Browsing by Author "Laschinger, Heather K.S."

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    The influence of authentic leadership and empowerment on nurses’ relational social capital, mental health, and job satisfaction over the first year of practice
    (Wiley, 2015) Read, Emily A.; Laschinger, Heather K.S.
    Aims: To examine a theoretical model testing the effects of authentic leadership, structural empowerment, and relational social capital on the mental health and job satisfaction of new graduate nurses over the first year of practice. Background: Relational social capital is an important interpersonal organizational resource that may foster new graduate nurses’ workplace wellbeing and promote retention. Evidence shows that authentic leadership and structural empowerment are key aspects of the work environment that support new graduate nurses, however the mediating role of relational social capital has yet to be explored. Design: A longitudinal survey design was used to test the hypothesized model. Methods: One hundred ninety-one new graduate nurses in Ontario with <2 years of experience completed mail surveys in Jan-March 2010 and 1 year later in 2011. Path analysis using structural equation modeling was used to test the theoretical model. Results: Participants were mostly female, working full-time in medicine/surgery or critical care. All measures demonstrated acceptable reliability and validity. Path analysis results supported our hypothesized model; structural empowerment mediated the relationship between authentic leadership and nurses’ relational social capital, which in turn had a negative effect on mental health symptoms and a positive effect on job satisfaction. All indirect paths in the model were significant. Conclusion: By creating structurally empowering work environments, authentic leaders foster relational social capital among new graduate nurses leading to positive health and retention outcomes
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    Transition experiences of new graduate nurses from accelerated and traditional nursing programs
    (Elsevier, 2017) Read, Emily; Laschinger, Heather K.S.
    Background: With increasing numbers of new graduate nurses from accelerated nursing programs entering the workforce, it is important to understand their transition experiences, as they may differ from those of traditional graduates. Objectives: The aim of this study was to describe and compare the intrapersonal resources, transition experiences, and retention outcomes of these two groups. Design: A descriptive cross-sectional comparison study was conducted. Participants: A random sample of 3655 registered nurses with < 3 years of nursing experience were invited to participate from across Canada; 1020 responded (27.9%). The final sample included 230 nurses from accelerated programs and 768 from four-year programs (total n = 998). Methods: Following ethics approval, participants were mailed a questionnaire to their home address. One month later non-responders were sent a reminder letter, followed by a second questionnaire one month later (January to March, 2013). Descriptive statistics were conducted using SPSS. Group differences were assessed using independent samples t-tests for continuous variables and χ2 tests for categorical variables. Results: Overall, there were few significant differences between new graduate nurses from accelerated and traditional programs. Nurses in both groups had high levels of intrapersonal resources, positive transition experiences, were satisfied with their jobs and their choice of nursing as a career, and their intentions to leave were low. Conclusions: All new graduate nurses need to have a strong educational preparation and transition support, regardless of their age and previous work and career experiences.