The Effect Of Clinical Teaching Behavior On Job Knowledge Sharing Adjustment In New Nurses

Objective: To explore the current situation and relationship between clinical teaching behavior,tacit knowledge sharing and job adaptation of newly recruited nurses in third-class A hospitals in Anhui province,verify the mediating role of tacit knowledge sharing,and provide guidance for improving the level of clinical teaching and strengthening the construction of newly recruited nurses.Methods: The hybrid study approach was adopted.A cross-sectional survey was conducted among 408 selected nurses and statistical software was used for analysis.Secondly,15 nurses were selected as interview subjects for semi-structured interviews to explore the influencing factors and enrich the results.Results: 1.Clinical teaching behavior,tacit knowledge sharing and job adaptation were(92.68±22.72)points,(32.80±7.96)points and(64.42±15.35)points,respectively.2.There was a positive correlation between clinical teaching behavior,tacit knowledge sharing and job adaptation of newly recruited nurses(all P<0.01).3.Variables such as years of service,teaching,learning atmosphere,feedback and assessment,skills and cognitive sharing accounted for 91.2 percent of the variation in job adaptation among newly recruited nurses.4.Shared knowledge played a 43.43% role in the relationship between clinical teaching behavior and job adaptation.5.The first theme of job adaptation for newly recruited nurses: differences in personality,psychological distress and competence are the intrinsic requirements for work adaptation;the department atmosphere,interpersonal relationship and management style are external manifestations of job adaptation.Conclusion: 1.Clinical teaching behavior positively predicts job fit for newly recruited nurses,as can tacit knowledge sharing.The overall scores of the three are at a moderate level and still need to be further improved.2.Tacit knowledge sharing plays a part in mediating between them.3.The job adaptation of newly recruited nurses is also influenced by internal factors(including personality characteristics,psychological distress,competence)and external factors(including department atmosphere,interpersonal relationship,management style).