Final clinical practicum, transition experience and turnover intentions among newly graduated nurses: A cross sectional study

Kaihlanen, Anu‐Marja; Elovainio, Marko; Haavisto, Elina; Salminen, Leena; Sinervo, Timo

doi:10.1016/j.nedt.2019.104245

Cited by 61 publications

(62 citation statements)

References 49 publications

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“…Lack of confidence due to limited knowledge and skills increases the burden of patient care, which in turn lowers professional confidence and increases self‐doubt (Duchscher, 2012). Studies recommend that a reality‐based clinical practicum be developed and implemented in nursing schools to enable successful transition of newly licensed nurses to professional practice (Azimian et al, 2014; Kaihlanen et al, 2020; Liang et al, 2018; Woo & Newman, 2020). Moreover, hospitals provide entry programs for new nurses, and most new nurses have a preceptorship period with a preceptor for several months (Flanders et al, 2020; Kim & Yeo, 2019).…”

Section: Discussionmentioning

confidence: 99%

Association of work environment and resilience with transition shock in newly licensed nurses: A cross‐sectional study

Kim

2021

Journal of Clinical Nursing

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Aims and objectives To examine transition shock in newly licensed nurses and the association of work environment and resilience with nurses' transition shock. Background Although work environment is related to transition shock in newly licensed nurses, little is known about the factors of nursing work environment associated with transition shock. Furthermore, resilience is known to help nurses positively face workplace challenges; however, there is little evidence on the associations between resilience and transition shock in new nurses. Design A cross‐sectional, descriptive study. Methods Data from 163 new nurses with <12 months of work experience in the current hospital since graduation were analysed. Participants' characteristics, work environment, nurse resilience and transition shock were self‐reported. Multivariable linear regressions were performed in three steps (following the STROBE checklist). Results The highest mean score of transition shock was obtained for the item ‘I perceive the limitations of my professional knowledge in nursing care'. In the regression analysis adjusted for all variables, two factors of work environment—‘nurse staffing and resource adequacy’ and ‘collegial nurse‐physician relationships’—were associated with transition shock. Meanwhile, resilience was not related to transition shock. Conclusions The gap between newly licensed nurses' theoretical and practical knowledge continues to exist. Adequate nurse staffing and a positive relationship with physicians, rather than nurse resilience, were more likely to associate with new nurses' transition shock. Relevance to clinical practice Hospitals need to provide ward‐based simulations and case‐based learning methods to enhance nurses' transition to professional practice. For nurses' transition, hospitals should make efforts to provide adequate nurse staffing and resources. Furthermore, hospitals should provide communication opportunities to build a positive collaborative culture between nurses and physicians. Unit nurse managers need to assess newly licensed nurses' perception of nurse–physician professional relationship and create an atmosphere of respect and understanding for each other.

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Section: Discussionmentioning

confidence: 99%

Association of work environment and resilience with transition shock in newly licensed nurses: A cross‐sectional study

Kim

2021

Journal of Clinical Nursing

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“…In nursing education, clinical learning is of high importance for the competence development of nursing students (European Commission [EC], 2013; van Rooyen, Jordan, ten Ham‐Baloyi, & Caka, 2018); in particular, the final clinical practicum plays a significant role in the transition from student to registered nurse (Kaihlanen, Elovainio, Haavisto, Salminen, & Sinervo, 2020). According to the updated EU directive 2013/55/EU, nursing education comprises at least 2300 hours of clinical learning in different clinical learning environments (EC, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Good quality for the clinical learning environment has been found to consist of the pedagogical atmosphere on the ward, supervisory relationship, leadership style of the ward manager, and the premises of nursing on the ward (Saarikoski, Isoaho, Warne, & Leino‐Kilpi, 2008; Saukkoriipi et al, 2020). The final clinical practicum before graduation is the last chance for nursing students to get prepared for the upcoming transition (Kaihlanen et al, 2020; Wu, Enskär, Lee, & Wang, 2015). The transition process from student to registered nurse can be exciting, but it can also be challenging and stressful.…”

