کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
366672 621458 2016 7 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The effect of preceptor role effectiveness on newly licensed registered nurses' perceived psychological empowerment and professional autonomy
ترجمه فارسی عنوان
تاثیر نقش تأثیر نقش پیشگیرنده بر توانمندسازی روان شناختی پرستاران مجازی مجاز و استقلال حرفه ای
کلمات کلیدی
پرستار ثبت نام شده مجددا، پیشگامان، تدریس خصوصی اثربخشی پیشگیرنده، توانمندسازی روانشناختی، استقلال حرفه ای
موضوعات مرتبط
علوم پزشکی و سلامت پرستاری و مشاغل بهداشتی پرستاری
چکیده انگلیسی

The first year turnover rate for newly licensed registered nurses is roughly 30% and increases to about 57% in the second year (Twibell et al., 2012). An effective preceptorship has been shown to better facilitate the first year transition (Hodges et al., 2008) and increase retention rates (Pine and Tart, 2007). The purpose of this study was to examine the relationships between newly licensed registered nurses' perceived preceptor role effectiveness, psychological empowerment and professional autonomy. A prospective, cross-sectional, descriptive research design was used. Sixty-nine newly licensed registered nurses were recruited and surveyed. Newly licensed registered nurses were found to have moderately high levels of perceived preceptor role effectiveness, psychological empowerment, and professional autonomy. Preceptor role effectiveness had significant, moderately, positive relationships with professional autonomy and psychological empowerment. There was also a significant relationship found between professional autonomy and psychological empowerment. Results show that preceptor role effectiveness is linked to increased professional autonomy and psychological empowerment. Therefore, effective preceptorships are necessary in easing the newly licensed registered nurse's transition to practice. Strategies to ensure effective preceptorships and enhance the NRLN's transition to practice are proposed.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Nurse Education in Practice - Volume 17, March 2016, Pages 36–42
نویسندگان
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