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AIM: To identify potential categories of clinical belonging among new nurses and explore the relationship between different categories and turnover intention. DESIGN: A cross sectional study. METHOD: A cross sectional study was conducted among 348 new nurses from tertiary hospitals in Hainan and Guangdong provinces. A general data questionnaire, clinical belonging scale and turnover intention scale were used for examination. Further, the potential categories were used to analyse the categories of clinical belonging, and latent class analysis was utilized to analyse the relationship between different categories of clinical belonging and turnover intention. RESULTS: The clinical sense of belonging of new nurses were divided into three groups namely C1, C2 and C3. The C1: poor clinical sense of belonging (8.7%), C2: moderate clinical sense of belonging (57.9%) and C3: rich clinical sense of belonging (33.4%). The risk of the turnover intention of new nurses with 'poor clinical sense of belonging' was 0.62 times that of new nurses with 'rich clinical sense of belonging' (OR = 0.62, p < 0.01), which was 0.24 times that of 'moderate clinical sense of belonging' (OR = 0.24, p < 0.01), the risk of the turnover intention of new nurses with 'moderate clinical sense of belonging' was 0.13 times that of new nurses with 'rich clinical sense of belonging'(OR = 0. 13, p < 0.01). CONCLUSIONS: The results of our study revealed that in order to enhance the new nurses' sense of belonging, support was most crucial when they were first encountering difficulties. To reduce turnover intention, more structured learning opportunities are also required to maximize learning for newly graduated nurses with various nursing degrees. PATIENT OR PUBLIC CONTRIBUTION: There are no patient or public contributions in this study.

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To explore the effects of the humanoid figure teaching method on the improvement of humanistic care and job competence of newly recruited nurses. A total of 72 newly recruited nurses in our hospital were selected as the research objects. The research objects were divided into control group and observation group, with 36 in each group. The control group was taught by traditional nursing methods, and the observation group was taught by the humanoid figure teaching method. The clinical teaching effect, core competence and humanistic care ability were compared between the two groups of newly recruited nurses. The results showed that the newly recruited nurses in the observation group had higher academic performance, nursing ward round scores, teaching satisfaction and patient family satisfaction than the control group (P<0.05). The newly recruited nurses in the observation group were better than the newly recruited nurses in the control group in terms of core competence and humanistic care ability (P<0.05). Therefore, the humanoid figure teaching method can effectively improve the clinical teaching effect of nursing work, enhance the clinical competence and humanistic care ability of newly recruited nurses, which is conducive to the development of clinical teaching and work. The humanoid figure teaching method guides newly recruited nurses from the perspective of "whole person", infiltrate the medical humanistic spirit into clinical nursing work, and provide patients with personalized services with in-depth and humanistic care.

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Objective:To investigate the status quo of disaster preparedness of nursing organization among newly recruited nurses in tertiary grade A hospitals of Zhengzhou city and analyze the influencing factors in order to provide theoretical basis for further improving the standardized training program for newly recruited nurses.Methods:This study was a cross-sectional survey. From December 2021 to March 2022, 964 newly recruited nurses from 4 tertiary grade A hospitals of Zhengzhou city were selected as the survey objects by convenient sampling method. The general information questionnaire and Hospital Nursing Department Disaster Preparedness Scale were used to conduct the questionnaire survey. Disordered multiple classification Logistic regression was used to analyze the influencing factors of disaster preparedness of hospital nursing organization.Results:The disaster preparedness score of nursing organization of newly recruited nurses was (37.62 ± 7.57) points. The results of disordered multiple classification Logistic regression showed that the factors influencing the disaster preparedness level of nursing organization of newly recruited nurses were whether they had participated in disaster rescue work and the degree of attention paid by nursing organizations to disaster rescue training (both P<0.05). Conclusions:The disaster preparedness of the nursing organization of newly recruited nurses in tertiary grade A hospitals of Zhengzhou city was at a medium level. Nursing managers should pay attention to the disaster preparedness of newly recruited nurses, develop their core abilities for disaster rescue according to their influencing factors, and incorporate disaster preparedness related contents on the basis of standardized training programs.

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To explore the effects of the humanoid figure teaching method on the improvement of humanistic care and job competence of newly recruited nurses. A total of 72 newly recruited nurses in our hospital were selected as the research objects. The research objects were divided into control group and observation group, with 36 in each group. The control group was taught by traditional nursing methods, and the observation group was taught by the humanoid figure teaching method. The clinical teaching effect, core competence and humanistic care ability were compared between the two groups of newly recruited nurses. The results showed that the newly recruited nurses in the observation group had higher academic performance, nursing ward round scores, teaching satisfaction and patient family satisfaction than the control group (P<0.05). The newly recruited nurses in the observation group were better than the newly recruited nurses in the control group in terms of core competence and humanistic care ability (P<0.05). Therefore, the humanoid figure teaching method can effectively improve the clinical teaching effect of nursing work, enhance the clinical competence and humanistic care ability of newly recruited nurses, which is conducive to the development of clinical teaching and work. The humanoid figure teaching method guides newly recruited nurses from the perspective of "whole person", infiltrate the medical humanistic spirit into clinical nursing work, and provide patients with personalized services with in-depth and humanistic care.

