%0 Journal Article
%T Developing work readiness in graduate nurses undertaking transition to practice programs: An integrative review.
%A Rogers S
%A Redley B
%A Rawson H
%J Nurse Educ Today
%V 105
%N 0
%D Oct 2021
%M 34214949
%F 3.906
%R 10.1016/j.nedt.2021.105034
%X <B>OBJECTIVE: </B>Investigate the strategies used to support graduate transition-to-practice, and how they align with the four domains of work readiness: work competence; personal work characteristics; organisational acumen; and social intelligence.<BR><B>METHODS: </B>Integrative review with narrative synthesis.<BR><B>METHODS: </B>Databases searched in 2019 included Medline, CINAHL, PsychINFO, Embase via EBSCO, ERIC and MIDIRS. Grey literature was obtained through Proquest Dissertations and Thesis Global, and Trove.<BR><B>METHODS: </B>The 5-step method included: 1) Independent title and abstract review; 2) discussion of conflicting findings after title and abstract review; 3) independent full text review; 4) discussion of conflicting findings after full text review; and 5) quality evaluation using the Mixed Methods Appraisal Tool. Twenty eligible studies were analyzed and synthesized using the framework method informed by four domains of Graduate Work Readiness.<BR><B>RESULTS: </B>Of the 24 strategies identified, most (n = 20) supported graduate development across two or more work readiness domains. Structured education (n = 14) and preceptorship (n = 13) were most often used, and findings related to development of graduate work competence (n = 17) were most often measured. All four domains of work readiness were seldom addressed, with social intelligence a common gap.<BR><B>CONCLUSIONS: </B>This review provides two important considerations for graduate nurse programs. First, a combination of strategies is required to address all four domains of work readiness. Second, there is a need to tailor strategies, and their implementation, to the context of the organisation and clinical workplace.