Table 2.

Data collection instrument summary including scoring and time points administered

Scale	Domains	Sample question and responding	Scoring and interpretation	Items used and excluded	Time points
Six Dimension Scale of Nursing Performance; [16]	Graduate competence. Subscales: 1. Leadership – guide others, accept responsibility; 2. Teaching and Collaboration – teach family using available resources; 3. Planning and Evaluation – identify patient needs, develop care plan; 4. Interpersonal Relations and Communication – build trust, teach patients, ask for help.	“Help a patient communicate with others”. Two 4-point Likert scales. 1. Frequency of task: Not Expected in this Job – Frequently 2. Skill: Not Very Well – Very Well	Total score and subscales: Mean skill score for items with frequency score >1. Higher scores indicate greater competence.	31 items. 12 irrelevant items excluded e.g. critical care subscale (specific to hospital settings).	GN time 1,2,3 PN time 1,2,3
	Graduate professional development. Ability to display self-direction, and use opportunities for growth and development.	“How well do you accept and use constructive criticism”. 4-point Likert scale. Skill: Not Very Well – Very Well	Total score: mean skill score. Higher scores indicate greater competence.
Casey-Fink Graduate Nurse Experience Survey; [17]	Graduate confidence. Subscales: 1. Support, encouragement, and feedback; 2. Organising/prioritising patient needs and workload; 3. Communication/leadership including making suggestions regarding patient care; 4. Professional satisfaction satisfying, exciting, challenging work with opportunities for practice, and role models.	“I feel confident communicating with general practitioners”. 5-point Likert scale. Strongly Disagree – Strongly Agree	Total score: summed (prorated). Subscales: mean. Higher scores indicate greater confidence.	22 items. 2 irrelevant items excluded: i.e. helping dying patients and delegating to the nursing assistant.	GN time 1,2,3
New Graduate Program Satisfaction; [19]	Satisfaction with program. Perceived ability, as a result of the program, to develop work relationships, use resources effectively, ask questions, and contribute professionally.	“The program has allowed me to have professional contributions valued”. 4-point Likert scale. Strongly Disagree – Strongly Agree	Total score: summed (prorated). Higher scores indicate greater satisfaction with program.	11 items. 10 irrelevant items excluded due to overlap with other tools i.e. confidence, leadership.	GN time 1,2,3
Nurse Entry to Practice Program Evaluation; [20]	Opportunities provided by the program including access to a knowledgeable/helpful preceptor, timely feedback, and opportunities to learn and develop.	“The program offers me the opportunity to develop professionally as a nurse”. 5-point Likert scale. Strongly Disagree – Strongly Agree	Total score: mean. Higher scores indicate more perceived opportunities provided.	9 items. Nil excluded.	GN time 1,2,3 PN time 1,2,3
Preceptor/Preceptee Satisfaction Questionnaire; [18]	Satisfaction with relationship between preceptor and preceptee.	“My preceptor welcomes my questions”. 5-point Likert scale. Strongly Disagree – Strongly Agree	Total score: summed (prorated). Higher scores indicate greater satisfaction with relationship.	19 items. 2 items excluded from GN survey only (preceptor specific questions).	GN time 1,2,3 PN time 1,2,3

Abbreviations: GN graduate nurse, PN practice nurse (preceptor)