Graduate Nurse Program Coordinators' perspectives on graduate nurse programs in Victoria, Australia: A descriptive qualitative approach Missen,K, McKenna,L and Beauchamp,A 2014, Graduate Nurse Program Coordinators' perspectives on graduate nurse programs in Victoria, Australia: A descriptive qualitative approach, Collegian, doi: 10.1016/j.colegn.2015.03.004. Attached Files Name Description MIMEType Size Downloads Title Graduate Nurse Program Coordinators' perspectives on graduate nurse programs in Victoria, Australia: A descriptive qualitative approach Author(s) Missen,K McKenna,L Beauchamp,A orcid.org/0000-0001-6555-6200 Journal name Collegian Publisher Elsevier Publication date 2014 ISSN 1322-7696 Keyword(s) Education Graduate nurse program New graduate nurse Transitional program Summary Aims: The purpose of this study was to describe the formal preparation nursing graduates are given throughout their first year of nursing in terms of educational structure and content of work-based year-long graduate nurse programs, from the perspectives of Graduate Nurse Program Coordinators. Background: In Australia, graduate nurse programs aim to provide a supportive learning environment, assisting nursing graduates in applying their theory to practice and supporting them in becoming safe, competent and responsible professionals. Internationally, research has demonstrated an increase in the job satisfaction and more importantly retention rates of newly qualified nurses who are supported in their first year of employment in some type of transition program. Method: Using a descriptive qualitative approach, individual semi-structured interviews were used. These interviews were audio recorded, transcribed verbatim and thematically analysed to reveal themes and sub-themes. Results: The interviews provided an insight into the various aspects of preparation that nursing graduates are given in their first year of practice with the main theme to emerge from analysis, nature of transition programs. The three subthemes associated with nature of transition programs consisted of composition of rotations and study days and supernumerary strategies. Findings indicate variation in pedagogical models underpinning graduate nurse programs across Victoria. Clinical rotations varied between three to twelve months, the number of study days offered were between four and thirteen days and there was variation in supernumerary time and strategies within the programs investigated. Language eng DOI 10.1016/j.colegn.2015.03.004 Field of Research 111099 Nursing not elsewhere classified Socio Economic Objective 920210 Nursing Copyright notice ©2014, Elsevier Persistent URL http://hdl.handle.net/10536/DRO/DU:30072837 Document type: Journal Article Collection: School of Nursing and Midwifery Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 30 Apr 2015, 11:29:23 EST Thu, 30 Apr 2015, 11:29:57 EST Fri, 01 May 2015, 05:04:25 EST Fri, 01 May 2015, 06:09:51 EST Mon, 04 May 2015, 16:22:18 EST Mon, 04 May 2015, 16:23:17 EST Mon, 04 May 2015, 16:49:47 EST Mon, 18 Jul 2016, 15:36:14 EST Filtered Full Citation counts:   Cited 2 times in TR Web of Science Cited 2 times in Scopus Search Google Scholar Access Statistics: 47 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Thu, 30 Apr 2015, 11:29:57 EST

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