Applying Duchscher's Role Transition Theory to Reduce Novice Nurse Turnover
Date of Conferral
11-2-2023
Degree
Doctor of Nursing Practice (DNP)
School
Nursing
Advisor
Melanie Braswell
Abstract
The identified gap in practice was teaching graduate nurses about the phases and barriers outlined in Duchscher’s role transition theory. The practice-focused question that guided the project addressed whether a staff education program applying Duchscher’s role transition theory would provide the needed knowledge in preparing the graduate nurse for transition to novice nurse. The project included identical pre- and post surveys and a staff education program. Twenty participants selected a Likert response to each of the four questions: I feel prepared for the transition from graduate nurse to novice nurse, I feel knowledgeable about the developmental barriers I can expect to navigate during my transition from graduate nurse to novice nurse, I understand the importance of maintaining a healthy self-care routine, and I feel comfortable asking for feedback. For each question, score range, improvement in response scores, score frequency, totals, standard deviation, and z scores were calculated. An overall increase in score total after the program was noted for each question. For the first question, the total increased from 70 to 81. For the second question, the total increased from 73 to 85. For the third question, the total increased from 89 to 95. For the fourth question, the total increased from 85 to 91. These results indicate that the education program was effective in helping graduate nurses feel more comfortable and knowledgeable about their transition to novice nurses.
Recommended Citation
Williams, Lauren Ashley, "Applying Duchscher's Role Transition Theory to Reduce Novice Nurse Turnover" (2023). Walden Dissertations and Doctoral Studies. 15074.
https://scholarworks.waldenu.edu/dissertations/15074
