Economic aspects of community-based academic-practice transition programs for unemployed new nursing graduates

Jonalyn Wallace, Audrey Berman, Judith Karshmer, Susan Prion, Paulina Van, Nikki West

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Four partnerships between schools of nursing and practice sites provided grant-funded 12- to 16-week transition programs to increase confidence, competence, and employability among new RN graduates who had not yet found employment in nursing. Per capita program costs were $2,721. Eighty-four percent of participants completing a postprogram employment survey became employed within 3 months; 55% of participants became employed at their program practice site. Staff development educators may find this model a useful adjunct to in-house nurse residency programs for new RN graduates.

Original languageEnglish (US)
Pages (from-to)237-241
Number of pages5
JournalJournal for Nurses in Professional Development
Volume30
Issue number5
DOIs
StatePublished - Sep 1 2014
Externally publishedYes

Fingerprint

Nursing
nursing
Economics
graduate
Staff Development
School Nursing
Organized Financing
Internship and Residency
Mental Competency
community
economics
Nurses
Costs and Cost Analysis
employability
grant
nurse
confidence
educator
staff
costs

ASJC Scopus subject areas

  • Leadership and Management
  • Education
  • Fundamentals and skills
  • Review and Exam Preparation

Cite this

Economic aspects of community-based academic-practice transition programs for unemployed new nursing graduates. / Wallace, Jonalyn; Berman, Audrey; Karshmer, Judith; Prion, Susan; Van, Paulina; West, Nikki.

In: Journal for Nurses in Professional Development, Vol. 30, No. 5, 01.09.2014, p. 237-241.

Research output: Contribution to journalArticle

Wallace, Jonalyn ; Berman, Audrey ; Karshmer, Judith ; Prion, Susan ; Van, Paulina ; West, Nikki. / Economic aspects of community-based academic-practice transition programs for unemployed new nursing graduates. In: Journal for Nurses in Professional Development. 2014 ; Vol. 30, No. 5. pp. 237-241.
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