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Impact of incivility and psychological capital on nursing students’ transition shock

      Summary of relevance

      • Problem/Issue: Although clinical practicums are considered stressful for nursing students and can cause considerable shock, little is known about the factors that affect transition shock.
      • What is Already Known: Transition shock in nursing students during clinical practicums has been previously studied. This stressful transition has negative effects on their satisfaction with the nursing profession, professional identity as a nurse, and mental health.
      • What this Paper Adds: This study found that incivility experiences were positively associated with transition shock experienced by nursing students during their clinical practicums, while psychological capital was negatively associated with it.

      Abstract

      Background

      Transition shock experienced by nursing students during their clinical practicums is a relevant and worrying issue; however, the factors influencing these transitional challenges have not been fully investigated.

      Aim

      This study examined the relationship between incivility experiences, psychological capital, and transition shock among nursing students during their clinical practicums.

      Methods

      This was a cross-sectional descriptive study. The participants were 202 third- and fourth-year nursing students recruited from two nursing schools in Korea. Data were collected via questionnaire. A hierarchical linear regression was used to examine the relationship between incivility experience, psychological capital, and transition shock among the participants.

      Findings

      The mean score for nursing students’ transition shock was 2.42 on a 4-point scale. Higher levels of incivility and lower levels of psychological capital were associated with higher levels of transition shock among nursing students.

      Discussion

      Nursing students experienced transition shock during their clinical practicum. Considering the negative impacts of transition shock, nursing educators should support nursing students to cope with their transition from school to a real-world clinical setting by addressing incivility, and by enhancing psychological capital.

      Conclusion

      Strategies and programs aimed at reducing incivility towards nursing students and improving psychological capital within the nursing curriculum should be implemented to help students effectively cope with transition shock during their clinical practicums.

      Keywords

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