The Effect of Transition Training Program on Nurse Interns Engagement

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Adam, Azza E. Mohamed This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7087032/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 12 Dec, 2025 Read the published version in BMC Nursing → Version 1 posted 10 You are reading this latest preprint version Abstract Background Nursing interns frequently experience transition shock. Transition is a complex and continuously shifting process that involves vital changes in roles, responsibilities, and goals as one phase ends and another begins. Aim The purpose of the study was to investigate the effect of a transition training program on work engagement among nurse interns. Methods Using a quasi-experimental design consisting of a single-group pretest, posttest, and follow-up test, the study was carried out at the Cairo, Egypt-affiliated Ain-Shams University Hospital, El-Demerdash Hospital, Pediatrics Hospital, and Cardiovascular Hospital. A simple random sampling technique was used, including 160 nurse interns. Data were gathered using three instruments: the nurse interns’ transition knowledge questionnaire, the Casey-Fink Graduate Nurse Experience Survey, and the Utrecht Work Engagement Scale. Results The nurse interns' transition knowledge, experience, and work engagement showed significant improvement post-implantation training program (p < 0.001). Post-training, total nursing interns’ total knowledge (93.8%), total transition experience (91.3%), and total work engagement (90.6%). At the follow-up phase, total nursing interns’ total knowledge (90.6%), total transition experience (84.4%), and total work engagement (85.6%). Conclusion The knowledge, transfer experience, and work engagement of nursing interns significantly improved following the implementation of the transition training program. To fill the gaps in clinical preparation, competency development, and the transition to professional practice, nursing education programs should implement structured internship curricula that combine academic knowledge with a variety of clinical experiences. Clinical trial number Not applicable Engagement Nurse Interns Transition Background Nursing internships are an important part of nursing practice education and a critical time in nursing students' development of their professional values ( 1 ). Nursing interns have numerous challenges in clinical settings throughout their internship year, including the disconnect between their theoretical and practical knowledge ( 2 ). A healthcare worker in training is known as a nursing intern. They provide direct patient care and perform a variety of clinical duties under the supervision of a registered nurse. Typically, nursing students seeking practical experience in a hospital or medical center are nurse interns ( 3 ). As nurses make up the largest professional group in a healthcare organization, their contributions are often crucial to the standard and safety of the services provided ( 4 ). Through the transition program, nursing interns can advance beyond their level of a bachelor's degree and learn how to handle the rigors of complicated patient treatment. Consequently, transition programs provide new nurses with the means to better understand their duties and obligations concerning challenges in nursing practice that are ethical, legal, professional, and clinical ( 5 ). To gain new knowledge, better techniques, and hone their abilities for greater engagement and improved operational performance, the training program has grown into a massive endeavor ( 6 ). Transition is a complex and continuously shifting process that involves vital changes in roles, responsibilities, and goals as one phase ends and another begins ( 7 ). Transition shock is a difficult and frightening process that involves a wide range of physical, emotional, psychological, and intellectual changes when recently graduated nurses take on a professional practice role for the first time ( 8 ). Nursing interns who experience high levels of transition shock may find it difficult to adjust, which could negatively affect team cohesiveness and patient safety by increasing turnover rates and adverse occurrences ( 9 ). According to research, nursing interns who experience less transition shock typically have greater levels of self-efficacy and core skills, which help them deal with clinical nursing challenges, adjust to clinical nursing practice, and support the development of their physical and mental health ( 10 ). Organizations have been paying more attention to engagement in recent years because they believe that there is a connection between organizational success and employee engagement. One important sign of a successful and healthy company is employee engagement. Engagement encompasses involvement, dedication, zeal, fervor, integration, concentrated work, and strength. Additionally, engagement has been described as a consistent, widely distributed, and positive emotional motivational state of fulfillment in professionals and the utilization of members' identities in their job positions ( 11 ). Nurses who feel engaged in their work are more likely to be motivated to support organizational goals, feel a sense of community, and find fulfillment in their duties. Several factors, such as chances for career advancement, encouraging relationships with managers and colleagues, and compatibility with the organization's principles, can increase nurses' sense of embeddedness and, their level of work engagement ( 12 ). Significance of the study For nurse interns, the transition from student to professional nursing is a critical period in their development as professional nurses ( 13 ). The newly graduated nurses' transition experience is a difficult and demanding time of adaptation ( 14 ). Transition shock can cause severe stress, worry, and tension, as well as separation symptoms, psychological anguish, and disengagement from work ( 15 ). Additionally, theory-practice gaps are commonly reported reasons for new graduate nurses to leave nursing jobs ( 16 ). Transition shock occurs when people are impacted by their roles, relationships, knowledge, and responsibilities during role and environmental transitions; they may sense and experience doubt, disbelief, disorientation, and uncertainty of orientation ( 17 ). Nursing interns frequently experience transition shock ( 18 ). Finally, the primary root of the transition problem is the shock that nursing students have when they face the real world and realize that their perception of the workplace varies from what they learned in academia. Help close the knowledge hole between academia