Newly Licensed Registered Nurses Transition to Practice: Evaluation of Newly Licensed Nurses’ Perceptions of Self-Confidence and Competence
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Full list of poster authors
- Joyce H. Cadorette, PhD, RN, CAPA, CPAN
- Mary K. McCurry, PhD, RNBC, ANP, ACNP
- Rayna Letourneau, PhD, RN
- Jennifer Dunbar Viveiros, PhD, RN, CNE
Conference where poster was previously displayed
ENRS 2024
Poster abstract
Newly Licensed Registered Nurses Transition to Practice: Evaluation of Newly Licensed Nurses’ Perceptions of Self-Confidence and Competence
Background/purpose
Effective recruitment, retention, and nurse recognition are important for building and maintaining a diverse Registered Nursing workforce and addressing structural factors that result in health inequities. Quality and Safety Education for Nurses (QSEN) competencies were integrated into nursing curriculum and transition to practice programs (TPP) to better prepare newly licensed registered nurses (NLRNs) for practice. Knowledge of NLRNs self-assessment of confidence in the QSEN knowledge, skills, and attitudes (KSA), and knowledge and safety competencies prior to transition will inform nurse educators and clinical leaders of the needs of NLRNs for successful transitions to practice. The purpose of this study was to explore pre-licensure nursing students and NLRN’s self-assessment of confidence and competence in the QSEN KSA and knowledge and safety competencies.
Theoretical Framework
Meleis’ transition theory guided this study.
Methods
A secondary analysis of data collected from (insert total number of participants here) participants with the National Quality and Safety Self-Inventory (NQSSI) instrument compared confidence and competence in the nursing competency domains pre and post participation in a TPP. NQSSI scores were also analyzed to explore differences in confidence and competence in nursing competency domains and knowledge, skills, and attitudes between samples of NLRNs who graduated pre-COVID, and pre-licensure nurses and NLRNs who completed their nursing program during COVID.
Results
NLRNs who participated in a TPP had higher NQSSI scores post participation. NLRNs who participated in virtual clinical practicum and pre-licensure nurses who completed their education during COVID had significantly higher NQSSI scores than NLRNs who completed their education prior to the COVID-19 pandemic. NQSSI scores were highest for pre-licensure nurses who had a structured virtual online clinical experience.
Conclusions & implications
TPPs are beneficial for increasing NLRNs perceptions of confidence and competence in the QSEN evidence-based practice competency domains. NQSSI scores of NLRNs and pre-licensure nurses support increased QSEN curriculum content and virtual clinical practicum as effective for obtaining confidence in the QSEN KSAs and knowledge and safety competencies. Structured learning experiences may provide opportunities for nurse educators to role model and emphasize best practices resulting in increased self-perceptions of confidence and competence by NLRNs and decreased health inequities.