Turnover intention in new graduate nurses: a multivariate analysis.

AIM: This paper is a report of a study to determine the relationship of new nurse turnover intent with individual characteristics, work environment variables and organizational factors and to compare new nurse turnover with actual turnover in the 18 months of employment following completion of a residency. BACKGROUND: Because of their influence on patient safety and health outcomes nurse turnover and turnover intent have received considerable attention worldwide. When nurse staffing is inadequate, especially during nursing shortages, unfavourable clinical outcomes have been documented. METHOD: Prospective data collection took place from 1999 to 2006 with 889 new paediatric nurses who completed the same residency. Scores on study instruments were related to likelihood of turnover intent using logistic regression analysis models. Relationships between turnover intent and actual turnover were compared using Kaplan-Meier survivorship. RESULTS: The final model demonstrated that older respondents were more likely to have turnover intent if they did not get their ward choice. Also higher scores on work environment and organizational characteristics contributed to likelihood that the new nurse would not be in the turnover intent group. These factors distinguish a new nurse with turnover intent from one without 79% of the time. Increased seeking of social support was related to turnover intent and older new graduates were more likely to be in the turnover intent group if they did not get their ward choice. CONCLUSION: When new graduate nurses are satisfied with their jobs and pay and feel committed to the organization, the odds against turnover intent decrease.

New graduate nurses' perceptions of mentoring: six-year programme evaluation.

AIM: This paper reports data from an evaluation study to determine whether new graduate nurses: (1) were satisfactorily matched with mentors; (2) received guidance and support; (3) attained socialization into the nursing profession; (4) benefited from having a role model for acquisition of professional behaviours; (5) maintained contact with mentors; and (6) were satisfied with the mentorship. BACKGROUND: The literature indicates that mentorship facilitates transition of new graduate nurses into the workplace and social culture of the organization. In addition, mentoring increases staff retention by decreasing stress and promoting positive self-esteem and confidence. METHODS: Data were generated from participant responses to survey items about mentoring from 1999 to 2005. Item responses were summarized with descriptive statistics, and then logistic regression was performed to see whether demographic variables predicted successful programme outcomes. In addition, content analysis was performed on respondents' comments on survey items. RESULTS: For participants who met with their mentors on a regular basis (54%), the mentor provided guidance and support for more than 90% and facilitated stress reduction for the majority. On the other hand, comments raised several concerns that apparently contributed to lack of connection between mentor and mentee. These included possible lack of commitment and time, and scheduling constraints of mentor and mentee. Inadequacy of both mentor and mentee in their roles was also apparent, especially in relation to socialization/career advice. Diversity of new graduates, including educational level, age and choice of nursing unit, were shown to add or decrease stress and influence the mentoring relationship. CONCLUSION: A successful relationship between mentor and resident-mentee requires adequate time for the connection to grow through face-to-face meetings on a regular basis. Obstacles to meeting regularly and adequate role training of both mentors and mentees must be addressed in mentorship programmes for new graduate nurses.

Bridging the gap between school and workplace: developing a new graduate nurse curriculum.

The authors describe development of an evidence-based new graduate nurse curriculum that is derived from (1) the duties and tasks that registered nurses actually perform in the clinical setting, (2) Benner's novice-to-expert framework, and (3) group interview information from major nursing stakeholders. In addition, the research-based infrastructure and ongoing evaluation that anchored the implementation and consequent modification of the curriculum are presented.