New Graduate Nurses' Satisfaction with Transition Programs and Experiences in Role Transition
10.22650/JKCNR.2019.25.3.237
- Author:
In Gak KWON
1
;
Yong Ae CHO
;
Myung Sook CHO
;
Young Hee YI
;
Mi Soon KIM
;
Kyeong Sug KIM
;
Ae Seon CHOI
Author Information
1. Professor, Graduate School of Clinical Nursing Science, Sungkyunkwan University, Korea.
- Publication Type:Original Article
- From:
Journal of Korean Clinical Nursing Research
2019;25(3):237-250
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE:The aim of this study was to investigate the satisfaction of newly graduated nurses with educational programs and their experiences in role transition.
METHODS:Data were collected from November 1 to December 15, 2018 and 483 new graduate nurses working at 15 tertiary hospitals and 10 general hospitals participated. For data collection, self-report questionnaires including the Casey-Fink Graduate Nurse Experience Survey tool and satisfaction with education were used. Data were analyzed using descriptive statistics, t-test, and one-way analysis of variance.
RESULTS:Satisfaction with education ranged from 3.09 to 3.27, and satisfaction with preceptors was 3.45(maximum 4). The skill that new nurses ranked as most difficult during the first 3 months was charting/documentation, and throughout a whole year, the top 4 difficult skills were cardiopulmonary resuscitation/emergency response, ventilator care, end-of-life care, and prioritization/time management. In comfort/confidence, new graduates felt most comfortable with support and least comfortable with patient safety. More than 50 percent of new graduates experienced stress during role transition, and the most frequently experienced stressors were related to job performance and personal life. Levels of satisfaction with education and comfort/confidence differed according to the hospital type and number of preceptors for new nurses.
CONCLUSION:In order to facilitate the transition of new graduate nurses to professional nurse, an extended period of education, systematic and standardized transition programs, and continuous support during the first year of practice are required.
