Newly Licensed RN Competency: An Analysis of Practice Setting Expectations and Perceptions

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CE Test Questions Learning Outcome: By the conclusion of this activity, a majority of the participants will demonstrate knowledge of issues surrounding effective transition to practice for newly licensed RNs (NLRNs) by achieving a passing score on the posttest. Learning Objectives: After completing this continuing professional development activity, the participant will apply knowledge gained to: Identify the skills gap faced by healthcare organizations in onboarding newly licensed RNs (NLRNs). Evaluate differences in assessment strategies used in transition-to-practice (TTP) programs implemented by healthcare organizations. Describe training methods, standards, and rating scales used in NLRN transition-to-practice programs. What primary concern about transitioning NLRNs into professional practice led to the formation of the international task force identified in the article? industry-wide shortage of qualified preceptors lack of published nursing standards and frameworks variability in methods of assessing clinical competence What gap does the analysis highlight between nursing academia and professional practice? differing expectations and measurement of core skill competencies simulations are not used by professional organizations for assessment NLRNs’ academic knowledge is not tested during onboarding According to Harrison et al. (2020) and Masso et al. (2022), which factor significantly impacts NLRNs’ successful transition to practice? the type of clinical experiences received during nursing education a well-structured and formalized approach to transition support self-assessment, paper documentation and computer-based testing Which national standard was most often used by participating organizations in developing core competency training? ANA Scope and Standard of Practice Donna Wright Competency Assessment Model AACN Essentials of Baccalaureate Education Which area of competence for entry into practice emerged from the practice organizations’ presentations? accurate and independent performance of specialty skills ability to manage multiple complex patient assignments interpersonal practice, teamwork, and communication How did the participating organizations differ in their frequency of NLRN competency reassessment during the training progression? reassessments were always performed on a monthly basis reassessments varied from every shift to periodic intervals reassessment consistently occurred at the end of the NLRN’s first year What model was considered essential by all the participating organizations for onboarding NLRNs? one-to-one preceptorship nurse-led group orientation classroom lecture and simulation What method was most commonly used by participating organizations to assess NLRN competencies? computer-based modules and simulation activities centralized classroom discussion and role-play observation of care provided, self-assessment, and tests In the 3-level rating scale example in the article, Level 2 proficiency indicates that the nurse is able to perform the task with coaching from preceptor. perform the task independently. assess and validate the skill for others. The authors point out the importance of preceptor training in how to give meaningful feedback to their NLRNs to identify gaps in practice, improve skills, and build confidence. enable measurement of preceptor competence. reduce the amount of time spent on specific skills.