Nurse Education in Practice
Volume 10, Issue 2 , Pages 76-81 , March 2010

Early findings from an evaluation of a post-registration staff development programme: The Flying Start NHS initiative in Scotland, UK

  • Michelle Roxburgh

      Affiliations

    • School of Nursing and Midwifery, University of Dundee, Tayside Campus, Ninewells Hospital, DD1 9YS Scotland, UK
    • Corresponding Author InformationCorresponding author. Tel.: +44 1382 632123.
    • ,
  • William Lauder

      Affiliations

    • University of Stirling, Stirling, UK
    • ,
  • Keith Topping

      Affiliations

    • School of Education, University of Dundee, Nethergate, Dundee DD1 4HN, Scotland, UK
    • ,
  • Karen Holland

      Affiliations

    • Salford University, Salford, UK
    • ,
  • Martin Johnson

      Affiliations

    • Salford University, Salford, UK
    • ,
  • Roger Watson

      Affiliations

    • School of Nursing and Midwifery, The University of Sheffield, Sheffield S10 2TN, UK

,Accepted 23 March 2009.

References 

  1. Amos D. An evaluation of staff nurses role transition. Nursing Standard. 2001;16:36–41
  2. Andrews GJ, Brodie DA, Andrews JP, Wong J, Thomas BG. Place(ment) matters: students’ clinical experiences and their preferences for first employers, International Council of Nurses. International Nursing Review. 2005;52:142–153
  3. Bartlett H, Westcott L, Hind P, Taylor H. An evaluation of pre-registration nursing education: a literature review and comparative study of graduate outcomes. Oxford: Oxford Centre for Health Care, Research and Development, Oxford Brookes University; 1998;
  4. Brasler ME. Predictors of clinical performance of new graduate nurses participating in preceptor orientation programs. Journal of Continuing Education in Nursing. 1993;24:158–165
  5. Chang EM, Hancock KM, Johnson A, Daly J, Jackson D. Role stress in nurses: review of related factors and strategies for moving forward. Nursing and Health Sciences. 2005;7:57–65
  6. Clark T, Holmes S. Fit for practice? An exploration of the development of newly qualified nurses using focus groups. International Journal of Nursing Studies. 2007;44(7):1210–1220
  7. Colquitt JA, LePine JA, Noe RA. Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. Journal of Applied Psychology. 2000;85:678–707
  8. Cooney AT. An orientation program for new graduate nurses: the basis of staff development and retention. Journal of Continuing Education in Nursing. 1992;23:216–219
  9. Department of Health . The NHS Knowledge and Skills Framework (NHS KSF). London: DOH; 2003;
  10. Department of Health . Agenda for Change. London: DOH; 2004;
  11. Ellerton M, Gregor F. A study of transition: the new nurse graduate at 3months. Journal of Continuing Education in Nursing. 2003;34:103–107
  12. Evans K. Rotational programmes for newly qualified nurses. Nursing Times. 2002;97(50):42–44
  13. Fraser W, Hateam-Asman H, Krauss I, Maillard F, Breant G, Blais R. Comparison of midwifery care to medical care in hospitals in the quebec pilot projects study: clinical indicators. Canadian Journal of Public Health. 2000;91(1):1–5
  14. Fretwell JE. An enquiry into the ward learning environment. Nursing Times Occasional Papers. 1980;76:69–75
  15. Gerrish K. Still fumbling along? A comparative study of the newly qualified nurse’s perception of the transition from student to qualified nurse. Journal of Advanced Nursing. 2000;32:473–480
  16. Greenberger H, Reches H, Riba S. Do new graduates of registered nursing programs in Israel perceive themselves as technically competent?. Journal of Continuing Education in Nursing. 2005;36:133–140
  17. Greenwood J. Critique of the graduate nurse: an International perspective. Nurse Education Today. 2000;20(1):17–23
  18. Hickie S, Lyttle CP, Harris LE. Structured learning for newly qualified nurses. Nursing Times. 2007;103(37):28–29
  19. Holland K. A journey to becoming: the student nurse in transition. Journal of Advanced Nursing. 1999;29:229–236
  20. Israel BA, House JS, Schurman SJ, Heaney C, Mero RP. The relation of personal resources, participation, influence, interpersonal relationships and coping strategies to occupational stress, job strains and health: a multivariate analysis. Work and Stress. 1989;3:163–194
