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Effective guidance in practice is necessary for safe practice of clinicians upon entering the workforce. The transition period is recognised as a time of significant stress as newly graduated nurses (novices) endeavour to consolidate their nursing knowledge and gain mastery in a new working environment. This study explored novices perception of a structured clinical support program designed to assist their assimilation and development of good practice in the real world. Surveys and focus groups were conducted twelve months after novices commenced employment in a large tertiary hospital in South-East Queensland, Australia. Survey results from 78 novices (43% response rate), and feedback from a subsequent focus group of the respondents, indicated that the program which provided interactive content days and supervised experience in an environment conducive to learning was successful in transitioning novices. Novices placed considerable importance on largely intangible aspects of the interactive days, such as emotional support and collegiality which contributed to their confidence. These intangible elements of programs are often not measured and therefore their value not visible to those responsible for continuous education. Of particular significance was that novices indicated their thoughts about practice were given limited consideration. This is an important factor for future retention. [ABSTRACT FROM AUTHOR]

This paper explored how I, as a novice midwife educator in a Higher Education Institution, utilised my reflections on the preparation, delivery and evaluation of a lecture to develop my teaching skills. My personal teaching and learning philosophy was informed by humanism. Reflecting on my teaching and learning philosophy, and the teaching and learning theories that guided the session, enabled me to identify aspects of my teaching that required further development. Similarly, the process permitted me to recognise positive aspects that I could take forward and build upon in my professional development as an educator. The key learning for me as a novice educator is outlined, with an emphasis placed on preparation and strategic question formulation. [ABSTRACT FROM AUTHOR]