Nursing leaders continue to voice concerns over new nurse graduates’ performance problems. Gaps in new nurse graduate practice and performance problems have been identified primarily using nursing theoretical models. The key objective of this research was to examine new nurse performance through the lens of a human performance model. Using Gilbert’s (1978) updated Behavior Engineering Model (Chevalier, 2003), this study examined the performance of acute pediatric new nurse graduates with 3-15 months of experience in an urban Northeast United States hospital. The New Graduate Nurse Performance Survey (The Nurse Executive Center, 2007) and the updated PRObing BEhavior (Chevalier & Hersey, 2005) questionnaire were used to assess how new nurse graduates rated their performance, work environment, and individual behavior, as well as to identify the environmental and individual factors that support and inhibit their performance. Using a mixed method design, quantitative and qualitative data were collected by means of a web-based survey. Findings revealed new nurse graduates were satisfied with their clinical performance and clinical skills and rated their work environment and individual behavior as satisfactory. Communication, receiving adequate resources, a supportive work setting, and organizational incentives supported new nurse graduates’ work environment. Inadequate feedback, in addition to challenges with preceptors and patient care technicians, inhibited new nurse graduates’ performance. Clinical training programs were found to support new nurse graduates’ performance, whereas difficulties with managing job-related stress, lack of self-care, and strained working relationships with support staff, inhibited their performance. Implications from this study are that nursing leaders and nursing educators should assess the unique needs of their new nurse graduates. This would allow healthcare organizations to design and implement tailored strategies and programs to support their novice nurses’ specialized needs. In addition, nursing leaders can tackle barriers to their new nurse graduates’ nursing practice and role transition. Further studies could explore the hardships new nurse graduates experienced with support staff during their transition by looking at the dynamics, interactions, and working relationships between novice nurses and support staff. Future studies using Gilbert’s BEM (1978), Chevalier’s updated BEM (2003), Gilbert’s PROBE model (1982, as cited in Hersey and Chevalier, 2005), and Hersey and Chevalier’s updated PROBE Model (2005), or other human performance models could be used in the nursing field to investigate different aspects of new nurse graduates’ performance, role, and workflow. Another area for future consideration is examining pediatric nurses at other stand-alone pediatric acute care hospitals and non-specialty acute care hospitals among general clinical nurses to determine what work factors present challenges for them within the work environment.
|Advisor:||Van Rekom, Petti|
|Commitee:||Chase, Charlotte, Redden, Charlotte|
|School Location:||United States -- Minnesota|
|Source:||DAI-B 78/05(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Nursing|
|Keywords:||Behavior engineering model, Graduate nurses, New nurses, Pediatric nurses, Performance improvement|
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