The Effect of Transition Modules on New Graduate Adaptation

Abstract

The purpose of this study was to determine the effectiveness of educational modules to aid new graduate nurses in adapting to the work environment. An experimental group of new graduates (n = 63) and their controls (n = 58) from eight hospitals were given Corwin's Role Conception Scale, Seeman's Powerlessness Scale, Benner's Clinical Skills Inventory, and Munson's Job Satisfaction Index to measure adaptation at entry to work and 6 months later. The effects of the educational modules were determined by the adaptation measures, cognitive tests, and a Nursing Service Questionnaire. After 6 months in the work setting, the experimental group had less discrepancy between their desired and existing level of clinical skill (p less than .05) and a greater orientation to bureaucratic expectations than controls (p less than .01), as well as an increase in job satisfaction (p less than .05) and a decrease in role deprivation (p less than .05). In addition, the impact on turnover saved hospitals an average of $3,178 for every 10 new graduates they hired.