Validating an Instrument for Measuring Newly Graduated Nurses’ Adaptation

Baharum, Hafidza; Ismail, Aniza; Awang, Zainudin; McKenna, Lisa; Ibrahim, Roszita; Mohamed, Zainah; Hassan, Nur Hasyareeda

doi:10.3390/ijerph20042860

Cited by 17 publications

(20 citation statements)

References 61 publications

(91 reference statements)

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“…Organisational culture influenced newly graduated nurses’ adaptation more than proactive values [ 51 ]. Nevertheless, it is believed that a proactive personality is essential when adjusting favourably to an organisation and community [ 73 ]. Likewise, a proactive personality facilitates a nurse’s adaptation to becoming an insider.…”

Section: Resultsmentioning

confidence: 99%

“…A proactive personality eases the nurse’s adaptation to becoming an insider. This aids newly graduated nurses in actively seeking knowledge and understanding organisational culture and standards, developing resilience, and coping with stressful situations, and reduces turnover rates [ 45 , 72 , 73 ]. As the proactive value is closely related to hardiness, the characteristics of this trait are not specific.…”

Section: Discussionmentioning

confidence: 99%

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Success factors in adaptation of newly graduated nurses: a scoping review

et al. 2023

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Background Difficulties in adapting to the workplace can affect newly graduated nurses’ transition. Such nurses must adapt quickly, as it can affect their future career prospects. Therefore, this review aimed to identify the success factors that promote newly graduated nurses’ effective transition and adaptation. Methods The Joanna Briggs Institute scoping reviews methodology was used. Data were extracted from MEDLINE, Scopus, EBSCOhost, and Web of Science publications published between 2011 and 2020. A total of 23 articles were included in this review, which comprised qualitative, quantitative, and mixed methods primary research studies focusing on the contributing factors that aided newly graduated nurses’ adaptation to the work environment during their transition period. Key emerging themes were identified with thematic analysis. Results Three main themes were identified: (1) organisational contribution (social development, organisational culture, work characteristics, work readiness, work commitment, professional role), (2) personality traits (self-embodiment, personality masking, being proactive and confident), and (3) academic institutions (pre-entry knowledge and role of nursing faculty). Newly graduated nurses’ adaptation should begin during nursing education, be supported by the workplace organisation, and driven by the nurse’s personality. We determined that that the role of nursing education in aiding the provision of the required knowledge and actual clinical experiences to students profoundly affected developing nurses’ self-confidence levels in delivering nursing care effectively. Additionally, a warm environment supported nurses emotionally and physically. Conclusions While organisations and educational institutions have undertaken numerous efforts to ensure that newly graduated nurses are adequately supported, the nurse’s personality and values are also equally important to ease adaptation during the transition process. Academic and workplace programs designed for newly graduated nurses should apply and emphasise this knowledge to develop and strengthen their personalities and values, especially to increase confidence and promote proactive values that facilitate newly graduated nurses’ rapid and effective adaptation to their new employment.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Success factors in adaptation of newly graduated nurses: a scoping review

et al. 2023

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“…The CFA determined that all latent constructs, i.e. OC, AIC, PT, and NENA, met the construct validity and passed the convergent and discriminant validity [23]. Once the model had been validated, the measurement model was converted into a structural model to perform the SEM.…”

Section: Methodology Sampling and Data Collectionmentioning

confidence: 99%

Structural Equation Modelling to Assess the Influencing Factors of Newly Employed Nurses’ Adaptation in Malaysia

