Tuesday, 18 September 2018: 10:00 AM
Nursing faculty recognize students not only need academic support, but they also need soft skills development to
enhance professional nursing role socialization. The organization being referenced in this presentation incorporates a holistic approach to nursing education aimed at developing a nursing professional enabled to engage, critically think, self-reflect, and manage stress associated with education in preparation for transition to
the graduate nurse role. This is accomplished through the LEAD (Learning, Education, And Development for
Future Nurse Leaders) Series. The LEAD Series is made possible through an effective partnership between
School of Nursing (SON) faculty and the Office of Student Affairs.
Professional nursing role socialization plays a critical role in the acquisition and retention of graduate nurses.
Hospital organizations are experiencing unusually high rates of attrition amongst graduate nurses. A recent study
suggests that an estimated 17.5% of newly-licensed registered nurses leave their first nursing job in the first year,
and one in three (33.5%) leave within two years (RWJF, 2014). Duschscher and Cowin (2004) performed a
qualitative study focused on the marginalization of new nursing graduates and found that new graduates
experience a high level of “reality shock” and an impractical idea of role expectations. New nurses report a lack of
orientation to the nursing role and development of their professional identity as a registered nurse (Thomka,
2001). The first year of employment is known to be both a challenging and sensitive time as graduate nurses
begin to identify with a new role while adjusting to the novelty of being a graduate nurse (Takase, Nakayoshi, &
Teraoka, 2012). It is vital that students are adequately prepared for the “reality” of nursing, and academic
institutions must assist the student in professional nursing role socialization prior to transitioning as a graduate
nurse (Duschcher & Cowen, 2004).
In response to nursing shortages and the demands of the profession, the Institute of Medicine (IOM) has
challenged nursing education in the Future of Nursing Report (2010) to graduate highly-educated nurses who are
well-rounded and proficient as professional nurses. The IOM has called for nurses to not only be educated in the
science of nursing but also to be equipped for decision making, quality improvement, systems thinking and
leadership (Institute of Medicine, 2010). Additionally, effective communication and interprofessional teamwork are essential competencies for the graduate nurse (QSEN, 2014). Patient care in various settings continues to
become more complex, and nursing care remains a highly stressful and demanding role. Graduate nurses must
be confident in their abilities to manage complex situations while advocating for patients and patients’ safety
(QSEN, 2014).
Recognizing that graduate nurses and future nurse leaders must be versatile and trained in qualities outside of
healthcare knowledge, TTUHSC SON faculty and the Office of Student Affairs have partnered to offer
baccalaureate nursing students supplemental programs to promote professional nursing role socialization.
Students are offered the LEAD Series which consists of seminars teaching leadership and communication, critical
thinking, and self-regulation. Additional seminars to be added include Emotional Intelligence 2.0 (Bradberry, 2009)
and Strengths Finders 2.0 (Rath, 2007).
The LEAD series partnership between faculty and student affairs has proven successful. The true partnership
between faculty and student affairs has created a shared language and mutual responsibility to foster and enrich
the students experience and education. Additionally, faculty members can focus on curriculum development,
pedagogy and research while student affairs professionals focus on creating learning opportunities outside of the
classroom and enhancing the resources for students. Marrying these talents through an effective partnership
between faculty and student affairs provides a foundation for students to strengthen skills, use critical thinking and
be active members of a powerful learning environment (Barr & Tagg, 1995).
Data collected from anonymous student surveys demonstrate improved communication, critical thinking, and
stress-management after participating in the LEAD series. Students reported the communication seminar greatly
increased skills and confidence when communicating with peers, faculty, and standardized patients. One student
commented, “I feel more confident in myself and learned different skills on how to effectively communicate and
express my thoughts and ideas.” Eighty-seven percent of respondents reported an improvement in their
communication skills after attending the seminar.
Additionally, students positively reported the critical thinking series improved their test-taking abilities. A student
reported, “After the presentation, I used the information provided in the presentation and applied it to my exams. It
worked!!” Another student said, “It helped me learn how to critically think about NCLEX questions.” More than
50% of students reported an improvement in their ability to explain and use critical thinking and clinical reasoning.
After the stress-management seminar, students reported being grateful for new coping mechanisms and
awareness of resources available to assist them in a variety of high-stress situations. Greater than 59% of
students reported using healthy coping mechanisms such as sleeping, exercising, and hanging out with/talking to
friends. The self-regulation series also introduced additional self-regulation techniques. One student reported, “It
gave me new coping mechanisms to deal with the stress. I am better able to deal with my stress now.”
An expected outcome through the LEAD series also includes an increase in students’ self-efficacy. In nursing,
self-efficacy is vital for providing safe quality care. Increasing self-efficacy in students can cultivate confidence
and independence (Bandura, 1993). Gibbons (2014) claims providing positive support is an effective strategy to
increase students’ self-efficacy and their overall well-being. With a partnership between both faculty and student
affairs, nursing students are continuously reminded of the support and strategies provided in order to succeed not
only in nursing school, but in their professional role as a nurse.
An environment conducive to effective teaching and learning is fundamental to education. A multi-modal approach
is needed to cultivate development of well-rounded nursing professionals ready to transition to practice. The
LEAD series successfully fosters students’ abilities to engage, critically think, self-reflect, and self-regulate.
