When and how does the practice environment most benefit the job outcomes of newly graduated nurses?

<p>The COVID-19 pandemic has magnified the growing issue of nurse turnover, especially among new graduate nurses (NGNs). The purpose of this study was to describe, compare, and examine the mentorship relationships of NGNs in Ontario across multiple healthcare settings, and to investigate the relationships between mentorship quality (MQ), occupational coping self-efficacy (OCSE), and turnover intention (TI). A descriptive cross-sectional design was utilized with a sample of 128 NGNs employed in long-term care, community care, and hospital settings </p> <p>The COVID-19 pandemic has magnified the growing issue of nurse turnover, especially among new graduate nurses (NGNs). The purpose of this study was to describe, compare, and examine the mentorship relationships of NGNs in Ontario across multiple healthcare settings, and to investigate the relationships between mentorship quality (MQ), occupational coping self-efficacy (OCSE), and turnover intention (TI). A descriptive cross-sectional design was utilized with a sample of 128 NGNs employed in long-term care, community care, and hospital settings. Data collected using an online survey were analyzed using SPSS version 27. The PROCESS macro was used to test a hypothesized mediation relationship between MQ and TI through OCSE. MQ was found to be the most statistically significant predictor of both OCSE and TI, with no significant mediation effect found. Managers, educators, and policymakers should develop strategies to optimize NGNs’ access to high-quality mentorship experiences, to mitigate negative outcomes associated with NGN turnover.. Data collected using an online survey were analyzed using SPSS version 27. The PROCESS macro was used to test a hypothesized mediation relationship between MQ and TI through OCSE. MQ was found to be the most statistically significant predictor of both OCSE and TI, with no significant mediation effect found. Managers, educators, and policymakers should develop strategies to optimize NGNs’ access to high-quality mentorship experiences, to mitigate negative outcomes associated with NGN turnover.</p>

<p>The COVID-19 pandemic has magnified the growing issue of nurse turnover, especially among new graduate nurses (NGNs). The purpose of this study was to describe, compare, and examine the mentorship relationships of NGNs in Ontario across multiple healthcare settings, and to investigate the relationships between mentorship quality (MQ), occupational coping self-efficacy (OCSE), and turnover intention (TI). A descriptive cross-sectional design was utilized with a sample of 128 NGNs employed in long-term care, community care, and hospital settings </p> <p>The COVID-19 pandemic has magnified the growing issue of nurse turnover, especially among new graduate nurses (NGNs). The purpose of this study was to describe, compare, and examine the mentorship relationships of NGNs in Ontario across multiple healthcare settings, and to investigate the relationships between mentorship quality (MQ), occupational coping self-efficacy (OCSE), and turnover intention (TI). A descriptive cross-sectional design was utilized with a sample of 128 NGNs employed in long-term care, community care, and hospital settings. Data collected using an online survey were analyzed using SPSS version 27. The PROCESS macro was used to test a hypothesized mediation relationship between MQ and TI through OCSE. MQ was found to be the most statistically significant predictor of both OCSE and TI, with no significant mediation effect found. Managers, educators, and policymakers should develop strategies to optimize NGNs’ access to high-quality mentorship experiences, to mitigate negative outcomes associated with NGN turnover.. Data collected using an online survey were analyzed using SPSS version 27. The PROCESS macro was used to test a hypothesized mediation relationship between MQ and TI through OCSE. MQ was found to be the most statistically significant predictor of both OCSE and TI, with no significant mediation effect found. Managers, educators, and policymakers should develop strategies to optimize NGNs’ access to high-quality mentorship experiences, to mitigate negative outcomes associated with NGN turnover.</p>

