Nurse Residency Programs: An Evidence-Based Review of Theory, Process, and Outcomes

Gwen Anderson, Carole Hair, Catherine Todero

Research output: Contribution to journalReview article

57 Citations (Scopus)

Abstract

Nursing shortages exist worldwide while job stress, dissatisfaction, lack of peer support and limited professional opportunities still contribute to attrition. The aim of this systematic review is to describe and evaluate the quality of the science, report recommendations and lessons learned about implementing and evaluating nurse residency programs (NRPs) designed to improve new graduate transitioning. Databases were searched between 1980 and 2010 using five search terms: nurse, intern, extern, transition and residency programs. Twenty studies reporting programs for new RNs fit the inclusion criteria. Three major discoveries include: 1. Wide variation in content, teaching and learning strategies make comparison across programs difficult; 2. Lack of theory in designing the educational intervention has limited the selection and development of new instruments to measure program effectiveness; and 3. Well designed quasi-experimental studies are needed. As a major nursing education redesign, NRPs could be used to test the principles, concepts and strategies of organizational transformation and experiential-interactive learning theory. By focusing on fiscal outcomes, current administrators of NRPs are missing the opportunity to implement an organizational strategy that could improve workplace environments. Healthcare organizations need to envision NRPs as a demonstration of positive clinical learning environments that can enhance intra- and interprofessional education and practice.

Original languageEnglish
Pages (from-to)203-212
Number of pages10
JournalJournal of Professional Nursing
Volume28
Issue number4
DOIs
StatePublished - Jul 2012
Externally publishedYes

Fingerprint

Internship and Residency
Nurses
Learning
Nurse Administrators
Problem-Based Learning
Nursing Education
Program Evaluation
Workplace
Teaching
Nursing
Organizations
Databases
Delivery of Health Care
Education

All Science Journal Classification (ASJC) codes

  • Nursing(all)

Cite this

Nurse Residency Programs : An Evidence-Based Review of Theory, Process, and Outcomes. / Anderson, Gwen; Hair, Carole; Todero, Catherine.

In: Journal of Professional Nursing, Vol. 28, No. 4, 07.2012, p. 203-212.

Research output: Contribution to journalReview article

@article{f1494dc96f7e4bc18591700ff3788359,
title = "Nurse Residency Programs: An Evidence-Based Review of Theory, Process, and Outcomes",
abstract = "Nursing shortages exist worldwide while job stress, dissatisfaction, lack of peer support and limited professional opportunities still contribute to attrition. The aim of this systematic review is to describe and evaluate the quality of the science, report recommendations and lessons learned about implementing and evaluating nurse residency programs (NRPs) designed to improve new graduate transitioning. Databases were searched between 1980 and 2010 using five search terms: nurse, intern, extern, transition and residency programs. Twenty studies reporting programs for new RNs fit the inclusion criteria. Three major discoveries include: 1. Wide variation in content, teaching and learning strategies make comparison across programs difficult; 2. Lack of theory in designing the educational intervention has limited the selection and development of new instruments to measure program effectiveness; and 3. Well designed quasi-experimental studies are needed. As a major nursing education redesign, NRPs could be used to test the principles, concepts and strategies of organizational transformation and experiential-interactive learning theory. By focusing on fiscal outcomes, current administrators of NRPs are missing the opportunity to implement an organizational strategy that could improve workplace environments. Healthcare organizations need to envision NRPs as a demonstration of positive clinical learning environments that can enhance intra- and interprofessional education and practice.",
author = "Gwen Anderson and Carole Hair and Catherine Todero",
year = "2012",
month = "7",
doi = "10.1016/j.profnurs.2011.11.020",
language = "English",
volume = "28",
pages = "203--212",
journal = "Journal of Professional Nursing",
issn = "8755-7223",
publisher = "W.B. Saunders Ltd",
number = "4",

}

TY - JOUR

T1 - Nurse Residency Programs

T2 - An Evidence-Based Review of Theory, Process, and Outcomes

AU - Anderson, Gwen

AU - Hair, Carole

AU - Todero, Catherine

PY - 2012/7

Y1 - 2012/7

N2 - Nursing shortages exist worldwide while job stress, dissatisfaction, lack of peer support and limited professional opportunities still contribute to attrition. The aim of this systematic review is to describe and evaluate the quality of the science, report recommendations and lessons learned about implementing and evaluating nurse residency programs (NRPs) designed to improve new graduate transitioning. Databases were searched between 1980 and 2010 using five search terms: nurse, intern, extern, transition and residency programs. Twenty studies reporting programs for new RNs fit the inclusion criteria. Three major discoveries include: 1. Wide variation in content, teaching and learning strategies make comparison across programs difficult; 2. Lack of theory in designing the educational intervention has limited the selection and development of new instruments to measure program effectiveness; and 3. Well designed quasi-experimental studies are needed. As a major nursing education redesign, NRPs could be used to test the principles, concepts and strategies of organizational transformation and experiential-interactive learning theory. By focusing on fiscal outcomes, current administrators of NRPs are missing the opportunity to implement an organizational strategy that could improve workplace environments. Healthcare organizations need to envision NRPs as a demonstration of positive clinical learning environments that can enhance intra- and interprofessional education and practice.

AB - Nursing shortages exist worldwide while job stress, dissatisfaction, lack of peer support and limited professional opportunities still contribute to attrition. The aim of this systematic review is to describe and evaluate the quality of the science, report recommendations and lessons learned about implementing and evaluating nurse residency programs (NRPs) designed to improve new graduate transitioning. Databases were searched between 1980 and 2010 using five search terms: nurse, intern, extern, transition and residency programs. Twenty studies reporting programs for new RNs fit the inclusion criteria. Three major discoveries include: 1. Wide variation in content, teaching and learning strategies make comparison across programs difficult; 2. Lack of theory in designing the educational intervention has limited the selection and development of new instruments to measure program effectiveness; and 3. Well designed quasi-experimental studies are needed. As a major nursing education redesign, NRPs could be used to test the principles, concepts and strategies of organizational transformation and experiential-interactive learning theory. By focusing on fiscal outcomes, current administrators of NRPs are missing the opportunity to implement an organizational strategy that could improve workplace environments. Healthcare organizations need to envision NRPs as a demonstration of positive clinical learning environments that can enhance intra- and interprofessional education and practice.

UR - http://www.scopus.com/inward/record.url?scp=84863992641&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84863992641&partnerID=8YFLogxK

U2 - 10.1016/j.profnurs.2011.11.020

DO - 10.1016/j.profnurs.2011.11.020

M3 - Review article

C2 - 22818190

AN - SCOPUS:84863992641

VL - 28

SP - 203

EP - 212

JO - Journal of Professional Nursing

JF - Journal of Professional Nursing

SN - 8755-7223

IS - 4

ER -