Date of Award
2007
Degree Type
Thesis
Degree Name
Master of Science in Nursing
Program
Nursing
Supervisor
Dr. Carroll Iwasiw
Second Advisor
Dr. Dorothy Forbes
Abstract
Problem: New graduate nurses (NGNs) are often considered the solution to the global
nursing shortage. However, researchers are reporting an alarming new trend; NGNs are leaving the profession (Duchscher & Cowin, 2004; Sochalski, 2002). They are unprepared to work in the ‘real world’, even after successfully graduating from a nursing program.
Aim: This study examined the relationship between each of four educational factors (biological science courses, clinical practicum in undergraduate education; orientation/training provided by the employing hospital; post-registration preceptorship) and NGNs’ self-efficacy (confidence) for professional competencies as they transition to the role o f registered nurse.
Methods: Based on Bandura’s theory of self-efficacy, a researcher-designed self-report questionnaire was mailed to 339 NGNs working in acute care hospitals across the province of Ontario. Results: Post-registration preceptorship most positively influenced NGNs’ confidence with their professional competencies. Specifically, preceptorship lasting at least 4 weeks, and the consistency of one preceptor, contributed to greater confidence for NGNs
Recommended Citation
Cheung, Erika, "EDUCATIONAL FACTORS INFLUENCING THE SELF-EFFICACY OF NEW GRADUATE NURSES FOR PROFESSIONAL COMPETENCIES DURING THE TRANSITION TO REGISTERED NURSE" (2007). Digitized Theses. 3758.
https://ir.lib.uwo.ca/digitizedtheses/3758