{"title":"独特的过渡到实践计划设计带来可靠的积极成果。","authors":"Michele Young, Brandee Wornhoff","doi":"10.3928/00220124-20240717-02","DOIUrl":null,"url":null,"abstract":"<p><p>Designing a transition to practice program to increase foundational skill competency and interprofessional collaboration before unit orientation can produce outcomes that consistently outperform benchmarks. Established structures and processes drive the program to be easily amenable to incremental improvement, further maturing and sustaining the program's positive impacts. <b>[<i>J Contin Educ Nurs.</i> 2024;55(8):369-371.]</b>.</p>","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"55 8","pages":"369-371"},"PeriodicalIF":1.1000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Distinctive Transition to Practice Program Design Leads to Reliable Positive Outcomes.\",\"authors\":\"Michele Young, Brandee Wornhoff\",\"doi\":\"10.3928/00220124-20240717-02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Designing a transition to practice program to increase foundational skill competency and interprofessional collaboration before unit orientation can produce outcomes that consistently outperform benchmarks. Established structures and processes drive the program to be easily amenable to incremental improvement, further maturing and sustaining the program's positive impacts. <b>[<i>J Contin Educ Nurs.</i> 2024;55(8):369-371.]</b>.</p>\",\"PeriodicalId\":49295,\"journal\":{\"name\":\"Journal of Continuing Education in Nursing\",\"volume\":\"55 8\",\"pages\":\"369-371\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Continuing Education in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3928/00220124-20240717-02\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Continuing Education in Nursing","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3928/00220124-20240717-02","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"NURSING","Score":null,"Total":0}
Distinctive Transition to Practice Program Design Leads to Reliable Positive Outcomes.
Designing a transition to practice program to increase foundational skill competency and interprofessional collaboration before unit orientation can produce outcomes that consistently outperform benchmarks. Established structures and processes drive the program to be easily amenable to incremental improvement, further maturing and sustaining the program's positive impacts. [J Contin Educ Nurs. 2024;55(8):369-371.].
期刊介绍：
The Journal of Continuing Education in Nursing is a monthly peer-reviewed journal publishing original articles on continuing nursing education that are directed toward continuing education and staff development professionals, nurse administrators, and nurse educators in all health care settings, for over 50 years.
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