Jungmi Yun1, Dong-Hee Kim2, Youngchoon Park3. 1. College of Nursing, Pusan National University, Yangsan, Republic of Korea. 2. College of Nursing, Pusan National University, Yangsan, Republic of Korea. Electronic address: dongheekim@pusan.ac.kr. 3. College of Nursing, Pusan National University, Yangsan, Republic of Korea; Department of Nursing, Pusan National University Hospital, Busan, Republic of Korea.
Abstract
BACKGROUND: Workplace learning in hospitals consists mostly of informal learning processes that take place during specific work situations. Informal learning and effective learning transfer are expected to have a positive impact on nurses' clinical performance. OBJECTIVES: The purpose of this study was to examine the influence of informal learning and learning transfer on nurses' clinical performance. DESIGN: A cross-sectional, descriptive survey study. METHODS: The study was conducted by 200 nurses, two tertiary university hospitals in South Korea. Characteristics of the participants, informal learning, learning transfer, and clinical performance of nurses were collected, using self-reported questionnaires, from February to March 2018. Data were analyzed by t-test or analysis of variance, Pearson's correlation coefficient, and hierarchical multiple regression analysis. RESULTS: The factors related to the nurse's clinical performance were clinical career, voluntary participation in clinical performance-related education, and the explanatory power of the model was 22.4%. When informal learning was added to the model, clinical career, informal learning, and voluntary participation in education were significantly related to clinical performance and the explanatory power increased by 4.9%. Finally, when learning transfer was added, learning transfer and clinical career level were determined to be influencing factors on clinical performance, and the explanatory power increased by 10.3%. The total explanatory power of the model was 37.6% (F=11.906, p<.001). CONCLUSIONS: This study found that significant correlations have been confirmed between the variables and learning transfer was an influential factor in clinical performance. Based on these results, the researchers suggest encouraging informal learning and developing learning transfer programs that consider the nurses' careers.
BACKGROUND: Workplace learning in hospitals consists mostly of informal learning processes that take place during specific work situations. Informal learning and effective learning transfer are expected to have a positive impact on nurses' clinical performance. OBJECTIVES: The purpose of this study was to examine the influence of informal learning and learning transfer on nurses' clinical performance. DESIGN: A cross-sectional, descriptive survey study. METHODS: The study was conducted by 200 nurses, two tertiary university hospitals in South Korea. Characteristics of the participants, informal learning, learning transfer, and clinical performance of nurses were collected, using self-reported questionnaires, from February to March 2018. Data were analyzed by t-test or analysis of variance, Pearson's correlation coefficient, and hierarchical multiple regression analysis. RESULTS: The factors related to the nurse's clinical performance were clinical career, voluntary participation in clinical performance-related education, and the explanatory power of the model was 22.4%. When informal learning was added to the model, clinical career, informal learning, and voluntary participation in education were significantly related to clinical performance and the explanatory power increased by 4.9%. Finally, when learning transfer was added, learning transfer and clinical career level were determined to be influencing factors on clinical performance, and the explanatory power increased by 10.3%. The total explanatory power of the model was 37.6% (F=11.906, p<.001). CONCLUSIONS: This study found that significant correlations have been confirmed between the variables and learning transfer was an influential factor in clinical performance. Based on these results, the researchers suggest encouraging informal learning and developing learning transfer programs that consider the nurses' careers.