Examining the Impact of a Dedicated Education Unit on New Graduate Nurses' Transition to Practice

The nursing workforce is the foundation of a strong healthcare system. In 2010, the Institute of Medicine’s (IOM) report, The Future of Nursing: Leading Changes, Advancing Health 2010 Focus on Education identified that the majority of new graduate nurses (NGN) were not adequately prepared to assume the challenging and complex role of today’s professional nurse. During that same year, the Carnegie Foundation for the Advancement of Teaching released a report calling for a “radical transformation” in nurse education. Despite recommendations to address this crisis, adequately preparing new graduate nurses (NGNs) for contemporary practice remains a challenge. Unprepared NGNs experience stress. Increased stress affects transition into practice thereby, negatively affecting job satisfaction and retention rates, increasing attrition and health care costs, and compromising patient safety. The purpose of this study was to examine the impact of a Dedicated Education Unit (DEU) on NGNs’ transition into practice. A mixed method design was used. New Graduate Nurses in this study were alumni from the same BSN program who participated in either a DEU or a Traditional Clinical (TC) model for their senior clinical experience N=137 (DEU=83 and TC [non DEU =54]). The survey examined and compared the two group’s comfort and confidence in performing nursing skills and difficulties transitioning into the role of the professional nurse. Acute Care Nurse Managers (N=9) who have hired and worked with NGNs from both groups were interviewed. Quantitative findings identified that NGNs with DEU experience felt more comfortable making suggestions for changes to the nursing plan of care (p < 0.04) and more supported by nurses on the unit (p < 0.031) than non DEU NGNs. Qualitative findings suggested that overall NGNs with DEU experience were more confident and comfortable within the professional environment and possessed stronger leadership skills. Academic and practice organizations are urged to collaborate to address this crisis.This study activates knowledge transformation and creates synergies for professional development within practice and education. The impact of initiating collaborative clinical teaching models on NGNs’ transition into practice warrants further investigation and promotes scholarly connections and collaboration among nurses in practice, education, and research globally.