Advertisement

Undergraduate student nurses’ self-reported preparedness for practice

      Summary

      Background

      Tertiary nurse education programmes aim to produce novice nurses able to meet the Nursing and Midwifery Board of Australia competency standards for registration. On the other hand, employers expect graduate nurses to not only be competent and able to function safely and independently but also to be ready to “hit the ground running” in relation to providing clinical care.

      Aims

      The study aimed to explore the perceptions of third-year nursing students enrolled in their final semester with regard to their preparedness for practice.

      Method

      Following their last clinical placement, all third-year nursing students at a regional northern Australian university were emailed a link to an online version of the Casey-Fink Readiness for Practice Survey tool and invited to participate in the study. A total of 113 questionnaires were completed from the sample of 235, giving a response rate of 48%.

      Results

      The majority of students reported feeling prepared for practice and felt that simulation experiences were helpful in attaining this state. Confidence in caring for multiple patients was inversely associated with age indicating higher levels of confidence in younger nursing students. Expanded placements, increased use of simulation for clinical skills practice, smaller clinical skills class sizes and modern equipment were identified as areas for improvement to facilitate and enhance students’ levels of confidence and readiness for practice.

      Conclusions

      Students in this study highly valued clinical placements as a method of increasing their levels of perceived preparedness to practice independently after graduation. Caring for multiple patients involves a high level of complexity and a learning curve is indicated in which confidence and competence is likely to grow with experience.