Continuation of and expansion upon these efforts throughout the curriculum will further enhance development of
professional nurses’ preparedness to enter the workforce well-equipped to become nurse leaders.
enhance professional nursing role socialization. The organization being referenced in this presentation incorporates a holistic approach to nursing education aimed at developing a nursing professional enabled to engage, critically think, self-reflect, and manage stress associated with education in preparation for transition to
the graduate nurse role. This is accomplished through the LEAD (Learning, Education, And Development for
Future Nurse Leaders) Series. The LEAD Series is made possible through an effective partnership between
School of Nursing (SON) faculty and the Office of Student Affairs.
Professional nursing role socialization plays a critical role in the acquisition and retention of graduate nurses.
Hospital organizations are experiencing unusually high rates of attrition amongst graduate nurses. A recent study
suggests that an estimated 17.5% of newly-licensed registered nurses leave their first nursing job in the first year,
and one in three (33.5%) leave within two years (RWJF, 2014). Duschscher and Cowin (2004) performed a
qualitative study focused on the marginalization of new nursing graduates and found that new graduates
experience a high level of “reality shock” and an impractical idea of role expectations. New nurses report a lack of
orientation to the nursing role and development of their professional identity as a registered nurse (Thomka,
2001). The first year of employment is known to be both a challenging and sensitive time as graduate nurses
begin to identify with a new role while adjusting to the novelty of being a graduate nurse (Takase, Nakayoshi, &
Teraoka, 2012). It is vital that students are adequately prepared for the “reality” of nursing, and academic
institutions must assist the student in professional nursing role socialization prior to transitioning as a graduate
nurse (Duschcher & Cowen, 2004).
In response to nursing shortages and the demands of the profession, the Institute of Medicine (IOM) has
challenged nursing education in the Future of Nursing Report (2010) to graduate highly-educated nurses who are
well-rounded and proficient as professional nurses. The IOM has called for nurses to not only be educated in the
science of nursing but also to be equipped for decision making, quality improvement, systems thinking and
leadership (Institute of Medicine, 2010). Additionally, effective communication and interprofessional teamwork are essential competencies for the graduate nurse (QSEN, 2014). Patient care in various settings continues to
become more complex, and nursing care remains a highly stressful and demanding role. Graduate nurses must
be confident in their abilities to manage complex situations while advocating for patients and patients’ safety
(QSEN, 2014).
Recognizing that graduate nurses and future nurse leaders must be versatile and trained in qualities outside of
healthcare knowledge, TTUHSC SON faculty and the Office of Student Affairs have partnered to offer
baccalaureate nursing students supplemental programs to promote professional nursing role socialization.
Students are offered the LEAD Series which consists of seminars teaching leadership and communication, critical
thinking, and self-regulation. Additional seminars to be added include Emotional Intelligence 2.0 (Bradberry, 2009)
and Strengths Finders 2.0 (Rath, 2007).
The LEAD series partnership between faculty and student affairs has proven successful. The true partnership
between faculty and student affairs has created a shared language and mutual responsibility to foster and enrich
the students experience and education. Additionally, faculty members can focus on curriculum development,
pedagogy and research while student affairs professionals focus on creating learning opportunities outside of the
classroom and enhancing the resources for students. Marrying these talents through an effective partnership
between faculty and student affairs provides a foundation for students to strengthen skills, use critical thinking and
be active members of a powerful learning environment (Barr & Tagg, 1995).
Data collected from anonymous student surveys demonstrate improved communication, critical thinking, and
stress-management after participating in the LEAD series. Students reported the communication seminar greatly
increased skills and confidence when communicating with peers, faculty, and standardized patients. One student
commented, “I feel more confident in myself and learned different skills on how to effectively communicate and
express my thoughts and ideas.” Eighty-seven percent of respondents reported an improvement in their
communication skills after attending the seminar.
Additionally, students positively reported the critical thinking series improved their test-taking abilities. A student
reported, “After the presentation, I used the information provided in the presentation and applied it to my exams. It
worked!!” Another student said, “It helped me learn how to critically think about NCLEX questions.” More than
50% of students reported an improvement in their ability to explain and use critical thinking and clinical reasoning.
After the stress-management seminar, students reported being grateful for new coping mechanisms and
awareness of resources available to assist them in a variety of high-stress situations. Greater than 59% of
students reported using healthy coping mechanisms such as sleeping, exercising, and hanging out with/talking to
friends. The self-regulation series also introduced additional self-regulation techniques. One student reported, “It
gave me new coping mechanisms to deal with the stress. I am better able to deal with my stress now.”
An expected outcome through the LEAD series also includes an increase in students’ self-efficacy. In nursing,
self-efficacy is vital for providing safe quality care. Increasing self-efficacy in students can cultivate confidence
and independence (Bandura, 1993). Gibbons (2014) claims providing positive support is an effective strategy to
increase students’ self-efficacy and their overall well-being. With a partnership between both faculty and student
affairs, nursing students are continuously reminded of the support and strategies provided in order to succeed not
only in nursing school, but in their professional role as a nurse.
An environment conducive to effective teaching and learning is fundamental to education. A multi-modal approach
is needed to cultivate development of well-rounded nursing professionals ready to transition to practice. The
LEAD series successfully fosters students’ abilities to engage, critically think, self-reflect, and self-regulate.
Continuation of and expansion upon these efforts throughout the curriculum will further enhance development of
professional nurses’ preparedness to enter the workforce well-equipped to become nurse leaders.
See more of: The Curriculum Beyond the Curriculum: Developing the Whole Nursing Professional
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