Entry Into Practice: A Regulatory Initiative
Moving from the protective walls of a nursing program to independent nursing practice is a sobering transition for many new graduates. Some licensees still remember driving to their first day of orientation as a new graduate thinking “Oh my gosh, they are going to think I know something!” This thought probably enters the minds of many new graduates as they embark on the work world and the responsibility of becoming a licensed nurse begins to become reality.
The growth of knowledge and the complexity of the nursing profession makes it impossible for a new nurse to graduate from school with all the skills and abilities necessary to function independently in this strange new world. Nurse managers frequently report that many new graduates lack sufficient practical clinical skills to handle the workload and complexity in today’s healthcare settings. Should we expect the novice nurse to have the critical thinking and problem solving skills that a seasoned professional develops over the course of a lifetime? The question then becomes how do we introduce new graduates into the practice world so that they are nurtured and able to become competent, capable practitioners?
Recognizing that nursing competency and patient safety goes hand in hand, KBN began addressing this issue in 1995 with the formation of a Competency Task Force. Based on the recommendations of this and subsequent work groups, KBN took steps to address the issue of clinical opportunities required of nursing students, both pre- and post-graduation.
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Background |
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Current standards for initial licensure include graduation from an approved school of nursing, successful results on the National Council Licensure Examination (NCLEX), and the ability to read with comprehension, understandably speak, and write the English language. Graduation from an approved program of nursing presumes that an applicant for initial licensure demonstrates sufficient competency to deliver safe and effective care. It is recognized that competency standards for initial entry into practice evolve as society changes. To this end, a licensing body is dependent upon the faculty of the prelicensure program of nursing to foster program outcomes reflective of current practice demands, to assure that the competency level of program graduates supports safe and effective nursing care, and to reinforce the need for continued learning throughout a nursing career.
The KBN Competency Task Force consisted of a diverse group of nurses representing education and practice. The specific focus of this task force was to examine the congruence between nursing education and practice expectations.
The outcomes of the Initial Competency Task Force were to: improve the preparation of nursing graduates for transition to practice; support nursing practice responsibilities related to the increase in complexity of required patient care skills; and provide time and opportunity for new graduates in nursing practice to meet the expectations of employers during the transition from academia to the service industry. With these outcomes in mind, KBN proposed the implementation of two distinct clinical opportunities:
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Conclusion |
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Nurses are considered to be the heart and soul of healthcare settings, the front line caregiver to clients. Supporting nurses through their critical entry into the profession is not only good for the development of the nurse and the employer, but it is most important to the good of the patient. Regulation implies the intervention of the government to accomplish an end beneficial to its citizens. Through the implementation of administrative regulations, KBN has taken these two steps to assist new graduates in developing entry level clinical competence under the guidance of an experienced professional.
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