Purpose This study aimed to evaluate the performance of a clinical ladder system in a tertiary hospital by examining how nurses' clinical competence and perceptions of the system affect organizational commitment. Methods The study involved 394 nurses working at a tertiary hospital. Data were collected from May 3 to July 10, 2023, using a self-reported questionnaire. Statistical analyses, including descriptive statistics, independent t-tests, one-way ANOVA, Kruskal-Wallis test, Scheffé post-hoc test, Pearson correlation, and hierarchical regression analysis, were performed using SPSS 27.0. Results Nurses who applied for promotion to the CN III level and current CN III nurses reported higher clinical competence, perceptions of the clinical ladder system, and organizational commitment than those who did not and those at lower levels (p<.001). A positive correlation existed among all independent variables.
Controlling for general characteristics, the effects of clinical competence and perceptions of the clinical ladder system explained 49% of organizational commitment variance (Adjusted R 2 =.49, F=33.43, p<.001). Conclusion Greater clinical competence and positive perceptions of the clinical ladder system are likely to enhance organizational commitment, emphasizing its effectiveness in fostering better organizational outcomes.
Purpose This study aims to identify the moderating effect of nursing organizational culture on the relationship between resilience and clinical competence among new graduate nurses. Methods A survey was conducted from March 14 to July 14, 2023, targeting 210 new nurses with 3 to 12 months of experience, working in three general hospitals in Seoul and Gyeonggi-do. Data from 193 respondents were analyzed using descriptive statistics, correlation, and hierarchical regression. Results The resilience of new graduate nurses was moderate and their clinical competence was rated as good. They perceived a strong hierarchy-oriented culture, followed by a relationship-oriented culture, an innovation-oriented culture, and lastly, a task-oriented culture. Clinical competence was higher with greater resilience (β=.40, p<.001) and stronger perception of hierarchy-oriented culture (β=.16, p=.013). The interaction between resilience and innovation-oriented culture (β=.22, p=.012) was statistically significant, indicating that the effect of resilience on clinical competence was significantly higher when the innovation-oriented culture was strongly perceived. Conclusion To improve the clinical competence of new graduate nurses, it is essential to enhance their personal resilience and, at an organizational level, to strengthen the positive aspects of hierarchy-oriented and innovation-oriented cultures.
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Purpose This study examined the variations in nursing competence and job satisfaction across different career stages. Additionally, it explored the effect of nursing competence on job satisfaction within each career stages. Methods Participants were 468 nurses working at a university hospital in B city. Data collection was conducted using self-report questionnaires from April 1 to 15, 2020. The data were analyzed descriptive statistics, one-way ANOVA, Scheffé test, and multiple regression analysis employing SPSS 23.0. Results General nursing competence improved significantly after the proficiency stage. Care execution and critical thinking were improved as nurses progressed from the novice to the advanced beginner stage. Additionally, communication showed progress in the competent stage. Furthermore, responsibility and self-development were improved after the proficiency stage.
Among the sub-competencies examined, self-development, care execution, and communication significantly influenced the job satisfaction of a nurse’s career. Moreover, self-development was influential at all stages. Conclusion This study shows that there was no substantial improvement in nursing competencies as they progressed through various career stages. Self-development was the most crucial sub-competence impacting job satisfaction, with the effects of the sub-competencies varying across career stages. These results will aid in planning clinical continuing education and formulating policies to enhance nurse competency.
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PURPOSE The purpose of this study was to identify the predictors of clinical competence in new graduate nurses. METHODS The subjects of this study were 238 nurses at 13 general hospitals who have had less than 12 months of nursing experience. The data were collected by structured questionnaire from August 5 to August 31 of 2009 and analyzed by the SPSS Win 12.0 program. RESULTS The total mean score for clinical competence was 181.05+/-15.17, critical thinking disposition was 94.65+/-8.12, and practice environment was 41.00+/-5.55. There were significant differences of clinical competence according to the GPA (t=-3.58, p<.001), the number of beds in the hospital (t=-3.22, p=.001), instruction by preceptor (t=-2.32, p=.021), and previous experience of clinical practice in the hospital (t=-2.21, p=.028). Additionally, critical thinking disposition and practice environment were positively correlated to clinical competence (r=.50, p<.001; r=.20, p=.002). In multivariate approach, predictors included in this study explained 43% of variance in clinical competence. Significant predictors of clinical competence were critical thinking disposition (beta=.50, p<.001), practice environment (beta=.14, p=.012), and working duration (beta=.13, p=.018). CONCLUSIONS Based on these findings, it is needed that providing supportive practice environment and developing curriculum for enhancing the critical thinking disposition to improve the clinical competence in new graduate nurses.
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