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首页> 外文期刊>Journal of Nursing Education and Practice >Clinical learning in nursing education as a factor to enhance organizational socialization in newcomer nurses
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Clinical learning in nursing education as a factor to enhance organizational socialization in newcomer nurses

机译：护理教育中的临床学习是新护士加强组织社会化的一个因素

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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.
机译：背景：护理教育中的临床学习在提高护理学生的临床能力方面具有举足轻重的作用。此外，它提供了提供护理的组织环境的预期知识。这项研究的目的是证明临床学习在护理教育中促进毕业后组织进入的作用。方法：采用回顾性横截面设计。在医院设置了250名新来护士的样本。平均年龄为32.1岁（标准差为7.95），女性为79.2％。改编了3项临床学习环境和监督量表，组织社会化清单以及经过验证的项以评估离职意向和治疗错误率。进行结构方程建模。结果：本科教育中的临床学习经验与新移民的组织社会化程度呈正相关（β= 0.41，p <.001），组织社会化程度有助于减少离职意愿（β= -0.67，p <.001）和治疗错误率（β = -0.24，p = .003）。该模型的拟合度很好（RMSEA = 0.050，CFI = 0.971，TLI = 0.963，SRMR = 0.045）。结论：本科护理教育是加强有效组织社会化的重要阶段。护理教育机构和医疗机构需要共同努力，为护理教育提供有效的临床环境，以增强临床学习和组织成果。

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