Purpose The present study intends to explore the underlying mechanism of the effect of personal growth initiative on employee engagement and intention to leave, in the presence of openness to experience and neuroticism as mediating variables. Support from conservation of resource theory and action regulation theory were taken to study the variables. Design/methodology/approach A time span of four months was taken to collect data from 382 employees belonging to hotel industry of Delhi NCR region of India. Structure equation model and mediation analysis were used in the present study. Findings A positive association was found between personal growth initiative, engagement and openness to experience and a negative association was found between personal growth initiative, engagement, neuroticism and intention to leave. Openness to experience and neuroticism acted as partial mediators. Research limitations/implications The researchers have collected the data only from service sector organizations. Hence, there is scope for a cross sectional, longitudinal and experimental intervention–based study to generalize the findings of the study. We also suggest to check the mediating effect of other constructs on the different aspects of well-being of employees at the workplace. Apart from it, if personal growth initiative among employees has a causal role to play for different outcomes, a meta-analysis based on the antecedents and consequences of personal growth initiative would be beneficial. It would further reveal many more insights and possible research themes. Practical implications Our results present significant practical implication for professionals engaged in day-to-day corporate affairs. As the managers at the workplace around the globe get heavily involved in decision making, and they are prone to observe negative information than the positive set of information, in the presence of both. Social implications With the help of the study, society can be better conscious of literature related to personality, PGI and its outcome. This way, prospective professionals can understand the significance of personality along with PGI and harness their character accordingly. This would further contribute to prepare young professionals and also fill the supply demand skill gap in the industry and society at large. Any type of imbalance would harm the sustainability of the employment cycle in society. Originality/value Due to limited literature available in management research on the topic, the researchers of the presented study selected personal initiative as the foundation of personal growth initiative. It has been seen that despite extensive work and interest of researchers, there is a difference in the concept and practice of employee turnover intentions. It is believed that research on human physiology and psychology affect the understanding about organizational research.

In higher education, Personal growth initiative (PGI) has been the focus of attention, personal growth initiative is a fundamental mechanism for individual advancement, equipping college students with the resilience to navigate obstacles and bolstering self-enhancement. The present study comprehensively synthesizes existing research on the factors correlated with personal growth initiative among collegiate populations, aims to identify all correlated factors of college students' personal growth initiative, and the level of correlation. A systematic search was conducted through Scopus, Web of Science, PubMed, JSTOR, PsycINFO, ScienceDirect, and Wiley Online Library, as well as manually search in Google Schalor, spanning to collate research on college students' personal growth initiative. Quantitative synthesis was performed using STATA 17, while sensitivity was tested using a change effect model approach and publication bias was assessed employing Egger's test. After applying the Bonferroni correction, this study found that 18 factors were significantly positively correlated with college students' personal growth initiative, including 4 high-level correlated factors, 10 medium-level correlated factors, and 4 low-level correlated factors, as well as 4 factors were significantly negatively correlated, including 1 medium-level correlated factor and 3 low-level correlated factors. These findings offer valuable insights into personal growth initiative among college students, and the reference for educators and institutional leaders aiming to foster personal growth initiative for college student self-development.

PurposeBased on the self-determination and affective events theories, the current research examined the mediating role of occupational self-efficacy (OSE) between individualized consideration transformational leadership (ICTL) and affective commitment relationship. Furthermore, this study tests the moderating role of personal growth initiative on the relationship between ICTL and OSE.Design/methodology/approachTo examine the relationship, the authors carried out a time-lagged study spanning over four months for analyzing the indirect effect of ICTL on affective commitment via OSE among 382 Generation Y employees working in Indian IT (information technology) organizations. Results were analyzed using Process macro.FindingsThe study results revealed that OSE significantly mediated the relationship between ICTL and affective commitment. It was also established that the positive relationship between ICTL and OSE was stronger among employees who perceived higher levels of personal growth initiative.Practical implicationsThe findings carry substantial implications for researchers and organizational practitioners. Indeed, the results indicate that human resource management practitioners are required to nurture an ICTL approach for boosting employees' affective commitment levels.Originality/valueThe study proposed a model focusing on the role of ICTL in enhancing employees' OSE and affective commitment. Also, the study contributes to existent research by demonstrating the role of personal growth initiative in understanding the relationship between ICTL and OSE. Moreover, this study provides theoretical and practical implications.