and application. It is important to implement transition training programs for nurse interns to offer ongoing chances for practice and the application of critical knowledge to patient care. Study Aim The purpose of the study was to investigate the effect of a transition training program on work engagement among nurse interns. The study hypothesized that the application of the transition training program would increase nurse interns’ work engagement. Methods Study design A quasi-experimental design of single-group pretest, posttest, and follow-up test was utilized in conducting study. Study settings The study was carried out in the Ain-Shams University Hospitals affiliation, Cairo, Egypt, specifically the Pediatrics Hospital, Cardiovascular Hospital, El-Demerdash Hospital, and Ain-Shams University Hospital, where nursing interns carried out their training. Critical care units at these hospitals served as teaching grounds for nursing interns. Patients in various medical disciplines, heart and vascular conditions, and surgical specialties were treated at these facilities. Study sampling and participants Simple random sampling was employed. The total number of nurse interns enrolled in Ain-Shams University Hospitals in the first six months of the internship year (2024–2025) was 272 interns. The sample size was 160 nurse interns, calculated based on ( 19 ). The inclusion criteria Nurse interns who received training at Ain Shams University Hospitals throughout the first half of their internship year (2024–2025) were approved to take part in the study. The exclusion criteria Nurse interns who were postponing and repeating their internship training from last year. Data collection Three tools were used in this study, namely the Nurse Interns’ Transition Knowledge Questionnaire, the Casey-Fink Graduate Nurse Experience Survey, and the Utrecht Work Engagement Scale. Nurse Interns’ Transition Knowledge Questionnaire This questionnaire consisted of two parts: (I) nurse interns’ job and personal characteristics. It included age, sex, marital status, training hospital, and attendance of training workshops; and (II) the Transition Knowledge Questionnaire was developed by researchers based on related literature ( 20 – 24 ). It was aimed to assess nurse interns' transition knowledge pre-, post-, and follow-up the program phases. It consisted of 40 multiple-choice questions (MCQs) that covered aspects of nurse interns’ transition knowledge, including transition shock, transition role, documentation, critical thinking, socialization, communication, evidence-based practice, and patient safety. The questions were scored as one point for the correct answer and zero for the incorrect answer. Therefore, the maximum possible total score was 40. The mean score for each dimension was calculated by adding together all of the item scores and dividing that amount by the total number of questions. Percentage scores were calculated from these mean values. If the percentage score was over 60%, the knowledge was deemed satisfactory; if it was less than 60%, it was deemed unsatisfactory ( 21 ). The internal consistency and reliability of the tool for nurse interns' transition knowledge was 0.88. The Casey-Fink Graduate Nurse Experience Survey This survey was created by ( 25 ) and modified by researchers. It was aimed to assess nurse intern transition experience pre-, post-, and follow-up in the program phases. It consisted of 56 items divided into two sections, namely role transition experience (41 items) and learning needs assessment (15 items). Responses of nurse interns for Section I were measured on a four-point Likert scale ranging from strongly disagree ( 1 ), disagree ( 2 ), agree ( 3 ), and strongly agree ( 4 ). While responses of nurse interns for section II were measured on a three-point Likert scale ranging from not confident (0), somewhat confident ( 1 ), and highly confident ( 2 ). The mean score for the section was calculated by adding up the item scores for each dimension and dividing the total by the number of questions. Percentage scores were calculated from these mean values. The transition experience of the nursing interns was deemed satisfactory if it exceeded 60% and unsatisfactory if it fell below 60% ( 22 ). The internal consistency and reliability of the Casey-Fink Graduate Nurse Experience Survey were 0.90. Utrecht Work Engagement Scale This scale was developed by ( 26 ) and adopted from ( 27 ). This scale was aimed to assess nurse interns' work engagement pre-, post-, and follow-up to the program phases. It consisted of 25 items divided into three dimensions namely, vigor (9 items), dedication (7 items), and absorption (9 items). A Likert scale with five possible answers—never (0), rarely ( 1 ), sometimes ( 2 ), often ( 3 ), and always ( 4 )—was used to gauge the responses of nursing interns. A mean score was calculated for each dimension by adding together the item scores and dividing the total by the number of questions. Work engagement was categorized as moderate if the score fell between 35 and 68, higher if the score fell between 69 and 100, and lower if the score fell between 0–34 ( 27 ). The internal consistency and reliability for the Utrecht Work Engagement Scale was 0.85. Intervention phases Beginning in October 2024 and ending in June 2025, the study's intervention ran for nine months. Three separate data collection methods were used during the study: pre-program, immediately post-program, and follow-up after three months of the program. Assessment, planning, implementation, evaluation, and follow-up were the stages that were included. Assessment phase Using the appropriate data collection instruments, this phase pre-tested the study nurse interns' transition experience, knowledge, and work engagement. Using the appropriate data collection instruments, this phase pre-tested the study nurse interns' transition experience, knowledge, and work engagement. This phase lasted approximately one month until the end of October 2024, during which time the nurse interns who provided written consent to participate were given questionnaire sheets to evaluate their work engagement, transition knowledge, and transition experience, along with instructions on how to fill them out. Planning phase Following the completion of the assessment phase's data collection, an analysis was conducted to determine the transition knowledge and experience of the nurse interns' strengths and limitations. It also included every statement that the researchers reported and documented. Until the end of November 2024, this process took about one month to complete. The researchers created the booklet and content for the