Methods: A power analysis was performed using and G*Power to determine appropriate sample size, n = 51. Newly graduated, non-experienced, newly hired RNs who may have already taken or are preparing to take the National Council Licensure Examination (NCLEX) will be solicited for participation. This population was chosen selected because these are the individuals who experience role transition from student nurse to practicing nurse. Nurses, who currently serve as preceptors, will be solicited to attend training on CA. The training will include a preceptor manual, which will illustrate the principles of, and activities of CA, along with weekly clinical guidelines. The primary investigator using the ADDIE model for instructional design, review of literature information, and over twenty years of preceptor experience developed the manual.
The Casey-Fink Graduate Nurse Experience Survey (CFGNES) will be administered at the beginning of the clinical orientation and again at the end of the clinical orientation. This instrument was chosen because it generates data regarding the NGNs transition into practice, confidence, skill set, and aspects of job satisfaction. Additionally, data will be collected from a focus group of both NGNs and preceptors at the end of the orientation process. It is believed that the data collected both quantitatively and qualitatively will answer the research questions.
Data Analysis: Quantitative data analysis will be conducted with the latest version of SPSS, using independent sample t-tests. Qualitative data will be recorded and transcribed during the coding process using NVivo.
Results: It is expected that there will be an increase in confidence, skills and ease of transition to practice at the end of the clinical, preceptorship orientation process. Which could help with new nurse retention, improved patient safety, and improved patient outcomes.
Conclusion: Newly graduated nurses have a high rate of job turnover as they begin the transition from student nurse to practicing nurse. Nursing literature cites lack of confidence, skills, and stress as significant factors for NGNs during the transition to practice progression. Preceptor-based training is frequently utilized during the orientation phase as a means of support for NGNs. However, a gap exists in the literature regarding an exact pedagogical strategy for preceptorships, both during hospital clinical orientation and academic clinical preceptorships. This study will employ CA as an instructional strategy during the preceptorship phase of orientation to investigate its effectiveness as a transition to practice strategy.