Effect of clinical teaching behaviours on transition shock in graduate nurses. (10th December 2020)

• Record Type: Journal Article
• Authors: Su, Qian; Jiang, Mengyao; Yun, Bei; Ma, Yuxia; Zuo, Yamei; Han, Lin
• Is Part Of: Journal of advanced nursing. Volume 77:Number 2(2021)
• Page Start: 763
• Page End: 774
• Publication Date: 2020-12-10
• Subjects: clinical environment -- clinical preceptor -- clinical teacher -- clinical teaching -- clinical teaching behaviours -- feedback and evaluation -- graduate nurses -- transformation -- transition shock -- turnover rate; Nursing -- Periodicals; 610.7305
• DOI: 10.1111/jan.14635
• Languages: English
• ISSNs: 0309-2402

Abstract

Abstract: Aim: This study aimed to explore the impact of preceptor clinical teaching behaviours on transition shock in graduate nurses using bi‐directional feedback between graduate nurses and clinical preceptors and to assess preceptor clinical teaching behaviours. Design: This was a descriptive cross‐sectional study. Methods: This study was conducted from January‐February 2019. Participants included graduate nurses ( N = 117) and clinical preceptors ( N = 908) from a major public tertiary hospital in Western China. Results: Overall level of transition shock of graduate nurses was moderate ( mean = 89 SD 17.54). Transition shock level of graduate nurses rose with the increasing of time in clinical work. Intensive care unit graduate nurses suffered the strongest transition shock, whereas surgery graduate nurses suffered the least. Graduate nurses thought that clinical preceptors were best at evaluation and feedback, whereas clinical preceptors thought they were best at showing concern and support. The primary factors associated with transition shock in graduate nurses were the time admitted to the hospital, feedback, and evaluation, use of appropriate teaching strategies, and showing concern and support, explaining 63.5% of the total variation in transition shock in graduate nurses. Conclusion: In Western China, where the development of economic and medical conditions lag, transition shock is a major obstacle to the professional development of graduate nurses and clinical teaching behaviours is the key to overcoming transition obstacles. However, the serious shortage of nurses makes it difficult to not only complete heavy clinical nursing work but also to undertake the teaching of students and graduate nurses. The clinical teaching system is influenced by many factors. Focusing on clinical teaching behaviours and transition shock in graduate nurses will provide valuable data for future intervention studies. Implication: The findings of this study will be of interest to managers at all levels and will enable them to support graduate nurses by engaging in excellent clinical teaching behaviours. In the clinical teaching process, giving more feedback and evaluation, improving the ability of using appropriate teaching strategies and focusing on the physical and mental health of graduate nurses may effectively decrease transition shock of graduate nurses and reduce the turnover rate. Abstract : 目的: 本研究旨在探讨导师临床教学行为对护士毕业生转型冲击的影响, 并评估导师的临床教学行为。 设计: 此为一项描述性横向研究。 方法: 本研究于2019年1月至2月进行。研究对象包括中国西部一家大型公立三甲医院的护士毕业生( N = 117)和临床导师( N = 908)。 结果: 护士毕业生转型冲击的总体水平适中( 平均值 =89 SD 17.54)。护士毕业生的转型冲击水平随临床工作时间的延长而升高。重症监护病房的护士毕业生面临转型冲击的可能性最高, 而外科护士毕业生的可能性最低。护士毕业生表示临床导师的擅长领域是评估和反馈, 而临床导师则认为其所擅长得是表达关心和予以支持。有关护士毕业生转型冲击的主要因素包括入院时间、反馈、评估、适当教学策略的使用、关心和支持, 此类因素占护士毕业生转型冲击总变异的63.5%。 结论: 就经济和医疗条件发展滞后的西部地区而言, 转型冲击是护士毕业生发展的主要障碍, 而临床教学行为是克服转变障碍的关键。然而, 护士人数严重不足, 不仅难以完成繁重的临床护理工作, 并且面临棘手的学生和护士毕业生教学工作。临床教学体系受多种因素的影响。应重视临床教学行为与护士毕业生的转型冲击, 以便为未来干预研究提供有价值的数据。 影响: 本研究结果将引起各级管理人员的兴趣, 促使其开展优秀的临床教学实践, 从而对护士毕业生提供支持。临床教学过程中, 应加强反馈和评价, 提高运用适当教学策略的能力, 关注护士毕业生的身心健康, 从而有效减少护士毕业生的转型冲击, 降低其离职率。