New graduate nurses' satisfaction, adaptation and intention to leave in their first year: A descriptive study

2021 ◽  
Author(s):  
Sevim Ulupinar ◽  
Yagmur Aydogan
Keyword(s):  
Intention To Leave ◽  
Descriptive Study ◽  
First Year ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate

scholarly journals New Graduate Nurses’ Clinical Competence, Clinical Stress, and Intention to Leave: A Longitudinal Study in Taiwan

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ching-Yu Cheng ◽  
Hsiu-Min Tsai ◽  
Chia-Hao Chang ◽  
Shwu-Ru Liou
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Clinical Competence ◽  
Clinical Training ◽  
Longitudinal Research ◽  
Intention To Leave ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Before And After ◽  
New Graduate

This longitudinal research study aimed to develop a pregraduation clinical training program for nursing students before graduation and evaluate its effect on students’ self-perceived clinical competence, clinical stress, and intention to leave current job. A sample of 198 students returned the questionnaires before and after the program. They were followed up at 3, 6, and 12 months after graduation. Results showed that posttest clinical competence was significantly higher than pretest competence, positively related to clinical competence at 3 and 12 months, and negatively related to clinical stress at 3 months. The clinical competence at 3 months was positively related to clinical competence at 6 and 12 months, and clinical competence at 6 months was related to intention to leave at 12 months. Intention to leave at 6 months was positively related to intention to leave at 3 and 12 months. Clinical stress at 3 months was positively related to clinical stress at 6 and 12 months, but not related to intention to leave at any time points. The training program improved students’ clinical competence. The stressful time that was correlated with new graduate nurses’ intention to leave their job was between the sixth and twelfth months after employment.

Exploring pairing of new graduate nurses with mentors: An interpretive descriptive study

2020 ◽  
Vol 29 (15-16) ◽  
pp. 2897-2906
Author(s):  
Robin Devey Burry ◽  
Dawn Stacey ◽  
Chantal Backman ◽  
Magda B.L. Donia ◽  
Michelle Lalonde
Keyword(s):  
Descriptive Study ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate

scholarly journals Being confident in practice: A study on the influences on confidence in new graduate nurses

2021 ◽  
Author(s):  
◽  
Joanne Greenlees-Rae
Keyword(s):  
Appreciative Inquiry ◽  
Nursing Student ◽  
Nursing Practice ◽  
First Year ◽  
Self Awareness ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate

<p>The purpose of this study was to understand influences on new graduate nurses’ confidence in their nursing practice. Confidence is a self-belief that an affirmative outcome will be achieved in a situation, and is influenced by factors individual to each person. New graduate nurses commence nursing practice feeling somewhat confident or not confident at all, and this feeling of confidence changes and evolves over their first year of practice as they navigate transition from a nursing student to a professional nursing role. Being confident is an important attribute of a nurse as it assists nurses to make decisions in their practice to achieve the outcomes they, or their patients and families and/or whanau require. Being confident will assist new graduate nurses to perform clinically, and to help them to face any challenges in their practice.  This study used the principles of Appreciative Inquiry as a methodology. Appreciative Inquiry is a flexible and positive approach to research, placing an emphasis on dialogue, collaboration and affirmation. It sought to discover what was working well with regards to confidence and its influences for the new graduate nurse. Utilising the elements of Appreciative Inquiry, I have analysed the dialogue of nine new graduate nurses who shared their stories of their nursing practice. Five themes were identified: firstly understanding confidence and the subthemes of self-awareness, knowing confidence, defining confidence, reflection, self-doubt, over-confidence, and feigning confidence; secondly developing a professional identity with the subtheme of resilience; thirdly relationships with the subthemes of collegial relationships, culture of the environment, the patients’ influence, feedback, and trust; and the fourth theme of developing learning and experience with the subthemes of learning and knowledge, experience, and critical thinking and decision making, and finally the fifth theme of looking to the future.  The study dialogue identifies influences on the nurses’ confidence, and their reflective practice particular to each nurse which consistently permeate their nursing practice. Recommendations are made for further nursing practice, education and research.</p>

Job stress and job satisfaction among new graduate nurses during the first year of employment in Taiwan

2014 ◽  
Vol 21 (4) ◽  
pp. 410-418 ◽  
Author(s):  
Ching-Yu Cheng ◽  
Shwu-Ru Liou ◽  
Hsiu-Min Tsai ◽  
Chia-Hao Chang
Keyword(s):  
Job Satisfaction ◽  
Job Stress ◽  
First Year ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate
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