Most organizations have interventions to address new graduate nurse (NGN) turnover, but one nursing professional development department created, implemented, and sustained a rounding program on NGNs during their onboarding process to provide additional support for this vulnerable population. The project was piloted in seven hospitals, with expansion to 25. Interventions included celebrating wins, setting goals, and assisting with orientation requirements. NGN retention increased an average of 3% for this period.
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http://dx.doi.org/10.1097/NND.0000000000001132 | DOI Listing |
J Prof Nurs
March 2025
University of Missouri-St. Louis College of Nursing, One University Blvd., St. Louis, MO 63121, United States. Electronic address:
Background: Approximately 9 % of nursing faculty are Black (National League for Nursing, 2020). Black faculty seldom seek tenure and promotion. Tenure and promotion represent a professional and academic accomplishment, reflecting a scholar's ability to achieve success in research, teaching, and service.
View Article and Find Full Text PDFJ Prof Nurs
March 2025
University of Rhode Island, 39 Butterfield Rd, Kingston, RI 02881, United States of America. Electronic address:
Preceptors are essential in the clinical education of prelicensure registered nursing and advanced practice registered nursing students. However, there is a growing scarcity of preceptors available to provide clinical education. Additionally, preceptors have not uniformly received professional development in the practice of teaching that is essential in delivering high quality clinical education, and clinical education in nursing is an unfunded mandate.
View Article and Find Full Text PDFJ Prof Nurs
March 2025
Nursing Science department, Julius Center for Health Sciences and Primary Care, University Medical Centre Utrecht, Utrecht, the Netherlands; Nursing Science, Program in Clinical Health Sciences, University Medical Center Utrecht, Utrecht, the Netherlands.
Background: PhD prepared nurses advance nursing science through research and integration of findings into practice. They demonstrate expertise in research, education, patient care, and policy. Various professional competencies are required for success in research, clinical practice, and education.
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March 2025
Texas Woman's University, 304 Administration Dr, Denton, TX 76204, United States of America; Texas Tech University Health Science Center El Paso Gayle Greve Hunt School of Nursing, 130 Rick Francis, MSC 22001, El Paso, TX 79905, United States of America. Electronic address:
Background: There is a need to examine factors that can positively influence the retention of nursing educators and students as the nursing profession faces a nursing shortage. The nurse educator-student relationship is the most influential in academia and can affect retention. Focusing on the development of the relationship between the educator and the student may provide insight related to the new role required of the student in nursing academia to be successful.
View Article and Find Full Text PDFJ Prof Nurs
March 2025
Maryville University, 650 Maryville University Dr, Town and Country, MO 63141, United States of America.
Background: Current nursing instructional methods inadequately prepare students for complex healthcare settings, exacerbating challenges in new graduate competency and transition to practice. The introduction of standardized competencies marks a substantial shift in nursing education, posing a considerable challenge for faculty implementing these changes.
Purpose: This study examined the experiences of faculty implementing a competency-based education program utilizing The Essentials: Core Competencies for Professional Nursing Education (2021) in undergraduate Bachelor of Science in Nursing (BSN) education programs.
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