Journal of continuing education in nursing · 2026
Development of the CLEAR Program to Bridge the Theory-Practice Gap for New Graduate Nurses.
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Kim Seoung-Joo, Lee Bo-Yeon, Kwon Heui-Kyeong, Jung Jin-Young, Lee Nam-Ju
Аннотация
BACKGROUND: New graduate nurses often face challenges in bridging the gap between theoretical knowledge and clinical practice. This study developed and evaluated the Case-based Learning, Experiential Analysis & Application, and Reflection (CLEAR) program, a structured experiential learning model based on Kolb's theory, to facilitate their early adaptation.
METHOD: A single-group pretest-posttest design was employed with 30 new graduate nurses. The 8-week program, developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, integrated case-based learning, experiential analysis, clinical application, and structured reflection.
RESULTS: Practical knowledge and clinical readiness improved significantly (p < .001). Although total organizational socialization scores remained stable, subdomains showed mixed results: self-efficacy and job satisfaction significantly increased, whereas self-perceived job performance declined, reflecting a "reality check" and recalibration of self-appraisal. Educational satisfaction was high.
CONCLUSION: The CLEAR program effectively transformed abstract knowledge into actionable clinical competence. The findings indicate that an integrated experiential learning approach-combining case-based learning, clinical application, and structured reflection-supports safe transition and professional growth.
METHOD: A single-group pretest-posttest design was employed with 30 new graduate nurses. The 8-week program, developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, integrated case-based learning, experiential analysis, clinical application, and structured reflection.
RESULTS: Practical knowledge and clinical readiness improved significantly (p < .001). Although total organizational socialization scores remained stable, subdomains showed mixed results: self-efficacy and job satisfaction significantly increased, whereas self-perceived job performance declined, reflecting a "reality check" and recalibration of self-appraisal. Educational satisfaction was high.
CONCLUSION: The CLEAR program effectively transformed abstract knowledge into actionable clinical competence. The findings indicate that an integrated experiential learning approach-combining case-based learning, clinical application, and structured reflection-supports safe transition and professional growth.