Abstract:
BACKGROUND. A de-link between initial training and transition to practice has been reported. Effective transitioning to practice enhances competences
and confidence among newly graduated nurses.
OBJECTIVES. To develop transition-to-practice guidelines as a tool to complement efforts to improve nursing education in Malawi.
METHODS. A multi-method design was used within the framework of the Stufflebeam context, input, process, product (CIPP) model. Analysis of reports
from a nursing conference derived four core concepts, highlighting the context within which goals for transition-to-practice guidelines needed to be
focused on. A panel discussion suggested guidelines based on these concepts. Review meetings and a review of the literature, local policies and standards
were conducted to provide input to enhance credibility and reproducibility of the proposed guidelines. Consensus workshops involving nurse educators,
nursing clinical preceptors, nurse practitioners and policymakers were conducted as a process evaluation for the guidelines.
RESULTS. Four core concepts emerged from the process of guideline development. Eleven guideline statements were formulated as a product of the
guideline development process. Although newly graduated nurses are exposed to various clinical settings during college training, nurses’ skills and
clinical judgement are still rather weak and need more formal support. The guidelines provide assistance for transition to practice among newly graduated
nurses.
CONCLUSION. Nursing education is a complex process that starts at student recruitment and should effectively progress until transition to practice.
Transition-to-practice guidelines to complement other guidelines in nursing education are timely in Malawi.
