concepts related ...
Skills for success: Implementation of a first-year nursing retention program on prelicensure nursing students Mooring, Quanza E.Increasingly, employers report that new nurses lack the soft skills necessary to be an outstanding employee-time management, organization, effective coping. This study explored the effect of a first-year retention program ...