A case study of new nurses’ transition from university to work
Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fund...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Pullen, Darren [verfasserIn] Ahchay, Darrelle [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2022 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
Enthalten in: Teaching and learning in nursing - New York, NY [u.a.] : Elsevier, 2006, 17, Seite 282-295 |
|---|---|
| Übergeordnetes Werk: |
volume:17 ; pages:282-295 |
| DOI / URN: |
10.1016/j.teln.2022.04.004 |
|---|
| Katalog-ID: |
ELV008074844 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | ELV008074844 | ||
| 003 | DE-627 | ||
| 005 | 20230524164846.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230508s2022 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1016/j.teln.2022.04.004 |2 doi | |
| 035 | |a (DE-627)ELV008074844 | ||
| 035 | |a (ELSEVIER)S1557-3087(22)00043-9 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 082 | 0 | 4 | |a 610 |q DE-600 |
| 084 | |a 44.63 |2 bkl | ||
| 100 | 1 | |a Pullen, Darren |e verfasserin |0 (orcid)0000-0002-8033-614X |4 aut | |
| 245 | 1 | 0 | |a A case study of new nurses’ transition from university to work |
| 264 | 1 | |c 2022 | |
| 336 | |a nicht spezifiziert |b zzz |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. | ||
| 650 | 4 | |a Clinical placement | |
| 650 | 4 | |a New graduate nurse preparedness | |
| 650 | 4 | |a Nursing education | |
| 650 | 4 | |a Transition to practice | |
| 650 | 4 | |a University nursing training | |
| 700 | 1 | |a Ahchay, Darrelle |e verfasserin |0 (orcid)0000-0001-8747-9613 |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Teaching and learning in nursing |d New York, NY [u.a.] : Elsevier, 2006 |g 17, Seite 282-295 |h Online-Ressource |w (DE-627)565519360 |w (DE-600)2424501-X |w (DE-576)286489910 |x 1557-3087 |7 nnns |
| 773 | 1 | 8 | |g volume:17 |g pages:282-295 |
| 912 | |a GBV_USEFLAG_U | ||
| 912 | |a SYSFLAG_U | ||
| 912 | |a GBV_ELV | ||
| 912 | |a SSG-OLC-PHA | ||
| 912 | |a GBV_ILN_20 | ||
| 912 | |a GBV_ILN_22 | ||
| 912 | |a GBV_ILN_23 | ||
| 912 | |a GBV_ILN_24 | ||
| 912 | |a GBV_ILN_31 | ||
| 912 | |a GBV_ILN_32 | ||
| 912 | |a GBV_ILN_40 | ||
| 912 | |a GBV_ILN_60 | ||
| 912 | |a GBV_ILN_62 | ||
| 912 | |a GBV_ILN_63 | ||
| 912 | |a GBV_ILN_65 | ||
| 912 | |a GBV_ILN_69 | ||
| 912 | |a GBV_ILN_70 | ||
| 912 | |a GBV_ILN_73 | ||
| 912 | |a GBV_ILN_74 | ||
| 912 | |a GBV_ILN_90 | ||
| 912 | |a GBV_ILN_95 | ||
| 912 | |a GBV_ILN_100 | ||
| 912 | |a GBV_ILN_101 | ||
| 912 | |a GBV_ILN_105 | ||
| 912 | |a GBV_ILN_110 | ||
| 912 | |a GBV_ILN_151 | ||
| 912 | |a GBV_ILN_224 | ||
| 912 | |a GBV_ILN_370 | ||
| 912 | |a GBV_ILN_602 | ||
| 912 | |a GBV_ILN_702 | ||
| 912 | |a GBV_ILN_2001 | ||
| 912 | |a GBV_ILN_2003 | ||
| 912 | |a GBV_ILN_2004 | ||
| 912 | |a GBV_ILN_2005 | ||
| 912 | |a GBV_ILN_2006 | ||
| 912 | |a GBV_ILN_2008 | ||
| 912 | |a GBV_ILN_2011 | ||
| 912 | |a GBV_ILN_2014 | ||
| 912 | |a GBV_ILN_2015 | ||
| 912 | |a GBV_ILN_2020 | ||
| 912 | |a GBV_ILN_2021 | ||
| 912 | |a GBV_ILN_2025 | ||
| 912 | |a GBV_ILN_2026 | ||
| 912 | |a GBV_ILN_2027 | ||
| 912 | |a GBV_ILN_2034 | ||
| 912 | |a GBV_ILN_2038 | ||
| 912 | |a GBV_ILN_2044 | ||
| 912 | |a GBV_ILN_2048 | ||
| 912 | |a GBV_ILN_2049 | ||
| 912 | |a GBV_ILN_2050 | ||
| 912 | |a GBV_ILN_2055 | ||
| 912 | |a GBV_ILN_2056 | ||
| 912 | |a GBV_ILN_2059 | ||
| 912 | |a GBV_ILN_2061 | ||
| 912 | |a GBV_ILN_2064 | ||
| 912 | |a GBV_ILN_2065 | ||
| 912 | |a GBV_ILN_2068 | ||
| 912 | |a GBV_ILN_2088 | ||
| 912 | |a GBV_ILN_2111 | ||
| 912 | |a GBV_ILN_2112 | ||
| 912 | |a GBV_ILN_2113 | ||
| 912 | |a GBV_ILN_2118 | ||
| 912 | |a GBV_ILN_2122 | ||
| 912 | |a GBV_ILN_2129 | ||
| 912 | |a GBV_ILN_2143 | ||
| 912 | |a GBV_ILN_2147 | ||
| 912 | |a GBV_ILN_2148 | ||
| 912 | |a GBV_ILN_2152 | ||
| 912 | |a GBV_ILN_2153 | ||
| 912 | |a GBV_ILN_2190 | ||
| 912 | |a GBV_ILN_2232 | ||
| 912 | |a GBV_ILN_2336 | ||
| 912 | |a GBV_ILN_2470 | ||
| 912 | |a GBV_ILN_2507 | ||
| 912 | |a GBV_ILN_2522 | ||
| 912 | |a GBV_ILN_4035 | ||
| 912 | |a GBV_ILN_4037 | ||
| 912 | |a GBV_ILN_4046 | ||
| 912 | |a GBV_ILN_4112 | ||
| 912 | |a GBV_ILN_4125 | ||
| 912 | |a GBV_ILN_4126 | ||
| 912 | |a GBV_ILN_4242 | ||
| 912 | |a GBV_ILN_4251 | ||
| 912 | |a GBV_ILN_4305 | ||
| 912 | |a GBV_ILN_4313 | ||
| 912 | |a GBV_ILN_4322 | ||
| 912 | |a GBV_ILN_4323 | ||
| 912 | |a GBV_ILN_4324 | ||
| 912 | |a GBV_ILN_4325 | ||
| 912 | |a GBV_ILN_4326 | ||
| 912 | |a GBV_ILN_4333 | ||
| 912 | |a GBV_ILN_4334 | ||
| 912 | |a GBV_ILN_4335 | ||
| 912 | |a GBV_ILN_4338 | ||
| 912 | |a GBV_ILN_4393 | ||
| 936 | b | k | |a 44.63 |j Krankenpflege |
| 951 | |a AR | ||
| 952 | |d 17 |h 282-295 | ||
| author_variant |
d p dp d a da |
|---|---|
| matchkey_str |
article:15573087:2022----::cssuyfenretastofou |
| hierarchy_sort_str |
2022 |
| bklnumber |
44.63 |
| publishDate |
2022 |
| allfields |
10.1016/j.teln.2022.04.004 doi (DE-627)ELV008074844 (ELSEVIER)S1557-3087(22)00043-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Pullen, Darren verfasserin (orcid)0000-0002-8033-614X aut A case study of new nurses’ transition from university to work 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. Clinical placement New graduate nurse preparedness Nursing education Transition to practice University nursing training Ahchay, Darrelle verfasserin (orcid)0000-0001-8747-9613 aut Enthalten in Teaching and learning in nursing New York, NY [u.a.] : Elsevier, 2006 17, Seite 282-295 Online-Ressource (DE-627)565519360 (DE-600)2424501-X (DE-576)286489910 1557-3087 nnns volume:17 pages:282-295 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 17 282-295 |
| spelling |
