ERA

Download the full-sized Document of The influence of undergraduate education on professional practice transition: A comparative descriptive studyDownload the full-sized Document

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3XP6V52Z

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Nursing, Faculty of

Collections

This file is in the following collections:

Nursing Education

The influence of undergraduate education on professional practice transition: A comparative descriptive study Open Access

Descriptions

Author or creator
Williams, Beverly
Richard, Liz
Sayah, Fatima A.
Additional contributors
Subject/Keyword
Professional practice
Nursing
Undergraduate education
Transition
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
Background Graduates from Problem/Context Based Learning (CBL) undergraduate nursing programs often express concern that they may not be as well prepared for transition to graduate nursing practice as their colleagues from more traditional lecture-based programs. Aims To determine if there is a difference in how graduates from CBL and non-CBL programs describe their transition to graduate practice within the first 2 years of graduation. Methods This was a comparative descriptive study that involved the use of a web-based survey. A convenience sample of 163 graduate nurses with 1 to 2 years of experience consented to be part of the study. They completed a researcher-designed questionnaire, which consisted of 26 items based on entry to practice competencies identified by the provincial professional nursing organization. Results There was no significant difference in the transition experience of graduates from CBL and traditional education programs within their first 2 years following graduation. These results confirm the findings of authors who compared transition among CBL and non-CBL graduates who had graduated anywhere from six months to several years following graduation. Conclusions It is clear that CBL programs do prepare graduates to successfully transition into graduate nurse practice. Graduates from both CBL and non-CBL programs indicated a need for more formal agency sponsored orientation and transition assistance programs at the beginning of their initial employment.
Date created
2015
DOI
doi:10.7939/R3XP6V52Z
License information
Creative Commons Attribution-Non-Commercial-No Derivatives 3.0 Unported
Rights

Citation for previous publication
Williams, B., Richard, L., & Al Sayah, F. 2015. The influence of undergraduate education on professional practice transition: A comparative descriptive study. Nurse education today. 35(3), 518-523.  http://dx.doi.org/10.1016/j.nedt.2014.10.020

Source
Link to related item

File Details

Date Uploaded
Date Modified
2015-07-14T20:48:10.428+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: vnd.oasis.opendocument.text (OpenDocument Text)
Mime type: application/vnd.oasis.opendocument.text
File size: 36556
Last modified: 2015:10:12 16:11:41-06:00
Filename: Influence of UG education on professional practice transition.docx
Original checksum: 09f3be8f7ca2b77fa8c1c3fbfe71afdf
Activity of users you follow
User Activity Date