Table 2 Data collection instrument summary including scoring and time points administered
Scale | Domains | Sample question and responding | Scoring and interpretation | Items used and excluded | Time points |
|---|---|---|---|---|---|
Six Dimension Scale of Nursing Performance; [16] | Graduate competence. Subscales: 1. Leadership – guide others, accept responsibility; 2. Teaching and Collaboration – teach family using available resources; 3. Planning and Evaluation – identify patient needs, develop care plan; 4. Interpersonal Relations and Communication – build trust, teach patients, ask for help. | “Help a patient communicate with others”. Two 4-point Likert scales. 1. Frequency of task: Not Expected in this Job – Frequently 2. Skill: Not Very Well – Very Well | Total score and subscales: Mean skill score for items with frequency score >1. Higher scores indicate greater competence. | 31 items. 12 irrelevant items excluded e.g. critical care subscale (specific to hospital settings). | GN time 1,2,3 PN time 1,2,3 |
Graduate professional development. Ability to display self-direction, and use opportunities for growth and development. | “How well do you accept and use constructive criticism”. 4-point Likert scale. Skill: Not Very Well – Very Well | Total score: mean skill score. Higher scores indicate greater competence. | |||
Casey-Fink Graduate Nurse Experience Survey; [17] | Graduate confidence. Subscales: 1. Support, encouragement, and feedback; 2. Organising/prioritising patient needs and workload; 3. Communication/leadership including making suggestions regarding patient care; 4. Professional satisfaction satisfying, exciting, challenging work with opportunities for practice, and role models. | “I feel confident communicating with general practitioners”. 5-point Likert scale. Strongly Disagree – Strongly Agree | Total score: summed (prorated). Subscales: mean. Higher scores indicate greater confidence. | 22 items. 2 irrelevant items excluded: i.e. helping dying patients and delegating to the nursing assistant. | GN time 1,2,3 |
New Graduate Program Satisfaction; [19] | Satisfaction with program. Perceived ability, as a result of the program, to develop work relationships, use resources effectively, ask questions, and contribute professionally. | “The program has allowed me to have professional contributions valued”. 4-point Likert scale. Strongly Disagree – Strongly Agree | Total score: summed (prorated). Higher scores indicate greater satisfaction with program. | 11 items. 10 irrelevant items excluded due to overlap with other tools i.e. confidence, leadership. | GN time 1,2,3 |
Nurse Entry to Practice Program Evaluation; [20] | Opportunities provided by the program including access to a knowledgeable/helpful preceptor, timely feedback, and opportunities to learn and develop. | “The program offers me the opportunity to develop professionally as a nurse”. 5-point Likert scale. Strongly Disagree – Strongly Agree | Total score: mean. Higher scores indicate more perceived opportunities provided. | 9 items. Nil excluded. | GN time 1,2,3 PN time 1,2,3 |
Preceptor/Preceptee Satisfaction Questionnaire; [18] | Satisfaction with relationship between preceptor and preceptee. | “My preceptor welcomes my questions”. 5-point Likert scale. Strongly Disagree – Strongly Agree | Total score: summed (prorated). Higher scores indicate greater satisfaction with relationship. | 19 items. 2 items excluded from GN survey only (preceptor specific questions). | GN time 1,2,3 PN time 1,2,3 |