Table A.

Characteristics of Included Studies

Author(s)/ Journal	Framework (F) or Objective (O)	Subjects	Intervention and Length/Program Techniques	Times of Job Satisfaction Measurement	Measurement Instrument for Job Satisfaction	Scoring	Reliability	Validity	Analysis
Altier & Krsek (2006). Journal for Nurses in Staff Development	F: Benner’s Novice to Expert model (1982), based on the theory of skill acquisition of Dreyfus (Dreyfus & Dreyfus, 1980)	111 baccalaureate-prepared graduate nurses from six academic medical centers across the U.S.	1-year program: pilot test of UHC/AACN residency program Curriculum themes: Research-based practice Patient safety Communication Leadership Professional development Key elements: General orientation Preceptor-guided clinical experience Resident facilitator Specific clinical course work	Initially at hiring and on completion of program	McCloskey–Mueller Satisfaction Survey - 8 subscales, 31 items (Mueller & McCloskey, 1990)	5-point Likert scale	α = 0.89	Construct validity Criterion-related validity (r = .53 to .75)	Paired t test, analysis of covariance
Anderson, Linden, Allen, & Gibbs (2009). The Journal of Nursing Administration	O: To measure job satisfaction and engagement perceptions of new nurses after completing interactive residency modules	90 new graduate nurses in a midwestern health care system with 5 metropolitan hospitals	1-year program: created and implemented within health care system Interactive session themes: Professionalism Clinical practice including patient simulations Interdisciplinary care planning Key elements: E-mail communication with peers and faculty Completion of professional portfolio Monthly guided journal assignments (for feedback and mentoring from system advanced nurse specialists) Preceptors to orient new graduate nurse to specific unit	Before and after attending nurse residency education sessions	Halfer-Graf Job/Work Environment Nursing Satisfaction Survey - 21 items (Halfer& Graf, 2006)	4-point Likert-type scale	Pearson-Brown split/half reliability = 0.8962	Survey tool items validated by members of nursing recruitment and retention committee in the study setting	Nonparametric Mann-Whitney U test, thematic analysis
Fink, Krugman, Casey, & Goode (2008). The Journal of Nursing Administration	F: Benner’s Novice to Expert model (1982)	434 graduate nurse residents from the first 12 academic hospital sites in the UHC/AACN residency program hired between May 2002 and September 2003 and had fully completed the 1-year residency program	1-year program: UHC/AACN Nurse Residency Program (components not explicitly defined in study)	On hire, 6 months into program, and 12 months on completion of program	Casey-Fink Graduate Nurse Experience Scale - 9 items pertaining to job satisfaction (Casey, Fink, Krugman, & Propst, 2004)	4-point Likert-type items	α = 0.89	Content validity	Focused on qualitative data outcomes from open-ended questions: findings compared, cover terms and common themes identified across institutions and periods
Goode, Lynn, McElroy, Bednash, & Murray (2013). The journal of Nursing Administration	F: AACN Essentials of Baccalaureate Education for Professional Nursing Practice Benner’s Novice to Expert model (1982)	1,016 new graduate residents who participated in the UHC/AACN Nursing residency from 2002 through 2012	1 year program: UHC/AACN residency program Core curriculum content: Leadership Patient safety and outcomes Professional role Key elements: Interprofessional exercises and simulations Completion of evidence-based practice project Monthly face-to-face seminar sessions Resident facilitators (role modeling, forging relationships, coaching)	At program start, 6 months into program, and 12 months on completion of program	Casey-Fink Graduate Nurse Experience Scale	4-point Likert-type items	α = 0.89	Content validity	ANOVA, exploratory factor analysis (principal axis factoring with varimax rotation)
Goode, Lynn, Krsek, & Bednash (2009). Nursing Economic$	F: Benner’s Novice to Expert model (1982)	655 residents who were hired by 26 academic medical center hospitals between September 15, 2004 and September 15, 2005	1-year program UHC/AACN residency program (*mentions that overview of program can be found in Krugman*)	On hire, 6 months into program, and 12 months on completion of program	Casey-Fink Graduate Nurse Experience Scale McCloskey–Mueller RN Job Satisfaction Scale	4-point Likert-type items 5-point Likert scale	α = 0.89 α = 0.89	Content validity Construct validity	ANOVA
Kowalski & Cross (2010). Journal of Nursing Management	O: To report preliminary findings regarding new graduate nurses participating in a year-long local residency program at two hospitals in Las Vegas	55 BSN and ADN new graduate nurses participating in 1-year local residency program at two hospitals	1-year program created and implemented within the two hospitals Educational modules: Professional development Multicultural competency End-of-life care Key elements: Orientation Preceptor-guided clinical experience with emphasis on preceptor as mentor Patient simulation in nursing skills laboratory Resident development days including peer support session, case studies, and skill presentation	During third and twelfth month of program	Casey-Fink Graduate Nurse Experience Scale	4-point Likert-type items	α = 0.71 to 0.90	Content validity	Wilcoxon’s signed-rank test, Friedman’s test, exact P values based on permutation distribution
