Early graduates require appropriate induction and orientation to the Health Service

Graduates often benefit from an individual assessment of learning needs

Learning contracts can be a useful tool to assist the graduate to identify their learning needs.

The program should provide a dedicated co-ordinator who is available to early graduates.

Allocation of clinical rotations at the beginning of the program allows for planning for the health service and the graduate.

The program should provide structure and content. The structure might consist of study days, inservice and supernumerary time.

Content might include advanced clinical skills, priority setting, time management and coping skills
The program may include ongoing performance reviews.

Early graduate programs currently have fewer rotations to assist the graduates to develop skills and confidence

Most early graduate programs aim to deliver the most support at the front end of the program.

The program may be designed to encourage critical thinking both in study days and the clinical setting.

Health services should ensure that the program provides for:

1. supernumerary time.
2. appointment of a dedicated program coordinator 
3. maintaining manageable workloads for graduates
4. planning to ensure suitable opportunities for graduates to develop further knowledge

Recent research suggests that increasing specialisation within healthcare increases the time it takes to become a working member of the team.

Consequently, fewer clinical rotations within the program may assist the graduate to develop skill, confidence and feel part of the team.

Concept mapping has been used successfully as an educational strategy to improve critical thinking skills in new graduates.

Australian Resource Centre for Healthcare Innovations (ARCHI), Strengthening the new graduate nurse program using learning contracts, viewed 9 January 2009, http://www.archi.net.au/e-library/workforce/nursing/strengthening_graduate.htm>

McKenna, L. and Newton, J.M, After the graduate year: a phenomenological exploration of how new nurses develop their knowledge and skill over the first 18 months following graduation. Australian Journal of Advanced Nursing,, 2005. 25(4): p. 9-15.

Contemporary Nurse: Archives, The impact of education and experience on death anxiety in new graduate nurses, viewed 5 January 2009, http://www.contemporarynurse.com/archives/vol/17/issue/1-2/article/2071/the-impact.htm

ProQuest, Continuing Education in Nursing, Concept Mapping: An educational strategy to improve graduate nurses critical thinking skills during a hospital orientation program, viewed 15 December 2008, http://proquest.umi.com/pqdlink......htm

ProQuest, Continuing Education in Nursing, Precepting in the fast lane:Improving critical thinking in new graduate nurses, viewed 15 December 2008, http://proquest.umi.com/pqdlink?Ver=1&Exp=12-13-2013&FMT=7&DID=14722001.HTM

Beecroft, P.C., et al., Bridging the Gap Between School and Workplace: Developing a New Graduate Nurse Curriculum. Journal of Nursing Administration, 2004. 34(7-8): p. 338-345.

Bishop, R 2005, Building Talent for the future workforce, Interdependent, http://www.interdependent.com.au.htm