The first year of professional employment as a Registered Nurse is an exciting yet somewhat stressful time for the new graduate nurse. Most health care institutions provide opportunities to make the transition from student nurse to professional nurse through a new graduate nurse orientation. These orientations vary widely in the amount of time allowed, the resources provided the new graduate nurses, and the experiences afforded the new graduate nurses. Much of the research of these orientation programs looks at the impact of the orientation on retention of new graduate nurses. The body of research in this dissertation attempts to identify how and education-based new graduate nurse orientation contributes to retention by identifying essential elements of that orientation. Through a single case, explanatory, holistic case study multiple sources of evidence including archival data, one-on-one interviews with new graduate nurses who completed the orientation program, and a focus group interview of new graduate nurses who completed the orientation program were examined to answer the question of how the orientation impacts retention and which elements are essential for retention, satisfaction, increased competency levels, and ease of transition for the new graduate nurse. Using a theoretical framework including Chickering's psychosocial model of development and Romiszowski's analysis of knowledge and skill development, it is concluded that preceptorship is the essential element of new graduate nurse orientation that promotes new graduate nurse retention, satisfaction, increased competency levels, and ease of transition. Preceptorships facilitate the socialization necessary in orientation for new graduate nurses' success by affecting all elements of young adult development as well as providing the necessary continuation of acquisition of nursing knowledge and skills for the novice nurse. Implications of these findings as well as suggestions for future research are provided.

Mentoring in Nursing and Healthcare: Supporting career and personal development is an innovative look into mentoring within nursing, and its implications for career success. It provides an up-to-date review of the current research and literature within mentoring in nursing and healthcare, drawing together the distinctive challenges facing nurses and their career development. It proposes new directions and practical ways forward for the future development of formal mentoring programmes in nursing. Offering fresh insight into mentoring principles and how these can be used beyond pre-registration nurse education to support personal career development. This is an essential book for all those commencing, continuing or returning to a nursing career. Key features: Addresses mentoring as a career development tool Focuses on the individual benefits of being a mentee and mentor and how this can aid professional development Both theoretical and practical material is presented Features case studies throughout book Supports nurses to develop their careers It is sector specific but has transferability across disciplines A summary chapter draws together common threads or theoretical perspectives. The book concludes with strategies for future research and progress

2007 AJN Book of the Year Winner! Designated a Doody's Core Title! Mentoring in Nursing will help inspire a more cohesive, flexible, and empowered nursing force, whether in academia, the hospital unit, or health care facility. Featuring: Definitions and components of the mentoring process Models and strategies: classic, multiple, and peer mentoring; precepting, coaching, or shadowing models Mentor and mentee perspectives Best practices in nurse mentoring, including multicultural competency Mentoring evaluation tools "It is incumbent then on all of us in the helping professions to be cognizant of the need for continued support and guidance of the elders, but the elders must also listen and learn from the young, and the young must help each other if the profession's covenant with the public is to be kept."--From the Foreword by Grayce Sills, PhD, RN

Transformative Learning Theory offers a uniquely inclusive methodology across all levels of nursing education for educators and students focused on common nursing arenas and situations. This is the only book to present practical, innovative strategies for novice and experienced nurse educators to apply Transformative Learning Theory in various curricula, courses, and learning situations. Geared for adult and returning students, the text addresses common learning issues from both learner and teacher perspectives, enabling educators and students to apply Transformative Learning to evaluate their own authentic transformation throughout their careers. Key Features: Offers a uniquely inclusive theory and methodology "Transformative Learning Theory" across degree levels for educators and students Includes practical learning strategies and activities for a broad nursing curriculum Addresses the needs of novice nurse educators with clinical, but limited pedagogical, expertise and experienced nurse educators seeking new frameworks and techniques Provides direct application for classroom, online, or hybrid learning environments Covers all aspects of simulation Designed for graduate nursing education courses