transition training program based on the data gathered from the analysis of the assessment phase. Implementation phase The general objective of this training program is to prepare the nurse interns to adapt to the transition smoothly. Mini lectures, group discussions, brainstorming, role-playing, small-group activities, and discussion participation are some of the teaching strategies that are employed. Videos, data displays for PowerPoint presentations, and handouts are examples of media employed. During each training program session, the researcher discussed with nurse interns the strong and weak tasks regarding the transition period. At the end of the training program, each nurse intern was handed the transition training program booklet. Also, after implementing the transition training program, the researcher held many meetings with nurse interns to discuss issues related to their performance and answer their questions, if any. The group meeting started every day from 11:00 am to 1:00 pm. This phase took two months until the end of February 2025. Evaluation phase The researcher assessed the intervention's impact on nurse interns' transition knowledge, transition experience, and work engagement as soon as the transition training program was put into place. The same data collection instruments used in the assessment phase were used for this. This stage lasted for a month. Follow-up phase Three months following the post-assessment evaluation, the same procedure was carried out again for follow-up, utilizing the same data collection instruments. This stage lasted for a month. Ethical considerations The Research Ethics Committee of the Faculty of Nursing at Ain Shams University in Cairo, Egypt gave its approval to the study. The researchers met nurse interns and introduced themselves to explain the aim of the study and its objectives, ways to fill in the different tools, and sought their approval to participate and cooperate in the study throughout the training program phases. Written consent was taken for nurse interns who participated in the study. In addition to being informed of their freedom to withdraw from the study at any time and without explanation, nurse interns were reassured that any information collected would be kept private and utilized exclusively for research. Statistical analysis The statistical software program SPSS 2023 was used for data entry and statistical analysis. Frequency and percentages for qualitative variables are used to display the data. The study employed multiple linear regression analysis, analysis of variance (ANOVA) for the full regression models, and the chi-square and Cochran's Q tests to compare the qualitative variables and investigate the associations between two qualitative variables. Using Pearson's rank correlation, the associations between the ranked and quantitative variables were evaluated. To evaluate the produced tool's internal consistency and dependability, the Cronbach alpha coefficient was computed. At a p-value < 0.05, statistical significance was established. The p-value was less than 0.001, which indicated high statistical significance. Results Nurse interns' personal and job characteristics Table 1 indicates that 86.3% of interns were aged ≥ 22 years old, 59.4% were female, and 79.4% of them were single. Also, 32.5% of them had clinical training at Ain-Shams University Hospital. Additionally, 90.6% of nurse interns didn’t attend training workshops, and only 9.4% of them attended training courses. Nurse interns’ transition knowledge throughout the program phases Table 2 indicates that 78.1% of nurse interns had unsatisfactory levels of total knowledge at the pre-intervention phase. In contrast, between 93.8% and 80.6% of them completed the post-follow-up intervention phase with a satisfactory level of overall knowledge. Additionally, at a P value (P < 0.00), improvements were statistically significant during the post-intervention and follow-up phases. Nurse interns’ transition experience throughout the program phases Table 3 concludes that 68.1% of nurse interns had satisfactory experience regarding the stress/burnout dimension at the pre-intervention phase. While 96.9%-90% of them were satisfactory experience regarding the organize/ prioritize care dimension at post follow-up intervention phase. A P value (P < 0.00) indicated that the differences were statistically significant. Table 4 shows that 29.4% of nurse interns had satisfactory transition experience at the pre-intervention phase. While 91.3% of them had a satisfactory transition experience post-intervention. Also, there was a decline to 84.4% at the follow-up intervention. Additionally, improvements at the post-intervention and follow-up phases were statistically significant, with a P value of less than 0.00. Work engagement levels among nurse interns throughout the program phases Table 5 indicates that (6.2%) of nurse interns had high levels of work engagement regarding the dedication dimension at pre-intervention phase. While the majority (93.8%- 90%) of them had high levels of work engagement regarding the vigor dimension at the post-follow-up intervention phases. Additionally, there were statistically significant improvements at post-intervention phases, with some decline at the follow-up phases. The differences were statistically significant with a P value (P < 0.00). Table 6 demonstrates that during the pre-intervention phase, 60% of nursing interns showed low levels of work engagement. Furthermore, throughout the post-intervention phase, 90.6% of them showed high levels of work engagement. 85.6% of them also demonstrated high levels of work engagement during the follow-up intervention. Correlation between the overall transition experience, knowledge, and work engagement of nursing interns during intervention phases Through intervention phases, Table 7 shows that the total transition knowledge, total transition experience, and total work engagement of nursing interns were statistically significantly positively correlated (p = 0.00). Additionally, the overall work engagement and transition experience of nursing interns showed statistically significant positive associations (p < 0.00). Table 1 Nurse interns' personal and job characteristics (n = 160) Personnel and Job Characteristics (N) (% ) Age (year) < 22 22 13.8 ≥22 138 86.3 Mean ± SD 22 ± 0.483 Sex Male 65 40.6 Female 95 59.4 Marital Status Single 127 79.4 Married 33 20.6 Training Hospital Ain-Shams University Hospital 52 32.5 El-Demerdash Hospital 43 26.9 Pediatrics Hospital 30 18.8 Cardiovascular Hospital 35 21.9 Attended training workshops Yes 15 9.4% No 145 90.6% Table 2 Comparison between total nurse interns’ transition