Facilitating New Graduate Transition

Approved:                  January 2010 

Approved by:             National Assembly

 

WHEREAS the first 3-4 months of professional nursing practice is a critical transition period.

WHEREAS new nurses require support in order to effectively and safely navigate through this transition period.

 

BE IT RESOLVED that the Canadian Nursing Students’ Association raise awareness among its members surrounding the transition experience and disseminate tools and resources aimed at aiding students in preparing for and navigating through this transition.

BE IT FURTHER RESOLVED that the Canadian Nursing Students’ Association lobby for mentored, supernumerary, and full-time employment following graduation.

BE IT FURTHER RESOLVED that the Canadian Nursing Students’ Association promote healthy workplace environments conducive to recruitment and retention of all nurses, and above all, patient safety.

 

Submitted by:

Erin Lindsay Croal (McMaster University - Conestoga College Campus)

 

References

Advisory Committee on Health and Human Resources. (2002). Our health our future: Creating quality workplaces for Canadian nurses. Ottawa, Ontario, Canada: Health Canada.

Canadian Nurses Association. (2002). Planning for the future: Nursing human resources projections. Retrieved November 7, 2009 from http://www.cnanurses.ca/CNA/documents/pdf/publications/Planning_for_the_future_June_2002_e.pdf

Canadian Nurses Association. (2006). Registered nursing education in Canada: 2004 snapshot. Retrieved November 7, 2009 from http://www.cnaaiic.ca/CNA/documents/pdf/publications/Nursing_Education_Snapshot_2004_2005_e.pdf

Candela, L. & Bowles, C. (2008). Recent RN graduate perceptions of educational preparation. Nursing Education Perspectives, 29(5), 266-271.

College of Nurses of Ontario. (2009). National competencies in the context of entry-level registered nurse practice. Toronto, Ontario, Canada: College of Nurses of Ontario.

Duchscher, J. E. B. (2008). A process of becoming: The stages of new nursing graduate professional role transition. The Journal of Continuing Education in Nursing, 39(10), 441-450.

Duchscher, J.E.B. (2009). Transition shock: The initial stage of role adaptation for newly graduated Registered Nurses. Journal of Advanced Nursing, 65(5), 1103-1113.

Dyess, S.M. & Sherman, R.O. (2009). The first year of practice: New graduate nurses’ transition and learning needs. The Journal of Continuing Education in Nursing, 40(9).

Lavoie-Tremblay, M., O’Brien-Pallas, L., Gelinas, C., Desforges, N., & Marchionni, C. (2008). Addressing the turnover issue among new nurses from a generational viewpoint. Journal of Nursing Management, 16, 724-733.

Mitchell, G.J. (2003). Nursing shortage or nursing famine: Looking beyond numbers? Nursing Science Quarterly, 16(3), 219-224.

 

Approved:                  January 2010

Approved by:                        National Assembly

 

WHEREAS the first 3-4 months of professional nursing practice is a critical transition period.

WHEREAS new nurses require support in order to effectively and safely navigate through this transition period.

 

BE IT RESOLVED that the Canadian Nursing Students’ Association raise awareness among its members surrounding the transition experience and disseminate tools and resources aimed at aiding students in preparing for and navigating through this transition.

BE IT FURTHER RESOLVED that the Canadian Nursing Students’ Association lobby for mentored, supernumerary, and full-time employment following graduation.

BE IT FURTHER RESOLVED that the Canadian Nursing Students’ Association promote healthy workplace environments conducive to recruitment and retention of all nurses, and above all, patient safety.

 

Submitted by:

Erin Lindsay Croal (McMaster University - Conestoga College Campus)

 

References

Advisory Committee on Health and Human Resources. (2002). Our health our future: Creating quality workplaces for Canadian nurses. Ottawa, Ontario, Canada: Health Canada.

Canadian Nurses Association. (2002). Planning for the future: Nursing human resources projections. Retrieved November 7, 2009 from http://www.cnanurses.ca/CNA/documents/pdf/publications/Planning_for_the_future_June_2002_e.pdf

Canadian Nurses Association. (2006). Registered nursing education in Canada: 2004 snapshot. Retrieved November 7, 2009 from http://www.cnaaiic.ca/CNA/documents/pdf/publications/Nursing_Education_Snapshot_2004_2005_e.pdf

Candela, L. & Bowles, C. (2008). Recent RN graduate perceptions of educational preparation. Nursing Education Perspectives, 29(5), 266-271.

College of Nurses of Ontario. (2009). National competencies in the context of entry-level registered nurse practice. Toronto, Ontario, Canada: College of Nurses of Ontario.

Duchscher, J. E. B. (2008). A process of becoming: The stages of new nursing graduate professional role transition. The Journal of Continuing Education in Nursing, 39(10), 441-450.

Duchscher, J.E.B. (2009). Transition shock: The initial stage of role adaptation for newly graduated Registered Nurses. Journal of Advanced Nursing, 65(5), 1103-1113.

Dyess, S.M. & Sherman, R.O. (2009). The first year of practice: New graduate nurses’ transition and learning needs. The Journal of Continuing Education in Nursing, 40(9).

Lavoie-Tremblay, M., O’Brien-Pallas, L., Gelinas, C., Desforges, N., & Marchionni, C. (2008). Addressing the turnover issue among new nurses from a generational viewpoint. Journal of Nursing Management, 16, 724-733.

Mitchell, G.J. (2003). Nursing shortage or nursing famine: Looking beyond numbers? Nursing Science Quarterly, 16(3), 219-224.