Purpose This study was conducted to identify the factors influencing nurses’ intention to stay after coming back from parental leave. Methods This was a descriptive cross-sectional study. The participants were 175 female nurses working in hospitals with over 300 beds and returning after three months of parental leave. Data were analyzed using independent t-test, one-way ANOVA, Pearson’s correlation coefficient, and stepwise multiple regression. Results There were significant differences in intention to stay by age (t=2.65, p<.001) and position (t=-2.23, p=.027). Intention to stay was positively correlated with social support (r=.24, p<.001) and self-efficacy (r=.42, p<.001), and negatively correlated with work-family balance conflict (r=-.21, p=.004). Factors influencing intention to stay were self-efficacy (β=.94, p<.001) and work-family balance conflict (β=-.49, p=.005), with an explanatory power of 20%. Conclusion The findings allow for proposing that increasing nurses’ intention to stay may require self-efficacy improvements to enable nurses to adjust to their work environment, and hospitals should provide nurses with institutional support in order to reduce nurses’ work-family conflicts.
Purpose The purpose of this study was to identify the effects of self-efficacy, resilience, and nursing work environment on intent to stay among newly graduated nurses. Methods: The participants were 204 newly graduated nurses working in one of three general hospitals in U city, South Korea. Data were collected from August 1 to 31 2018. A self-report questionnaire was used. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and multiple regression analysis. Results: Factors significantly affecting intent to stay included nurse manager ability, leadership, support of nurses (β=.18, p=.016), nursing foundations for quality of care (β=.18, p=.032), and unwanted department assignment (β=-.194,p.001), and these variables explained 38.4% of intent to stay (F=12.49, p<.001). Conclusion: To increase the retention of newly graduated nurses, hospital and nurse leaders should improve the work environment for nurses, particularly in relation to nurse manager ability, leadership, and support of nurses, and nursing foundations for quality of care. Additionally, nurse leaders can facilitate intent to stay by placing nurses in the department of their choice.
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PURPOSE This study was done to explore time management behavior and self-efficacy in nursing students and to analyze the correlations between time management behavior and self-efficacy. METHODS The data were collected from May 12 to 20 2010 using self-report questionnaires about time management behavior and self-efficacy of nursing students. The data from 508 students were analyzed using descriptive analysis, K-means clustering, and one-way ANOVA. RESULTS The mean score for time management behavior was 3.03+/-1.11 out of a possible 5, and self-efficacy was 3.65+/-0.42 out of a possible 6. Four groups were identified according to time management behavior. The four groups were significantly different on self-efficacy total (p=<.05) and self-regulatory efficacy (p=.<005). The group with the highest score for time management had the highest score for self-efficacy. CONCLUSIONS The results of the study indicate that time management behavior styles are related to self-efficacy for nursing students. Therefore, time management education programs based on the time management behavior styles are needed to increase self-efficacy in nursing students.
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PURPOSE The purpose of this study was to identify effects of a refresher program for inactive nurses on nursing professionalism and nursing clinical self-efficacy. METHODS A pre-experimental design with one group pretest-posttest was used. The refresher program consisted of 150 hours and was provided to inactive nurses who were recruited from a refresher program at S institute. Eighty inactive nurses participated in the study. Data were collected between June and November 2009. To evaluate the effectiveness of the refresher program, researchers explored participants' nursing professionalism and nursing clinical self-efficacy through self-evaluation questionnaire before and after the refresher program. RESULTS The refresher program was effective in increasing nursing clinical self-efficacy for inactive nurses (p<.001). However, no significant increase was found in nursing professionalism after completing the program. CONCLUSION The refresher program had a positive impact on increasing the nursing clinical self-efficacy for inactive nurses.
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PURPOSE This study was to investigate the relationship among emotional intelligence, self-efficacy and job stress of nurses. METHOD Data was collected from convenient sample of 265 nurses who work for a university hospital in a city. The Questionnaire measured the level of emotional intelligence, self-efficacy and job stress of nurses. The data were analyzed using descriptive statistics, t-test, ANOVA, scheffe' test, pearson's correlation coefficient and hierarchical multiple regression. RESULT The mean score of emotional intelligence was 3.41(+/-.37), self-efficacy was 3.27(+/-.45) and job stress was 3.35(+/-.65). There were significant differences on self-efficacy according to age, marital status and education level. And there were significant differences on job stress according to age, working unit. It was a significant positive correlation between emotional intelligence and self-efficacy. The emotional intelligence and self-efficacy were significantly negative correlation with job stress. The emotional intelligence explained 24.8% of self-efficacy and 1.9% of job stress and self-efficacy explained 2.7% of job stress. And the self-efficacy was showed a mediate variable between emotional intelligence and job stress. CONCLUSION To decrease job stress, nursing managers ought to develop the emotional intelligence and self-efficacy of nurses, reinforce as a mediating role between emotional intelligence and job stress.
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