The primary goal of this research was to understand if a relationship exists between aspects of new nurse self-directed learner readiness (SDLR) and aspects of hospital patient safety culture to gain insight about nursing education and the impact of new graduate readiness for autonomous practice through the preceptor’s perception.
Methods:
This quantitative study used a general linear model with correlations and regressions to explore the relationships of data that appeared unequal and qualitative in nature in a quantitative manner. This quantitative correlational study focused on evaluating the relationship and interrelationship between SDLR via perceived new nurse competence and team work (TEA), management support (MAN), communication openness (COM), and feedback and communication about errors in relation to patient safety culture (ERR). Of the 297 respondents, the final sample size was n = 121. All of the analyses were two-sided with a 5% Cronbach's alpha level. The alpha scores ranged from .74 (TEA) to .92 (SDLR), indicating good reliability. Descriptive statistics were used for the variables. Regressions were applied to the dependent variable self-directed learner readiness to determine if a predictive ability exists of the independent variables as singular and or collaborative indicators of significance toward the perceived self-directed learner readiness.
Results:
This study found positive evidence to suggest that all four dimensions of patient safety culture are correlated with self-directed learning readiness. The perception of preceptors was that the new nurse is capable as a self-directed learner in relationship to the four areas of hospital patient safety surveyed. There was insufficient statistical evidence to suggest that more than one of the four dimensions of patient safety culture together better predicted perceived SDLR of the new nurse than any single dimension alone.
Conclusion:
The results of this study do not support the data reviewed in other studies showing new nurses are not ready for practice. However, this study is limited in the breadth of questions pertaining to direct patient practice activities, which causes a limitation of the data set’s ability to show or confirm such correlations. The data presented in this research provides insight to nurse managers, nurse preceptors, and nurse educators to consider in the development of new nurse support environments. The data presented in this research may assist educators in creating curriculum that prepares students for SDLR and aspects of hospital patient safety.
Future research should look closer at determining the characteristics of evaluation. A comparative analysis of what constitutes ‘readiness’ and evaluation practices by educators and preceptors would provide greater understanding of the perceived and real knowledge-practice gap. An analysis of preceptor training and the management of preceptorship could help identify trends in practice for a greater understanding of preceptors’ perspectives of new nurse readiness for practice.