Koskinen Sanna, Brugnolli Anna, Fuster-Linares Pilar, Hourican Susan, Istomina Natalja, Leino-Kilpi Helena, Löyttyniemi Eliisa, Nemcová Jana, Meyer Gabriele, De Oliveira Célia Simão, Palese Alvisa, Rua Marília, Salminen Leena, Sveinsdóttir Herdís, Visiers-Jiménez Laura, Zeleníková Renáta, Kajander-Unkuri Satu
Department of Nursing Science, University of Turku, 20014, Turku, Finland.
Azienda Per I Servizi Sanitari Provinciali, University of Verona, 38123, Trento, Italy.
BMC Nurs. 2023 Aug 14;22(1):269. doi: 10.1186/s12912-023-01438-y.
Job satisfaction is a key factor for the successful transition of newly graduated nurses (NGNs) and for retaining NGNs in their workplaces. However, there is limited evidence of the relationship between satisfaction regarding the nursing education program and NGNs' job satisfaction in the first year after graduation. Therefore, this study aims to examine the association of the nursing education related factors and NGNs' job satisfaction.
A cross-sectional study design with the utilization of data collected from the same respondents one year earlier as educational factors was applied. The data were collected from NGNs (n = 557) in 10 European countries using an electronic survey between February 2019 and September 2020, and analyzed in detail for four countries (n = 417). Job satisfaction was measured with three questions: satisfaction with current job, quality of care in the workplace, and nursing profession. Nursing education related factors were satisfaction with nursing education program, level of study achievements, nursing as the 1st study choice, intention to stay in nursing, and generic nursing competence. The data were analyzed statistically using logistic regression.
Most of the NGNs in the 10 countries were satisfied with their current job (88.3%), the quality of care (86.4%) and nursing profession (83.8%). Finnish, German, Lithuanian and Spanish NGNs' satisfaction with the nursing education program at graduation was statistically significantly associated with their job satisfaction, i.e., satisfaction with their current job, the quality of care, and the nursing profession. Moreover, NGNs who had fairly often or very often intention to stay in nursing at graduation were more satisfied with their current job, with the quality of care, and with the nursing profession compared with NGNs who had never or fairly seldom intention to stay in nursing at graduation.
Nursing education plays a significant role in NGNs' job satisfaction one year after graduation, indicating the importance to start career planning already during nursing education. Both nursing education providers and healthcare organizations could plan in close collaboration a transition program for NGNs to ease the transition phase and thus increase the NGNs' job satisfaction and ultimately the high-quality care of the patients.
工作满意度是新毕业护士（NGNs）成功过渡以及在工作场所留住他们的关键因素。然而，关于护理教育项目满意度与NGNs毕业后第一年工作满意度之间的关系，证据有限。因此，本研究旨在探讨护理教育相关因素与NGNs工作满意度之间的关联。
采用横断面研究设计，利用一年前从同一受访者收集的数据作为教育因素。2019年2月至2020年9月期间，通过电子调查从10个欧洲国家的NGNs（n = 557）收集数据，并对四个国家（n = 417）的数据进行详细分析。工作满意度通过三个问题进行衡量：对当前工作的满意度、工作场所的护理质量以及护理职业。护理教育相关因素包括对护理教育项目的满意度、学习成绩水平、将护理作为第一学习选择、从事护理工作的意愿以及一般护理能力。使用逻辑回归对数据进行统计分析。
10个国家的大多数NGNs对他们当前的工作（88.3%）、护理质量（86.4%）和护理职业（83.8%）感到满意。芬兰、德国、立陶宛和西班牙的NGNs毕业时对护理教育项目的满意度与他们的工作满意度在统计学上显著相关，即对当前工作、护理质量和护理职业的满意度。此外，与毕业时从未或很少有从事护理工作意愿的NGNs相比，毕业时相当经常或非常经常有从事护理工作意愿的NGNs对他们当前的工作、护理质量和护理职业更满意。
护理教育在NGNs毕业后一年的工作满意度中起着重要作用，这表明在护理教育期间就开始职业规划的重要性。护理教育提供者和医疗保健组织都可以密切合作，为NGNs制定一个过渡计划，以缓解过渡阶段，从而提高NGNs的工作满意度，并最终提高患者的高质量护理水平。