knowledge throughout the program phases (n = 160) Total nurse interns’ transition knowledge Pre Post FU N % N % N % Cochran's Q P value Satisfactory knowledge (60 ≥) 35 21.9 150 93.8 129 80.6 185.9 0.000** Unsatisfactory knowledge (< 60) 125 78.1 10 6.3 31 19.4 Table 3 Nurse interns’ transition experience dimensions throughout the program phases (n = 160) Nurse interns’ transition experience dimensions Satisfactory experience (60 ≥) (Pre-Post) (Pre-Fu) Pre Post FU N % N % N % χ2 P value χ2 P value Section I: Role transition experience 57 35.6 151 94.4 140 87.5 18.72 0.00** 11.64 0.00** Role confidence 54 33.8 146 91.3 136 85 7.81 0.00** 14.38 0.00** Organize/ Prioritize care 44 27.5 155 96.9 144 90 13.6 0.00** 6.74 0.00** Support 61 38.1 149 93.1 139 86.9 7.27 0.00** 14.89 0.00** Role satisfaction 34 21.3 143 89.4 134 83.8 16.04 0.00** 8.37 0.00** Stress/Burnout 109 68.1 27 16.9 39 24.4 15.19 0.00** 11.09 0.00** Resilience 47 29.4 148 92.5 143 89.4 31.19 0.00** 15.57 0.00** Organizational Commitment 55 34.4 147 91.9 133 83.1 7.41 0.00** 17.01 0.00** Section II: Learning needs assessment of skills 38 23.8 142 88.8 135 84.4 7.71 0.00** 9.22 0.00** Table 4 Comparison between total nurse interns’ transition experience throughout the program phases (n = 160) Total nurse interns’ transition experience Pre Post FU N % N % N % Cochran's Q P value Satisfactory experience (60 ≥) 47 29.4 146 91.3 135 84.4 141.3 0.000** Unsatisfactory experience (< 60) 113 70.6 14 8.8 25 15.6 Table 5 Nurse interns’ work engagement dimensions throughout the program phases (n = 160) Work engagement dimensions High level of work engagement (Pre-Post) (Pre-Fu) Pre Post FU N % N % N % χ2 P value χ2 P value Vigor 7 4.3 150 93.8 144 90 118.4 0.00** 84.6 0.00** Dedication 10 6.2 147 91.9 133 83.1 123.38 0.00** 124.8 0.00** Absorption 4 2.5 145 90.6 136 85 125.91 0.00** 65.14 0.00** Table 6 Comparison between total nurse interns’ work engagement levels throughout the program phases (n = 160) Total nurse interns’ work engagement levels Pre Post FU (Pre-Post) (Pre-Fu) P value N % N % N % χ2 χ2 High engagement 7 4.4 145 90.6 137 85.6 24.13 21.3 0.000** Moderate engagement 57 35.6 13 8.1 18 11.3 Low engagement 96 60.0 2 1.3 5 3.1 Table 7 Correlation between total nurse interns’ transition knowledge, transition experience, and work engagement through intervention phases Intervention phases Total transition knowledge Pre Post FU Total nurse interns’ transition experience R 0.489 0.377 0.452 P 0.000** 0.000** 0.000** Total work engagement R 0 .692 0.592 0.442 P 0.000** 0.000** 0.000** Intervention phases Total transition experience Pre Post FU Total work engagement R 0.549 0.352 0.591 P 0.000** 0.000** 0.000** Discussion Nurses are essential in advancing medical treatment and health equity. As advocates for patients in a variety of healthcare settings, nurses can collaborate with other medical professionals to advance health equity for all patients ( 28 ). Transitioning from a student to a professional nursing career is a challenging journey ( 13 , 29 ). The study aim was to investigate the effect of a transition training program on work engagement among nurse interns. Nurse interns’ transition knowledge throughout the program phases In light of the total nurse interns’ transition knowledge throughout the program phases. The current research indicated that over three-quarters of nurse interns had an unsatisfactory level of total knowledge at the pre-intervention phase. But at the post-follow-up intervention phase, the majority of them had a satisfactory level of overall knowledge. Unsatisfactory knowledge before applying the training program regarding transition, which could be because of inadequate clinical orientation before the internship year. To enhance nurse clinical learning and close the theory-practice gap, transition training programs must be incorporated into the curriculum. According to similar results, the experimental group demonstrated a significant improvement in general clinical nursing skills, ethics, overall assessment, work self-efficacy, and decreased occupational stress when the intervention was implemented ( 30 ). Consistent with ( 21 ), who stated that following the introduction of the transition training program, the majority of nurses possessed satisfactory transition knowledge. Also, ( 31 ) demonstrated that the transition training program works well for fostering trained nurses' confidence, engagement, and acquisition and retention of knowledge. Additionally, ( 32 ) presented that oriented transition programs with sufficient practice opportunities in clinical sites result in improved clinical knowledge and competencies in new graduate nurses. Nurse interns’ transition experience throughout the program phases As regards nurse interns’ transition experience dimensions throughout the program phases. According to the results of the study, two-thirds of nursing interns had satisfactory experiences with stress aspects before intervention. While most of them had satisfactory experience regarding organization/prioritization of care dimensions at the post-follow-up intervention phase. A stress prior to training programs could be attributed to difficulties setting priorities and efficiently managing time in hectic settings. These results are aligned with ( 33 ), which revealed that stress affected over half of the nurses. Also, these findings agree with ( 34 ), who presented that most participants agreed regarding experiencing stress in their personal lives because of work. ( 35 ), who concluded that most of the participants expressed stressful, ambiguous, and overwhelming feelings during the transition period. Additionally, ( 36 ) consistent with study findings, it showed that during role transition, over half of recent grads felt stressed. To total the nurse interns' transition experience. According to the study, less than one-third of nursing interns had a satisfactory pre-intervention transition experience. While most of them had a satisfactory transition experience at the post-intervention. With the follow-up intervention declining as well. Potential expositions may be that transition programs help nurses adjust to the pace, culture, and expectations of the healthcare setting. Acquired knowledge reflecting confidence in clinical skills and practice, leading to a satisfactory transition experience during the internship year. Similar findings were reported by ( 5 ), who reported that following the implementation of a training program, the transition experience improved significantly. Consistent with ( 21 ) reported that most nurses had satisfactory transition roles when the transition training program was put