Abstract
Purpose: To analyze, summarize and deliver a comprehensive understanding of the current knowledge of new graduate nurses’ readiness to practise upon entrance to the workplace. Method: A narrative review conducted to pull together the current knowledge on new graduate nurses’ readiness to practise. The review considered both empirical quantitative and qualitative studies published from 2000 to 2019, which addressed and focused explicitly on undergraduate nursing students and new graduates' readiness or preparedness to practise. Results: Problem-based and reflective learning enhanced students' learning independence and developed their critical thinking and problem-solving skills. Also, effective students' supervision, enough support during clinical experiences, and building a strong collaborative relationship between nursing programs and clinical areas improved students’ learning, academic achievement, and smooth translation of theory to practice. Conclusion: Clinical experiences were the mainstay of nursing preparation as they provided nursing students with the required learning opportunities to practise nursing skills and consolidate the knowledge in real-life settings. © 2020 King Saud bin Abdulaziz University for Health Sciences
Recommended Citation
AlMekkawi, Mohamad and El Khalil, Rouwida
(2020)
"New Graduate Nurses’ Readiness to Practise: A Narrative Literature Review,"
Health Professions Education: Vol. 6:
Iss.
3, Article 8.
DOI: 10.1016/j.hpe.2020.05.008
Available at:
https://hpe.researchcommons.org/journal/vol6/iss3/8