10.1016/j.teln.2022.04.004 doi (DE-627)ELV008074844 (ELSEVIER)S1557-3087(22)00043-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Pullen, Darren verfasserin (orcid)0000-0002-8033-614X aut A case study of new nurses’ transition from university to work 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. Clinical placement New graduate nurse preparedness Nursing education Transition to practice University nursing training Ahchay, Darrelle verfasserin (orcid)0000-0001-8747-9613 aut Enthalten in Teaching and learning in nursing New York, NY [u.a.] : Elsevier, 2006 17, Seite 282-295 Online-Ressource (DE-627)565519360 (DE-600)2424501-X (DE-576)286489910 1557-3087 nnns volume:17 pages:282-295 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 17 282-295 |
| allfields_unstemmed |
10.1016/j.teln.2022.04.004 doi (DE-627)ELV008074844 (ELSEVIER)S1557-3087(22)00043-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Pullen, Darren verfasserin (orcid)0000-0002-8033-614X aut A case study of new nurses’ transition from university to work 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. Clinical placement New graduate nurse preparedness Nursing education Transition to practice University nursing training Ahchay, Darrelle verfasserin (orcid)0000-0001-8747-9613 aut Enthalten in Teaching and learning in nursing New York, NY [u.a.] : Elsevier, 2006 17, Seite 282-295 Online-Ressource (DE-627)565519360 (DE-600)2424501-X (DE-576)286489910 1557-3087 nnns volume:17 pages:282-295 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 17 282-295 |
| allfieldsGer |
10.1016/j.teln.2022.04.004 doi (DE-627)ELV008074844 (ELSEVIER)S1557-3087(22)00043-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Pullen, Darren verfasserin (orcid)0000-0002-8033-614X aut A case study of new nurses’ transition from university to work 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. Clinical placement New graduate nurse preparedness Nursing education Transition to practice University nursing training Ahchay, Darrelle verfasserin (orcid)0000-0001-8747-9613 aut Enthalten in Teaching and learning in nursing New York, NY [u.a.] : Elsevier, 2006 17, Seite 282-295 Online-Ressource (DE-627)565519360 (DE-600)2424501-X (DE-576)286489910 1557-3087 nnns volume:17 pages:282-295 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 17 282-295 |
| allfieldsSound |
10.1016/j.teln.2022.04.004 doi (DE-627)ELV008074844 (ELSEVIER)S1557-3087(22)00043-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Pullen, Darren verfasserin (orcid)0000-0002-8033-614X aut A case study of new nurses’ transition from university to work 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. Clinical placement New graduate nurse preparedness Nursing education Transition to practice University nursing training Ahchay, Darrelle verfasserin (orcid)0000-0001-8747-9613 aut Enthalten in Teaching and learning in nursing New York, NY [u.a.] : Elsevier, 2006 17, Seite 282-295 Online-Ressource (DE-627)565519360 (DE-600)2424501-X (DE-576)286489910 1557-3087 nnns volume:17 pages:282-295 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 17 282-295 |
| language |
English |
| source |
Enthalten in Teaching and learning in nursing 17, Seite 282-295 volume:17 pages:282-295 |
| sourceStr |
Enthalten in Teaching and learning in nursing 17, Seite 282-295 volume:17 pages:282-295 |
| format_phy_str_mv |
Article |
| bklname |
Krankenpflege |
| institution |
findex.gbv.de |
| topic_facet |
Clinical placement New graduate nurse preparedness Nursing education Transition to practice University nursing training |
| dewey-raw |
610 |
| isfreeaccess_bool |
false |
| container_title |
Teaching and learning in nursing |
| authorswithroles_txt_mv |
Pullen, Darren @@aut@@ Ahchay, Darrelle @@aut@@ |
| publishDateDaySort_date |
2022-01-01T00:00:00Z |
| hierarchy_top_id |
565519360 |
| dewey-sort |
3610 |
| id |
ELV008074844 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV008074844</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230524164846.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230508s2022 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.teln.2022.04.004</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV008074844</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S1557-3087(22)00043-9</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">44.63</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Pullen, Darren</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0002-8033-614X</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">A case study of new nurses’ transition from university to work</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2022</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Clinical placement</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">New graduate nurse preparedness</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Nursing education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Transition to practice</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">University nursing training</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Ahchay, Darrelle</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0001-8747-9613</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Teaching and learning in nursing</subfield><subfield code="d">New York, NY [u.a.] : Elsevier, 2006</subfield><subfield code="g">17, Seite 282-295</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)565519360</subfield><subfield code="w">(DE-600)2424501-X</subfield><subfield code="w">(DE-576)286489910</subfield><subfield