into place. Nurse interns’ Work engagement levels throughout the program phases Concerning nurse interns’ work engagement dimensions throughout the program phases. At the post-follow-up intervention period, the study revealed that the majority of them had high levels of work engagement with relation to the vigor dimension. Furthermore, there were some declines during the follow-up stages, but statistically significant improvements during the post-intervention phases. There was statistical significance in the discrepancies. A possible explanation is that conducting a training program makes nurse interns more likely to feel motivated if they believe they have control over their responsibilities. Additionally, improving congruence with the organization's values and a feeling of purpose. In the same line as the present study,( 22 ) who revealed that high levels regarding the vigor dimension. In light of the total nurse interns’ work engagement levels throughout the program phases. At the pre-intervention stage, less than two-thirds of nursing interns reported poor levels of work engagement. While the majority of them had high levels of work engagement at the post-intervention phase. Also, most of them had high levels of work engagement at the follow-up intervention. This could be due to nurse interns facing transition shock and may lead create a negative professional self-perception, which can lead to a lack of motivation at work. In the same line as the present study, ( 21 ) presented high levels of work engagement after conducting training knowledge regarding the transition role. Similar findings were reported by ( 37 ) that negative correlation between transition shock, work engagement, and enhancement by clinical training. Additionally, ( 27 ) who indicated that there was improvement in work engagement at the intervention phases. Relationship between the overall transition experience, knowledge, and work engagement of nursing interns during intervention phases The present investigation indicated that the overall transition experience of nursing interns with transition knowledge and overall work engagement showed statistically significant positive correlations. There was a significant improvement after conducting the transition training program. Potential expositions may be the transition training program helping interns clearly define their roles and responsibilities during the internship year, and accept their new working environment and understand expectations, so this helped smooth the transition period. In keeping with the study, ( 22 ) who presented significant correlations between nurse transition role experience with transition knowledge, and work engagement. Similar findings were reported by ( 37 ) who concluded that work engagement during transition shock and improvement during clinical training are negatively correlated. Also, ( 38 ) who presented that residency programs facilitate work engagement. Conclusion Based on the study's findings, nursing interns' knowledge during transition and level of work engagement during the internship year were both enhanced by the implementation of a transition training program. The results showed that following the implementation of the transition training program, the knowledge, transition experience, and work engagement level of the nursing interns improved in a highly statistically significant manner. Implications for practice and future directions To fill gaps in clinical preparation, competency development, and the transition to professional practice, nursing education programs should implement structured internship curricula that combine academic knowledge with a variety of clinical experiences. Effective preceptorship applications are also essential for promoting competency development and professional advancement. Simulated emergency scenario training should be conducted during the orientation program. During the orientation program, it is crucial to create a work description for intern nurses and explain the program. Finally, a smooth transition from academia to practice can be promoted by promoting cooperation between nursing education programs and medical facilities. Limitations of the study First, this study's use of self-reports was one of its limitations. Furthermore, qualitative and longitudinal research may yield insightful information and serve as a basis for creating customized intervention plans meant to lessen transition shock in nursing students. The lack of a randomized control group in the study makes it more difficult to prove causation. Although all the participants were given anonymity and confidentiality, reaction bias was still a possibility. Declarations Acknowledgement The authors thank and appreciate all the nurse interns who participated in this study. Author contributions Shereen Samy planned the study and prepared the manuscript, wrote the original and final manuscript drafts, developed and implemented the training program, and administered it.Samia Mohamed supervised, reviewed, and interpreted the data and the manuscript. Azza El-Azab oversaw, examined, and analyzed the information and the paper. The authors read and approved the final manuscript. Authors’ information Shereen Samy Khalifa, [email protected] Assistant Lecturer of the Nursing Administration Department, Faculty of Nursing, Ain Shams University, Cairo, Egypt. Samia Mohamed Adam Professor of Nursing Administration, Faculty of Nursing, Ain Shams University, Cairo, Egypt. Azza El-Azab Mohamed Assistant Professor of Nursing Administration, Faculty of Nursing, Ain Shams University, Cairo, Egypt. Funding Open access funding was provided by the Science, Technology & Innovation Funding Authority (STDF) in cooperation with the Egyptian Knowledge Bank (EKB). The Science, Technology & The Egyptian Knowledge Bank and the Innovation Funding Authority (STDF) offer open-access funding (EKB). No private, public, or nonprofit funding agency provided funding for this study. Data availability Due to confidentiality concerns, the data and materials used in the current study cannot be made publicly available. However, they are available from the corresponding author upon reasonable request. Ethics approval and consent to participate Every approach and method used in this study was done in compliance with all applicable guidelines and rules. The study was approved by the Research Ethics Committee, Faculty of Nursing/Ain Shams University, Cairo, Egypt, [code number: 25.02.570] based on the standards of the committee, Faculty of Nursing/Ain Shams University. An official letter containing the title and the aim of the study was sent from the dean of the Faculty of Nursing at Ain Shams University to the director of each setting to obtain approval from the hospital administrator for data collection in the abovementioned settings. Informed consent for participation in the study was obtained from nurse interns after clarifying all aspects of the study. The study did not directly or indirectly expose nurses or nursing students to any diagnosis or treatment. Consent for publication Not applicable. Competing interests The authors declare no competing interests. References Zheng J, Zhou J, Zheng X, Peng Q, Tang W. A qualitative study on the experiences and coping strategies of nursing interns facing bullying in nursing education. Nurse Educ Today. 