Abstract
Introduction: There has been little research on systematic training of new employees in perioperative nursing. The aim of the present study was to establish whether the attitude of the employees in perioperative nursing towards the training of new employees in the workplace is connected to their education in perioperative nursing, workload, work competence or attitude of new employees in perioperative nursing. Methods: A quantitative exploratory research was performed in March 2017 and data was collected by means of a structured survey questionnaire. Perioperative nursing staff working in a selected Slovenian hospital's operating theatres, who are trained well enough to work independently (n = 69) and have at least one year of working experience, were questioned to obtain a purposive sample. Descriptive statistics, the Pearson correlation coefficient and factor analysis are shown. Results: Employees in perioperative nursing gladly transmit their knowledge and experience (x = 4.79), growing professionally as they do so ( = 4.63). They see the training of new employees as their personal challenge (x = 4.17). The knowledge of the respondents was shown to be a factor that is marginally positively associated (r = 0.278, p = 0.021) with the attitude to training new employees in the workplace. The training that experienced employees in perioperative nursing have received, their competencies, workload, and their opinion of the work of the new employees, are not connected to the attitudes they posses when training these new employees in the workplace. Discussion and conclusion: The study indicates the need to establish definined criteria relating to the employment of candidates, and may contribute toward the future design of a systematic training course in perioperative nursing.
Highlights
There has been little research on systematic training of new employees in perioperative nursing
Five (7.2 %) respondents train new employees in the workplace every day, 17.4 % (n = 12) a few times a week, 30.4 % (n = 21) a few times a month, 26.1 % (n = 18) a few times a year, 18.8 % (n = 13) of the respondents do not train new employees in the workplace at all. 3 (4.3 %) respondents said they worked less time in their job position whilst training new employees in the workplace, with 65 (94.2 %) respondents both roles intertwine in the workplace and one respondent did not answer the question. 5 (7.2 %) respondents were compensated for providing training to new employees in the workplace, 62 (89.9 %) were not compensated and 2 respondents did not answer this question
In verifying the evaluations of knowledge of the employees in perioperative nursing we found that the attitude of the employees in perioperative nursing is statistically significantly connected to training new employees in the workplace (p = 0.021)
Summary
There has been little research on systematic training of new employees in perioperative nursing. Results: Employees in perioperative nursing gladly transmit their knowledge and experience ( = 4.79), growing professionally as they do so ( = 4.63). They see the training of new employees as their personal challenge ( = 4.17). The knowledge of the respondents was shown to be a factor that is marginally positively associated (r = 0.278, p = 0.021) with the attitude to training new employees in the workplace. A didactically effective and clinically directed educational programme could contribute to a more efficient education programme in this area (Martin, 2011) Such an educational system should meet the needs of a perioperative environment and lower fluctuations of health care workers in perioperative nursing (Marsh, 2015). Such an educational system should meet the needs of a perioperative environment and lower fluctuations of health care workers in perioperative nursing (Marsh, 2015). Martin (2011) raises awareness of the fact that all employees in perioperative nursing are not suitable as mentors despite having suitable professional qualifications for their jobs. Harvey (2012) defines mentorship as a complex process that requires responsible mentors who are aware that they are educating future generations of experts in nursing. Skela-Savič and Kiger (2015) think that mentors should be properly trained, taught to have a positive attitude towards mentorship and be introduced to all the necessary procedures that would secure a suitable quality of mentorship. Skela-Savič (2014) draws attention to the fact that nursing is expected to take on new roles and face more challenging work tasks
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