code="x">1557-3087</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">pages:282-295</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_32</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_90</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_100</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_101</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_224</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_702</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2001</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2003</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2004</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2005</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2006</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2008</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2011</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2015</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2020</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2021</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2025</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2026</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2027</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2034</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2038</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2048</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2049</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2050</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2055</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2056</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2059</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2061</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2064</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2065</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2068</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2088</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2111</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2113</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2118</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2122</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2129</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2143</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2147</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2148</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2152</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2153</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2190</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2232</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2336</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2470</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2507</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2522</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4035</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4046</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4242</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4251</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4333</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4334</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4393</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">44.63</subfield><subfield code="j">Krankenpflege</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">17</subfield><subfield code="h">282-295</subfield></datafield></record></collection>
|
| author |
Pullen, Darren |
| spellingShingle |
Pullen, Darren ddc 610 bkl 44.63 misc Clinical placement misc New graduate nurse preparedness misc Nursing education misc Transition to practice misc University nursing training A case study of new nurses’ transition from university to work |
| authorStr |
Pullen, Darren |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)565519360 |
| format |
electronic Article |
| dewey-ones |
610 - Medicine & health |
| delete_txt_mv |
keep |
| author_role |
aut aut |
| collection |
elsevier |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
1557-3087 |
| topic_title |
610 DE-600 44.63 bkl A case study of new nurses’ transition from university to work Clinical placement New graduate nurse preparedness Nursing education Transition to practice University nursing training |
| topic |
ddc 610 bkl 44.63 misc Clinical placement misc New graduate nurse preparedness misc Nursing education misc Transition to practice misc University nursing training |
| topic_unstemmed |
ddc 610 bkl 44.63 misc Clinical placement misc New graduate nurse preparedness misc Nursing education misc Transition to practice misc University nursing training |
| topic_browse |
ddc 610 bkl 44.63 misc Clinical placement misc New graduate nurse preparedness misc Nursing education misc Transition to practice misc University nursing training |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Teaching and learning in nursing |
| hierarchy_parent_id |
565519360 |
| dewey-tens |
610 - Medicine & health |
| hierarchy_top_title |
Teaching and learning in nursing |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)565519360 (DE-600)2424501-X (DE-576)286489910 |
| title |
A case study of new nurses’ transition from university to work |
| ctrlnum |
(DE-627)ELV008074844 (ELSEVIER)S1557-3087(22)00043-9 |
| title_full |
A case study of new nurses’ transition from university to work |
| author_sort |
Pullen, Darren |
| journal |
Teaching and learning in nursing |
| journalStr |
Teaching and learning in nursing |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
600 - Technology |
| recordtype |
marc |
| publishDateSort |
2022 |
| contenttype_str_mv |
zzz |
| container_start_page |
282 |
| author_browse |
Pullen, Darren Ahchay, Darrelle |
| container_volume |
17 |
| class |
610 DE-600 44.63 bkl |
| format_se |
Elektronische Aufsätze |
| author-letter |
Pullen, Darren |
| doi_str_mv |
10.1016/j.teln.2022.04.004 |
| normlink |
(ORCID)0000-0002-8033-614X (ORCID)0000-0001-8747-9613 |
| normlink_prefix_str_mv |
(orcid)0000-0002-8033-614X (orcid)0000-0001-8747-9613 |
| dewey-full |
610 |
| author2-role |
verfasserin |
| title_sort |
a case study of new nurses’ transition from university to work |
| title_auth |
A case study of new nurses’ transition from university to work |
| abstract |
Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. |
| abstractGer |
Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. |
| abstract_unstemmed |
Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs. |
| collection_details |
GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 |
| title_short |