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AIM: This study sought to investigate some possible job stress factors that could influence newly recruited nurses' behaviour to either continue or discontinue their job with their organization. DESIGN: A cross-sectional study design was adopted for this study. METHOD: Using 654 responses from novice nurses working in 20 county Chinese hospitals, we estimated the effects of six job stressors from the perceived stress scale on the turnover intention with a structural equation model in AMOS version 21 software. RESULTS: The results showed that four stressors, stress from taking care of patients (ß = 0.111, p < .01), stress from roles and workload (ß = 0.129, p < .001), stress from co-workers and daily life (ß = 0.323, p < .001) and stress from lack of professional knowledge and skills (ß = 0.137, p < .001), from the perceived stress scale had a significant impact on turnover intention among nurses.

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Objective:To explore the effects of competency-based diversified training on the bedside nursing comprehensive ability aand transition shock of newly recruited nurses.Methods:A total of 62 newly recruited nurses from the Second Affiliated Hospital of Zhengzhou University in June 2018 were selected as the control group, and 70 newly recruited nurses from June 2019 were selected as the experimental group by cluster sampling. The control group received routine pre-job training, and the experimental group received diversified training based on the control group. After one year of training, the differences in the scores of bedside nursing comprehensive ability, post competency and transition shock between the two groups of nurses were analyzed.Results:After 1 year of training, the total scores and the scores of nursing problems, nursing evaluation, nursing plan, nursing theory, nursing operation and bedside nursing comprehensive ability in the experimental group were 12.20±1.76, 24.29±2.38, 13.54±1.88, 9.77±1.35, 15.14±2.30 and 79.24±6.59, which were all higher than those of the control group (10.26±1.55,22.31±1.84,10.45±1.58, 8.56±1.80, 13.27±2.38 and 69.82±4.09), the differences were statistically significant ( t value was 4.582-13.679, P<0.05). The total scores and the scores of each dimension of the Post-competency the experimental group were 31.46 ±4.32, 51.03± 4.64, 20.27± 3.78, 17.86±3.99, 58.43± 4.44, 179.37±9.97, which were all higher than those of the control group 24.76±4.12, 40.56±5.55, 16.61±2.88, 15.15± 2.96, 49.74±3.07, 146.66±17.98, the differences were statistically significant ( t value was 4.466-13.197, P<0.05). The scores of psychological knowledge, skills, social culture and development and the total scores of Transition shock in the experimental group were 30.90±3.15, 19.69±2.74, 32.17±3.06, 103.81±12.24, which were all higher than those in the control group (25.69±2.76, 15.92±3.24, 27.50±4.15, 88.32±11.54), the differences were statistically significant ( t value was 7.237-10.040, P<0.05). Conclusions:competency-based diversified training can effectively improve the bedside nursing comprehensive ability and post competency, reduce their transition shock, and has strong clinical reference significance.

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Objective To explore the existing problems in help-seeking ability among newly recruited nurses and provide training and to observe the effects of training. Methods A self-designed help-seeking abilitychecklist was used to conduct field observation for newly recruited nurses. Systematic training courses were developed according to the existing problems,and standardized training was implemented using diversified methods. Training effects before and after training in consciousness,timing,personnel,description of the problem and correct explanation for patients were compared. Results Significant differences were observed in all domains and the total score before and after training(P<0.001). Conclusion The overall help-seeking ability among newly recruited nurses is not satisfactory. Systematic and standardized training course can effectively improve help-seeking ability among newly recruited nurses.

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Objective To guide new nurses to establish positive and correct occupational self-concept, enhance occupational identity and delay job burnout by adding traditional culture education in the standardized training for newly recruited nurses. Methods Randomly selected 56 new nurses of our hospital in recent years as research objects. 28 nurses enrolled in 2013 formed the experimental group and 28 nurses enrolled in 2014 formed the control group. The experimental group focused on nurses themselves. In the 10-month standardized training, 30 class-hour traditional culture education was added and more than 180 times of social practices were conducted; for the control group, only standardized training was carried out. Effects before and after, all subjects were examined occupational self-concept and desert jobs rate after work 2 years. Results The occupational self-concept of the experimental group tended to reach a positive level, which was (33.14±2.15) points, obviously higher than that of the control group, which was only (30.57 ± 3.03) points. Therefore, the difference was statistically significant(t=3.703 4,P0.05). Conclusions Adding traditional culture education in the standardized training for newly recruited nurses plays a positive role in promoting their occupational self-concept.