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Collegian
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • Ajiboye P.
        Learning partners.
        Nursing Standard. 2000; 14: 34
        • Australian Nursing and Midwifery Accreditation Council
        Registered nurse accreditation standards 2012.
        2012 (Available from: http://www.anmac.org.au/sites/default/files/documents/ANMAC_RN_Accreditation_Standards_2012.pdf)
        • Baille L.
        Developing practical nursing skills.
        Arnold, London, England2001
        • Benner P.
        From novice to expert: Promoting excellence and power in clinical nursing practice.
        Addison-Wesley, Menlo Park, CA1984
        • Birks M.
        • Cant R.
        • James A.
        • Chung C.
        • Davis J.
        The use of physical assessment skills by registered nurses in Australia: Issues for nursing education.
        Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 2013; 20: 27-33
        • Boxer E.
        • Kluge B.
        Essential clinical skills for beginning registered nurses.
        Nurse Education Today. 2000; 20: 327-335
        • Burns P.
        • Poster E.C.
        Competency development in new registered nurse graduates: Closing the gap between education and practice.
        Journal of Continuing Education in Nursing. 2008; 39: 67-73
        • Candela L.
        • Bowles C.
        Recent RN graduate perceptions of educational preparation.
        Nursing Education Perspectives. 2008; 29: 266-271
        • Casey K.
        • Fink R.
        • Jaynes C.
        • Campbell L.
        • Cook P.
        • Wilson V.
        Readiness for practice: The senior practicum experience.
        Journal of Nursing Education. 2011; 50: 646-652
        • Casey K.
        • Fink R.
        • Krugman M.
        • Propst J.
        The graduate nurse experience.
        Journal of Nursing Administration. 2004; 34: 303-311
        • Chun-Heung L.
        • French P.
        Education in the practicum: A study of the ward learning climate in Hong Kong.
        Journal of Advanced Nursing. 1997; 26: 455-462
        • Clare J.
        • White J.
        • Edwards H.
        • van Loon A.
        Curriculum, clinical education, recruitment, transition and retention in nursing.
        AUTC Phase One Final Report, Flinders University, Adelaide, Australia2002
        • Conway J.
        • McMillan M.A.
        Maximising learning opportunities and preparing for professional practice.
        in: Daly J. Speedy S. Jackson D. Contexts of nursing: An introduction. MacLennan and Petty, Sydney2000
        • Cubit K.
        • Ryan B.
        Tailoring a Graduate Nurse program to meet the needs of our next generation nurses.
        Nurse Education Today. 2011; 31: 65-71
        • Decker S.
        • Sportsman S.
        • Puertz L.
        • Billings L.
        The evolution of simulation and its contribution to competency.
        Journal of Continuing Education in Nursing. 2008; 39: 74-80
        • Delaney C.
        Walking the fine line: Graduate nurses’ transition experiences during orientation.
        Journal of Nursing Education. 2003; 42: 437-443
        • Edwards H.
        • Smith S.
        • Courtney M.
        • Finlayson K.
        • Chapman H.
        Impact of clinical placement location on nursing students’ competence and preparedness for practice.
        Nurse Education Today. 2004; 24: 248-255
        • George D.
        • Mallery P.
        SPSS for Windows step by step: A simple guide and reference, 11.0 update.
        4th ed. Allyn & Bacon, Boston2003
        • Greenwood J.
        Critique of the graduate nurse: An international perspective.
        Nurse Education Today. 2000; 20: 17-23
        • Hair J.E.
        • Anderson R.E.
        • Tatham R.L.
        • Black W.C.
        Multivariate data analysis.
        5th ed. Prentice-Hall, New Jersey1998
        • Heslop L.
        • McIntyre M.
        • Ives G.
        Undergraduate student nurses’ expectations and their self-reported preparedness for the graduate year role.
        Journal of Advanced Nursing. 2001; 36: 626-634
        • Hickey M.T.
        Preceptor perceptions of new graduate nurse readiness for practice.
        Journal for Nurses in Staff Development. 2009; 25: 35-41
        • Hoffman K.
        • Elwin C.
        The relationship between critical thinking and confidence in decision-making.
        Australian Journal of Advanced Nursing. 2004; 22: 8-12
        • Kaiser H.
        A second generation Little Jiffy.
        Psychometrica. 1970; 35: 401-415
        • Kaiser H.
        An index of factorial simplicity.
        Psychometrica. 1974; 39: 31-36
        • Leopold S.
        • Morgan H.
        • Kadel N.
        • Gardner G.
        • Schaad D.
        • Wolf F.
        Impact of educational intervention on confidence and competence in the performance of a simple surgical task.
        Journal of Bone and Joint Surgery. 2005; 87: 1031-1037
        • Levett-Jones T.
        • FitzGerald M.
        A review of graduate nurse transition programs in Australia.
        Australian Journal of Advanced Nursing. 2005; 23: 40-45
        • Levett-Jones T.
        • Lathlean J.
        Belongingness: A prerequisite for nursing students’ clinical learning.
        Nurse Education in Practice. 2008; 8: 103-111
        • Levett-Jones T.
        • Lathlean J.
        • Maguire J.
        • McMillan M.
        Belongingness: A critique of the concept and implications for nursing education.
        Nurse Education Today. 2007; 27: 210-218
        • Liaw S.Y.
        • Scherpbier A.
        • Klainin-Yobas P.
        • Rethans J.J.
        A review of educational strategies to improve nurses’ roles in recognizing and responding to deteriorating patients.
        International Nursing Review. 2011; 58: 296-303
        • Lima S.
        • Newall F.
        • Kinney S.
        • Jordan H.
        • Hamilton B.
        How competent are they? Graduate nurses self-assessment of competence at the start of their careers.
        Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 2013; https://doi.org/10.1016/j.colegn.2013.09.001
        • Maben J.
        • Latter S.
        • Clark J.M.
        The theory-practice gap: Impact of professional–bureaucratic work conflict on newly-qualified nurses.
        Journal of Advanced Nursing. 2006; 55: 465-477
        • McKenna L.G.
        • Green C.
        Experiences and learning during a graduate nurse program: An examination using a focus group approach.
        Nurse Education in Practice. 2004; 4: 258-263
        • Nash R.
        • Lemcke P.
        • Sacre S.
        Enhancing transition: An enhanced model of clinical placement for final year nursing students.
        Nurse Education Today. 2009; 29: 48-56
        • National Nursing & Nursing Education Taskforce
        Commonwealth funding for clinical practicum: A report on Commonwealth funding to support the costs of clinical practicum for undergraduate nurses and midwives in Australia.
        Australian Health Ministers’ Advisory Council, 2006
        • Newton J.M.
        Ways of knowing: Student nurses’ perspectives.
        (Unpublished doctoral dissertation) Monash University, Melbourne, VIC1999
        • Newton J.M.
        • McKenna L.
        The transitional journey through the graduate year: A focus group study.
        International Journal of Nursing Studies. 2007; 44: 1231-1237
        • Nursing and Midwifery Board of Australia
        National competency standards for the registered nurse.
        2006 (Available from: http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines.aspx#competencystandards)
        • Olson M.E.
        The “Millennials”: First year in practice.
        Nursing Outlook. 2009; 57: 10-17
        • Pender F.
        • Looy A.
        Monitoring the development of clinical skills during training in a clinical placement.
        Journal Human Nutrition and Dietetics. 2004; 17: 25-34
        • Rhodes H.
        Practice to live by.
        The Kansas Nurse. 2011; 86: 22-24
        • Rodgers D.
        High fidelity patient simulation: A descriptive white paper report.
        Healthcare Simulation Strategies, Charleston, WV2007 (304.444.1078)
        • Romyn D.M.
        • Linton N.
        • Giblin C.
        • Hendrickson B.
        • Limacher L.
        • Murray C.
        • et al.
        Successful transition of the new graduate nurse.
        International Journal of Nursing Education Scholarship. 2009; 6https://doi.org/10.2202/1548-923X. 1802
        • Scully N.
        The theory-practice gap and skill acquisition: An issue for nursing education.
        Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 2011; 18: 93-98
        • Sharif F.
        • Masoumi S.
        A qualitative study of nursing student experiences of clinical practice.
        Biomedical Central Nursing. 2005; 4: 6-9
        • Sharrock J.
        • Happell B.
        Competence in providing mental health care: A grounded theory analysis of nurses’ experiences.
        Australian Journal of Advanced Nursing. 2006; 24: 9-15
        • Tolhurst G.
        • Bonner A.
        Development of clinical assessment criteria for postgraduate nursing students.
        Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 2000; 7: 20-25
        • Usher K.
        Nursing education in 2006.
        Journal of Advanced Nursing. 2006; 53 (Editorial): 261-262
        • Usher K.
        • Mills J.
        Ready to hit the ground running.
        Nursing Review. 2011; 12 (Available from: http://www.nursingreview.com.au)
        • Watt E.
        • Pascoe E.
        An exploration of graduate nurses perceptions of their preparedness for practice after undertaking the final year of their bachelor of nursing degree in a university-based clinical school of nursing.
        International Journal of Nursing Practice. 2013; 19: 23-30
        • Williams A.
        • Wellard S.J.
        • Bethune E.
        Assessing Australian undergraduate clinical learning.
        Collegian: The Australian Journal of Nursing Practice, Scholarship and Research. 2001; 8: 9-13
        • Wolff A.
        • Pesut B.
        • Regan S.
        New graduate nurse practice readiness: Perspectives on the context shaping our understanding and expectations.
        Nurse Education Today. 2010; 30: 187-191
        • Wolff A.
        • Regan S.
        • Pesut B.
        • Black J.
        Ready for what? An exploration of the meaning of new graduate nurses’ readiness for practice.
        International Journal of Nursing Education Scholarship. 2010; 7: 1-14