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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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| Published in: | The Journal of continuing education in nursing 2024-08, Vol.55 (8), p.369-371 |
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| Main Authors: | , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c312t-a719c6d5964aebb7904806ad07f17ca79a94587516bb31aacbf5133ff49eff323 |
| container_end_page | 371 |
| container_issue | 8 |
| container_start_page | 369 |
| container_title | The Journal of continuing education in nursing |
| container_volume | 55 |
| creator | Young, Michele Wornhoff, Brandee |
| description | 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.
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| doi_str_mv | 10.3928/00220124-20240717-02 |
| format | article |
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Academic</collection><jtitle>The Journal of continuing education in nursing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Young, Michele</au><au>Wornhoff, Brandee</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Distinctive Transition to Practice Program Design Leads to Reliable Positive Outcomes</atitle><jtitle>The Journal of continuing education in nursing</jtitle><addtitle>J Contin Educ Nurs</addtitle><date>2024-08</date><risdate>2024</risdate><volume>55</volume><issue>8</issue><spage>369</spage><epage>371</epage><pages>369-371</pages><issn>0022-0124</issn><issn>1938-2472</issn><eissn>1938-2472</eissn><abstract>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.
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| identifier | ISSN: 0022-0124 |
| ispartof | The Journal of continuing education in nursing, 2024-08, Vol.55 (8), p.369-371 |
| issn | 0022-0124 1938-2472 1938-2472 |
| language | eng |
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| source | Social Science Premium Collection; Education Collection |
| 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 |
| title | Distinctive Transition to Practice Program Design Leads to Reliable Positive Outcomes |
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