Abstract
The purpose of this study was to exame the effect of the planned indoctrination program on the role transition of new graduate nurses in one educational hospital located in Seoul. The planned in doctrination program was a 1-month program and consisted of 3 days induction and 22 days orientation- socialization. The simulated control group pretest-posttest research was designed for this study. One hundred and twenty subjects were selected from the new graduate nurses who were employed by the Seoul National Univerty Hospital. Sixty of them were assigned to the pretest, and the rest to the posttest. To collect the data on role transition, the researcher developed the instrument, measuring 3 differert areas : inducction, orientation, and socialization. The reliability of the instrument were induction area's Chronbach ${\alpha}$ .8291, orientation area's Chronbach ${\alpha}$ .9809, and soialization area's Chronbach ${\alpha}$ .8524. The data were collected from Aprial to October 1995 at three different times: (1) immediately before indoctrination program began, (2) immediately after the program ended, and (3) 2 months after the program ended. In addition to the self-report of the subjects, their superiors filled out the same instrument on role transition to compare the scores between the subjects and their superiors at 2 months after the program. T-test was utilized to test differences between the means of pre- and post-tests. The result of this study are as follows : 1. There was a significant difference in the mean scores between before and immediately after the indoctrination program (t=-12.65, P=.000). There were significant differences in all 3 areas of role transition. 2. There was a significant difference in the mean scores between immediately after and 2 months after the program (t=-2.91, P=.004), Among 3 areas of role transition, however, only in the orientation area was there significant difference (t=-3.26, P=.001). 3. There was no significant difference in total mean scores between subjects' self-report and their superiors' report 2 months after the program ended (t =.97, p= .335). Among 3 different areas, however, there was a significant difference in the induction area (t=2.41, P=.018). 4. There was significant difference in mean scores between the group Of 3-year diploma and 4-year bachelor's degree only at pretest (t=-2.56, P= .013), but not at two posttests (t=-1.08, P=.250: t=-.34, P=.733). In conclusion, the planned indoctrination program for new graduate nurses was proved to be effective on the role transition in the study. But the result in the study showed that the indoctrination program had not equal effect On 3 different areas of role transition. There were significant differences in the scores between after and 2 months after the program only in the orientation area. These suggest that indoctrination program should be developed more focusing on induction and socialization areas to help new graduate nurses have a high morale and enthusiasm for the organization. Also contineous program to facilitate induction and socialization might be necessary for them to have a successful role transition.
(Seoul National University, Nursing College)