Closing the gap on nurse retention: A scoping review of implications for undergraduate education

Authors: Scammell, J., Collard, S. and Tee, S.

http://eprints.bournemouth.ac.uk/32934/

Journal: Nurse Education Today

Publisher: Elsevier

ISSN: 0260-6917

Objectives: Newly qualified nurses leave the profession at a higher rate than any other year of experience. Undergraduate education influences nurse retention following qualification. However, it is unclear if strategies to overcome the common factors associated with intent to leave once qualified are included within undergraduate programmes. A scoping review was conducted to explore the literature within nursing as well as social work undergraduate education to obtain viewpoints from an allied profession with similar staff retention concerns.

Design and data sources: Following PRISMA extension guidelines for a scoping review, the research question used to explore the literature was: What is the impact of undergraduate nurse and social work education on retention when newly qualified? Databases searched were BNI, CINAHL complete, Science Direct, PsycINFO, Medline Complete, Academic Search Complete and ERIC.

Review method: One author undertook a comprehensive electronic and hand search of relevant research articles. These were then discussed with two authors for inclusion within the review and data extracted for thematic analysis.

Results: Limited through search inclusion and quality of research, ten research papers met the criteria for this review. Main themes identified were resilience and commitment, perceived knowledge and confidence, preparation for transition and expectation of supervision. Conclusion: The literature presents the need to strengthen resilience-building within undergraduate education in the transition to newly qualified practitioner, support to cope with the emotional and physical impact of professional practice as well as developing confidence in one’s skills, guidance for career progression, promotion of authentic leadership in work-place mentors and commitment of both the University and health or social organisation to support staff to be healthy and feel valued.

This data was imported from PubMed:

Authors: Collard, S.S., Scammell, J. and Tee, S.

http://eprints.bournemouth.ac.uk/32934/

Journal: Nurse Educ Today

Volume: 84

Pages: 104253

eISSN: 1532-2793

DOI: 10.1016/j.nedt.2019.104253

OBJECTIVES: Newly qualified nurses leave the profession at a higher rate than any other year of experience. Undergraduate education influences nurse retention following qualification. However, it is unclear if the factors associated with intent to leave are included within programmes to aid retention once qualified. A scoping review was conducted to explore the literature within nursing as well as social work undergraduate education to obtain viewpoints from an allied profession with similar retention barriers. DESIGN AND DATA SOURCES: Following PRISMA extension guidelines for scoping review, the research question used to explore the literature was: What is the impact of undergraduate nurse and social work education on retention when newly qualified? Databases searched were BNI, CINAHL complete, Science Direct, PsycINFO, Medline Complete, Academic Search Complete and ERIC. REVIEW METHOD: One author undertook a comprehensive electronic and hand-search of relevant research articles. These were then discussed with two authors for inclusion within the review and data extracted for thematic analysis. RESULTS: Limited through search inclusion and quality of research, ten research papers met the criteria for this review. Main themes found were resilience and commitment, perceived knowledge and confidence, preparation for transition and expectation of supervision. CONCLUSION: The literature presents the need to strengthen resilience-building within undergraduate education in the transition to newly qualified practitioner, support to cope with the emotional and physical impact of professional practice as well as developing confidence in one's skills, guidance for career progression, promotion of authentic leadership in work-place mentors and commitment of both the University and health or social organisation to support staff to be healthy and feel valued.

This data was imported from Scopus:

Authors: Collard, S.S., Scammell, J. and Tee, S.

http://eprints.bournemouth.ac.uk/32934/

Journal: Nurse Education Today

Volume: 84

eISSN: 1532-2793

ISSN: 0260-6917

DOI: 10.1016/j.nedt.2019.104253

© 2019 The Authors Objectives: Newly qualified nurses leave the profession at a higher rate than any other year of experience. Undergraduate education influences nurse retention following qualification. However, it is unclear if the factors associated with intent to leave are included within programmes to aid retention once qualified. A scoping review was conducted to explore the literature within nursing as well as social work undergraduate education to obtain viewpoints from an allied profession with similar retention barriers. Design and data sources: Following PRISMA extension guidelines for scoping review, the research question used to explore the literature was: What is the impact of undergraduate nurse and social work education on retention when newly qualified? Databases searched were BNI, CINAHL complete, Science Direct, PsycINFO, Medline Complete, Academic Search Complete and ERIC. Review method: One author undertook a comprehensive electronic and hand-search of relevant research articles. These were then discussed with two authors for inclusion within the review and data extracted for thematic analysis. Results: Limited through search inclusion and quality of research, ten research papers met the criteria for this review. Main themes found were resilience and commitment, perceived knowledge and confidence, preparation for transition and expectation of supervision. Conclusion: The literature presents the need to strengthen resilience-building within undergraduate education in the transition to newly qualified practitioner, support to cope with the emotional and physical impact of professional practice as well as developing confidence in one's skills, guidance for career progression, promotion of authentic leadership in work-place mentors and commitment of both the University and health or social organisation to support staff to be healthy and feel valued.

This data was imported from Web of Science (Lite):

Authors: Collard, S.S., Scammell, J. and Tee, S.

http://eprints.bournemouth.ac.uk/32934/

Journal: NURSE EDUCATION TODAY

Volume: 84

eISSN: 1532-2793

ISSN: 0260-6917

DOI: 10.1016/j.nedt.2019.104253

The data on this page was last updated at 05:30 on November 25, 2020.