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Original Article

Predictors of the Clinical Competence in New Graduate Nurses

Journal of Korean Academy of Nursing Administration 2010;16(1):37-47.
Published online: March 31, 2010

1Master Graduate, College of Nursing, Pusan National University, Korea.

2Professor, College of Nursing, Pusan National University, Korea.

3Research Assistant, College of Nursing, Pusan National University, Korea.

Correspondence: Lee, Haejung. College of Nursing, Pusan National University, Beomeo-ri, Mulgeum-eup, Yangsan 626-770, Korea. Tel: 82-51-510-8344, Fax: 82-51-510-8308, haejung@pusan.ac.kr
• Received: January 22, 2010   • Revised: February 5, 2010   • Accepted: March 19, 2010

Copyright © 2010 Korean Academy of Nursing Administration

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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 (β=.50, p<.001), practice environment (β=.14, p=.012), and working duration (β=.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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Table 1
Characteristics of the participants (N=238)
jkana-16-37-i001.jpg

*GPA: Grade Point Average; Special Ward: emergency room, operation room, intensive care unit

Table 2
Clinical competence, critical thinking disposition, and practice environment of participants (N=238)
jkana-16-37-i002.jpg
Table 3
Differences in clinical competence according to characteristics of new graduate nurses (N=238)
jkana-16-37-i003.jpg

*GPA: Grade Point Average; Special Ward: emergency room, operation room, intensive care unit

Table 4
Correlation among the major variables (N=238)
jkana-16-37-i004.jpg

*p<.01; p<.05 (2-tailed); Dummy Coded: Education: Junior college(3yrs)=0, University=1; Beds of hospital: <800=0, ≥800=1;

Work place: Medical Ward, Surgical Ward, others=0, Special Ward=1; Instruction by preceptor: No=0, Yes=1;

Previous experience of clinical practice in the hospital: No=0, Yes=1. §GPA: Grade Point Average.

Table 5
Predictors for clinical competence (N=230)
jkana-16-37-i005.jpg

*Dummy Coded: Beds of hospital: <800=0, ≥800=1; Work place: Medical Ward, Surgical Ward, others=0, Special Ward=1;

Instruction by preceptor: No=0, Yes=1; Previous experience of clinical practice in the hospital: No=0, Yes=1.

GPA: Grade Point Average.

Figure & Data

References

    Citations

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    Predictors of the Clinical Competence in New Graduate Nurses
    Predictors of the Clinical Competence in New Graduate Nurses

    Characteristics of the participants (N=238)

    *GPA: Grade Point Average; Special Ward: emergency room, operation room, intensive care unit

    Clinical competence, critical thinking disposition, and practice environment of participants (N=238)

    Differences in clinical competence according to characteristics of new graduate nurses (N=238)

    *GPA: Grade Point Average; Special Ward: emergency room, operation room, intensive care unit

    Correlation among the major variables (N=238)

    *p<.01; p<.05 (2-tailed); Dummy Coded: Education: Junior college(3yrs)=0, University=1; Beds of hospital: <800=0, ≥800=1;

    Work place: Medical Ward, Surgical Ward, others=0, Special Ward=1; Instruction by preceptor: No=0, Yes=1;

    Previous experience of clinical practice in the hospital: No=0, Yes=1. §GPA: Grade Point Average.

    Predictors for clinical competence (N=230)

    *Dummy Coded: Beds of hospital: <800=0, ≥800=1; Work place: Medical Ward, Surgical Ward, others=0, Special Ward=1;

    Instruction by preceptor: No=0, Yes=1; Previous experience of clinical practice in the hospital: No=0, Yes=1.

    GPA: Grade Point Average.

    Table 1 Characteristics of the participants (N=238)

    *GPA: Grade Point Average; Special Ward: emergency room, operation room, intensive care unit

    Table 2 Clinical competence, critical thinking disposition, and practice environment of participants (N=238)

    Table 3 Differences in clinical competence according to characteristics of new graduate nurses (N=238)

    *GPA: Grade Point Average; Special Ward: emergency room, operation room, intensive care unit

    Table 4 Correlation among the major variables (N=238)

    *p<.01; p<.05 (2-tailed); Dummy Coded: Education: Junior college(3yrs)=0, University=1; Beds of hospital: <800=0, ≥800=1;

    Work place: Medical Ward, Surgical Ward, others=0, Special Ward=1; Instruction by preceptor: No=0, Yes=1;

    Previous experience of clinical practice in the hospital: No=0, Yes=1. §GPA: Grade Point Average.

    Table 5 Predictors for clinical competence (N=230)

    *Dummy Coded: Beds of hospital: <800=0, ≥800=1; Work place: Medical Ward, Surgical Ward, others=0, Special Ward=1;

    Instruction by preceptor: No=0, Yes=1; Previous experience of clinical practice in the hospital: No=0, Yes=1.

    GPA: Grade Point Average.

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