Newly graduated registered nurses’ experiences of work-integrated learning, and its association with job satisfaction and stress: A cross-sectional study

Background: of this study is to explore the associations among newly graduated registered nurses' experiences of work-integrated learning, job satisfaction, and stress. Design: This study employed a cross-sectional research design. Settings: A survey was distributed to a sample of newly graduated registered nurses employed at two rural hospitals and one university hospital in Sweden, across departments such as emergency, medical, and surgical units. Participants: A total of 221 newly graduated registered nurses within their first two years of practice participated in the study. Methods: The survey included demographic data, as well as the instruments Experienced Work-Integrated Learning, the Short Index of Job Satisfaction, and the Single-Item Measure of Stress Symptoms. Two multiple regression models were analysed to explore associations between the variables. Results: The results indicate that the experienced learning dimension 'Developing a relational nursing role' is positively related to job satisfaction (β: .18; C.I: -.00, .39; p: .05) and that the experienced learning dimension 'Striving for confidence in medical-technical performance' is negatively related to stress (β: -.29; C.I: -.06, .18; p: .03). Conclusion: Our findings indicate that learning plays a role in increasing job satisfaction and reducing stress among newly graduated registered nurses. It is recommended that healthcare organizations should prioritize work-integrated learning opportunities, which are essential for the development of both relational nursing roles and medical-technical competencies, in both daily clinical practice and emergency situations.