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Literature Summary
* The gap between nursing education and clinical practice readiness in new graduate nurses (NGNs) is well documented (AlMekkawi & El Khalil, 2020; Casey et aE, 2011; Hawkins et al., 2019; Willman et al., 2020).
* Wolters Kluwer's "Closing the Nursing Education Practice-Readiness Gap" survey has tracked a continuing decline of NGNs' clinical preparedness from the perspectives of nursing faculty, hiring managers, and NGNs themselves (Billings, 2019).
* NGNs' inadequacies include lack of nursing competencies and communication skills, and poor organizational, clinical decision-making, and priority-setting skills (Billings, 2019; Huston et al., 2018; Song & McCreary, 2020; Willman et al., 2020).
CQI Model
Plan, Do, Study, Act (PDSA) (Agency for Healthcare Research and Quality, 2020)
Quality Indicator with Operational Definitions & Data Collection Methods
* A survey based on the Casey-Fink Readiness to Practice Survey (Casey et al., 2011) was used to identify NGNs' comfort and confidence regarding their clinical competencies and outcomes.
* An online anonymous survey requested input and perceptions of the program from program stakeholders, including hiring managers and NGN preceptors. Focus groups were conducted with clinical educators and master preceptors to obtain feedback on the program.
Clinical Setting
305-bed Level II trauma center with a 12-month accredited transition to practice (TTP) program, Graduates: Engaged Mastering, Succeeding (GEMS) residency program
Program Objective
A novel model in a TTP accredited nurse residency program was implemented to provide a structured, safe learning environment for NGNs to develop essential competencies and increase their reported confidence, communication, and delegation abilities utilizing the Casey-Fink Readiness to Practice Survey instrument.
The American Nurses Credentialing Center (ANCC) and the . . Association of American Medical Colleges called for a transformation of nursing education across all degree levels to address the needs of new nurses encountering the current state of practice (American Association of Colleges of Nursing, 2019; National Academies of Sciences, Engineering, and Medicine, 2021). In addition, media frequently reported news of nursing shortages at the height of the COVID-19 pandemic. The pressure to produce practiceready competent nurses has never been greater (Willman et al., 2020).
New graduate nurses (NGNs) have stated they want additional clinical time, more technical skills, a broader range of real-life experiences, and more practice communicating with physicians during their academic programs (AlMekkawi...