A statewide analysis of RNs' intention to leave their position

Rambur, Betty; Palumbo, Mary Val; McIntosh, Barbara; Mongeon, Joan A.

doi:10.1016/s0029-6554(03)00115-5

Cited by 66 publications

(62 citation statements)

References 31 publications

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“…Za razliku od našeg istraživanja, novija istraživanja u literaturi generalno ukazuju da viši obrazovni nivo doprinosi razvoju samopouzdanja, boljem razumijevanju konteksta zdravstvene nege i većem zadovoljstvu poslom (26,27). Vjerovatno je da visoko obrazovane medicinske sestre ne očekuju da će se stanje u sestrinskoj profesiji poboljšati prije promjena u zakonskoj regulativi i društvenim stavovima, što može biti objašnjenje većeg nezadovoljstva poslom visokoobrazovanih medicinskih sestara u našem istraživanju.…”

Section: Zaključakunclassified

Satisfaction with the work of nurses

Joković¹,

Kekuš²,

Despotović³

et al. 2018

Sestrinska reč

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, Jelena Pavlović1, Natalija Hadživuković1 1Medicinski fakultet Foča, Katedra za zdravstvenu negu 2Visoka zdravstvena škola strukovnih studija u Beogradu 3Visoka medicinska škola strukovnih studija Ćuprija (r = -0,252; p = 0,017 UVODV jerovanje da stepen zadovoljstva poslom utiče na aspekte radnog ponašanja kao što su produktivnost, apsentizam i fluktuacija dovele su do stvaranja opsežne literature posvećene toj temi, koja prema nekim izvorima uključuje i do 4000 naslova (1,2). Iako se pojam zadovoljstva poslom često upotrebljava, još uvijek nema jasne i široko prihvaćene definicije. U znača-jnom broju istraživanja polazi se od definicije zadovoljstva poslom koju je dao Paul Spector, po kojoj zadovoljstvo poslom predstavlja stepen u kome ljudi vole (zadovoljstvo) ili ne vole (nezadovoljstvo) svoj posao. Definicija sugeriše da je zadovoljstvo poslom globalno osjećanje koje ljudi imaju prema svom poslu. Prema navedenom stanovištu postoji 9 dimenzija (faceta) koji čine zadovoljstvo poslom, a to su: zadovoljstvo uslovima rada, prirodom posla, komunikacijom unutar organizacije, saradnicima, beneficijama, supervizijama, nagradama, mogućnošću napredovanja i zadovoljstvo platom (3). Zadovoljstvo poslom u značajnoj mjeri utiče na

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Section: Zaključakunclassified

Satisfaction with the work of nurses

Joković¹,

Kekuš²,

Despotović³

et al. 2018

Sestrinska reč

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“…Hence, people with an intention to leave are naturally more likely to quit (Rosser 2004). The intention to leave is significantly influenced by job satisfaction (Larrabee et al 2003;Rambur et al 2003;Rosser 2004;Shader et al 2001). Shields and Ward (2001) even found a 65% higher probability of intention to quit among nurses who reported overall dissatisfaction with their job (p. 67).…”

Section: Job or Apprenticeship Satisfactionmentioning

confidence: 99%

“…However, job satisfaction was found to be more effective in predicting the intention to leave an organization than to the intention to leave a profession (Lu et al 2002, p. 218). Rambur et al (2003) reported that the intention to leave a position associated with job satisfaction decreased with educational level, enrollment in an educational program and advanced age. However, Coomber and Barriball (2007) noted inconsistent findings in their meta-analysis regarding the influence of educational level on job satisfaction.…”

Section: Job or Apprenticeship Satisfactionmentioning

confidence: 99%

Do they intend to stay? An empirical study of commercial apprentices’ motivation, satisfaction and intention to remain within the learned occupation

Forster-Heinzer

Holtsch

Rohr-Mentele

et al. 2016

Empirical Res Voc Ed Train

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Background: Commercial apprenticeship is the most commonly chosen type of apprenticeship within vocational education training in Switzerland. Both the Swiss economy and the training companies themselves benefit when apprentices remain within the occupation and company after their vocational education and training has ended. However, little is known about commercial apprentices' intention to remain and its development. The literature discusses learning motivation and (apprenticeship) satisfaction as important factors in the development of the intention to remain from both a theoretical and an empirical perspective. We report the status quo of further educational and working intentions at the end of apprenticeship training and interdependency of the remaining intention's, learning motivation's and training satisfaction's development. To do so, we propose a cross-lagged structural equation model that examines the constructs' autoregressive paths but also causal effects on each other over time. Methods:We present empirical data gathered in a representative sample of 83 classes (n = 1905) of commercial apprentices of both the E-and M-Profile in German-speaking regions of Switzerland. The apprentices participated in the standardized survey four times in total: at the beginning, at a halfway point during their apprenticeship, half a year before final examinations and two to three months before termination. Hypotheses were tested using descriptive methods as well as latent state models and a crosslagged structural equation model. Results and conclusions:It was found that a majority of commercial apprentices intend to remain within the learned profession after graduation (57.7%). However, one in five apprentices does not have such intentions, and one in four apprentices is still undecided. Slightly less than 60% of apprentices had a follow-up solution after finishing their training and more than 80% of them planned to remain employed within their training company. Despite their follow-up positions, commercial apprentices tend to continue their education. Only 6% of the apprentices denied having any further educational intention within the next five years. With regard to the intention to remain within the learned occupation, training satisfaction was found to be an important factor. The intention to remain within the occupation also increases training satisfaction. Although learning motivation does not seem to directly affect the intention to remain within the learned occupation, it nevertheless affects training satisfaction positively. Open Access© The Author(s) 2016. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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“…Although high, this represents a fall from the late 1950s, when turnover rates were close to 50% (Wai Chi Tai et al 15 ). By comparison, in the UK, turnover rates are estimated to be between 15% and 20 %, whereas they are below 10 % in Taiwan (Rambur et al 16 ; Shields et al 17 ). Turnover rates among institutions in the same country may differ.…”

Section: Turnovermentioning

confidence: 99%