Nursing open · 2026
The Indirect Association of Resilience in the Relationship Between Educational Support and Transition Status Among Novice Home Healthcare Nurses.
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Amin Shaimaa Mohamed, El-Gazar Heba Emad, Zoromba Mohamed Ali, Mohamed Heba Sobhy, Elbakry Mohammed Adel Abd Elhafeez, Mohamed Mohamed Ahmed Aly, Atta Mohamed Hussein Ramadan, Abdelaliem Sally Mohammed Farghaly, Baghdadi Nadiah A, El-Ashry Ayman Mohamed
Аннотация
AIM: To examine the association between educational support and transition status among novice home healthcare nurses and to assess whether resilience shows an indirect association in this relationship.
DESIGN: A descriptive, cross-sectional, correlational study was conducted with 215 novice nurses employed in home healthcare agencies.
METHODS: Data were collected using two standardized English instruments: the Educational Support Assessment Scale, the Transition Status Scale for Newly Graduated Nurses and the Arabic version of the Connor-Davidson Resilience Scale. Two instruments were translated into Arabic and culturally adapted for this study through forward-backward translation, expert panel review and pilot testing. Internal consistency and confirmatory factor analysis were used to examine reliability and preliminary construct validity. Descriptive statistics, Pearson correlations, linear regression and structural equation modelling were used to analyse the data.
RESULTS: Participants reported moderate to high educational support, high resilience and generally positive transition status. Active coping strategies and interpersonal integration were the highest-rated transition dimensions, whereas work-life balance was the lowest. Educational support was positively associated with resilience and transition status. Resilience also showed a statistically significant indirect association between educational support and transition status. Because data were collected at one time point, this indirect pathway should be interpreted as an associative statistical model rather than evidence of causal mediation.
CONCLUSIONS: Educational support, resilience and transition status were positively associated among novice home healthcare nurses. Resilience may be an important psychological factor linked to the relationship between educational support and transition status. Longitudinal studies are needed to confirm the temporal and causal nature of these associations.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: Home healthcare agencies should provide structured educational support that combines clinical skill development with resilience-building strategies, including guided reflection, mentoring, stress-management training and peer support.
PATIENT OR PUBLIC CONTRIBUTION: None.
DESIGN: A descriptive, cross-sectional, correlational study was conducted with 215 novice nurses employed in home healthcare agencies.
METHODS: Data were collected using two standardized English instruments: the Educational Support Assessment Scale, the Transition Status Scale for Newly Graduated Nurses and the Arabic version of the Connor-Davidson Resilience Scale. Two instruments were translated into Arabic and culturally adapted for this study through forward-backward translation, expert panel review and pilot testing. Internal consistency and confirmatory factor analysis were used to examine reliability and preliminary construct validity. Descriptive statistics, Pearson correlations, linear regression and structural equation modelling were used to analyse the data.
RESULTS: Participants reported moderate to high educational support, high resilience and generally positive transition status. Active coping strategies and interpersonal integration were the highest-rated transition dimensions, whereas work-life balance was the lowest. Educational support was positively associated with resilience and transition status. Resilience also showed a statistically significant indirect association between educational support and transition status. Because data were collected at one time point, this indirect pathway should be interpreted as an associative statistical model rather than evidence of causal mediation.
CONCLUSIONS: Educational support, resilience and transition status were positively associated among novice home healthcare nurses. Resilience may be an important psychological factor linked to the relationship between educational support and transition status. Longitudinal studies are needed to confirm the temporal and causal nature of these associations.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: Home healthcare agencies should provide structured educational support that combines clinical skill development with resilience-building strategies, including guided reflection, mentoring, stress-management training and peer support.
PATIENT OR PUBLIC CONTRIBUTION: None.