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Learning Objective 1: The learner will be able to gain the way of the prevention support for turnover intention in the newly graduated nurses.
Learning Objective 2: The learner will be able to consider the promotion measures for continuing a job in the newly graduate nurses.
A high turnover rate of newly graduated nurses is a serious problem. Several factors have been identified to impact the graduates’ turnover intention, and two of these factors are a lack of competence in their nursing skills (hereafter called skill competence) and a high level of their anxiety. However, no causal paths among these variables have been examined. The purpose of this study was, therefore, to investigate whether graduates’ anxiety levels could moderate the relationship between their self-evaluation of the skill competence and turnover intention.
Methods:
A longitudinal survey method was used to collect data. Three cohorts of graduate nurses were recruited from one hospital over three years, and asked to complete questionnaires when they were in the 3rd, 6th, and 12th month of employment. Data collected from all the cohorts were combined, and then analyzed by using moderated regression analysis.
Results:
A total of 139 graduated nurses participated in the study over the three years. The results showed that there were statistically significant correlations between the graduates’ anxiety levels and their turnover intention in the 3rd, 6th, and 12th month of their employment. However, no statistically significant correlations were found between the graduates’ evaluation of their skill competence and the levels of their anxiety, or between their skill competence and turnover intention. These results reject the moderating effect of graduates’ anxiety over the relationship between their skill competence and turnover intention.
Conclusion:
The graduates’ anxiety was related to their turnover intention. In the first year of their employment, graduates experience undue stress in the process of professional socialization, and this stress is assumed to induce anxiety within the graduates. To prevent graduates’ turnover, it may be more important to facilitate graduates’ socialization into work than enhancing their skill competence.