Educational needs for new graduate nurses in Korea
New nursing graduates often experience difficulty adjusting to clinical work environments, despite completing well-structured education programs. This study explored the educational needs of recent nursing graduates from the perspectives of new nurses and their clinical educators in Korea. Four focu...
Gespeichert in:
| Veröffentlicht in: | Nurse education in practice 2019-01, Vol.34, p.167-172 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 172 |
|---|---|
| container_issue | |
| container_start_page | 167 |
| container_title | Nurse education in practice |
| container_volume | 34 |
| creator | Lee, Soon Hee Kim, Jung-Hee Jung, Dukyoo Kang, Sook Jung |
| description | New nursing graduates often experience difficulty adjusting to clinical work environments, despite completing well-structured education programs. This study explored the educational needs of recent nursing graduates from the perspectives of new nurses and their clinical educators in Korea. Four focus-group interviews with 7 nurse educators and 8 new nurses were conducted. Data were analyzed using Patton's inductive content analysis. Five analytic categories emerged: communication skills that build good relationships, managing unexpected situations, prioritization, practical experiences, and different ways of delivering education. Educators and new nurses agreed that communication skills are essential in building and maintaining interpersonal relationships. Future educational programs for new graduate nurses should reflect the needs of nurses and their educators so new registered nurses can successfully make the transition to expert nurses.
•Clinical educators and graduate nurses wanted education to improve communication skills and managing unexpected situation.•Communication skills and rapport building go together like “cogwheel,” which are critical for new nurses’ adaptation to work.•Educational programs for new nurses need to be continuously modified and improved by reflecting the demands of nurses. |
| doi_str_mv | 10.1016/j.nepr.2018.11.021 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2157674106</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><els_id>S1471595317302871</els_id><sourcerecordid>2157674106</sourcerecordid><originalsourceid>FETCH-LOGICAL-c384t-2f27eb13cfc5c4f0c8070f6d7e8fd4fc5477d800d18a33adce81ed5525ff80aa3</originalsourceid><addsrcrecordid>eNp9kE1LxDAQhoMorq7-AQ9S8OKlNZM0TQQvsqwfuOBFzyGbTKRLt12TVvHfm7KrBw-eZhie94V5CDkDWgCF6mpVtLgJBaOgCoCCMtgjR6AkzwVjfD_tpYRcXAs-IccxrmgKUVkdkgmnQnDG-RFhczdY09dda5qsRXQx811I22f2FowbTI9ZO4SIMavb7KkLaE7IgTdNxNPdnJLXu_nL7CFfPN8_zm4XueWq7HPmmcQlcOutsKWnVlFJfeUkKu_KdCyldIpSB8pwbpxFBeiEYMJ7RY3hU3K57d2E7n3A2Ot1HS02jWmxG6JmIGQlS6BVQi_-oKtuCOmlkZISoBQcEsW2lA1djAG93oR6bcKXBqpHo3qlR6N6NKoBdDKaQue76mG5Rvcb-VGYgJstgMnFR41BR1tja9HVAW2vXVf_1_8NZAqF0Q</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2177114531</pqid></control><display><type>article</type><title>Educational needs for new graduate nurses in Korea</title><source>Elsevier ScienceDirect Journals</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>ProQuest Central UK/Ireland</source><creator>Lee, Soon Hee ; Kim, Jung-Hee ; Jung, Dukyoo ; Kang, Sook Jung</creator><creatorcontrib>Lee, Soon Hee ; Kim, Jung-Hee ; Jung, Dukyoo ; Kang, Sook Jung</creatorcontrib><description>New nursing graduates often experience difficulty adjusting to clinical work environments, despite completing well-structured education programs. This study explored the educational needs of recent nursing graduates from the perspectives of new nurses and their clinical educators in Korea. Four focus-group interviews with 7 nurse educators and 8 new nurses were conducted. Data were analyzed using Patton's inductive content analysis. Five analytic categories emerged: communication skills that build good relationships, managing unexpected situations, prioritization, practical experiences, and different ways of delivering education. Educators and new nurses agreed that communication skills are essential in building and maintaining interpersonal relationships. Future educational programs for new graduate nurses should reflect the needs of nurses and their educators so new registered nurses can successfully make the transition to expert nurses.
