Newly graduated registered nurses' experiences of work-integrated learning, and its association with job satisfaction and stress: A cross-sectional study.

BACKGROUND

The primary focus of work-integrated learning for newly graduated registered nurses is the ongoing development of professional roles, knowledge, and skills. Little is known about how integrating such learning into daily work could influence newly graduated registered nurses' experiences of job satisfaction and stress. The aim of this study is to explore the associations among newly graduated registered nurses' experiences of work-integrated learning, job satisfaction, and stress.

DESIGN

This study employed a cross-sectional research design.

SETTINGS: A survey was distributed to a sample of newly graduated registered nurses employed at two rural hospitals and one university hospital in Sweden, across departments such as emergency, medical, and surgical units.

PARTICIPANTS

A total of 221 newly graduated registered nurses within their first two years of practice participated in the study.

METHODS

The survey included demographic data, as well as the instruments Experienced Work-Integrated Learning, the Short Index of Job Satisfaction, and the Single-Item Measure of Stress Symptoms. Two multiple regression models were analysed to explore associations between the variables.

RESULTS

The results indicate that the experienced learning dimension 'Developing a relational nursing role' is positively related to job satisfaction (β: .18; C.I: -.00, .39; p: .05) and that the experienced learning dimension 'Striving for confidence in medical-technical performance' is negatively related to stress (β: -.29; C.I: -.06, .18; p: .03).

CONCLUSION

Our findings indicate that learning plays a role in increasing job satisfaction and reducing stress among newly graduated registered nurses. It is recommended that healthcare organizations should prioritize work-integrated learning opportunities, which are essential for the development of both relational nursing roles and medical-technical competencies, in both daily clinical practice and emergency situations.