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The authors describe development of an evidence-based new graduate nurse curriculum that is derived from (1) the duties and tasks that registered nurses actually perform in the clinical setting, (2) Benner's novice-to-expert framework, and (3) group interview information from major nursing stakeholders. In addition, the research-based infrastructure and ongoing evaluation that anchored the implementation and consequent modification of the curriculum are presented.
Beecroft et al. (Thu,) studied this question.