2026 年 21 巻 3 号 p. 253-260
Objective: This study aimed to identify the degree of influence of clinical educators for improving clinical nursing competencies of new graduate nurses assigned in intensive care unit (ICU) and also to suggest ways to educate new graduate nurses in the ICU.
Materials and Methods: A self-administered, unmarked web-based questionnaire survey method was employed. The quality of clinical educators was measured using the Clinical Educator Quality Scale, and the clinical nursing competency of new graduate nurses was measured using the Clinical Nursing Competence Self-Assessment Scale (CNCSS). Multiple regression analysis was performed with the four CNCSS factors as dependent variables and clinical educator quality and personal and organizational background as independent variables.
Results: A total of 125 participants responded to the survey; 57 (45.6%) were admitted to the ICU, while 68 (54.4%) to the surgical ward. In the ICUs, the “competence in basic nursing practice”, “competence in coordinating the care environment and team system”, and “competence in studying in nursing practice” influenced the attitude toward new graduate nurses. In the surgical wards, ‘sex and leadership’ influenced “competence in basic nursing practice”, and “competence in developing nursing care”. A supervisor who monitors their daily work and supports their job affected “competence in coordinating the care environment and team system” and “competence in studying nursing practice”.
Conclusion: We identified distinct factors that affected clinical nursing competence in ICUs and surgical wards. Therefore, new graduate nurses must be educated with different emphases, particularly in the ICUs.
