Best practices of formal new graduate transition programs: An integrative review.

OBJECTIVES: The aim was to identify the best practices of formal new graduate nurse transition programs. This information would be useful for organizations in their support and development of formal transition programs for newly hired nurses. DESIGN: An integrative review of the nursing research literature (2000-2018). DATA SOURCES: The literature search included PubMed (MEDLINE), CINAHL (Cumulative Index to Nursing and Allied Health Literature), and EMBASE (Excerpt Medica dataBASE). Studies that dealt with programs geared towards pre-registration nursing students were removed. At least two researchers evaluated the literature to determine if the article met the inclusion and exclusion criteria. The final number of articles included in this review is 76. REVIEW METHODS: Cooper's (1989) five-stage approach to integrative review guided the process: problem formulation, data collection, evaluation of data points, data analysis and interpretation, presentation of results. This approach was supplemented by the PRISMA guidelines for reporting systematic searches. RESULTS: Selected studies (n=76) included a range of new graduate nurse program types. The literature was examined according to four major themes: education (pre-registration and practice), support/satisfaction, competency and critical thinking, and workplace environment. Common elements of programs were a specified resource person(s) for new graduates, mentorship, and peer support opportunities. Gaps were observed between pre-registration and new graduate nurse practice realities. A range of educational strategies were used but few were evaluated. Most programs staggered education over time but the limited evidence showed no difference in new graduate nurse transition or satisfaction. New graduate nurse support was an important emphasis of all programs with preceptors the most common form of support and with beginning evidence showing quality vs quantity in preceptor support. Strengthening the quality of preceptor support was evident across studies with the bundling of concurrent strategies found to be helpful. Competency and confidence were found to increase over time for new graduate nurses in transition programs. Workplace environments influenced new graduate nurse transition and organizational commitment. CONCLUSIONS: The variable quality of evidence limits the conclusions that can be drawn. The strongest evidence consistently showed new graduate nurse programs enhanced critical thinking, competency and retention and there were advantages with use of bundled preceptor strategies to support new graduates.

Nutritional quality of flours from guar bean (Cyamopsis tetragonoloba) varieties as affected by different processing methods.

In present study, three varieties (G 80, Ageta 112 and HG 365) of guar bean (Cyamopsis tetragonoloba) were analysed for proximate analysis and were processed by different methods (dehusking, soaking, autoclaving, extrusion and germination) to reduce its antinutritional factors. Processed guar flours were studied for antinutritional factors (tannins, phytic acid and polyphenols) and protein fractions. The highest protein, ash and polyphenols contents were observed in Ageta 112. G 80 contained the lowest tannin and phytic acid content. High temperature treatments (i.e. autoclaving at 110 °C/10 min, 120 psi and extrusion-Clextral, Twin screw extruder) were found to be most effective in reducing the tannin and polyphenol content. More than 90% reduction in tannins was observed with high temperature treatments in HG 365. Phytic acid fraction increased slightly on soaking, however, extensive reduction was observed with other treatments. Globulins formed the major protein fraction in guar bean and various processing treatments significantly affected the protein fractions. Autoclaving was observed to be the best treatment to reduce antinutritional factors in guar bean and thereafter, its utilization in food.

Considering theory-based reflection in the service-learning training of Advanced Education in General Dentistry (AEGD) residents.

Columbia University College of Dental Medicine, in partnership with the Harlem United Community AIDS Center, has developed a service-learning (SL) program for use in the training of Advanced Education in General Dentistry (AEGD) residents. This article presents basic tenets of SL, their applicability for dentistry, and our experience implementing SL in care of people living with HIV/AIDS. It proposes that social-behavioral theory, when incorporated into the basic components of SL, can play a useful role in resolving a number of challenges inherent in competency-based training programs. Although the article provides examples of how a particular theory, the Theory of Planned Behavior, might be applied in the SL context, opportunities for the application of other social-behavioral theories potentially exist.