PURPOSE The study was done to investigate the mediating effect of self-efficacy on the relationships between informal learning and organizational socialization and between shared leadership and organizational socialization among short career nurses. METHODS A structured self-report questionnaire was used to measure organizational socialization, informal learning, shared leadership and self-efficacy. During February, 2017, data were collected from 136 nurses working in hospitals of more than 500 beds. Data were analyzed using hierarchial multiple linear regression with the SPSS/WIN 22.0 program. RESULTS Informal learning, shared leadership and self-efficacy were positively correlated with organizational socialization of participants and self-efficacy was positively correlated with informal learning and shared leadership of participants. Also, self-efficacy had a partial mediating effect on the relationship between informal learning, shared leadership and organizational socialization. CONCLUSION The findings indicate that organizational culture with high level of informal learning and shared leadership is an important factor for organizational socialization of short career nurses. It is also expected that self-efficacy can further promote their organizational socialization.
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PURPOSE The purpose of this study was to identify trends of action learning based nursing education research from 2006 to 2016 and suggest directions for advancing action learning based nursing education. METHODS A review was made of 18 studies in nursing education reported in domestic journals. RISS 4U, KISS, DBpia, NDSL databases were searched using analysis criteria developed by the researchers. General and methodological characteristics and outcomes of action learning based nursing education were analyzed. RESULTS Of 18 papers, in 14 (77.8%) quantitative design was used, 16 (88.9%) were conducted in university settings, and virtual problem approach was used in 13 studies (72.2%). Writing task description was conducted in 8 studies (44.4%). Norminal group technique and logic tree were used in 6 studies (33.3%). The number of team members was 6–8 in 10 (55.6%) studies. Reflection journaling was used in 16 (88.9%) studies. Action learning was effective in improving core competency of nurses and nursing students such as problem solving ability and communication skill. CONCLUSION Findings indicate that action learning is a useful teaching method in nursing education even though action learning for nurses has not been actively applied. Therefore strategies to activate action learning for nurses are needed.
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