An Exploratory Study on the Mediating Effect of Clinical Competence in the Relationship Between Grit and Field Adaptation in Newly Graduated Nurses

Abstract

Introduction Even under difficult situations, individuals with psychological resources such as positive psychological capital and resilience are less likely to consider turnover. Grit is a psychological factor that predicts success at work in other industries, but little is known about its impact on newly graduated nurses. Objectives The study’s purpose is to investigate newly graduated nurses’ grit, clinical competence, and field adaptation as well as the mediating effect of clinical competence in the relationship between grit and field adaptation. Methods A total of 102 nurses from university hospitals located in W city took part in this investigation. Data were collected using a self-questionnaire and were analyzed using descriptive statistics, Pearson’s correlation coefficient, multiple regression, and mediation analysis with the SPSS/26.0 program. Results Grit was remarkably related to clinical competence (r = .53, p < .001) and field adaptation (r = .30, p = .003). Clinical competence was significantly related to field adaptation (r = .24 p = .02). However, the role of clinical competence as a mediating factor in the relationship between grit and field adaptation was not found to be significant (β = .11, p = .32). Conclusion Grit boosted clinical competence and had a direct effect on field adaptation. In order for newly graduated nurses to retain a consistent level of enthusiasm in their work, it is necessary to develop a program or strategies to improve their grit.

Structural equation modeling of factors associated with nursing students' professionalism during the COVID‐19 pandemic

“…In the Republic of Korea, nursing education includes a 4‐year BSN program, encompassing more than 1000 h of clinical training (Kim & Kim & Park, 2020; Shin, 2022). Korean nursing students commence their first clinical placement during the third year after completing in‐campus simulation practicum in their second year (Shin, 2022). Fortunately, most Korean nursing students managed to progress through their educational programs without delays during the pandemic.…”

“…In the Republic of Korea, nursing students must complete over 1000 hours of clinical training during their four-year undergraduate course and successfully pass the nursing license examination (Shin, 2022). A Korean study has revealed that the ongoing pandemic, which has persisted for more than 2 years, has significantly impacted personal, academic, and clinical experiences owing to disruptions in clinical practice and the pervasive uncertainty faced by nursing students (Shin, 2022). However, there is limited empirical evidence that elucidates the intricate relationships between internal and learning-related factors and nursing professionalism among nursing students during the pandemic.…”

“…The pandemic has enforced changes to the undergraduate learning trajectory and has reshaped professionalism in nursing among undergraduate students. In the Republic of Korea, nursing students must complete over 1000 hours of clinical training during their four-year undergraduate course and successfully pass the nursing license examination (Shin, 2022). A Korean study has revealed that the ongoing pandemic, which has persisted for more than 2 years, has significantly impacted personal, academic, and clinical experiences owing to disruptions in clinical practice and the pervasive uncertainty faced by nursing students (Shin, 2022).…”

“…Nursing students in Korea could not undertake clinical practice in clinical fields if the medical institution requisitioned a sudden cancellation of nursing students' clinical practice in their region owing to the presence of COVID‐19 patients (Shin, 2022). In this context, nursing students might have experienced frustration, stress, and dissatisfaction, which can lead to negative learning outcomes, including a negative attitude toward the nursing profession (Singer et al, 2022).…”

التأثيرات الوسيطة المتعددة للعزم الأكاديمي والمناعة النفسية في العلاقة بين المعتقدات اللاعقلانية والإجهاد الأكاديمي

“…) ‫الجاد‬ ‫العمل‬ ‫و‬ ‫أهدافه‬ ‫لتحقيق‬ ‫السعى‬ ‫و‬ ‫الفرد‬ ‫ة‬ ‫مثابر‬ ‫أن‬ ‫ضوء‬ ‫فى‬ ‫النتيجة‬ ‫هذه‬ ‫تفسير‬ ‫ويمكن‬ ‫أن‬ ‫الى‬ ‫باإلضافة‬ ‫فاهية،‬ ‫بالر‬ ‫إحساسه‬ ‫و‬ ‫الفرد‬ ‫سعادة‬ ‫مصار‬ ‫من‬ ‫يعد‬ ‫مرجوه‬ ‫نتائج‬ ‫أجل‬ ‫من‬ ‫إ‬ ‫أشار‬ ‫لما‬ ‫ا‬ ً ‫وفق‬ ‫التحديات‬ ‫مع‬ ‫التكيف‬ ‫و‬ ‫الكفاءة‬ ‫فى‬ ‫تساهم‬ ‫األداء‬ ‫فى‬ ‫ة‬ ‫المثابر‬ ‫و‬ ‫ار‬ ‫اإلصر‬ ‫ليه‬(Oriol et al, 2020;Shin, 2022) …”