New graduates&amp;#39; values and the effect of a nurse transition program on neophyte staff nurses&amp;#39; clinical competency, role adjustment, job satisfaction, length of stay, and turnover

Currie, Lillian Jane

doi:10.18130/v35p8s

Cited by 2 publications

(3 citation statements)

References 29 publications

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“…The experiences of graduate nurses during their first year of nursing practice have often been described as being extremely traumatic and stressful (Hamel, 1990; Kelly, 1996; Tradewell, 1996). Neophyte nurses have identified various issues that contribute to the enormous pressures they face, including a lack of confidence (Kramer, 1985), unrealistic expectations by clinical staff (Kelly, 1996; Gerrish, 2000), role conflict and ambiguity (Kramer, 1985), insufficient support (Currie, 1994) and a lack of correlation between educational input and the realities of the organizational culture (Gerrish, 2000; Bullock & Manias, 2002). Clearly, the social context in which graduate nurses work is important in determining how they provide patient care interventions and retain their own ideas and values (Kelly, 1996).…”

Section: Introductionmentioning

confidence: 99%

Medication management by graduate nurses: Before, during and following medication administration

Manias

Aitken

Dunning

2004

Nursing & Health Sciences

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The purpose of the present study was to explore graduate nurses' perceptions of their medication management activities in the acute care context. A qualitative research design with a semistructured interview schedule was used to elicit information from participants. The sampling population consisted of graduate nurses involved in direct patient care in medical and surgical wards of a Melbourne metropolitan teaching hospital, completing a graduate nurse program. Twelve graduate nurses participated in the interviews. Two major themes emerged: (i). monitoring medications and (ii). interventions for patient care. The findings indicate that graduate nurses are required to address several facets of the medication management role in their daily practice. It is pertinent to examine ward dynamics to ensure that graduate nurses have ready access to experienced health care professionals. Through collegial support, graduate nurses should also be encouraged to critically examine the different possibilities when making clinical judgments about monitoring patient medications.

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Section: Introductionmentioning

confidence: 99%

Medication management by graduate nurses: Before, during and following medication administration

Manias

Aitken

Dunning

2004

Nursing & Health Sciences

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“…Similarly, Currie (1994) indicated staff nurse knowledge, clinical skills, and management-related values in organizational relationships and roles increased significantly over time.…”

Section: Discussionmentioning

confidence: 97%

“…This multidimensional concept is influenced by a variety of demographic, work environment, management, and other factors (Fukada, 2018). For example, length of employment (Currie, 1994;Takase, 2013;Yamamoto et al, 2021), department (Yamamoto et al, 2021), and the ease of getting days off (Yamamoto et al, 2021) have previously been found to affect clinical competency. Also, clinical competency was found to be significantly higher in nurses in South Korea who were over 31 years old and married and with more than 15 years of employment experience (Y. J.…”

Section: Staff Nurse Characteristics and Clinical Competencymentioning

confidence: 99%

Effects of Length of Employment and Head Nurse Leadership Style on the Clinical Competency of Staff Nurses in Taiwan

LIN,

NI,

HSU

et al. 2024

Journal of Nursing Research

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Background High-quality patient care requires nurses with strong clinical competency. Thus, it is essential to examine the factors associated with clinical competency. Purpose This study was designed to (a) investigate head nurse leadership, staff nurse demographics, and clinical competency; (b) examine the impact of demographics on the clinical competency of staff nurses; (c) analyze the correlation between head nurse leadership and staff nurse clinical competency; and (d) examine the effects of demographics on clinical competency after controlling for the head nurse leadership. Methods A cluster sampling method was used to collect data from 200 staff nurses at a national medical center in Taiwan. Questionnaires were used to gather information on head nurse leadership style and staff nurse clinical competency. Descriptive and inferential statistical analyses were conducted, including Mann–Whitney U test, Kruskal–Wallis test, Spearman's rank correlation coefficient, and multivariate analysis of covariance. Results The average score for transformational leadership style among the head nurses was 2.89, whereas transactional leadership style scored an average of 2.49. The average scores for the components of clinical competency, listed from highest to lowest, were as follows: patient care (3.35), professionalism (3.28), communication skills (3.18), management (2.84), and knowledge (2.73). In addition, statistically significant differences were found in clinical competency based on demographic factors, including age, marital status, educational level, job title, and length of employment. Also, a statistically significant, positive correlation between the head nurse transformational leadership style and nurse clinical competency was found. The main effect of length of employment on the five competency components was statistically significant after controlling for transformational leadership. Furthermore, post hoc analysis of covariance revealed a significant effect of length of employment on patient care, knowledge, communication skills, and management. Conclusions The findings of this study indicate transformational leadership and employment length impact the clinical competency of staff nurses, particularly in terms of patient care, communication skills, management, and knowledge. Providing education and training in leadership and management to current and prospective head nurses may be expected to enhance clinical competency in staff nurses and create a more nurturing work environment. Moreover, targeted training may help current head nurses gain insight into their leadership styles and acquire skills to promote transformational leadership. In addition, leadership development may help equip prospective head nurses with critical competencies before assuming leadership responsibilities.

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New graduates' values and the effect of a nurse transition program on neophyte staff nurses' clinical competency, role adjustment, job satisfaction, length of stay, and turnover

Cited by 2 publications

References 29 publications

Medication management by graduate nurses: Before, during and following medication administration

Medication management by graduate nurses: Before, during and following medication administration

Effects of Length of Employment and Head Nurse Leadership Style on the Clinical Competency of Staff Nurses in Taiwan

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