CrossMap Pilot Program Retention
The document presents a detailed crosswalk table for a New Graduate Nursing Skills Tracker survey used to monitor transition, retention, and well‑being of newly hired nurses. Nineteen items are listed, each paired with a specific measurement construct (e.g., Perceived Stress – Emotional Load, Workload Fit, Perceived Support – Preceptor, Confidence – Psychological Safety, Social Support, Belonging, Reflection, Global Well‑Being). For every item the table provides a purpose statement describing what the question measures, and analyst notes that guide reporting, triangulation, and interpretation (e.g., alignment with established scales, relevance for retention, or quality‑improvement focus). Items 1‑9 capture quantitative stress, workload, and support dimensions; items 10‑16 extend confidence, social support, belonging, reflection, and overall well‑being; items 17‑19 are open‑ended qualitative prompts to identify protective factors, stressors, and needed supports. The instrument is versioned (Ethos | RW 11/20/2025 v.1) and intended for program evaluation and continuous improvement of new graduate nursing transition programs.
Topics
Survey Architecture: Mapping Quantitative Items to Core Transition Constructs
Overview of the 19 survey questions, each linked to a specific construct such as perceived stress, workload fit, support, confidence, belonging, reflection, and global well‑being.
Perceived Stress Constructs: Emotional Load, Reactivity, and Cognitive Time Pressure
Items 1‑3 capture distinct facets of stress—overwhelm, anxiety, and time pressure—aligned with established Perceived Stress Scale dimensions.
Workload Fit and Role Appropriateness: Ensuring Safe Assignment Levels
Items 4‑5 assess whether shift workload is manageable and tasks match the novice’s learning stage, serving as safety and alignment indicators.
Support Structures: Preceptor, Peer Team, and Interprofessional Networks
Items 6‑8 evaluate perceived support from the assigned preceptor, nursing team, and broader interdisciplinary staff, key predictors of retention.
Confidence and Psychological Safety: Foundations for Learning
Items 9‑12 probe comfort asking questions, admitting knowledge gaps, clinical skill self‑efficacy, and decision‑making confidence, reflecting a safe learning climate.
Social Support, Belonging, and Professional Identity Formation
Items 13‑14 measure access to help, sense of value within the team, and emerging professional identity—critical for long‑term engagement.
Reflection Capacity and Global Well‑Being Metrics
Items 15‑16 capture time for debriefing, reflective processing, and an overall well‑being anchor item for trend monitoring.
Qualitative Open‑Ended Prompts: Protective Factors, Stressors, and Support Needs
Items 17‑19 solicit narrative feedback on positive influences, challenges, and desired supports, intended for thematic coding and quality‑improvement insights.