Clinical supervisors' satisfaction with the clinical competence of newly employed nurses in Korea

Registered nurses’ perceptions of new nursing graduates’ clinical competence: A systematic integrative review

“…On a more positive note, Shin et al . () found that supervisors in Korean general hospitals reported a mean score of 2.64 out of a possible maximum of four (standard deviation 0.44) in the execution of care and problem‐solving skills of new nursing graduates, indicating that they were generally satisfied with new nursing graduates’ critical thinking skills. When considering this positive response, Shin et al .…”

“…When considering this positive response, Shin et al . () stated that the importance of critical thinking and decision‐making skills had only recently been recognized in Korea. Therefore, one must consider that clinical supervisors in this study might not be critical or experienced enough when it comes to assessing newly employed nursing graduates in this competence.…”

“…Study sample sizes varied from 10-5,700 with a sample mean of n= 741, although one study did not describe their sample size, stating only that they were expert RNs from the learning assessment center (Adair et al, 2014). Participants in all studies were classified as experienced nurses, with five studies surveying preceptors (Lofmark et al, 2006;Clark & Holmes, 2007;Hickey, 2009;Hartigan et al, 2010;Kantar, 2012); four studies surveying a combination of experienced nurses, including Clinical Nurse Specialists, administrators, nurse directors, educators, managers, charge nurses, and staff nurses with greater than two years' experience (Berkow et al, 2009;Romyn et al, 2009;Wolff et al, 2010a;Jacob et al, 2014); and one study each surveying nurse administrators (Utley-Smith, 2004), clinical supervisors (Shin et al, 2010), and line managers (Clinton et al, 2005). The final three studies described participants in general as either expert nurses, experienced nurses, or professional nurses, providing no definitive roles (Moeti et al, 2004;Rhodes et al, 2013;Adair et al, 2014).…”

Thomasian Nursing Education and Clinical Practice: A Gap Analysis

“…Moreover, the performance of Thomasian Registered Nurses did not significantly vary among ward or unit of assignment, even among specialized or highly advanced clinical areas. Shin et al (2010) concluded that new nurse graduates are anticipated to perform less satisfactory in specialized areas due to the advanced roles and responsibilities they need to meet; however, the competence of Thomasian Registered Nurses in the Operating Room, a special and advance unit, was at par with others Thomasian Registered Nurses in different ciclinical unit.…”

Exploration of the Gap between Theory and Practice in Tunisia Nurse Education System: A Cross-Sectional Descriptive Study with a Focus on Hand Hygiene

“…It has been recorded that in some countries up to 10% of their current nursing workforce in different care settings are new nurse graduates (Berkow, Virkstis, Stewart, & Conway, 2009) Evidence suggests that despite having cleared the legal and professional requirements to enter nursing practice , the newly licensed nurses display an alarming lack of clinical and problem-solving skills (Shin, Jung, Kim, Lee, & Eom, 2010)and judgement (Li & Kenward, 2006) along with lacking the ability to handle multiple patients (Casey et al, 2011), thus they are unable to provide safe and competent nursing care. On the other hand, even newly graduate nurses themselves have stated having felt conflicted and at times not up to the various expectations and demands of their senior colleagues and employers.…”