•Clinical educators and graduate nurses wanted education to improve communication skills and managing unexpected situation.•Communication skills and rapport building go together like “cogwheel,” which are critical for new nurses’ adaptation to work.•Educational programs for new nurses need to be continuously modified and improved by reflecting the demands of nurses.</description><identifier>ISSN: 1471-5953</identifier><identifier>EISSN: 1873-5223</identifier><identifier>DOI: 10.1016/j.nepr.2018.11.021</identifier><identifier>PMID: 30553233</identifier><language>eng</language><publisher>England: Elsevier Ltd</publisher><subject>Clinical nursing ; Communication ; Communication skills ; Content analysis ; Continuing education ; Data Analysis ; Educational need ; Educational needs ; Educational programs ; Experiential learning ; Focus groups ; Job Skills ; New employees ; New nurses ; Nurse patient relationships ; Nurse tutors ; Nurses ; Nursing ; Nursing care ; Professional development ; Professional relationships ; Qualitative research ; Qualitative study ; Teaching methods</subject><ispartof>Nurse education in practice, 2019-01, Vol.34, p.167-172</ispartof><rights>2018 Elsevier Ltd</rights><rights>Copyright © 2018 Elsevier Ltd. All rights reserved.</rights><rights>2018. Elsevier Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c384t-2f27eb13cfc5c4f0c8070f6d7e8fd4fc5477d800d18a33adce81ed5525ff80aa3</citedby><cites>FETCH-LOGICAL-c384t-2f27eb13cfc5c4f0c8070f6d7e8fd4fc5477d800d18a33adce81ed5525ff80aa3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.proquest.com/docview/2177114531?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,3536,12826,27903,27904,30978,64361,64363,64365,65309,72215</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30553233$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Lee, Soon Hee</creatorcontrib><creatorcontrib>Kim, Jung-Hee</creatorcontrib><creatorcontrib>Jung, Dukyoo</creatorcontrib><creatorcontrib>Kang, Sook Jung</creatorcontrib><title>Educational needs for new graduate nurses in Korea</title><title>Nurse education in practice</title><addtitle>Nurse Educ Pract</addtitle><description>New nursing graduates often experience difficulty adjusting to clinical work environments, despite completing well-structured education programs. This study explored the educational needs of recent nursing graduates from the perspectives of new nurses and their clinical educators in Korea. Four focus-group interviews with 7 nurse educators and 8 new nurses were conducted. Data were analyzed using Patton's inductive content analysis. Five analytic categories emerged: communication skills that build good relationships, managing unexpected situations, prioritization, practical experiences, and different ways of delivering education. Educators and new nurses agreed that communication skills are essential in building and maintaining interpersonal relationships. Future educational programs for new graduate nurses should reflect the needs of nurses and their educators so new registered nurses can successfully make the transition to expert nurses.
•Clinical educators and graduate nurses wanted education to improve communication skills and managing unexpected situation.•Communication skills and rapport building go together like “cogwheel,” which are critical for new nurses’ adaptation to work.•Educational programs for new nurses need to be continuously modified and improved by reflecting the demands of nurses.</description><subject>Clinical nursing</subject><subject>Communication</subject><subject>Communication skills</subject><subject>Content analysis</subject><subject>Continuing education</subject><subject>Data Analysis</subject><subject>Educational need</subject><subject>Educational needs</subject><subject>Educational programs</subject><subject>Experiential learning</subject><subject>Focus groups</subject><subject>Job Skills</subject><subject>New employees</subject><subject>New nurses</subject><subject>Nurse patient relationships</subject><subject>Nurse tutors</subject><subject>Nurses</subject><subject>Nursing</subject><subject>Nursing care</subject><subject>Professional development</subject><subject>Professional relationships</subject><subject>Qualitative research</subject><subject>Qualitative study</subject><subject>Teaching methods</subject><issn>1471-5953</issn><issn>1873-5223</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kE1LxDAQhoMorq7-AQ9S8OKlNZM0TQQvsqwfuOBFzyGbTKRLt12TVvHfm7KrBw-eZhie94V5CDkDWgCF6mpVtLgJBaOgCoCCMtgjR6AkzwVjfD_tpYRcXAs-IccxrmgKUVkdkgmnQnDG-RFhczdY09dda5qsRXQx811I22f2FowbTI9ZO4SIMavb7KkLaE7IgTdNxNPdnJLXu_nL7CFfPN8_zm4XueWq7HPmmcQlcOutsKWnVlFJfeUkKu_KdCyldIpSB8pwbpxFBeiEYMJ7RY3hU3K57d2E7n3A2Ot1HS02jWmxG6JmIGQlS6BVQi_-oKtuCOmlkZISoBQcEsW2lA1djAG93oR6bcKXBqpHo3qlR6N6NKoBdDKaQue76mG5Rvcb-VGYgJstgMnFR41BR1tja9HVAW2vXVf_1_8NZAqF0Q</recordid><startdate>201901</startdate><enddate>201901</enddate><creator>Lee, Soon Hee</creator><creator>Kim, Jung-Hee</creator><creator>Jung, Dukyoo</creator><creator>Kang, Sook Jung</creator><general>Elsevier