This study aimed to identify core competencies in new-graduate nurses (NGNs) by determining which competencies affected their organizational socialization (OS) and turnover intention (TI) in their 1st year of employment. NGNs face stressful transitions with expanded nursing responsibilities that motivate them to leave their jobs. Therefore, NGN turnover in the 1st year of practice is higher than the overall nurse turnover rate. Previous research suggested that NGNs' competency levels affect their OS and TI. However, little research has been done to determine which competencies affect these variables. Multiple linear regression analysis was performed on cross-sectional survey data to determine the effects of NGN work competencies on OS and TI. Health promotion, supervision, interpersonal communication, and direct care competencies significantly predicted NGNs' OS, and computer technology competency significantly predicted NGNs' TI. NGNs should be given early opportunities for expanded hands-on clinical experiences along with clear awareness of the organization's goals and values. Moreover, they should be offered roles that take advantage of their computer technology skills and that challenge them to contribute to their organization and nursing care in new ways.

<div><p><em>The objective of the present study is to investigate whether there is a relationship between perception of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The study also aimed to observe whether there are gender differences between students going to colleges (viz. with EAMCET coaching and without EAMCET coaching) in terms of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The School Environment Inventory (Misra, 1984), the Personal Growth Initiative Scale-II (Robitschek et al., 2012) and the Performance Failure Appraisal Inventory (Conroy et. al., 2002) were administered on 300 intermediate students (150 boys and 150 girls) selected through a non-probability purposive sampling technique to measure the perception of psycho-social school environment, personal growth initiative and fear of failure respectively. The results indicated significant gender differences between the students going to colleges with coaching and the students going to colleges without coaching with respect to perception of psycho-social school environment and personal growth initiative (p<0.05). However, no significant gender differences were observed in fear of failure and its dimensions (p>0.05). Among students going to colleges with coaching negative correlations were observed between rejection, fear of experiencing shame and embarrassment and personal growth initiative, moreover in this group, creative stimulation, cognitive encouragement and permissiveness (p<0.05) were positively correlated with using resources and negatively correlated with fears of important others losing interest (p<0.05). Also personal growth initiative was positively correlated with fears of upsetting important others and cognitive encouragement (p<0.05) in students going to colleges without coaching. The present study reiterates that perception of school environment by students is of paramount importance in promoting or hindering the student’s personal growth initiative and subsequently their fear of failure.</em></p></div>

To identify job stress and intention to quit in newly-graduated nurses during the first three months of their work at two different levels of hospitals and to understand factors that may influence their retention. Given the current nursing shortage, retention of newly-graduated nurses is crucial. Design. A cross-sectional research design was adopted. Newly-graduated nurses' perceptions of job stress and intention to quit at different time periods during the first three months in addition to related factors were measured using structured questionnaires in two levels of hospitals in central Taiwan. Subjects experienced somewhat stressful conditions (Mean = 2.89, SD 0.62) and 31.5% intended to quit. Job stress was the highest at 0-1 month and the intention to quit was highest at 1-2 months. The intention-to-quit group had significantly higher job stress with regard to roles/interpersonal relationships than the intention-to-stay group [t(144) = 2.65, p = 0.009]. Logistic regressions indicated that higher job stress (odds ratio = 2.26; 95% CI 1.14-4.51), working at a medical centre (odds ratio = 3.61; 95% CI 1.10-10.92) and not having had a clinical practicum in the working hospital (odds ratio = 2.41; 95% CI 1.01-5.77) were significant predictors associated with the intention to quit. Newly-graduated nurses perceived moderate job stress which significantly influenced their intention to quit. Nursing administrators should assist newly-graduated nurses in role adaptation and interpersonal relationships particularly to those who had previously worked only in medical centres and had never done a clinical practicum in the hospital. Our findings provide concrete directions to nursing administrators in developing a stress-alleviation programme to decrease newly-graduate nurses' job stress, to facilitate them successful entry into practice and to decrease their intention to quit.

