Distinctive Transition to Practice Program Design Leads to Reliable Positive Outcomes

Designing a transition to practice program to increase foundational skill competency and interprofessional collaboration before unit orientation can produce outcomes that consistently outperform benchmarks. Established structures and processes drive the program to be easily amenable to incremental i...

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Bibliographic Details
Published in:The Journal of continuing education in nursing 2024-08, Vol.55 (8), p.369-371
Main Authors: Young, Michele, Wornhoff, Brandee
Format: Article
Language:English
Subjects:
Activity Units
Adult
Benchmarking
Benchmarks
Case studies
Clinical Competence - standards
Collaborative learning
Cooperative Learning
Coping
Critical thinking
Curriculum
Departments
Education
Education, Nursing, Continuing - organization & administration
Educational Strategies
Emotional Intelligence
Evidence Based Practice
Evidence-based nursing
Female
Group Activities
Humans
Individual Activities
Interprofessional Relations
Job performance
Learner Engagement
Male
Medical residencies
Middle Aged
Nurses
Nursing
Nursing skills
Nursing Staff, Hospital - education
Outcome Measures
Patient safety
Professional development
Program Design
Program Development
Program Evaluation
Program Implementation
Retention
Skill Development
Student Participation
Total Quality Management
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Description
Summary:Designing a transition to practice program to increase foundational skill competency and interprofessional collaboration before unit orientation can produce outcomes that consistently outperform benchmarks. Established structures and processes drive the program to be easily amenable to incremental improvement, further maturing and sustaining the program's positive impacts. .
ISSN:0022-0124
1938-2472
1938-2472
DOI:10.3928/00220124-20240717-02