The Efficacy of Nurse Residency Programs for New Graduate Nurses

Abstract

Purpose: The purpose of this literature review is to examine the effects of NRPs on retention
rates of NGNs within the first year of practice.

Background: As the rate of nurses retiring increases, so does the rate of new graduate nurses (NGNs) entering the workforce. Nursing leaders must focus on effective methods to retain NGNs within their first few years of practice. Nurse residency programs (NRPs) have emerged to assist NGNs with a smoother, more effective transition from academics to real-life experience.

Method: A literature search was conducted using Cumulative Index to Nursing and Allied Health Literature (CINAHL) and PubMed databases. The search was performed using the following terms “nurse residency”, “new graduate nurse”, AND “retention” OR “turnover”. Articles were included if they reported outcomes of nurse residency programs on new graduate nurse retention rates, published in the last 8 years in English. A quality appraisal was performed using the PRISMA Flow Diagram and levels of evidence from Melynk and Fineout-Overholt. All articles used in this review were level VI or higher.

Results: Twelve articles met the inclusion criteria and were included in the review. Studies varied from small, organization-based residency programs to multistate studies following a formal, certified nurse residency program. In 11 of the 12 articles reviewed, there was a strong correlation between NRPs and NGN turnover. In one article, there was inconsistency between NRPs suggesting a need for standardization. Overall, retention rates after NRPs ranged from 74% to 100%.

Conclusion: NRPs vary in length and methods across the country and world. Despite not having standardization of NRPs, they have shown to improve confidence, clinical skills, job satisfaction, retention rates of NGNs within the first year of practice. More randomized controlled
designs are needed.

Presentation

Biography

Shawawne Neptune, BSN, RN

Shawane Neptune is a Master of Science in Nursing student at UNC Charlotte with a concentration in Nursing Education. Shawane began her healthcare career as an orthopedic registered nurse and then transitioned into critical care. Before UNC Charlotte, she earned a Bachelor of Science degree in Education with a concentration in English and taught at the secondary level for four years. Shawane currently works in the surgical intensive care unit as a Unit Nurse Educator to continue to use evidence-based practices to help novice nurses form good habits, develop critical thinking skills,
and build their confidence as they transition into the practice. 

Dana Habersang, BSN, RN
Dana Habersang, BSN, RN is an MSN student studying at the University of North Carolina at Charlotte. She has 15 years of experience as a nurse in primary care, working with the older adult population. Her focus is on community and public health and improving the health and wellness of
the older adult population she works with. Dana enjoys spending time with her husband and two boys.

Faculty Committee Advisor(s)

Dr. Jyotsana Parajuli, PhD, MGS, RN

Beth Auden, Librarian