Job satisfaction and job values among beginning nurses: A questionnaire survey

BackgroundConcepts such as the theory–practice gap and reality shock call attention to the challenges nurses experience in their professional lives. These challenges seem to be particularly acute in the transition from nursing school to work. Based on an assumption that the theories and skills taught in school are not directly applicable to nursing practice, beginning nurses may find that they are not prepared to do the work for which they have trained. Consequently, nurses may experience challenges to their work ideals, and their level of job satisfaction may decline. In addition, major life changes, such as buying a house/apartment, becoming a parent or getting married are likely to occur in the first year after graduation. Consequently, the emphasis on economic rewards may increase in the transition from school to work.ObjectivesTo examine the relationship between work ideals, experiences of work and job satisfaction through a vital period in nurses’ careers. To compare beginning nurses’ job satisfaction, perceived job rewards and values with those of beginning doctors and teachers.ParticipantsSurvey data were collected from two cohorts of students in several educational programs in Norway. The survey was repeated among the same respondents, as workers, 3 years after graduation. Almost 3000 students were originally invited to participate. The response rate in the surveys varied from 59% to 80%.MethodsTabular analyses and linear regression models.ResultsThe results indicate similarities in nurses’, doctors’ and teachers’ preferences for work, but differences in what they obtain. In the transition from school to work, nurses increase their emphasis on high income and job security, and 3 years after graduating, nurses’ emphasis on these two job values is higher than that of doctors and teachers. Nurses were fairly satisfied with their present job.ConclusionIn terms of level of job satisfaction and their preferences for work, the transition from school to work for nurses seems less dramatic than initially assumed.