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dc.contributor.authorBoyer, Susan
dc.description.abstractWhile academic nursing programs teach the concepts and theory of providing care, these programs cannot provide sufficient experiential learning to prepare the nurse for all that might be faced in diverse clinical practice settings. As a result, each nurse faces transition to practice hardships with the first nursing role and again each time the clinical setting changes. The Specialty Nurse Residency intervention offers support and instruction during the crucial transition period. Efficacy of the intervention is evaluated based on data analysis from pre and post-intervention survey responses. This quantitative, descriptive study solicits feedback from experienced staff to answer the question: Are the positive outcomes of the Specialty Nurse Residency program reproducible in specialty units other than the Burn ICU as evidenced by preceptor, manager and educator feedback before and after program implementation? The intervention engages new-to-specialty nurses within an evidence-based support system that validates competence and development of clinical reasoning skills. Preceptor development and support are key elements of intervention and program delivery, as these crucial staff members safeguard program and learner success.en_US
dc.publisherVirginia Techen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.titleImpact of Nurse Residency Program on Transition to Specialty Practiceen_US
dc.contributor.departmentNursing Educationen_US
dc.description.degreeDoctorate of Nursing Practiceen_US of Nursing Practiceen_US Sentinel Universityen_US
dc.contributor.committeechairBeard, Eddieen_US
dc.contributor.committeememberMann-Salinas, Elizabeth

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Attribution-NonCommercial-NoDerivs 3.0 United States
License: Attribution-NonCommercial-NoDerivs 3.0 United States