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Early findings from an evaluation of a post-registration staff development programme: The Flying Start NHS initiative in Scotland, UK.

Roxburgh, M., Lauder, W., Topping, K., Holland, K., Johnson, M. and Watson, R. (2010) Early findings from an evaluation of a post-registration staff development programme: The Flying Start NHS initiative in Scotland, UK. Nurse Education in Practice, 10 (2). pp. 76-81. ISSN 1873-5223

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Abstract

The first year post-qualifying as a nurse or midwife is often seen as a key transitional period. Flying Start NHS is the national development programme for all newly qualified nurses, midwives and allied health professionals in NHS Scotland. It is designed to support the transition from student to newly qualified health professional through supporting learning in everyday practice. It is a web-based or CD-ROM programme which seeks to increase the confidence and competence of newly qualified nurses and midwives during their first year of employment following registration. The aims of this study were to establish levels of self-report competency, self-efficacy, job demands and career intentions in newly qualified nurses undertaking Flying Start NHS programme in Scotland. The aims were met by conducting a cross-sectional survey of Flying Start NHS students. Newly qualified nurse participants (n=97) comprised a convenience sample of newly qualified nurses who were registered as undertaking the Flying Start NHS on-line programme during Autumn-Winter 2007. Most newly qualified nurses intend to remain in the NHS although a small but important number may leave.

Item Type: Article
Academic Units: The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > School of Nursing and Midwifery (Sheffield)
Depositing User: Miss Anthea Tucker
Date Deposited: 22 Feb 2010 16:46
Last Modified: 01 Mar 2010 16:01
Published Version: http://dx.doi.org/10.1016/j.nepr.2009.03.015
Status: Published
Publisher: Elsevier
Identification Number: 10.1016/j.nepr.2009.03.015
URI: http://eprints.whiterose.ac.uk/id/eprint/10422

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