Lalonde Michelle, McGillis Hall Linda
School of Nursing Faculty of Health Sciences University of Ottawa Ottawa Ontario Canada; Lawrence S. Bloomberg Faculty of Nursing University of Toronto Toronto Ontario Canada.
Lawrence S. Bloomberg Faculty of Nursing University of Toronto Toronto Ontario Canada.
Nurs Open. 2016 Jun 29;4(1):24-31. doi: 10.1002/nop2.58. eCollection 2017 Jan.
The purpose of this study was to explore the relationships between preceptor characteristics (emotional intelligence, personality and cognitive intelligence) and new graduate nurse socialization outcomes regarding turnover intent, job satisfaction, role conflict and ambiguity during a preceptorship programme. To date, no studies have explored these relationships.
A cross-sectional and multi-site design with purposeful sampling.
Dyads of preceptors and new nurses were recruited at the end of their preceptorship programme. Pearson's correlational analysis was used to examine the relationships.
A sample of 41 preceptors and 44 new graduate nurses participated in this study, making 38 dyads with complete data. The preceptor personality traits of openness, conscientiousness and emotional stability were significantly related to new graduate nurses who reported greater turnover intent, job dissatisfaction, role conflict and ambiguity. No significant relationships were noted between preceptor EI and IQ and the outcome of new graduate nurses.
本研究旨在探讨带教老师的特征（情商、个性和认知能力）与新毕业护士在带教计划期间的离职意向、工作满意度、角色冲突和角色模糊等社会化结果之间的关系。迄今为止，尚无研究探讨这些关系。
采用有目的抽样的横断面多地点设计。
在带教计划结束时招募带教老师和新护士组成的配对。采用Pearson相关分析来检验这些关系。
41名带教老师和44名新毕业护士参与了本研究，形成了38对具有完整数据的配对。带教老师的开放性、尽责性和情绪稳定性等个性特质与报告有更高离职意向、工作不满意、角色冲突和角色模糊的新毕业护士显著相关。未发现带教老师的情商和智商与新毕业护士的结果之间存在显著关系。