Section: Introductionmentioning

confidence: 99%

Clinical learning environment and graduating nursing students' competence: A multi‐country cross‐sectional study

Visiers‐Jiménez

Suikkala

Salminen

et al. 2021

Nursing & Health Sciences

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The purpose of this study was to explore nursing students' perceptions of their final clinical learning environment and its association with their self‐assessed competence, satisfaction with nursing education, and turnover intentions at graduation in six European countries. A multi‐country comparative cross‐sectional study was conducted with nursing students (n = 1746) from the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain using the Nurse Competence Scale and the Clinical Learning Environment and Supervision scale. Nursing students' overall perceptions of their final clinical learning environment and supervision were positive in all the countries studied. The correlation between the students' perceptions of their final clinical learning environment and competence was statistically significant and positive. Satisfaction with the nursing program and clinical practicum and no consideration of career change were related to positive perceptions of the final clinical learning environment. Highlighting the importance of the supervisory relationship and pedagogical atmosphere, nursing students' positive perceptions of the final clinical learning environment and supervision contribute to a better level of self‐assessed competence and satisfaction with the nursing program and clinical practicum, leading to lower turnover intentions.

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“…In nursing education, a clerkship refers to the practice of clinical courses by nursing students during their nal year of study. The prospective satisfaction with clinical clerkship plays an important role in deciding whether to stay in the nursing profession [6]. Therefore, to prevent nursing students from quitting and to help them grow more interested in nursing, investigating clinical clerkship satisfaction in nursing students who have just entered clinical setting seems necessary [7].…”

Section: Satisfaction With Clinical Clerkshipmentioning

confidence: 99%

The relationship between personality dimensions, spirituality, coping strategies and clinical clerkship satisfaction among intern nursing students: A cross-sectional study

Rezapour-Mirsaleh

Aghabagheri²

2020

Preprint

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Abstract Background : The clinical clerkship is a crucial stage in nursing training, yet a dissatisfaction at this stage may cause a nurse quit in future. This study aimed to investigate the relationship among personality dimensions, spirituality, coping strategies and clinical clerkship satisfaction among intern nursing students. Methods: This was a correlational, cross-sectional study. A total of 293 Iranian nursing students, who were fulfilling their clinical clerkship at university-affiliated hospitals in Tehran, were selected using cluster random sampling. All participants were provided with standard questionnaires including personality dimensions (NEO_FFI), spirituality, coping strategies (WoCQ), and satisfaction with clinical clerkship. Data were analyzed using Pearson correlation and hierarchical multiple regression. Results : The results showed that spirituality (β=0.32, p<0.001), problem-focused coping (β=0.26, p<0.001) and extraversion (of personality dimensions, β=0.22, p<0.001) played significant roles in predicting clinical clerkship satisfaction among intern nursing students. Regression analysis showed openness (β=0.14, p<0.01), extraversion (β=0.16, p<0.01), and spirituality (β=0.23, p<0.001) could significantly predict problem-focused coping style among intern nursing students. However, personality dimensions and spirituality were not good predictors for emotion-focused coping among these students (p>0.05). Conclusion : Personality dimensions, coping strategies and, in particular, spirituality are good predictors of clinical clerkship satisfaction among intern nursing students. Therefore, paying attention to spiritual needs in nursing students, improving their problem solving skills in dealing with clinical stress and training extraversion characteristics can be effective in enhancing their satisfaction with clinical clerkship.

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Final clinical practicum, transition experience and turnover intentions among newly graduated nurses: A cross sectional study

Cited by 61 publications

References 49 publications

Association of work environment and resilience with transition shock in newly licensed nurses: A cross‐sectional study

Association of work environment and resilience with transition shock in newly licensed nurses: A cross‐sectional study

Clinical learning environment and graduating nursing students' competence: A multi‐country cross‐sectional study

The relationship between personality dimensions, spirituality, coping strategies and clinical clerkship satisfaction among intern nursing students: A cross-sectional study

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