2026 年 21 巻 3 号 p. 245-252
Objective: This study aimed to evaluate the impact of pre-employment education on self-efficacy among newly graduated nurses. The intervention consisted of a workshop collaboratively developed by academic and clinical institutions.
Materials and Methods: A single-group pretest–posttest design was employed. A one-day workshop was conducted in February 2025 for 24 newly graduated nurses scheduled for employment at a regional hospital. The workshop addressed proactive engagement, communication skills, stress management, and interaction with second-year nurses serving as role models. All 24 participants completed both pre- and post-workshop assessments. Self-efficacy was measured using the General Self-Efficacy Scale, and predictive factors were examined using validated instruments.
Results: Self-efficacy scores significantly increased from 7.9 ± 3.1 to 9.0 ± 3.3 after the workshop (P=0.040). Significant improvements were also observed in confidence in nursing skills (P=0.001), social skills (P=0.015), confidence in proactive behavior (P=0.012), and clarity of career image (P=0.001). Multiple regression analysis indicated that changes in career image (β=−0.479, P=0.011) and social skills (β=0.359, P=0.050) were significant predictors of self-efficacy improvement (adjusted R2=0.314).
Conclusion: The collaborative pre-employment workshop effectively enhanced self-efficacy in newly graduated nurses. Interventions that promote role modeling and interpersonal skill development before employment may represent a valuable approach to supporting professional readiness and retention.