2025;146(2):1. https://doi.org/10.1016/j.nedt.2024.106538 . Abd Elfatah AA, Adam SM, Abrabu HM, Abd Elghafar GM. Assessing Perception of Role Transition among Nurse Interns. 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Exploring barriers and facilitators for successful transition in new graduate nurses: A mixed methods study. J Prof Nurs. 2020;36(6):560. https://doi.org/10.1016/j.profnurs.2020.08.006 . Yang H, Yang L, Chen L, Liu J, Cui S, Zhang L. Exploring work readiness: A qualitative descriptive study of self-perceptions among new graduate nurses. Heliyon. 2024;10(7):1–10. https://doi.org/10.1016/j.heliyon.2024.e28507 . Ding Z, Weng H, Yang L, Zhang B, Luo Y, Wang Q. Transition shock, future time perspective, professional self-concept, and professional identity among nursing interns: A cross-sectional study. Heliyon. 2024;10(5):1. https://doi.org/10.1016/j.heliyon.2024.e26207 . Thompson S. Sample size for estimating a proportion, sampling. 3rd ed. John Wiley & Sons H, editor. New Jersey,Canada; 2012. 59–61 p. https://doi.org/10.1002/9781118162934 Foodani MN, Amouei K, Negarandeh R. Nursing residency program: A solution for overcoming transition challenges for newly graduated nurses. Nurs Pract Today. 2025;12(1):1–5. https://doi.org/10.18502/npt.v12i1.17520 . Fawaz SY, Elshazly MM, Abdelrahman SM, Ali RMN. Effect of Transition Training Program on Novice Nurses’ Working at University Hospitals. Minia Sci Nurs J (Print-). 2021;9(1):1–9. Adly MET, Eid NM, El-Shahat MM. Enhancing Role Transition for New Graduated Nurses and its Effect on their Work Engagement. J Nurs Sci. 2022;3(2):1–12. Graf AC, Jacob E, Twigg D, Nattabi B. Contemporary nursing graduates’ transition to practice: A critical review of transition models. J Clin Nurs. 2020;29(15–16):3097–107. https://doi.org/10.1111/jocn.15234 . Hampton KB, Smeltzer SC, Ross JG. Evaluating the transition from nursing student to practicing nurse: An integrative review. Journal of Professional Nursing. Volume 36. W.B. Saunders; 2020. pp. 551–9. https://doi.org/10.1016/j.profnurs.2020.08.002 . Casey K, Fink R. Casey-Fink Graduate Nurse Experience Survey. Https://Www.Caseyfinksurveys.Com/Graduate-Nurse-Experience-Survey-2023. Schaufeli WB, Bakker AB. Test manual for the Utrecht Work Engagement Scale [Internet] [Unpublished manuscript]. [Netherlands]: Utrecht University; 2003 [cited 2025 Jul 2]. Available from: http://www.schaufeli.com Saleh ARE, El Sayed NM, Eldin YKZ, Elzohairy MH. Effect of Resilience Training Program for Nurse Interns on their Work Engagement. ASNJ. 2023;25(3):154–86. Tang Y, Chen X, Liao Y, Zheng T, Xiao Y, You Y. Status and associations of transition shock among nursing students during clinical practice: A cross-sectional study. PLoS ONE. 2025;20(2 February):2. https://doi.org/10.1371/journal.pone.0313524 . Zhang Z, Wang T, Zhao Y, Shi X. Transition shock experience of newly graduated nurses: a qualitative study. Contemp Nurse. 2025;61(1):21–32. https://doi.org/10.1080/10376178.2024.2432636 . Tseng MY, Hwang SL. SURVIVAL intervention program effects on student nurses’ transition to staff nurses: A quasi-experimental study. Nurse Educ Pract. 2021;56(103184):1–7. https://doi.org/10.1016/j.nepr.2021.103184 . Kelley L, Broadfoot K, Mccreight M, Wills A, Leonard C, Connelly B, et al. Implementation and Evaluation of a Training Curriculum for Experienced Nurses in Care Coordination: The VA Rural Transitions Nurse Training Program. J Nurs Care Qual. 2023;38(3):286–92. https://doi.org/10.1097/NCQ.0000000000000698 . Kim H, Kim E, Noh J, Bang E, Tak SH. The effect of a 10-week field-oriented transition programme for new graduate registered nurses in critical care. Nurs Crit Care. 2025;3(2):e13298. Baker OG. Preparedness assessment for managing disasters among nurses in an international setting: Implications for nurses. Int Emerg Nurs [Internet]. 2021;56(February 2020):100993. Available from: https://doi.org/10.1016/j.ienj.2021.100993 Al Hajri A, Battashi M, Al. New nurses’ transition to practice experience after completion of the enhancement training program in the Sultanate of Oman. J Nurs Educ Pract. 2023;13(10):36. https://doi.org/10.5430/jnep.v13n10p36 . Maria HSY, Mei W, Stanley LKK. The transition challenges faced by new graduate nurses in their first year of professional experience. J Nurs Health Care. 2020;5(1):1–7. https://doi.org/10.5176/2345-7198_5.1.19 . Kwon IG, Cho YA, Cho MS, Yi YH, Kim MS, Kim KS, et al. New Graduate Nurses’ Satisfaction with Transition Programs and Experiences in Role Transition. J Korean Clin Nurs Res. 2019;25(3):237–50. Jiao Y, Li L, Yang L, Lei J, Zhang W, Chen G. Relationship of transition shock, adversity quotient, and work engagement: A structural equation modeling approach. Nurse Educ Today. 2025;148(106641):1–9. https://doi.org/10.1016/j.nedt.2025.106641 . Wildermuth MM, Weltin A, Simmons A. Transition experiences of nurses as students and new graduate nurses in a collaborative nurse residency program. J Prof Nurs. 2020;36(1):69–75. https://doi.org/10.1016/j.profnurs.2019.06.006 . Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7087032","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":489755667,"identity":"8c32ac09-dc86-405f-8f72-e7acdf334864","order_by":0,"name":"Shereen Samy Khalifa","email":"data:image/png;base64,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","orcid":"","institution":"Ain Shams University","correspondingAuthor":true,"prefix":"","firstName":"Shereen","middleName":"Samy","lastName":"Khalifa","suffix":""},{"id":489755668,"identity":"c4560b27-3d3a-420d-9a82-b75f62d69012","order_by":1,"name":"Samia M. Adam","email":"","orcid":"","institution":"Ain Shams University","correspondingAuthor":false,"prefix":"","firstName":"Samia","middleName":"M.","lastName":"Adam","suffix":""},{"id":489755669,"identity":"812f89ac-69e6-40db-8f19-4be62213e43e","order_by":2,"name":"Azza E. Mohamed","email":"","orcid":"","institution":"Ain Shams University","correspondingAuthor":false,"prefix":"","firstName":"Azza","middleName":"E.","lastName":"Mohamed","suffix":""}],"badges":[],"createdAt":"2025-07-09 20:08:06","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7087032/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7087032/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12912-025-04127-0","type":"published","date":"2025-12-12T15:58:42+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":98243965,"identity":"f113a583-3f75-4d8c-b62b-5eef166ed74d","added_by":"auto","created_at":"2025-12-15 16:11:40","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1351841,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7087032/v1/c7b5edf7-ac8e-40f6-a346-ab2cd83b3260.