The transition of newly graduated nurses (NGNs) into the intensive care unit (ICU) differs from general nursing because of the complexities of critical care management, which includes managing life-threatening conditions. The ICU transition experiences for NGNs can contribute to higher occupational stress and lead to greater turnover intentions. This turnover may exacerbate staffing shortages, increase workloads and potentially compromise care quality. Understanding the new nurses' transition experiences is crucial for providing strategies to support their adaptation and retention in the nursing workforce. To explore the transition experiences and describe the unique challenges that NGNs face in the ICU. A descriptive qualitative study design was utilized to explore the NGNs' transition experiences into the ICU in Singapore. A purposive sampling of 15 participants was used, and semi-structured interviews were conducted from November 2023 to February 2024. Interviews were audio-recorded and transcribed verbatim. Thematic analysis was used for data analysis. Three major themes and eight sub-themes emerged from the participants' interviews. The three major themes are: 'Navigating the Unfamiliar Realm of the ICU', 'Traversing Personal Growth Amid Concerns for Independence' and 'Becoming Proficient and Taking More Responsibilities'. Themes were explored through a phased approach that captured the evolving challenges and experiences NGNs face during the transition into ICU. Understanding each phase of NGNs' experiences in the ICU is necessary for raising awareness within organizations or academic institutions. Future research can take a phased approach to address the issues identified, as each phase may present different challenges. Identifying and addressing NGNs' transition period and how they learn new critical care skills are essential for safe critical care practice.

To explore the influence and mechanism of parent-child relationship on adolescents’ problematic smartphone use, a sample of 3355 Chinese adolescents (Mage=16.93, SD = 0.49, range: 14–19 years old; 48% boys) is recruited to measure parent-child relationship, problematic smartphone use, personal growth initiative, and school belonging. The results are as follows. (1) After controlling for gender, age and time spent online per day, parent-child relationship is negatively correlated with problematic smartphone use, and the negative association between parent-child relationship and problematic smartphone use is mediated by the personal growth initiative. (2) The association between parent-child relationship and problematic smartphone use, the association between parent-child relationship and personal growth initiative, and the association between personal growth initiative and problematic smartphone use are all moderated by school belonging and are stronger in adolescents with a high level of school belonging. The present study highlights the mediating role of personal growth initiative and the moderating role of school belonging in the association between parent-child relationship and problematic smartphone use. This study also contributes to a better understanding of the effects, paths, and conditions of parent-child relationship on the problematic smartphone use of adolescents and provides constructive suggestions for preventing adolescents’ problematic smartphone use in the mobile Internet era.

Emergency medicine (EM) physicians often practice in dynamic, high-stress, and uncertain settings with limited resources. Although simulation has been shown to enhance various aspects of student development, its impact on medical students' personal growth initiative, resourcefulness, and tolerance of uncertainty-crucial traits for managing future crises as emergency physicians-remain unclear. The purpose of this study, therefore, was to determine a high-fidelity prehospital simulation's impact on medical students' resourcefulness, personal growth, and tolerance of uncertainty. We surveyed 107 fourth-year medical students before and after a multiday, high-fidelity prehospital simulation. The survey included items from the Intolerance of Uncertainty Scale-12 Item Form, the Personal Growth Initiative Scale, and the Resourcefulness Skills Scale. We compared students' pre- and post-simulation responses to investigate any change in their uncertainty intolerance, personal growth initiative, and resourcefulness following simulation participation. Students' scores significantly increased following the simulation for both resourcefulness (t(106) = -6.89, p < 0.001, d = -0.67) and personal growth initiative (t(106) = -6.22, p < 0.001, d = -0.60). Effect size calculations suggest that participating in the simulation had a medium to large effect on participants' resourcefulness and personal growth initiative. However, participants' tolerance of uncertainty scores prior to and following the simulation did not significantly differ (t(106) = 1.66, p = 0.100, d = 0.16), indicating that the simulation had little effect on participants' tolerance of uncertainty. Our results indicate that simulation is a promising educational tool for developing students' resourcefulness and personal growth initiative so they can navigate high-stress, low-resource environments. Follow-on research is needed to determine how to leverage simulation to enhance students' uncertainty tolerance in high-stress, low-resource environments.

