Promoting Safe Practice in New Graduate Nurses
This article reports research that examined how registered nurses in practice develop clinical judgment in new graduate nurses (NGNs) and how NGNs respond. Teaching themes were setting the tone for learning, use of cognitive-focused teaching-learning strategies, including mentoring thinking, debriefing and reflection, and using real-life scenarios. NGN responses were learning focused, emotional, or resistant. Recommendations to support development of clinical thinking are made.
Authors
- Ann Nielsen (ORCID: https://orcid.org/0000-0001-6682-5134)
- Mary Ann Jessee
- Janet Monagle (ORCID: https://orcid.org/0000-0003-4847-3360)
- Kathie Lasater (ORCID: https://orcid.org/0000-0002-4834-6460)
- Lisa Gonzalez
Institutions
- Northeastern University (US)
- Oregon Health & Science University (US)
- Vanderbilt University (US)
- Edinburgh Napier University (GB)
- College of Southern Maryland (US)
- Nielsen Engineering & Research (United States) (US)
Publication Details
- Journal
- Journal for Nurses in Professional Development
- Published
- 2024-09-02
- DOI
- https://doi.org/10.1097/nnd.0000000000001086
- Citations
- 1
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.54