Sense of Belonging and New Graduate Job Satisfaction

Winter-Collins, Alison; McDaniel, Anna M.

doi:10.1097/00124645-200005000-00002

Cited by 139 publications

(84 citation statements)

References 11 publications

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“…As detailed previously, Sherman (2013) stated a sense of belongingness is vital so nurses may have a support system. The results of this study support their finding as well the findings of McDaniel and Winter-Collins (2000) which argue that there is a significant relationship between sense of belonging and job satisfaction. Stechmiller and Yarandi (1992) also found that sense of belonging with valued and meaningful involvement would lead to higher job satisfaction.…”

Section: Resultssupporting

confidence: 89%

“…Winter- Collins & McDaniel (2000) studied the relationship between sense of belonging and job satisfaction in a sample of novice nurses. They found a significant relationship between sense of belonging and job satisfaction.…”

Section: International Journal Of Human Resource Studiesmentioning

confidence: 99%

“…Employee sense of belonging has been shown to be integral to maintain both quality and quantity of nursing care, however previous studies on this subject have only applied this concept in educational settings. These studies have failed to explore the relationship between sense of belonging and job satisfaction for nurses beyond their student placement time (Winter-Collins & McDaniel, 2000;Sedgwick and Yonge, 2008).…”

mentioning

confidence: 99%

See 2 more Smart Citations

An Empirical Analysis of Employee Attitudes in Service Sector

Gupta¹,

Bennett²,

Moss³

et al. 2013

ijhrs

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The purpose of this paper is to empirically examine the relationship between sense of belonging and job satisfaction in hospital-based nurses. By discovering what contributes to job satisfaction, organizations will be able to better retain their nurses. This empirical paper used a non-experimental design to test a proposed model based on a review of relevant literature. Working nurses in a hospital setting completed surveys capturing the constructs researched. The findings of this research suggest that sense of belonging leads to positive outcomes and higher job satisfaction. Older employees tend to be less satisfied than their younger counterparts. While this study offers some insight into the factors affecting the job satisfaction of nurses, the sample was limited to respondents who were working at local hospitals in Southeastern United States. Thus these results may not represent the views of all nurses in the health care sector. To retain high-valued nurses it is important that an organization has a work environment that enhances their commitment to their occupation.These research findings provide evidence that nurses who feel as though they are part of an organization will be more motivated to better their respective organizations. In turn, these profitable organizations invest back in the community they operate in, improving the overall socio-economic fabric of local economy. Although a considerable amount of research has been done evaluating the value of a sense of belonging, none of these studies link it to job satisfaction based on gender. This contribution is also of special importance amid the recent criticism of the healthcare costs by prominent management scholars.

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Section: Resultssupporting

confidence: 89%

Section: International Journal Of Human Resource Studiesmentioning

confidence: 99%

mentioning

confidence: 99%

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An Empirical Analysis of Employee Attitudes in Service Sector

Gupta¹,

Bennett²,

Moss³

et al. 2013

ijhrs

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show abstract

“…Interviews with GAs' supervisors indicated they felt professional development helped make the GAs more marketable upon graduation. 2 The nursing literature [23][24][25][26][27] shows that professional development for new nurses increases job satisfaction and retention; however, not all nurses were aware of professional development opportunities.…”

Section: Professional Developmentmentioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

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“…Among new nurses job satisfaction was positively related to a sense of belonging (Winter-Collins & McDaniel, 2000), and it was negatively related to conflict (Gardner, 1992), role ambiguity and role stress (Chang & Hancock, 2003). Additionally, achievement, advancement, the work itself, working conditions, status, supervision and security loaded onto the same factor as job satisfaction suggesting these were related to satisfaction (Munro, 1983).…”

Section: Outcomes Of the Transition Experiencementioning

confidence: 99%

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Cotton

2012

cjnl

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The difficulties new nurses experience when first entering acute care work environments have been recognized since Kramer"s seminal work in the 1970s. Despite the implementation of interventions designed to help ease the transition, the literature continues to report that new graduates undergo stress when beginning their careers as nurses. The purpose of this study was to examine the effects of perceived demands, control, social support and self-efficacy on the job stress, job satisfaction and intention to leave of new nurses.The conceptual framework used in the study was Karasek"s (1979) Job DemandsControl-Support (JDC-S) model. This model posits that job demands increase employee stress, but that increasing control can alleviate the negative effects of high demands. Social support and self-efficacy were included in this study as potential moderators of the relationships between demands and control and the outcome variables. This was an exploratory study that utilized a cross-sectional survey was used to gather data. Surveys were mailed to the homes of new nurses working in acute care hospitals across Ontario, Canada.Data were received from 232 new nurses, a response rate of 23.8%. Nurses in the sample had an average of 18.2 months of experience. Data were analyzed using separate hierarchical iii regression models for each dependent variable. The results showed that the main effects of job demands, social support and self-efficacy provided partial support for the JDC-S model when examining job stress, job satisfaction and intention to leave the job. Only self-efficacy was significantly related to intention to leave the profession. There was no evidence of moderating effects of social support or self-efficacy. An understanding of factors in the work environment that influence new nurses may assist in supporting them during the transition. By exploring the effects of demands, control, social support and self-efficacy on new graduates" job stress, job satisfaction and intention to leave, this study may provide direction to nursing leaders who are working new nurses in acute care.iv ACKNOWLEDGEMENTS

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Sense of Belonging and New Graduate Job Satisfaction

Cited by 139 publications

References 11 publications

An Empirical Analysis of Employee Attitudes in Service Sector

An Empirical Analysis of Employee Attitudes in Service Sector

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

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