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Effect of Transition Training Program on Nurse Interns Engagement","fulltext":[{"header":"Background","content":"\u003cp\u003eNursing internships are an important part of nursing practice education and a critical time in nursing students' development of their professional values (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). Nursing interns have numerous challenges in clinical settings throughout their internship year, including the disconnect between their theoretical and practical knowledge (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). A healthcare worker in training is known as a nursing intern. They provide direct patient care and perform a variety of clinical duties under the supervision of a registered nurse. Typically, nursing students seeking practical experience in a hospital or medical center are nurse interns (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAs nurses make up the largest professional group in a healthcare organization, their contributions are often crucial to the standard and safety of the services provided (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Through the transition program, nursing interns can advance beyond their level of a bachelor's degree and learn how to handle the rigors of complicated patient treatment. Consequently, transition programs provide new nurses with the means to better understand their duties and obligations concerning challenges in nursing practice that are ethical, legal, professional, and clinical (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). To gain new knowledge, better techniques, and hone their abilities for greater engagement and improved operational performance, the training program has grown into a massive endeavor (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTransition is a complex and continuously shifting process that involves vital changes in roles, responsibilities, and goals as one phase ends and another begins (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Transition shock is a difficult and frightening process that involves a wide range of physical, emotional, psychological, and intellectual changes when recently graduated nurses take on a professional practice role for the first time (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Nursing interns who experience high levels of transition shock may find it difficult to adjust, which could negatively affect team cohesiveness and patient safety by increasing turnover rates and adverse occurrences (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). According to research, nursing interns who experience less transition shock typically have greater levels of self-efficacy and core skills, which help them deal with clinical nursing challenges, adjust to clinical nursing practice, and support the development of their physical and mental health (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eOrganizations have been paying more attention to engagement in recent years because they believe that there is a connection between organizational success and employee engagement. One important sign of a successful and healthy company is employee engagement. Engagement encompasses involvement, dedication, zeal, fervor, integration, concentrated work, and strength. Additionally, engagement has been described as a consistent, widely distributed, and positive emotional motivational state of fulfillment in professionals and the utilization of members' identities in their job positions (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eNurses who feel engaged in their work are more likely to be motivated to support organizational goals, feel a sense of community, and find fulfillment in their duties. Several factors, such as chances for career advancement, encouraging relationships with managers and colleagues, and compatibility with the organization's principles, can increase nurses' sense of embeddedness and, their level of work engagement (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eSignificance of the study\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFor nurse interns, the transition from student to professional nursing is a critical period in their development as professional nurses (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). The newly graduated nurses' transition experience is a difficult and demanding time of adaptation (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). Transition shock can cause severe stress, worry, and tension, as well as separation symptoms, psychological anguish, and disengagement from work (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). Additionally, theory-practice gaps are commonly reported reasons for new graduate nurses to leave nursing jobs (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTransition shock occurs when people are impacted by their roles, relationships, knowledge, and responsibilities during role and environmental transitions; they may sense and experience doubt, disbelief, disorientation, and uncertainty of orientation (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Nursing interns frequently experience transition shock (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Finally, the primary root of the transition problem is the shock that nursing students have when they face the real world and realize that their perception of the workplace varies from what they learned in academia. Help close the knowledge hole between academia and application. It is important to implement transition training programs for nurse interns to offer ongoing chances for practice and the application of critical knowledge to patient care.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStudy Aim\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe purpose of the study was to investigate the effect of a transition training program on work engagement among nurse interns. The study hypothesized that the application of the transition training program would increase nurse interns\u0026rsquo; work engagement.