The interaction between rumination and job embeddedness among trainee nurses during internship: A multicenter...

Area of Science:

• Nursing Education
• Psychology
• Organizational Behavior

Background:

• Rumination and job embeddedness are critical factors influencing trainee nurses' professional development and retention.
• Understanding the developmental trajectories and interrelationships of these constructs is essential for effective clinical training.

Purpose of the Study:

• To investigate the developmental trends of rumination and job embeddedness in college trainee nurses.
• To examine the predictive relationship between rumination and job embeddedness throughout the internship period.

Main Methods:

• A longitudinal study design was employed, tracking 405 nursing interns across three time points over a 9-10 month internship.
• The Ruminative Responses Scale (RRS) and Global Job Embeddedness Items (GJEI) were used for data collection.
• A cross-lagged model was utilized to analyze the causal relationships between rumination and job embeddedness.

Main Results:

• Rumination significantly decreased from the initial to the completion stages of the internship (44.79 to 41.61).
• Job embeddedness significantly increased during the same period (22.42 to 25.48).
• Previous levels of rumination negatively predicted subsequent job embeddedness, and vice versa, indicating a reciprocal negative relationship.

Conclusions:

• Trainee nurses experience a decline in rumination and a rise in job embeddedness during their clinical training.
• Educators and clinical instructors should monitor rumination levels and strategically use the dynamic interplay between rumination and job embeddedness to enhance training outcomes.