Date of Conferral

2022

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Melanie Braswell

Abstract

During the transition to practice, new graduate nurses (NGNs) face conflict and uncertainty influenced by lack of resiliency and self-care knowledge. In a rural hospital, NGNs had minimal standardized guidance during the transition to practice. Without a proper understanding of resiliency and self-care knowledge, NGNs could not adapt to change and risked leaving the profession or harming patients. A self-care staff education project was developed to improve knowledge of resiliency in a group of NGNs. Self-care deficit theory provided the framework for the project. Sources of evidence published between 2017 and 2022 were used as well as previously analyzed data from the hospital. The education project was implemented as a series of modules to enhance NGNs’ knowledge of self-care and resiliency. A preeducation and posteducation survey were completed by seven NGNs in the hospital. Descriptive and inferential statistics were used to analyze the survey data. Although only one question elicited statistically significant improvement, other survey results had clinical significance. Findings indicated an overall positive relationship between the staff education project and NGNs’ understanding of self-care strategies and resiliency. Recommendations include altering instructional delivery to improve accessibility, engaging stakeholders, and incorporating the project into the NGN boot camp and residency program. Addressing NGNs’ resiliency knowledge and self-care practices may support the state and national focus on increasing retention of nurses in practice.

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