Biography
Yoo Moonsook has completed her PhD at the age of 46 years from Yonsei University in Korea and she had been clinical experience for 18years. Her major is Nursing mangement. She is the dean of Ajou University College of Nursing. She has published more than 50 papers in reputed journals and has been serving as the president of Korean Association of College of Nursing and editorial board member of Korean Home Care Nursing Association.
Abstract
PURPOSE: New graduate nurses experience a heavy work burden and stress in transitioning into professional nurses, which results in low job satisfaction and high turnover. In Korea, the turnover rate of new graduate nurses within the first year is very high at up to 29%. Positive psychological resources, such as PsyCap(Psychological Capital) and WE(Work Engagement), may promote the retention of new graduate nurses. This study examined the influence of PsyCap and WE on intention to remain in nursing, to provide data for developing a program to improve the retention of new graduate nurses. METHODS: A cross-sectional survey design was used. A structured questionnaire was answered by 156 new graduate nurses working at two tertiary hospitals and one university hospital in South Korea. Hierarchical multiple regression analysis was used to examine the factors that influenced new graduate nurses’ intention to remain. RESULTS: The intention to remain of new graduate nurses was correlated significantly with PsyCap and WE. A hierarchical regression of intention to remain against general characteristics, PsyCap, and WE explained 33.8% of intention to remain of new graduate nurses(F = 13.185, p < .001). PsyCap(β = .413 p < .001) and WE(β = .274, p < .001) were influential in new graduate nurses’ intention to remain. CONCLUSIONS: In transitioning into a professional nurse, it is important to accumulate positive and supportive experiences to strengthen PsyCap and WE. In conclusion, to increase the intention to remain of new graduate nurses, organizational and systematic strategies should be provided to strengthen PsyCap and WE.
Biography
Ma. Ave Lorraine P. Llorin, RN graduated from University of Santo Tomas with a Bachelor’s degree in Nursing and is currently pursuing her Master’s degree in Nursing, major in Nursing Service Administration at Concordia College. She is currently the Assistant Training Coordinator of San Juan de Dios Educational Foundation, Inc. – Hospital.
Abstract
Adopting a nurturing culture of coaching that promotes nurses’ growth, development, and confidence is necessary. Coaching using Reflecting and Interactive Coaching Huddle (RICH) is implemented in the Nursing Service of SJDEFI – Hospital to support the learning and development of nurses. Coaching is being conducted as a corrective action instead of preventive. Thus, this study aims for novice nurses to evaluate RICH as a preventive coaching strategy used by unit preceptors in helping novice nurses develop their fullest potential as competent nurses and effective leaders of their units. This quantitative study focuses on the relationship between the demographic profile of the novice nurses and the effectiveness of RICH. The study was conducted in various areas of the 5 sections of the Nursing Service of SJDEFI – Hospital. The identified novice nurses were the 41 participants who underwent coaching sessions every after shift with their unit preceptors. 53.66% of the novice nurses came from the 20-24 age group. The population of novice nurses was predominantly female with 85.37%. Only 4.88% of the novice nurses attained a master’s degree in Nursing. Novice nurses were mostly assigned in special areas of the institution. 41.46% of the novice nurses have less than 6 months of experience in the institution. Evaluation of novice nurses on RICH as an effective strategy in improving their job performance in terms of: Dynamic involvement, Interdisciplinary communication, Individual task expectations and Acquired leadership roles attained very high extent ratings. The only relationship that was significant was between age and individual task expectations.