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Description / Abstract
Decreased practice readiness among new graduate nurses can lead to struggles with transition to practice, connecting theory to practice, and demonstrating adequate clinical judgment. These challenges within the first year contribute to significant attrition of new graduate nurses. The purpose of this project was to determine if the introduction of simulation-based education could assist the transition process and improve the clinical judgment of the new graduate nurses. Pre- and post-analysis used the Casey Fink-Graduate Nurse Experience Survey (CF-GNES) and the Lasater Clinical Judgment Rubric (LCJR). A Residency Post Simulation Questionnaire (RPSQ) helped differentiate the influence of simulation on the transition process apart from the residency program. Statistical improvement occurred for the statement, “I am comfortable knowing what to do for a dying patient,” p= .01 on the CF-GNES. No other findings were statistically significant in this survey. No statistical differences were observed on the LCJR pre- and post-surveys. The RPSQ demonstrated that participants felt simulation assisted the transition process and contributed to learning. The participants also felt that including more simulations would further assist the transition process. The impact of simulations can be understood better if future studies examined a larger TTP group of participants over one-year period. A control group without the simulation intervention would further assist our understanding.
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File Size Small - 823 KB
Degree AwardedDoctor of Nursing Practice
Awarding InstitutionIndiana Wesleyan University
Peer Reviewed?No
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DNP Scholarly Projects
16 Resources
- Medicine and Health Sciences
- English
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