Targeting Populations and Special Considerations
In this section, we will focus on unique considerations for new nurses’ transitioning to the workforce, unregulated workers, internationally educated nurses, and rural workplaces. These groups have unique characteristics to consider in relation to recruitment and retention.
Activity #1
Complete these required readings:
- Abelsen, B., Strasser, R., Heaney, D., Berggren, P., Sigurðsson, S., Brandstorp, H., Wakegijig, J., Forsling, N., Moody-Corbett, P., Healey Akearok, G., Mason, A., Savage, C., & Nicoll, P. (2020). Plan, recruit, retain: a framework for local healthcare organizations to achieve a stable remote rural workforce. Human Resources of Health, 18(63).
- Brook, J., Aitken, L., Webb, R., MacLaren, J., & Salmon, D. (2019). Characteristics of successful interventions to reduce turnover and increase retention of early career nurses: A systematic review. International Journal of Nursing Studies, 91, 47-59. doi: 10.1016/j.ijnurstu.2018.11.003
- Estabrooks, C. A., Squires J. E., Carleton H. L., Cummings G. G., & Norton P. G. (2015). Who is looking after Mom and Dad? Unregulated workers in Canadian long-term care homes. Canadian Journal of Aging, 34(1), 47-59. doi:10.1017/S0714980814000506
- Ramji, Z., & Etowa, J. (2018). Workplace integration: Key considerations for internationally educated nurses and employers. Administrative Sciences, 8(2). doi: 10.3990/admsci8010002
Activity #2
Review the following resources to support new nurses and preceptorship:
- University of Hull. (2022). Supporting transition and retention of newly qualified nurses, transition toolkit. Piktochart.
- Kinsella, E. A., Bossers, A., Ferguson, K., Jenkins, K., Bezzina, M. B., MacPhail, A., Moosa, T., Schurr, S., Whitehead, J., & Hobson, S. (2016). Preceptor education program for health professionals and students (2nd ed.). The University of Western Ontario.
Activity #3
Watch this video from the Office of the Auditor General of British Columbia (2018) for a Canadian example of nursing shortages in rural and remote areas.
Video: An Independent Audit of the Recruitment and Retention of Rural and Remote Nurses in Northern B.C. (4:14)
Activity #4
Review and consider these government-funded initiatives in Ontario, Canada, supporting new nurses and IENs. How might you advocate for something similar or improved? How might you support these in your organization?
- New Nurse Support, Ontario Ministry of Health
- IEN Support, Care Centre for Internationally Educated Nurses
Activity #5
Return to your case study from subtopic 2. Make changes based on your learning from sections 3 and 4. For nursing leaders in rural and remote communities, consider changing the framework to Abelsen and colleagues’ (2020) Plan, Recruit, Retain framework.
Activity #6
Return to the reflective exercise and consider these unique populations, make changes to your self-assessment, gaps as needed, and then complete Part 3 and Part 4. Consider the following questions:
- How can I support students, new nurses, unregulated care providers and/or IENs as part of the recruitment and retention strategy?
- For those in or supporting rural and remote communities, how are you engaging the community in retention and recruitment planning?
