Purpose This study aimed to investigate the effects of teaching efficacy, perceived organizational support, and occupational stress on burnout among preceptor nurses. Methods: Participants included 156 nurses who had at least one month of preceptor experience within the past year. Data were collected using a structured self-report questionnaire and analyzed with SPSS version 27.0. Descriptive statistics, independent sample t-tests, one-way analysis of variance with Scheffé post-hoc tests, Pearson’s correlation analysis, and multiple regression analysis were performed. Results: Occupational stress (β=.36, p<.001) and teaching efficacy (β=-.17, p=.017) were significant predictors of burnout among preceptor nurses, jointly explaining 36.0% of the variance. Conclusion: Occupational stress and teaching efficacy were identified as key determinants of burnout in preceptor nurses. Effective burnout prevention strategies should focus on reducing occupational stress through workload management and strengthening teaching efficacy via continuous training and organizational support.
Purpose This study investigated the effects of newly graduated nurses’ perceived readiness for nursing practice, resilience, and preceptors’ teaching behaviors on turnover intention.
Methods A survey was conducted among 168 newly graduated nurses between August 7 and 31, 2023. The data were analyzed using descriptive statistics, t-tests, one-way ANOVA, Pearson's correlation, and hierarchical multiple regression analysis.
Results The factors that significantly affected turnover intention included preceptors' teaching behavior (β=-.29, p=.001) and resilience (β=-.21, p=.026). This model explained 32.0% of the variance.
Conclusion Newly graduated nurses’ resilience and their initial training environment are key factors influencing turnover intention. Therefore, nursing managers should develop strategies to enhance the resilience of newly graduated nurses and improve training systems. Additionally, efforts should be made to promote positive teaching behaviors among the educators responsible for training newly graduated nurses.
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Purpose This descriptive study aimed to identify the effects of purposeful and timely nursing rounds on patients' perception of the quality of nursing services and nurses' perception of nursing rounds. Methods Intentional nursing rounds were conducted by communicating patients’ questions on pain, position, pump, potty, and possessions. A total of 144 nurses and 149 patients participated, and data were collected using self-report questionnaires. The independent t-test, x 2 test, and Wilcoxon’s rank-sum test were used to analyze the data with SPSS version 24.0. Results Although intentional nursing rounds improved the nurses’ perception of nursing rounds, there was no significant difference. The nurses’ benefit had the lowest score (3.36), and the benefit of communication with patients had the highest score (3.79).
Intentional nursing rounds significantly improved the patients’ perception of the quality of nursing services in the intervention group. Among the factors of empathy (Z=4.98, p<.001) related to the quality of nursing services as perceived by the patient, assurance (Z=5.50, p<.001), reliability (Z=4.43, p<.001), and responsiveness (Z=5.02, p<.001) significantly increased. Conclusion Intentional nursing rounds positively affected patients’ perception of the quality of nursing service. It is important to improve intentional nursing rounds to enhance nurses’ perceptions of them.
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PURPOSE The purpose of this study was to examine the effects of perceptions of patient rounding, self-leadership and nursing organization culture on intentional rounding performance. METHODS The participants for this study were 210 nurses who had the experience of patient rounding care in general hospitals in B and Y cities. Data were collected from February 5th to 22nd, 2018. Collected data were analyzed using descriptive statistics, χ² test, and independent t-test. Logistic regression analysis was performed to identify factors influencing intentional rounding performance. RESULTS It was found that intentional rounding performance was carried out by 20.0% of the day shift nurses, 18.1% of the evening shift nurses, and 19.5% of the night shift nurses. The significant factors influencing intentional rounding performance were the recommended rounding time interval in wards and the use of rounding protocol in the wards (p < .050). CONCLUSION It is expected that nurses will be able to provide more advanced and efficient patient rounding by promising a systematic patient rounding time for intentional rounding and developing appropriate protocols for each ward.
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PURPOSE In this study, we examined the differences and relationship between teaching style of preceptors, and personality, nursing performance, and organizational socialization of new nurses. METHODS The participants were 118 new nurses. The data collected from March to May 2011 were analyzed using descriptive statistics, ANOVA, and Pearson correlation coefficients. RESULTS Teaching style of preceptors was most frequently judgement-initiative, and personality of new nurses was most frequently extraversion. Nursing performance (3.05+/-.59) and organizational socialization (3.05+/-.59) of new nurses were at an average level. Nursing performance and organizational socialization of new nurses were not significantly different according to teaching style of preceptors. Significant correlations were found between personality and nursing performance, and between personality and organizational socialization. CONCLUSION These findings indicate that changes in perceived teaching style of preceptors and personality of new nurses may be necessary to increase efficiency of preceptorship related to nursing performance and organizational socialization of new nurses. The above-mentioned results should be reflected in the development of effective preceptor training programs.
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PURPOSE In this study, differences and relationship between teaching style, personality, job stress, and job satisfaction among preceptors were examined. METHODS The participants were 121 preceptors. Data were collected in November and December 2010 and analyzed using descriptive statistics, ANOVA, Scheffe's test, and Pearson correlation coefficients. RESULTS The most frequent teaching style was judgement-initiative, and personality scores were highest for conscientiousness. Job stress was average (3.05+/-.59), and job satisfaction was below the mid-point level (2.76+/-.39). Job stress and job satisfaction were significantly different according to teaching style. Significant correlations were found between personality and job stress, and personality and job satisfaction. CONCLUSIONS These findings indicate that changes in perceived teaching style, and personality may be necessary to decrease job stress, and to promote job satisfaction among preceptors. The results of this study should be considered in the development of effective preceptor training programs.
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