Ltd</general><general>Elsevier Limited</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>ASE</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K6X</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>201901</creationdate><title>Educational needs for new graduate nurses in Korea</title><author>Lee, Soon Hee ; Kim, Jung-Hee ; Jung, Dukyoo ; Kang, Sook Jung</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c384t-2f27eb13cfc5c4f0c8070f6d7e8fd4fc5477d800d18a33adce81ed5525ff80aa3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Clinical nursing</topic><topic>Communication</topic><topic>Communication skills</topic><topic>Content analysis</topic><topic>Continuing education</topic><topic>Data Analysis</topic><topic>Educational need</topic><topic>Educational needs</topic><topic>Educational programs</topic><topic>Experiential learning</topic><topic>Focus groups</topic><topic>Job Skills</topic><topic>New employees</topic><topic>New nurses</topic><topic>Nurse patient relationships</topic><topic>Nurse tutors</topic><topic>Nurses</topic><topic>Nursing</topic><topic>Nursing care</topic><topic>Professional development</topic><topic>Professional relationships</topic><topic>Qualitative research</topic><topic>Qualitative study</topic><topic>Teaching methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lee, Soon Hee</creatorcontrib><creatorcontrib>Kim, Jung-Hee</creatorcontrib><creatorcontrib>Jung, Dukyoo</creatorcontrib><creatorcontrib>Kang, Sook Jung</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>British Nursing Index</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Research Library</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education in practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lee, Soon Hee</au><au>Kim, Jung-Hee</au><au>Jung, Dukyoo</au><au>Kang, Sook Jung</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Educational needs for new graduate nurses in Korea</atitle><jtitle>Nurse education in practice</jtitle><addtitle>Nurse Educ Pract</addtitle><date>2019-01</date><risdate>2019</risdate><volume>34</volume><spage>167</spage><epage>172</epage><pages>167-172</pages><issn>1471-5953</issn><eissn>1873-5223</eissn><abstract>New nursing graduates often experience difficulty adjusting to clinical work environments, despite completing well-structured education programs. This study explored the educational needs of recent nursing graduates from the perspectives of new nurses and their clinical educators in Korea. Four focus-group interviews with 7 nurse educators and 8 new nurses were conducted. Data were analyzed using Patton's inductive content analysis. Five analytic categories emerged: communication skills that build good relationships, managing unexpected situations, prioritization, practical experiences, and different ways of delivering education. Educators and new nurses agreed that communication skills are essential in building and maintaining interpersonal relationships. Future educational programs for new graduate nurses should reflect the needs of nurses and their educators so new registered nurses can successfully make the transition to expert nurses.
•Clinical educators and graduate nurses wanted education to improve communication skills and managing unexpected situation.•Communication skills and rapport building go together like “cogwheel,” which are critical for new nurses’ adaptation to work.•Educational programs for new nurses need to be continuously modified and improved by reflecting the demands of nurses.</abstract><cop>England</cop><pub>Elsevier Ltd</pub><pmid>30553233</pmid><doi>10.1016/j.nepr.2018.11.021</doi><tpages>6</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1471-5953 |
| ispartof | Nurse education in practice, 2019-01, Vol.34, p.167-172 |
| issn | 1471-5953 1873-5223 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_2157674106 |
| source | Elsevier ScienceDirect Journals; Applied Social Sciences Index & Abstracts (ASSIA); ProQuest Central UK/Ireland |
| subjects | Clinical nursing Communication Communication skills Content analysis Continuing education Data Analysis Educational need Educational needs Educational programs Experiential learning Focus groups Job Skills New employees New nurses Nurse patient relationships Nurse tutors Nurses Nursing Nursing care Professional development Professional relationships Qualitative research Qualitative study Teaching methods |
| title | Educational needs for new graduate nurses in Korea |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-26T08%3A22%3A10IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Educational%20needs%20for%20new%20graduate%20nurses%20in%20Korea&rft.jtitle=Nurse%20education%20in%20practice&rft.au=Lee,%20Soon%20Hee&rft.date=2019-01&rft.volume=34&rft.spage=167&rft.epage=172&rft.pages=167-172&rft.issn=1471-5953&rft.eissn=1873-5223&rft_id=info:doi/10.1016/j.nepr.2018.11.021&rft_dat=%3Cproquest_cross%3E2157674106%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2177114531&rft_id=info:pmid/30553233&rft_els_id=S1471595317302871&rfr_iscdi=true |