신규간호사의 실무적응지원 교육 만족도 및 역할 이행 경험에 관한 조사
New Graduate Nurses' Satisfaction with Transition Programs and Experiences in Role Transition
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초록
목적: 이 연구의 목적은 신규간호사의 교육에 대한 만족도와 역할 이행 경험을 조사하기 위한 것이다. 연구방법: 자료수집은 2018년 11월 1일에서 12월 15일까지 15개 상급병원과 10개 종합병원의 신규간호사 483명을 대상으로 이루어졌다. 자료 수집은 Casey-Fink Graduate Nurse Experience Survey 도구와 교육만족도에 대한 자가기입식 설문을 이용하였다. 자료는 기술적 통계와 t-test, ANOVA로 분석하였다. 결과: 교육만족도는 3.09 – 3.27점이며 프리셉터에 대한 만족도는 3.45(최대 4)이었다. 3개월 이내의 신규간호사가 가장 어려워하는 간호기술은 의무기록작성이었으며, 1년까지의 전 기간을 통틀어서는 CPR/응급상황대응, 인공호흡기간호, 임종간호, 우선순위 세우기/시간관리 등 4개 항목을 가장 어렵다고 하였다. 안위/자신감에 있어서 신규간호사들은 지원영역을 가장 편안하게 생각하고 있었으며 환자안전영역을 가장 어려워하였다. 신규간호사의 50%이상이 역할이행과정에서 스트레스를 경험하였으며 가장 많이 경험한 스트레스 요인은 업무수행과 일상생활과 관련된 것이었다. 교육만족도와 안위/자신감은 병원의 유형과 신규간호사를 담당한 프리셉터의 수에 따라 차이가 있었다. 결론: 신규간호사가 전문직 간호사로 잘 이행하도록 촉진하기 위해서는 교육기간의 연장과 체계적이고 표준화된 교육프로그램, 지속적인 지원이 필요하다.
Abstract
Purpose: The aim of this study was to investigate the satisfaction of newly graduated nurses with educational programs and their experiences in role transition. Methods: Data were collected from November 1 to December 15, 2018 and 483 new graduate nurses working at 15 tertiary hospitals and 10 general hospitals participated. For data collection, self-report questionnaires including the Casey-Fink Graduate Nurse Experience Survey tool and satisfaction with education were used. Data were analyzed using descriptive statistics, t-test, and one-way analysis of variance. Results: Satisfaction with education ranged from 3.09 to 3.27, and satisfaction with preceptors was 3.45(maximum 4). The skill that new nurses ranked as most difficult during the first 3 months was charting/documentation, and throughout a whole year, the top 4 difficult skills were cardiopulmonary resuscitation/emergency response, ventilator care, end-of-life care, and prioritization/time management. In comfort/confidence, new graduates felt most comfortable with support and least comfortable with patient safety. More than 50 percent of new graduates experienced stress during role transition, and the most frequently experienced stressors were related to job performance and personal life. Levels of satisfaction with education and comfort/confidence differed according to the hospital type and number of preceptors for new nurses. Conclusion: In order to facilitate the transition of new graduate nurses to professional nurse, an extended period of education, systematic and standardized transition programs, and continuous support during the first year of practice are required.
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