Nursing Residency Program: A Solution to Introduce New Grads into Critical Care More Safely While Improving Accessibility to Services
Why this work is in the frame
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Bibliographic record
Abstract
PURPOSE: Critical care units are particularly affected by the shortage of nurses. In order to overcome this problem, many organizations have increased the hiring of newly graduated nurses. This paper describes a residency program developed to facilitate the safe integration of those nurses into critical care and its outcomes. METHODS: A one-year nursing residency program dedicated to nurses with less than a year of experience was implemented in 2008. Recruitment and retention rates, as well as accessibility to critical care, were evaluated. RESULTS: A 46% increase in recruitment rate of newly graduated nurses was observed when comparing the same period of time before and after implementation of the program. Moreover, the one-year retention rate rose by 26%; the retention rate, without considering the time since the beginning of employment, rose by 71%. As for accessibility to critical care, it increased by 50% (from 24 to 36 beds). Finally, the program was favourably evaluated by experienced nurses in terms of skills and critical thinking development among nursing residents. CONCLUSION: A nursing residency program developed to meet the needs of inexperienced nurses and integrate them into high-acuity settings appears to be one solution to resolving undesirable limited access to safe-quality critical care.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it