CompetenceNCT04474769
Supporting New Graduated Nurse's Professional Competence, a Theoretical Model for Optimal Orientation
A study testing Educational intervention for preceptors in people with Competence and Nurse's Role, run by Tampere University.
Trial summary
This research is a longitudinal quasi-experimental intervention study which aim is to study education intervention's impact on new graduate nurses' orientation period, professional competence and organizational commitment. Read more about this study
- Who is it for?
- Ages 20 to 60 years
- Conditions the study is for
- Competence, Nurse's Role
- What is being tested?
- Educational intervention for preceptors
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 114 participants
- Where
- No sites listed yet
- Study dates
- 1 Oct 2015to 30 Nov 2017
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 20 to 60 years
- All sexes
- No healthy volunteers
- Adult
Who may be able to join
- Less than one year from the graduation, willingness to participate
Who cannot join
- Already a registered nurse, more than one year from the graduation
About this study
This research is a longitudinal quasi-experimental intervention study which aim is to study education intervention's impact on new graduate nurses' orientation period, professional competence and organizational commitment. The study hypothesis is that new graduate nurses who start to work at the nursing unit which belong to the intervention group are more satisfied on received orientation, their professional competence develops faster and they are more committed to the organization than new graduate nurses at the units of the control group.
Read the detailed description
This research is a dissertation which aim is to study nursing orientation from the preceptors' and new graduate nurses' point of view. The purpose is to develop a theoretical model for optimal orientation.
The aim is to study whether it is possible to affect new graduate nurses' professional competence development and their organizational commitment by educating preceptors. The aim is also to study new graduate nurses' perceptions of their clinical learning environment and received orientation and supporting and impeding factors of the successful orientation from the preceptors' point of view.
In order to measure the effectiveness of the education intervention on new graduate nurses' professional competence and commitment, participating nursing units is randomized by simple random sampling into the intervention group and the control group. Intervention group's preceptors is given an eight-hour education entity about orientation and preceptorship. The objective is to enhance preceptors' knowledge and skills about the orientation and to give preceptors means to precept new graduate nurses better. Nursing units at the control group continue to precept as before. The unit managers recruit participants (preceptors to the education intervention and new graduate nurses in both groups) to the study. No blinding has been made.
The independent variables are preceptors, work community, supervisors and new graduate nurses sociodemographic characteristics. The dependent variables are new graduate nurses' professional competence and commitment.
The data will be collected by using an electronical questionnaires. The Nurse Competence Scale (NCS©) will be used to study new graduate nurses' professional competence at the baseline, three months and nine months, a modified Clinical Learning Environment Scale (CLES+T©) will be used to study new graduate nurses' clinical learning environment and their orientation period at three months and Nurse Engagement Survey© will be used to study new graduate nurses' commitment at nine months. The same evaluations will be made in both groups. Preceptors' perceptions of the enhancing and impeding factors of the successful orientation is measured by open-ended questionnaire at the beginning of the education intervention.
The study results will be published on international nursing research journals and the theoretical model for optimal orientation will be published on doctoral dissertation.
- Conditions
- Competence, Nurse's Role
- Being tested
- Educational intervention for preceptors
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Educational intervention for preceptorsOther
| Study group | Role | What they receive |
|---|---|---|
| Educational intervention | Experimental | Intervention group's preceptors is given an eight-hour education entity about orientation and preceptorship. The objective is to enhance preceptors' knowledge and skills about the orientation and to give preceptors means to precept new graduate nurses better. Receives: Other: Educational intervention for preceptors |
| No intervention | No intervention | Nursing units at the control group continue to precept as before. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Professional competence, the change of the professional competence is being assessed
Nurse Competence Scale, min 0 to max 100. Higher scores means better outcome
Measured: Baseline
Professional competence, the change of the professional competence is being assessed
Nurse Competence Scale, min 0 to max 100. Higher scores means better outcome
Measured: Three months
Professional competence, the change of the professional competence is being assessed
Nurse Competence Scale, min 0 to max 100. Higher scores means better outcome
Measured: Nine months
Secondary outcomes (2)
Precepting experience
Clinical Learning Environment Scale, min 1 to max 10. Higher scores means better outcome
Measured: Three months
Organizational commitment
Nurse Engament Survey, min 1 to max 5. Higher scores means better outcome
Measured: Nine months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted17 Jul 2020
- Study start1 Oct 2015
- Primary completion30 Nov 2017
- Study completion30 Nov 2017
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for CompetenceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- Longitudinal quasi-experimental intervention study
- Masking
- None (open label)
- Enrolment
- 114 participants (actual)
Sponsor and investigators
- Lead sponsor
- Tampere University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Kirsi Lindfors, Tampere University
- Investigators
- Eija Paavilainen, PhD, Study director, Tampere University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04474769
- Sponsor's protocol ID
- PreceptOR2014
- Status last verified
- Jul 2020
- First submitted
- 28 Jun 2020
- Last updated
- 17 Jul 2020
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 17 Jul 2020. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Supporting New Graduated Nurse's Professional Competence, a Theoretical Model for Optimal Orientation
- ClinicalTrials.gov ID
- NCT04474769
- Acronym / sponsor ID
- PreceptOR2014
- Conditions
- Competence, Nurse's Role
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 114 participants (actual)
- Lead sponsor
- Tampere UniversityUniversity, hospital or other
- Study start
- 1 Oct 2015 (actual)
- Primary completion
- 30 Nov 2017 (actual)
- Study completion
- 30 Nov 2017 (actual)
- First posted
- 17 Jul 2020 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This research is a longitudinal quasi-experimental intervention study which aim is to study education intervention's impact on new graduate nurses' orientation period, professional competence and organizational commitment. The study hypothesis is that new graduate nurses who start to work at the nursing unit which belong to the intervention group are more satisfied on received orientation, their professional competence develops faster and they are more committed to the organization than new graduate nurses at the units of the control group.