Objective: Studies have consistently found a positive relationship between social support and a sense of purpose; however, less is known about the underlying mechanisms of this relationship. The present study bridges this gap by proposing and testing a path model illustrating the mediating effects of personal growth initiative and academic self-efficacy on the linkage between social support and a sense of purpose.Method: A total of 2,085 Chinese college students completed the revised versions of the Social Support, Personal Growth Initiative, Academic Self-Efficacy, and Sense of Purpose Scales.Results: The results show that social support, personal growth initiative, and academic self-efficacy were all significantly associated with a sense of purpose. As predicted, personal growth initiative and academic self-efficacy mediated the relationship between social support and a sense of purpose, respectively. The results also support the hypothesized serial mediating effect.Conclusion: Individuals who feel more social support have a higher level of personal growth initiative, their academic self-efficacy is stronger, and their academic self-efficacy further enhances their sense of purpose. Additionally, comparisons among the three indirect effects indicated that the effect of personal growth initiative was significantly greater than those of the other two measures. Thus, it can be concluded that personal initiative plays a greater role in enhancing a sense of purpose. These findings not only help to understand how social support enhances the sense of purpose, but also provide insight into the underlying mechanism.

In recent years, the international social context has become increasingly volatile, uncertain, complex, ambiguous (VUCA), and college students need a high level of long-term occupational engagement to cope with the unpredictability of the current employment environment. In this context, this study used a longitudinal design to explore the relationship between personal growth initiative and occupational engagement among college students and, based on this, further explored the role of vocational identity and Big Five personality traits in it. This study used a questionnaire survey method and the study participants were 700 college students in Shandong, China. And the time interval between the two questionnaire measurements was 4 months, with 559 final valid participants (182 males and 377 females). The following results were found in this study: (1) The cross-lagged model found that personal growth initiative was a significant positive predictor of occupational engagement. (2) The moderated mediation model found that vocational identity mediated the relationship between personal growth initiative and occupational engagement, and that neuroticism among the Big Five personality traits played a moderating role, i.e., individuals with higher level of neuroticism personality trait had a relatively weaker positive predictive effect of vocational identity on occupational engagement. This study concludes that colleges and universities need to understand students’ interests and personality traits and provide more targeted career education (e.g., intentional growth training and cognitive behavioral therapy) to promote their personal growth initiatives, reduce their neuroticism levels and in turn enhance their vocational identity in order to help college students achieve long-term sustainable occupational engagement in the uncertain social context.

Objectives Given the emerging association between mindfulness and eudaimonic growth, the potential of mindfulness-based reflective practice in fostering growth-promoting self-appraisals and commitment to value-congruent living in the context of self-forgiveness is worth investigation. The current study experimentally examined the effect of mindfulness, reappraisal, and the mediating role of personal growth initiative on self-forgiveness. Methods One hundred and eighty-one participants (59.6% female; mean age = 22.96, SD = 4.76) were randomized to three different audio-guided practices: mindful reappraisal condition (n = 62), reappraisal-only condition (n = 60), or control condition (n = 59). Results Repeated-measures ANOVA with pre-experimental data as the covariate showed that mindful reappraisal condition yielded significantly higher levels of personal growth initiative, relative to reappraisal-only and control conditions. None of the conditions significantly improved self-forgiveness throughout the experiment. Personal growth initiative was strongly correlated with state mindfulness, state reappraisal, and one of the facets of self-forgiveness. Path analysis confirmed the mediating role of personal growth initiative in the mindful reappraisal condition. However, the effects of mindful reappraisal on personal growth initiative and esteem restoration became negligible after controlling the effect of the reappraisal-only condition. Conclusions The investigation presented initial evidence supporting the linkage among state mindfulness, state reappraisal, growth intention, and esteem restoration. Personal growth initiative was found to mediate mindfulness, reappraisal, and self-forgiveness. Future empirical studies with various methodological designs are warranted to investigate the applicability of mindfulness as an additional eudaimonic pathway to self-forgiveness. Preregistration This study is not preregistered.

The primary goal of the current study was to investigate the mediating and moderating effects of the academic self-efficacy in the relationship between student academic support and personal growth initiative. The Turkish version of the Personal Growth Initiative Scale, the Student Academic Support Scale, and the Academic Self-efficacy Scale were administrated to a sample of 237 university students, between the ages of 18 and 23. The present study showed that academic self-efficacy and student academic support were positively related to personal growth initiative. Regression-based mediation analysis indicated that the effect of student academic support on personal growth initiative was mediated by academic self-efficacy. However, the effect of student academic support on personal growth initiative was not moderated by academic self-efficacy. These findings suggested that the student academic support was both direct and indirect effects on personal growth initiative.