A case study of new nurses’ transition from university to work |
| remote_bool |
true |
| author2 |
Ahchay, Darrelle |
| author2Str |
Ahchay, Darrelle |
| ppnlink |
565519360 |
| mediatype_str_mv |
c |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1016/j.teln.2022.04.004 |
| up_date |
2024-07-06T18:27:12.185Z |
| _version_ |
1803855260220915712 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV008074844</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230524164846.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230508s2022 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.teln.2022.04.004</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV008074844</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S1557-3087(22)00043-9</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">44.63</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Pullen, Darren</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0002-8033-614X</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">A case study of new nurses’ transition from university to work</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2022</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Aim: To explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice.Background: Nursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice.Method: The researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation.Results: A total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences.Conclusion: Transition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Clinical placement</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">New graduate nurse preparedness</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Nursing education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Transition to practice</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">University nursing training</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Ahchay, Darrelle</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0001-8747-9613</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Teaching and learning in nursing</subfield><subfield code="d">New York, NY [u.a.] : Elsevier, 2006</subfield><subfield code="g">17, Seite 282-295</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)565519360</subfield><subfield code="w">(DE-600)2424501-X</subfield><subfield code="w">(DE-576)286489910</subfield><subfield code="x">1557-3087</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">pages:282-295</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_32</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_90</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_100</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_101</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_224</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_702</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2001</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2003</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2004</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2005</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2006</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2008</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2011</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2015</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2020</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2021</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2025</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2026</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2027</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2034</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2038</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2048</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2049</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2050</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2055</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2056</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2059</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2061</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2064</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2065</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2068</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2088</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2111</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2113</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2118</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2122</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2129</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2143</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2147</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2148</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2152</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2153</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2190</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2232</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2336</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2470</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2507</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2522</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4035</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4046</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4242</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4251</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4333</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4334</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4393</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">44.63</subfield><subfield code="j">Krankenpflege</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">17</subfield><subfield code="h">282-295</subfield></datafield></record></collection>
|
| score |
7.398837 |