Baharum,

Ismail,

Awang

et al. 2024

Preprint

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Objective The transition phase is a common custom experienced by graduate nurses, who are required to adapt quickly to their new workplace as it is a prerequisite for a successful transition. However, workplace adaptation is very challenging and may affect nurses’ future career prospects if not managed properly. Therefore, this study aimed to identify the factors that facilitate newly employed nurses’ adaptation and integration at Ministry of Health (MOH)-run state hospitals in Malaysia. The study framework was derived and adapted from the Roy adaptation model (RAM) and organisational socialisation theories. Design This quantitative study was conducted from May 2021 to December 2021. Setting The sample population was newly employed nurses working at state hospitals with 1–2 years of service experience. Participants A total of 496 newly hired nurses from MOH state hospitals participated in this study. The data was analysed using covariance-based structural equation modelling and IBM SPSS Amos 24. Results The participants perceived that workplace organisation (OC), academic institution contribution (AIC), and new nurse’s personality traits (PT) contributed approximately 36% to newly employed nurses’ adaptation (NENA). PT partially mediated the relationship between OC and NENA and between AIC and NENA. Conclusions The findings could be useful to nursing authorities. Additionally, it is also recommended that a nurse’s personality be developed, emphasised, and enhanced through continuous programmes or training to ensure that they can easily adapt to their new working environment. Moreover, academic institutions and work organisations should be encouraged to collaborate to develop improvement cycles that facilitate newly employed nurses’ prompt and efficient adaptation at MOH hospitals during transition.

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“…Composite Reliability (CR) was calculated on Microsoft Excel using formulae given by Fornell and Larckers [30]. Values of CR of more than 0.6 indicate good construct reliability and adequate convergent validity [31].…”

Section: Assessment Of Factorial Structure and Internal Consistencymentioning

confidence: 99%

“…Cronbach's alpha values between 0.7 and 0.9 are considered to represent high internal consistency and values between 0.6 and 0.7 are considered as satisfactory [32]. Similarly Composite reliability was also calculated with >0.6 having high internal consistency [31].…”

Section: Assessment Of Factorial Structure and Internal Consistencymentioning

confidence: 99%

Development and validation of Digi-MEE Instrument measuringonline learning environments in medical education

Naeem¹,

Hadie

Ismail

et al. 2023

Preprint

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Background Despite the widely acknowledged uses of technology-enhanced learning in medical education, the evaluation approach for these online learning environments specific to medical education are limited. Identifying online learning environment key components for medical education may provide an opportunity to address this gap. This study aimed to develop and validate Digital Medical Education Environment (Digi-MEE) Instrument that measures the online learning environment in medical education.Methods Questionnaire development and validation studies were conducted involving 726 participants in total. Components and items of online learning environments were generated and identified through a scoping review and a modified e-Delphi study. A panel of selected content experts carried out content validation leading to calculation of content validity index (CVI). A group of medical students performed face validation leading to determination of face validity index (FVI).This validation process was followed by exploratory factor analysis, confirmatory factor analysis and assessment of reliability to determine Digi-MEE’s factorial structure and internal consistency.Results A total of 15 experts reviewed nine components with 73 items of Digi-MEE to appraise its content validity. As a result, 26 items were removed, and 17 items were revised that led to Digi-MEE 2.0 with 47 items. The S-CVI/Ave was 0.98. Following response process validation, the number of items were reduced to 46, S-FVI/Ave of the Digi-MEE 3.0 was 0.87. Exploratory factor analysis yielded 46 items within nine components and depicted 57.18% variance. After confirmatory factor analysis, the final version of Digi-MEE contained 28 items within nine components. All goodness of fit indices achieved acceptable level. The overall Cronbach alpha of the final Digi-MEE was more than 0.90, while for the nine constructs ranged in between 0.62 and 0.76.Conclusion This study proposed a promising valid and reliable instrument, Digi-MEE, to evaluate online education environment in medical education. The content, response process, factorial structure and internal consistency evidence support the validity of Digi-MEE. Medical schools can use Digi-MEE as an evaluation tool for the continuous quality improvement of online learning environments.

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Validating an Instrument for Measuring Newly Graduated Nurses’ Adaptation

Cited by 17 publications

References 61 publications

Success factors in adaptation of newly graduated nurses: a scoping review

Success factors in adaptation of newly graduated nurses: a scoping review

Structural Equation Modelling to Assess the Influencing Factors of Newly Employed Nurses’ Adaptation in Malaysia

Development and validation of Digi-MEE Instrument measuringonline learning environments in medical education

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