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Improving the Competency and Retention of New Graduate Registered Nurses in the Emergency Department

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I am a family nurse practitioner obtaining my doctoral degree that will be completed this upcoming May. My DNP dissertation is entitled "Improving the Competency and Retention of New Graduate Registered Nurses in the Emergency Department". New graduate nurses (NGNs) entering the nursing profession are central in helping to lessen the burden of the nursing shortages seen nationally. Transitioning from student to professional licensed new graduate nurse (NGN) has proven to be a difficult and complex task for NGNs, especially those entering the emergency nursing specialty. Difficulties transitioning NGNs impact health care organizations locally, nationally, and worldwide. This can lead to decreased retention, competency, and negative patient outcomes. Purpose of the Project The purpose of this scholarly project is to evaluate the feasibility of an emergency nurse training program (ENTP) on the retention and readiness-to-practice of new graduate nurses (NGNs) in the ED at a Baton Rouge, Louisiana trauma center with an intent to increase clinical competence, confidence, and retention by using evidence-based practice interventions. With the lack of a structured program to prepare NGNs in the ED specialty, there is a critical need to incorporate evidence-based interventions to help improve both the confidence and competence of NGNs beginning their careers in the ED. A major consequence of decreased readiness-to-practice and competency of NGNs is difficulty providing safe evidence-based care to patients in the clinical setting and decreased retention of NGNs in the emergency nursing specialty. Additionally, it decreases the number of competent nurses in an already strained nursing workforce. Research question: Among new graduate nurses working in an emergency department in Southern Louisiana, would an evidence-based emergency nurse training program positively impact NGN retention and perceived confidence when compared to the current orientation during the course of nine months” Methodology I utilized primary data collected from the 15 participants with a 100% response rate. The sample was a convenience sample and was not randomized. There was also no control group. The questionnaire that was utilized has Likert scale responses and ends with two closed ended questions as well. Due to the small sample size, the IRB at the organization mandated the exclusion of demographic nature to further protect the identities of the participants. Surveys were conducted in person and participants were given 20 minutes to complete it. The questionnaire had number 1-15 on them and the participants chose their number randomly from a collection of cards with the number written on them. The questionnaire was completed 3 separate times during the program and the participants utilized the number chosen from the first meeting. The first survey for the person who selected “1” is labeled 1-A, the second survey by the same participant is labeled 1-B and so on to ensure the responses are tracked specifically to the participant for comparison. I considered utilizing the Friedman test but would like input on which test to use. Retention data and results of the Casey-Fink Nurse Retention Survey during months 1, 4, and 9 of the program is structuring the data analysis. I can send data upon request if you feel that you can help.
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