Background: Despite nearly two decades of experience with graduate transition programs in Australia little evidence exists regarding the effectiveness of these programs as interventions that enhance the transition from nursing student to professional practitioner. There is general acknowledgement that this is a crucial time for people entering the profession and yet there is little agreement on what constitutes best practice fornurses' transition to the workforce. Aim: This paper challenges the status quo through a review of current programs and questions whether primacy should be given to formal transition programs or to the development of educationally supportive clinical learning environments. Conclusion: There is sufficient doubt in the efficacy of formal transition programs to at least investigate potential alternatives such as concentration on the development of a supportive practice culture conducive to learning. Indeed, the type of learning environment suitable for graduate nurses is likely to be one that will also facilitate the continued development and enhanced job satisfaction of the rest of the nursing team.

Item Type:	Refereed Article
Keywords:	new graduate nurse, neophyte, collaboration, learning environment, recruitment and retention,
Research Division:	Medical and Health Sciences
Research Group:	Nursing
Research Field:	Nursing not elsewhere classified
Objective Division:	Health
Objective Group:	Health and Support Services
Objective Field:	Health and Support Services not elsewhere classified
UTAS Author:	Fitzgerald, MA (Professor Mary Fitzgerald)
ID Code:	60154
Year Published:	2005
Web of Science® Times Cited:	71
Deposited By:	Nurse Education Unit
Deposited On:	2010-01-15
Last Modified:	2010-03-17
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