Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/932768

OpenURL Link
Title
Lost to transition: bridging the gap and supporting newly qualified practitioners
Author/Creator
Hazelton, Mike;  Rossiter, Rachel;  Sinclair, Ellen
Institution
The University of Newcastle. Faculty of Health, School of Nursing and Midwifery
Description
Recent reports on nurse education and health workforce planning in Australia have pointed to difficulties faced by new graduate nurses in adjusting to the demands of work, and recruitment and retention problems in the nursing workforce. These problems appear to be global, affecting different disciplines and some areas of health and social care more than others. Reducing attrition in the first few years after completing university is an important step towards retaining registered nurses in areas of health and social care that struggles to attract new graduates (Holmes, 2006; Mental Health Nurse Education Taskforce, 2008). One way of supporting new graduates is through the provision of structured mentorship programmes. The broad purpose of such programmes is to improve care and to enable the health and social care workforce to establish, maintain and promote standards and innovations in practice in the interests of consumers. Whilst this chapter reports on the main findings of a: study of group mentorship for new graduate nurses working in one mental health service in New South Wales, Australia, the underlying principles could be applied to differing groups of health and social care professionals.
Relation
Creative Approaches to Health and Social Care Education p. 213-229
Relation
http://www.palgrave.com/products/title.aspx?pid=283293
Date
2010
Publisher
Palgrave Macmillan
Keyword(s)
new graduates;  nurses;  recruitment;  retention
Resource Type
book chapter
Identifier
http://hdl.handle.net/1959.13/932768
Identifier
ISBN:9780230574465
5 Visitors 7 Hits 0 Downloads
Save/E-mail Citation
Citation Format
E-mail Address
Subject
"Lost to transition: bridging the gap and supporting newly qualified practitioners"
 
OR