Maintaining high standards of nursing care is a key factor in promoting job satisfaction in early graduates.

New graduates require an appropriate induction and orientation to the health service

Providers of EGP should encourage all staff to utilise the differences in nursing knowledge and staff expertise, including the early graduates, for the benefit of the patient

Providing clear well documented accessible policies and procedures is fundamental to the provision of a safe environment. This includes the clear role description for the graduate nurse.

Provision of best practice guidelines for rostering of early graduates and timing of night duty and holidays across the year should be considered.

Organisational culture greatly influences the learning environment. Factors that influence the clinical learning environments are staffing levels, preparation of clinical teachers and their skill levels, allocation of nursing educators, and cultural attitudes to ongoing staff education.

A welcome environment with a well-planned orientation program designed specifically for early graduates enables graduates to feel valued.

It has been suggested that role ambiguity occurs when the graduates role is ill defined. This may occur between wards/units where the lack of clarity affects staff expectations and can cause conflict.

Organisations that provide career assistance can assist employees to focus on career development and can bind them more closely to an organisation.

Treating the early graduates as part of the team enhances the early graduates professional self-concept and image, assisting them in their competence.

Contemporary Nurse: Feature Articles, Archives, The enculturation of our nursing graduates, viewed 20 January 2009, http://wwwcontemporarynurse.com/archives/vol/11/issue/1/article/1714/the-enculaturation.htm

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

 Hall.D.T.(1971),A theoretical model of career sub-identity development in organisational settings. Organisational Behaviour and Human Performance, 3(1), 50 - 76.

Casey K, F.R., Krugman M, Propst J. , The new graduate nurse experience. Journal Nursing Administration, 2004. 34(6): p. 303-311.

Clinton, M., S. Robinson, and T. Murrells, Creating Diversity in the Healthcare Workforce- The role of pre-registration education in the UK. Journal of Health Organisation & Management, 2004. 18(1): p. 16-24.