一项准实验研究：过渡计划对提高研究生培训项目中新毕业护士的适应能力、工作压力、工作满意度和临床表现的有效性

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-09-17 DOI:10.1016/j.nedt.2025.106875

Ying-Mei Liu , Lun-Hui Ho , Sui-Whi Jane , Jun-Yu Fan

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引用次数: 0

摘要

目的本研究旨在评估学术-临床（AtoC）转换模块对护理学学士学位注册护士毕业后一年的心理弹性、工作压力、工作满意度和临床表现的影响。方法在台湾北部一所私立大学进行准实验研究。实验组（EG, n = 60）接受AtoC模块，对照组（CG, n = 90）遵循常规实习课程。在基线（T0）、AtoC模块开始后两周（T1）、模块结束时（T2）、毕业后3个月（T3）、6个月（T4）和12个月（T5）时，使用青少年弹性量表评估弹性。工作压力采用台湾护士压力表T1-T5进行测量。工作满意度和临床表现分别在T3、T4和T5使用护士工作满意度量表和工作绩效量表进行评估。使用广义估计方程来分析组间随时间的差异。结果本科毕业后一年的保留率为100%，本科毕业后一年的保留率为72.22%，超过了国内和国际水平。即使在调整了医院水平、医院转院和其他潜在混杂因素后，T2时EG的恢复力水平显著低于CG。然而，在T3、T4和T5阶段，EG组的工作压力水平明显低于CG组，并且在包括个人反应、工作关注和能力在内的所有子量表中都有一致的降低。两组在工作满意度和临床表现上均无显著差异。结论：本研究强调了结构化过渡课程在塑造新毕业护士的弹性和减轻工作压力方面的重要性。医疗机构应与护理学校合作，将结构化的过渡项目整合到入职培训和住院模式中，并结合指导、弹性培训和同伴支持，以提高员工的保留率和幸福感。

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Effectiveness of a transition program in enhancing newly graduated nurses’ resilience, work stress, job satisfaction, and clinical performance in post-graduate year training programs: A quasi-experimental study

Purpose

This study aimed to evaluate the impact of an academic-to-clinical (AtoC) transition module on resilience, work stress, job satisfaction, and clinical performance over one-year post-graduation among registered nurses enrolled in a program to attain a Bachelor of Science degree in Nursing.

Methods

A quasi-experimental study was conducted at a private university in northern Taiwan. The experimental group (EG, n = 60) received the AtoC module, while the control group (CG, n = 90) followed the regular practicum curriculum. Resilience was assessed using the Inventory of Adolescent Resilience at baseline (T0), two weeks after the start of the AtoC module (T1), at the end of the module (T2), and at three (T3), six (T4), and 12 months post-graduation (T5). Work stress was measured using the Taiwan Nurse Stress Checklist at T1–T5. Job satisfaction and clinical performance were evaluated at T3, T4, and T5 using the Nurses' Job Satisfaction Scale and the Job Performance Scale, respectively. Generalized estimating equations were used to analyze group differences over time.

Results

One-year post-graduation retention rates were 100 % in the EG and 72.22 % in the CG, surpassing national and international benchmarks. Resilience levels in the EG were significantly lower than those in the CG at T2, even after adjusting for hospital levels, hospital transfers, and other potential confounders. However, work stress levels were significantly lower in the EG than in the CG at T3, T4, and T5, with consistent reductions across all subscales, including personal response, work concern, and competence. No significant differences were observed between the groups in job satisfaction or clinical performance.

Conclusion

This study underscores structured transition programs' importance in shaping resilience and mitigating work stress among newly graduated nurses. Healthcare institutions should collaborate with nursing schools to integrate structured transition programs into orientation and residency models, incorporating mentorship, resilience training, and peer support to enhance workforce retention and well-being.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.