New Graduate Nurse Practitioners and the Preceptor/Mentor Model

With respect to solving the clinical ability of the new graduate school nurse nurse (NP), recruitment, preparation, and compensation, student preparation and evaluation, and the environmental and overall experience of the student and mentor have long been the starting point of literature review did. The relationship between the beneficiary model and the student / mentor is part of the opportunity of critical thinking, the concept of operational theory, strengthening behavior as a professional, exchanges with colleagues and support staff, and the opportunities for interaction in the real world environment We deal with it. .

Internships or on-site training with actual patients is an important part of nursing practical education. Students can contact the instructor, but most people are responsible for finding their instructor - especially if the nurse doctor is enrolled in a remote or online course. During the internship period, students evaluate and treat the actual patient under the guidance of the lecturer. Internships may range from 500 to over 1,000 hours depending on the requirements of the program. After completing and graduating, students can take the Oncology Care Certification Exam and the Advanced Oncology Certified Nurse Practitioner Exam, which are additional certificates for integrating nursing expertise in oncology.

Student nurse goes out. Nurse internship gives nursing students the opportunity to use nurse tutors - student models will experience actual clinical practice in 3 to 12 weeks (Friday, Zoller, Hollerbach, Jones and Knofczynski, 2015). The main goal is to attract student nurses to employment, reduce staff recruitment costs, and improve the performance and retention rates of new graduate nurses. But the results were various. The retention rate and occupational satisfaction of new graduate nurses who took part in the internship were slightly improved in several studies (Cantrell & Browne, 2006; Friday et al., 2015; Steen, Gould, Raingruber, & Hill, 2011). The two-year enrollment rate is significantly lower than the new graduate who entered the enrolled or educated program (Salt, Cummings, & Profestto-McGrath, 2008).