Faculty feared clinical inexperience may increase prevalence of transition shock.
•Pandemic graduates may be less practice-prepared due to loss of hands-on learning.
•A focus on clinical reasoning, time management, and skill performance is needed.
•Preceptor training is vital to help meet pandemic graduates' unique learning needs.
•Pandemic graduates may benefit from multi-faceted approaches for providing support.
AbstractBackgroundThe COVID-19 pandemic disrupted nursing education worldwide. Most studies have focused on how the pandemic affected students. With an alarming workforce shortage, a better understanding of the pandemic's impact on new nurses is vital to proactively develop strategies to promote success of the profession's newest members.
PurposeThis study explored faculty perceptions of the pandemic's impact on new nurses' practice preparedness and recommendations for promoting effective transition to practice.
MethodsUsing an exploratory-descriptive qualitative approach and convenience sampling, 116 nurse faculty from across North Carolina, United States responded to open-ended questions within an electronic survey. Data were analyzed with thematic analysis.
ResultsFour themes emerged: 1) Less Hands-On, 2) Transition-to-Practice Opportunities, 3) Key Role of Preceptors, and 4) Provide Additional Support.
ConclusionsFindings provide strategies clinical nurses and leaders can implement to meet the needs of new nurses entering professional practice during the ongoing pandemic. Due to less hands-on learning, pandemic graduates may benefit from extended time with a trained preceptor and opportunities to focus on clinical reasoning, managing multiple patients, effective communication, and safe skill performance. Upon entering the clinical environment, pandemic graduates' inexperience may increase the likelihood of transition shock, requiring multi-faceted approaches for providing support.
KeywordsCOVID-19 pandemic
New graduate nurses
Prelicensure nursing education
Transition-to-practice
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