Application and Effect of Supportive Clinical Field Education for New Nurses Led by Educational Nurses

Objectives This study aimed to develop and apply supportive clinical field education led by educational nurses for new nurses and to verify its effectiveness. Methods A quasi-experimental study design using a non-equivalent control group pretest-posttest approach was employed. The participants included 30 new nurses in the experimental group and 28 in the control group from S General Hospital in Seoul. The research period spanned from May 18 to August 31, 2024. Collected data were analyzed using SPSS/WIN 26.0 to compare social support, nursing performance, field adaptation, and education satisfaction. Results Statistically significant differences were found between the experimental and control groups in social support (t=2.07, p<.05), nursing performance (t=2.14, p<.05), and field adaptation (t=2.33, p<.05). Additionally, the education satisfaction of the experimental group (t=-3.15, p<.05) was higher than that of the control group. Conclusions The results confirmed that supportive clinical field education improved social support, nursing performance, and field adaptation among new nurses. Therefore, it is essential to develop and implement various clinical field education programs that incorporate supportive elements to enhance the effective adaptation of new nurses and improve the quality of nursing.