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Abstract
Workforce shortages, fiscal restraint, complex healthcare organizations, increasing
patient acuity, the explosion of knowledge and technology and the ever expanding role
of nurses in healthcare have reinforced the importance of new graduates arriving in
the work setting with the ability to move seamlessly into practice. This idea of moving
seamlessly into practice is often referred to as practice readiness. Differing perspectives
exist between nurses in the practice and education sector about the practice readiness
of new graduates. The aim of this study was to understand the perspectives of nurses
about new graduate nurse practice readiness and the underlying context shaping these
perspectives. Focus groups involving 150 nurses with varying years of experience in
the practice, education and regulatory sector were conducted. The findings revealed
that participants' expectations and understandings of new graduate practice readiness
were influenced by the historical and social context within which nursing education
and professional practice is grounded. These differences centered around three main
areas: the educational preparation of nurses (diploma or degree), the preparation
of the technical versus the professional nurse, and the perceived responsibilities
and accountabilities of the education and practice sector for the educational preparation
of nurses. To shift the discourse around practice readiness, nurses from all sectors
must focus on unique, innovative and cooperative solutions to ensure the seamless
transition of all nursing graduates in the 21st century healthcare system.