The interactionism among nursing educators, preceptors and newly graduate nurses related to role transition: An exploratory study
Notice bibliographique
Résumé
Background and objective: The role transition remains a barrier in the ability of nurses to adjust from the role of student to professional nurse where the interactive mentoring attributes portrayed by nurse educators and clinical preceptors that may influence the role transition of new graduate nurses has not been thoroughly assessed. This study was conducted to explore the interactive mentoring attributes of nursing educators and clinical preceptors that influence new graduate nurses’ ability to successfully adjust from the role of student to that of professional nurse.Methods: Convergent parallel mixed method of research was used in this study, where both quantitative and qualitative data were simultaneously collected, analyzed, merged, compared and interpreted. The quantitative data came from purposively sampled first batch graduates of Bachelor of Science in Nursing at Oman College of Health Sciences A.Y. 2017-2018 (N = 33;n = 27) through survey using researcher-made survey questionnaire in 5-point-Likert scale format based on the five attributes of beginning theory of Faculty Attributes for Confidence, Equilibrium, and Success (FACES) by Sparacino L. (2016). The qualitative exploration focused on the most significant influential interactive mentoring attributes of nursing educators and preceptors solicited through interview. Quantitative data were statistically treated and interpreted using percentage, weighted mean, t test and Pearson’s correlation. Qualitative data representing each participant’s point of view were analyzed using open coding, transcribed, analyzed, compared, and categorized.Results: Quantitative findings revealed that the respondents strongly agreed on the influential effect of interactive mentoring attributes portrayed by their preceptors in terms of professionalism while they agreed with their nursing educators (composite mean: 4.1; 3.9) respectively. Respondents also agreed with the influential effect of knowledge and experiences as well as in terms of care and rigor attributes. However, the t test values and correlation analysis showed no significant relationship (p > .05) between the profile of the respondents in terms of GPA and department with the interactive mentoring attributes portrayed by nursing educators and preceptors during role transition. Qualitatively, caring, rigor and professionalism were the significant interactive mentoring attributes of nursing educators and preceptors most influenced newly graduate nurses on their ability to successfully adjust from the role of student to that of professional nurse.Conclusion and recommendation: The interactive mentoring attributes portrayed by nursing educators and preceptors have a positive influential effects in transition process, although the respondents’ profile were not significantly related nor the relationship between the role portrayed by nursing educators and preceptors to role transition. Therefore, it is recommended to use these findings in curriculum revision and in the modification of clinical orientation or training policy.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,002 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».