Premium
Registered nurses’ perceptions of new nursing graduates’ clinical competence: A systematic integrative review
Author(s) -
Missen Karen,
McKenna Lisa,
Beauchamp Alison
Publication year - 2016
Publication title -
nursing and health sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.563
H-Index - 47
eISSN - 1442-2018
pISSN - 1441-0745
DOI - 10.1111/nhs.12249
Subject(s) - competence (human resources) , grey literature , critical thinking , nursing , systematic review , perception , medical education , medicine , clinical practice , medline , nursing literature , psychology , alternative medicine , pedagogy , social psychology , pathology , neuroscience , political science , law
Over the past decade, many questions have been raised about graduates’ clinical competence and fitness for practice upon completion of their undergraduate education. Despite the significance of this issue, the perspectives of registered nurses have rarely been examined. This systematic review explores the perceptions of experienced registered nurses regarding the clinical competence of new nursing graduates. Original research studies published between 2004–2014 were identified using electronic databases, reference lists, and by searching “grey literature.” Papers were critically reviewed and relevant data extracted and synthesized using an approach based on Preferred Reporting Items for Systematic Reviews and Meta‐Analysis. From 153 studies initially identified, 15 original research papers were included. Four main research themes were identified: clinical/technical skills, critical thinking, interaction/communication, and overall readiness for practice. Areas of concern in relation to the clinical competence of new nursing graduates specifically related to two themes: critical thinking and clinical/technical skills. Further research is required on strategies identified within the literature with the ultimate aim of ensuring new nursing graduates are safe and competent practitioners.