Background: Clinical learning in nursing education has a pivotal role in enhancing clinical competences of nursing students. Moreover it provides an anticipatory knowledge of the organizational contexts in which nursing care is delivered. The aim of this study was to demonstrate the role of clinical learning in nursing education to enhance post-graduation organizational entry. Method: A retrospective cross-sectional design was used. A sample of 250 newcomer nurses was enrolled in hospital settings. The mean age was 32.1 years (SD 7.95) and 79.2% participants were female. An adaptation of 3 items of Clinical Learning Environment and Supervision Scale, Organizational Socialization Inventory and validated items to assess turnover intention and therapy errors rate were used. Structural Equation Modelling was performed. Results: Clinical learning experienced in undergraduate education positively correlated with newcomers' organizational socialization (β = 0.41, p < .001), organizational socialization contributed to reducing turnover intention (β = -0.67, p < .001) and therapy errors rate (β = -0.24, p = .003). The model’s fit was good (RMSEA = 0.050, CFI = 0.971, TLI = 0.963, SRMR = 0.045). Conclusion: Undergraduate nursing education is an important phase to enhance an effective organizational socialization. Nursing education institutions and health care settings need to conjointly work to provide effective clinical settings for nursing education, in order to enhance both clinical learning and organizational outcomes.
Clinical learning in nursing education as a factor to enhance organizational socialization in newcomer nurses
Tomietto, Marco;RAPPAGLIOSI, Cristina Maria;SARTORI, Riccardo;BATTISTELLI, Adalgisa
2014-01-01
Abstract
Background: Clinical learning in nursing education has a pivotal role in enhancing clinical competences of nursing students. Moreover it provides an anticipatory knowledge of the organizational contexts in which nursing care is delivered. The aim of this study was to demonstrate the role of clinical learning in nursing education to enhance post-graduation organizational entry. Method: A retrospective cross-sectional design was used. A sample of 250 newcomer nurses was enrolled in hospital settings. The mean age was 32.1 years (SD 7.95) and 79.2% participants were female. An adaptation of 3 items of Clinical Learning Environment and Supervision Scale, Organizational Socialization Inventory and validated items to assess turnover intention and therapy errors rate were used. Structural Equation Modelling was performed. Results: Clinical learning experienced in undergraduate education positively correlated with newcomers' organizational socialization (β = 0.41, p < .001), organizational socialization contributed to reducing turnover intention (β = -0.67, p < .001) and therapy errors rate (β = -0.24, p = .003). The model’s fit was good (RMSEA = 0.050, CFI = 0.971, TLI = 0.963, SRMR = 0.045). Conclusion: Undergraduate nursing education is an important phase to enhance an effective organizational socialization. Nursing education institutions and health care settings need to conjointly work to provide effective clinical settings for nursing education, in order to enhance both clinical learning and organizational outcomes.
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