Krugman et al. (2006). Journal for Nurses in Staff Development	F: Benner’s Novice to Expert model (1982)	Participants from first year of program operation at first six pilot sites	1-year program: UHC/AACN residency program Core curriculum content: Leadership Evidence-based practice Professional role development (selecting mentor, constructing career plan) Key elements: Hospital orientation BSN-prepared clinical preceptor Specialty training based on unit Monthly resident seminars with interactive case studies (allow for networking, bonding) Resident facilitator Clinical exemplars for reflective inquiry Celebrations and recognition	At program start, 6 months into program, and 12 months on completion of program	McCloskey–Mueller Satisfaction Survey Casey-Fink Graduate Nurse Experience Scale	5-point Likert Scale 4-point Likert-type items	α = 0.82 α = 0.89	Construct validity Content validity	Mean score comparison over time
Olson-Sitki, Wendler, & Forbes (2012). Journal for Nurses in Staff Development	O: To evaluate a year-long nurse residency program using a non-experimental, repeated measures design with qualitative questions	31 new graduate nurses at a 507-bed Magnet-designated regional medical center	1-year program created and implemented within medical center Key elements: New employee on board Central nursing orientation Unit-based clinical and professional orientation Primary preceptor Weekly progress assessment Nurse Residency Development Days (educating and networking)	During sixth month and twelfth month after hire	Casey-Fink Graduate Nurse Experience Scale	4-point Likert-type items	α = 0.81 to 0.90	Content validity	Wilcoxon signed-ranks; significant t test; qualitative descriptive naturalistic inquiry approach with constant comparison
Setter, Walker, Connelly, & Peterman (2011). Journal for Nurses in Staff Development	F: Benner’s Novice to Expert model (1982)	100 BSN nurses who had completed the NRP since its inception in 2003 and who were still employed at the University of Kansas Hospital in 2007	1-year program: UHC/AACN Nurse Residency Program Curriculum themes: Patient outcomes Leadership Professional development Key elements: Resident facilitator Clinical narrative assignments Quality improvement project	Varying period of time after completion of program	McCloskey–Mueller Satisfaction Survey	5-point Likert scale	α = 0.922	Construct validity	Regression analysis comparison to predictive model, content analysis
Ulrich et al. (2010). Nursing Economic$	F: Benner’s Novice to Expert model (1982)	Over 6,000 new graduate nurses who completed the RN residency over a 10-year period	Varies in length: Versant RN Residency Curriculum: Classes with case studies Structured clinical immersion experiences with team precepting Structured mentoring and debriefing/self-care sessions Looping to related departments Competency validation	At end of program, month 12 after program completion, month 24 after program completion, and month 60 after program completion only for organizational job satisfaction	The Nurse Job Satisfaction Scale - 3 subscales The Work (Organizational Job) Satisfaction Scale - 5 subscales, 27 items	Likert-type (Hinshaw & Atwood, 1983) 5-point Likert-type scale (Slavitt et al., 1979)	α = 0.90 α = 0.87	Not reported Not reported	Data reduction and multiple imputation, correlation matrix analysis, generation and inspection of descriptive statistics for demographic variables as well as each scale and subscale, and regression analysis
Williams, Goode, Krsek, Bednash, & Lynn (2007). The Journal of Nursing Administration	F: Baccalaureate foundation as described in The Essentials of Baccalaureate Education, conceptual work of Dreyfus as described by Benner and the work of Benner et al. (1982)	Data on 2 cohorts of residents (n = 679) in 12 sites across the country	1-year program: UHC/AACN Nurse Residency Program Components of program: Core curriculum Clinical guidance of nurse preceptor Access to resident facilitator who provides professional role development and guidance Key elements: Central-nursing orientation Additional learning opportunities Ongoing clinical mentoring and support Helping new graduates develop effective decision making skills related to clinical judgment and performance	At program start, 6 months into program, and 12 months on completion of program	Casey-Fink Graduate Nurse Experience Scale McCloskey–Mueller Satisfaction Survey	4-point Likert-type items 5-point Likert scale	α = 0.89 α = 0.58 to 0.82 for subscales in study	Content validity Construct validity	ANOVA, exploratory factor analysis (principal axis factoring with Varimax rotation)

Note. UHC/AACN = University HealthSystem Consortium/American Association of Colleges of Nursing; ANOVA = analysis of variance; BSN = baccalaureate nursing degree; ADN = associate degree in nursing; NRP = nurse residency program.