It’s Big, and it’s Not Easy: Implementing a Transition to Practice Program
William Parrish, DNP, RN, CCRN-K; Val Stalsbroten, MN, RN
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Implementation of an evidence-based (EB) transition to practice (TTP) program has been shown to improve retention of new graduate nurses in the hospital setting (Spector et al, 2015). A twelve-month EB TTP curriculum was developed through a collaborative effort by nursing professional development (NPD) practitioners across a large multi- hospital system. Curriculum elements, based on the eleven EB best practice elements for TTP programs (Hansen, 2015), include preceptor training, clinical orientation, simulation, professional development opportunities, and completion of an EB practice project. Clinical orientation and simulation content was developed to build upon the knowledge and skills acquired as a student nurse, as well as expand the new graduate skill set through simulated exposure to activities limited to licensed professionals. NPD practitioners across the system were then tasked with local facility implementation of the standardized curriculum. In order to determine impact of the EB TTP program on new graduate nurse retention, turnover data (% voluntarily or involuntarily terminated from employment) for nurses that complete the program will be measured twelve-months prior to and post-implementation. Data will be compared using Fisher’s t test or Chi-Square analysis to determine any statistically significant change. Results will be utilized in decision making regarding TTP and nurse retention strategies.
|Poster||Proxy-submission||Abstract Review Only: Reviewed by Event Host||Text-based Document|
|Level of Evidence||Research Approach||Keywords|
|N/A||N/A||Transition to Practice Program;
|Name||Host||Location||Year||2017 ANPD Annual Convention||Association for Nursing Professional Development (ANPD)||New Orleans, Louisiana, USA||2017|
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