An Example of Inquiry-Based Learning in a Transition to Nursing Practice Curriculum.

Humans Curriculum Workforce Workplace Nurses

Journal

Journal of continuing education in nursing
ISSN: 1938-2472
Titre abrégé: J Contin Educ Nurs
Pays: United States
ID NLM: 0262321

Informations de publication

Date de publication:
Jun 2023
Historique:
medline: 1 6 2023
pubmed: 31 5 2023
entrez: 30 5 2023
Statut: ppublish

Résumé

Graduate nurses are known to experience transition shock when they enter the workforce. Graduate nurse programs are designed to alleviate aspects of transition shock. Best practice in development and delivery of transition programs is currently limited in the literature, and there are few examples focusing on curriculum design that can be adapted by health services to develop and support new nurses. An inquiry-based learning approach was used as the underlying andragogy to frame a contemporary transition curriculum to support graduate nurses. Inquiry-based learning can be used to support graduate nurses to improve critical thinking, confidence, and job satisfaction during the most challenging years of their professional lives.

Sections du résumé

BACKGROUND BACKGROUND
Graduate nurses are known to experience transition shock when they enter the workforce. Graduate nurse programs are designed to alleviate aspects of transition shock.
METHOD METHODS
Best practice in development and delivery of transition programs is currently limited in the literature, and there are few examples focusing on curriculum design that can be adapted by health services to develop and support new nurses.
RESULTS RESULTS
An inquiry-based learning approach was used as the underlying andragogy to frame a contemporary transition curriculum to support graduate nurses.
CONCLUSION CONCLUSIONS
Inquiry-based learning can be used to support graduate nurses to improve critical thinking, confidence, and job satisfaction during the most challenging years of their professional lives.

Identifiants

DOI: 10.3928/00220124-20230511-07 PMID: 37253327
pubmed: 37253327
doi: 10.3928/00220124-20230511-07
doi:

Types de publication

Journal Article

Langues

eng

Pagination

268-274

Auteurs

Frank Donnelly (F)

Caterina Feltrin (C)

Rebecca Munt (R)

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Classifications MeSH

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