  21. Karasek R, Brisson C, Kawamaki N. The job content questionnaire (JCQ): an instrument for internationally comparative assessments of psychosocial job characteristics. Journal of Occupational Health Psychology. 1988;3:322–355
  22. Lauder W, Watson R, Holland K, Johnson M, Roxburgh M, Topping K. The National Evaluation of Fitness for Practice Curricula: self-efficacy, support and self-reported competence in pre-registration student nurses and midwives. Journal of Clinical Nursing. 2008;17:1858–1867
  23. MacLeod-Clark J, Maben J, Jones K. Project 2000: Perceptions of The Philosophy and Practice of Nursing. London: English National Board for Nursing, Midwifery and Health Visiting; 1996;
  24. Malinauskiene V, Theorell T, Grazuleviciene R, Malinauskas R, Azaraviciene A. Low job control and myocardial infarction risk in the occupational categories of Kaunas men, Lithuania. Journal of Epidemiology and Community Health. 2004;58:131–135
  25. Mallik M, Aylott E. Facilitating practice learning in pre-registration nursing programmes – a comparative review of the Bournemouth Collaborative model and Australian models. Nurse Education in Practice. 2005;5:152–160
  26. Marland M. The Transition from School to University: who prepares whom, when, and how?. Arts and Humanities in Higher Education. 2003;2(2):201–211
  27. Moeti MR, van Niekerk SE, van Velden CE. Perceptions of the clinical competence on newly qualified registered nurses in the North West Province. Curationis: South African Journal of Nursing. 2004;27(3):72–84
  28. O’Conner SE, Pearce J, Smith RL, Voegli D, Walton P. An evaluation of the clinical performance of newly qualified nurses: a competency based assessment. Nurse Education Today. 2001;21:559–568
  29. Orton HD. Ward learning climate and student nurse response. Nursing Times Occasional Papers. 1981;77:65–68
  30. Parker SK, Sprigg CA. Minimizing strain and maximising learning: the role of job demands, job control, and proactive personality. Journal of Applied Psychology. 1999;84:925–939
  31. Runciman P, Dewar B, Goulbourne A. Newly qualified Project 2000 staff nurses in Scottish nursing homes: issues for education. Nurse Education Today. 2002;22:593–601
  32. Saks AM. Moderating effects of self-efficacy for the relationship between training method and anxiety and stress reactions on newcomers. Journal of Organisational Behaviour. 1994;15:639–654
  33. Schwarzer R. GPES. In: Weinman , et al. editor. Measures in Health Psychology: A User’s Portfolio Causal and Control Beliefs. Windsor: NFER-Nelson; 1995;
  34. Schwarzer R, Born A. Optimistic self-beliefs: assessment of general perceived self-efficacy in thirteen cultures. World Psychology. 1997;3:177–190
  35. Scottish Executive Health Department . Caring for Scotland: The Strategy for Nursing Midwifery in Scotland. Edinburgh: NHS Scotland; 2001;
  36. Scottish Executive Health Department . Senior Charge Nurse Review and Clinical Quality Indicators for Nursing and Midwifery Project. Edinburgh: The Stationery Office; 2007;
  37. Sherif CW, Sherif MS, Nebergall RE. Attitude and Attitude Change. Philadelphia: W.B. Saunders Company; 1965;
  38. Snow T, Harrison S. Carter to raise nurse education concerns with university heads. Nursing Standard. 2008;22(21):8
  39. Taris TW, Feij JA. Learning and strain in newcomers: a three-wave study on the effects of job demands and job control. Journal of Psychology. 2004;138:543–563
  40. Taris TW, Kompier MAJ, de Lange AH, Schaufeli WB, Schreurs PJG. Learning new behaviour patterns: a longitudinal test of Karasek’s active learning hypothesis among Dutch teachers. Work and Stress. 2003;17:1–20
  41. Victoria Department of Human Services . Graduate Nurse Program Guidelines. Melbourne: Victoria State Government; 2002;
  42. Watson R, Calman L, Norman I, Redfern S, Murrells T. Assessing clinical competence in student nurses. Journal of Clinical Nursing. 2002;11:554–555
  43. Wong FWH. Learning group: facilitating the adaptation of new nurses to the specialty unit. Journal of Continuing Education in Nursing. 2000;31:209–212
  44. Wright K. An exploration into the most effective way to teach drug calculation skills to nursing students. Nurse Education Today. 2005;25:430–436

PII: S1471-5953(09)00080-8

doi: 10.1016/j.nepr.2009.03.015

Nurse Education in Practice
Volume 10, Issue 2 , Pages 76-81 , March 2010

Article Tools

* Image Usage & Resolution