Detailed description
This research is a dissertation which aim is to study nursing orientation from the preceptors' and new graduate nurses' point of view. The purpose is to develop a theoretical model for optimal orientation.
The aim is to study whether it is possible to affect new graduate nurses' professional competence development and their organizational commitment by educating preceptors. The aim is also to study new graduate nurses' perceptions of their clinical learning environment and received orientation and supporting and impeding factors of the successful orientation from the preceptors' point of view.
In order to measure the effectiveness of the education intervention on new graduate nurses' professional competence and commitment, participating nursing units is randomized by simple random sampling into the intervention group and the control group. Intervention group's preceptors is given an eight-hour education entity about orientation and preceptorship. The objective is to enhance preceptors' knowledge and skills about the orientation and to give preceptors means to precept new graduate nurses better. Nursing units at the control group continue to precept as before. The unit managers recruit participants (preceptors to the education intervention and new graduate nurses in both groups) to the study. No blinding has been made.
The independent variables are preceptors, work community, supervisors and new graduate nurses sociodemographic characteristics. The dependent variables are new graduate nurses' professional competence and commitment.
The data will be collected by using an electronical questionnaires. The Nurse Competence Scale (NCS©) will be used to study new graduate nurses' professional competence at the baseline, three months and nine months, a modified Clinical Learning Environment Scale (CLES+T©) will be used to study new graduate nurses' clinical learning environment and their orientation period at three months and Nurse Engagement Survey© will be used to study new graduate nurses' commitment at nine months. The same evaluations will be made in both groups. Preceptors' perceptions of the enhancing and impeding factors of the successful orientation is measured by open-ended questionnaire at the beginning of the education intervention.
The study results will be published on international nursing research journals and the theoretical model for optimal orientation will be published on doctoral dissertation.
Study design
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Longitudinal quasi-experimental intervention study
| Arm | Type | Receives |
|---|---|---|
| Educational intervention | Experimental | Other: Educational intervention for preceptorsIntervention group's preceptors is given an eight-hour education entity about orientation and preceptorship. The objective is to enhance preceptors' knowledge and skills about the orientation and to give preceptors means to precept new graduate nurses better. |
| No intervention | No intervention | –Nursing units at the control group continue to precept as before. |
Who may qualify
- Ages
- 20 to 60 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult
Key inclusion criteria (1 listed)
- Less than one year from the graduation, willingness to participate
Key exclusion criteria (1 listed)
- Already a registered nurse, more than one year from the graduation
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Educational intervention for preceptors | Other | Educational intervention |
Primary outcome
Professional competence, the change of the professional competence is being assessed
Time frame: Baseline
Nurse Competence Scale, min 0 to max 100. Higher scores means better outcome
Professional competence, the change of the professional competence is being assessed
Time frame: Three months
Nurse Competence Scale, min 0 to max 100. Higher scores means better outcome
Professional competence, the change of the professional competence is being assessed
Time frame: Nine months
Nurse Competence Scale, min 0 to max 100. Higher scores means better outcome
2 secondary outcomes
Precepting experience
Time frame: Three months
Organizational commitment
Time frame: Nine months
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 17 Jul 2020.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Eija Paavilainen, PhD study director
Tampere University
Questions about this trial
What is this clinical trial studying?
A study testing Educational intervention for preceptors in people with Competence and Nurse's Role, run by Tampere University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 17 Jul 2020. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Professional competence, the change of the professional competence is being assessed (time frame: Baseline). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 17 Jul 2020.