The problem could be addressed with a qualitative approach using the Nominal Group Technique (NGT)

Thank you very much Pilar. I completely agree with you using the qualitative approach. I will read about the Nominal Group Technique.

I would assess the fears/reservation of the graduate students and look for a common theme. In assessing the fears/reservation may provided understanding to the transition.

I would take a longitudinal approach, before the transition, at 1 month, 3 months, 6 months and 1 year in post, as I'm sure different themes would emerge through preceptorship and it takes several months for a new member of staff to integrate into an existing team. It depends on the time available to you though!

I think there are many ways you could potentially address this question, but first need to consider what resources, time and support you have available. If this is intended as a 'real time' piece of research, then this is a core starting point! The first thing to do is an systematic review of the literature to see what is already known on the subject, and what responses have been trialled. Following on from this you could then explore quantitative and qualitative approaches, moving in a number of directions, with each piece of research consolidating your base and moving forward to new aspects of the question. You could focus on the student perspective, that of preceptors, or a combined approach. You could consider work place readiness and skill acquisition in a quantitative manner or look to exploring aspects associated with confidence, competence, and familiarity with the realities of the work place. Equally, you could focus on long term outcomes, including intention to remain in the workforce, or follow through on models of practice that better support new graduates. There is a lot of existing literature and research on this topic, and this will help you refine the aspects you wish to explore, within the constraints of budget and resource.

I have read about the Nominal Group Technique and i feel it may not be comprehensive and exhaustive for the nursing graduates to fully express their transition experience to be well understood by the researcher or others. Using the mixed method of both quantitative and qualitative approaches could yield a great deal of information. I also like the idea of doing a longitudinal study though as you have mentioned depends on resources and time. Am planning to use a Heideggerian hermeneutic phenomenology design to understand this transition, what would be the best analysis strategy. The ones i have come across employ a team of researchers sharing their different interpretations. How do you do it if you are the only researcher????

http://www.cdc.gov/healthyyouth/evaluation/pdf/brief7.pdf

Hi everyone,

I agree with your responses. There is a ton of literature out there on new graduate practice readiness. With the release of the Institute of Medicine's report: Leading Change Advancing Health, this has become a hot topic as state action coalitions try to meet recommendation #3: Implement Nurse Residency Programs. I would recommend a cohort study with focus groups. Most practice organizations use the Casey-Fink Graduate Survey to capture data related to a new nurses perception of their transition. Benner's Novice to Expert model is typically used as a theoretical framework.

Great question. I agree that your literature review should include publications by Casey and Fink. These researchers address nurse experience and their tool(s) may be helpful.

I think literature review and qualitative research are great ideas. Phenomenological research approach can be of great importance to use. 

Are we, as nursing faculty, doing all we can to help them understand the world they are entering.  Nothing can be completely understood and one would think clinical and precepting would help.  I suspect they do, yet the student cannot completely be "the nurse" until they become the nurse.  I wonder if we focus so much on their nursing education that we don't focus enough on the career exploration and student exploration of what lies ahead of them.  I also feel this is not unique to nursing.  Any job I have had throughout my life has led to a transition experience.  I have personally lived the four stages of group development.  

We need to be accepting that change occurs and it can be anxiety-provoking, even when it is desired by the participant.  Helping the student relate to a personal experience they have already experienced in transitioning can help the nursing student transition to the nurse.

The field of chemistry is of great interested in both theoretical and practical side. Literature review and qualitative research are great importance for the developments of our live.