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cb\u003eStudy design\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA quasi-experimental design of single-group pretest, posttest, and follow-up test was utilized in conducting study.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStudy settings\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe study was carried out in the Ain-Shams University Hospitals affiliation, Cairo, Egypt, specifically the Pediatrics Hospital, Cardiovascular Hospital, El-Demerdash Hospital, and Ain-Shams University Hospital, where nursing interns carried out their training. Critical care units at these hospitals served as teaching grounds for nursing interns. Patients in various medical disciplines, heart and vascular conditions, and surgical specialties were treated at these facilities.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStudy sampling and participants\u003c/b\u003e\u003c/p\u003e\u003cp\u003eSimple random sampling was employed. The total number of nurse interns enrolled in Ain-Shams University Hospitals in the first six months of the internship year (2024\u0026ndash;2025) was 272 interns. The sample size was 160 nurse interns, calculated based on (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe inclusion criteria\u003c/b\u003e\u003c/p\u003e\u003cp\u003eNurse interns who received training at Ain Shams University Hospitals throughout the first half of their internship year (2024\u0026ndash;2025) were approved to take part in the study.\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe exclusion criteria\u003c/b\u003e\u003c/p\u003e\u003cp\u003eNurse interns who were postponing and repeating their internship training from last year.\u003c/p\u003e\u003cp\u003e\u003cb\u003eData collection\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThree tools were used in this study, namely the Nurse Interns\u0026rsquo; Transition Knowledge Questionnaire, the Casey-Fink Graduate Nurse Experience Survey, and the Utrecht Work Engagement Scale.\u003c/p\u003e\u003cp\u003e\u003cb\u003eNurse Interns\u0026rsquo; Transition Knowledge Questionnaire\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis questionnaire consisted of two parts: (I) nurse interns\u0026rsquo; job and personal characteristics. It included age, sex, marital status, training hospital, and attendance of training workshops; and (II) the Transition Knowledge Questionnaire was developed by researchers based on related literature (\u003cspan additionalcitationids=\"CR21 CR22 CR23\" citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). It was aimed to assess nurse interns' transition knowledge pre-, post-, and follow-up the program phases. It consisted of 40 multiple-choice questions (MCQs) that covered aspects of nurse interns\u0026rsquo; transition knowledge, including transition shock, transition role, documentation, critical thinking, socialization, communication, evidence-based practice, and patient safety. The questions were scored as one point for the correct answer and zero for the incorrect answer. Therefore, the maximum possible total score was 40. The mean score for each dimension was calculated by adding together all of the item scores and dividing that amount by the total number of questions. Percentage scores were calculated from these mean values. If the percentage score was over 60%, the knowledge was deemed satisfactory; if it was less than 60%, it was deemed unsatisfactory (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). The internal consistency and reliability of the tool for nurse interns' transition knowledge was 0.88.\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe Casey-Fink Graduate Nurse Experience Survey\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis survey was created by (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e) and modified by researchers. It was aimed to assess nurse intern transition experience pre-, post-, and follow-up in the program phases. It consisted of 56 items divided into two sections, namely role transition experience (41 items) and learning needs assessment (15 items). Responses of nurse interns for Section I were measured on a four-point Likert scale ranging from strongly disagree (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e), disagree (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e), agree (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e), and strongly agree (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). While responses of nurse interns for section II were measured on a three-point Likert scale ranging from not confident (0), somewhat confident (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e), and highly confident (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). The mean score for the section was calculated by adding up the item scores for each dimension and dividing the total by the number of questions. Percentage scores were calculated from these mean values. The transition experience of the nursing interns was deemed satisfactory if it exceeded 60% and unsatisfactory if it fell below 60% (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). The internal consistency and reliability of the Casey-Fink Graduate Nurse Experience Survey were 0.90.\u003c/p\u003e\u003cp\u003e\u003cb\u003eUtrecht Work Engagement Scale\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis scale was developed by (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e) and adopted from (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). This scale was aimed to assess nurse interns' work engagement pre-, post-, and follow-up to the program phases. It consisted of 25 items divided into three dimensions namely, vigor (9 items), dedication (7 items), and absorption (9 items). A Likert scale with five possible answers\u0026mdash;never (0), rarely (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e), sometimes (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e), often (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e), and always (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u0026mdash;was used to gauge the responses of nursing interns. A mean score was calculated for each dimension by adding together the item scores and dividing the total by the number of questions. Work engagement was categorized as moderate if the score fell between 35 and 68, higher if the score fell between 69 and 100, and lower if the score fell between 0\u0026ndash;34 (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). The internal consistency and reliability for the Utrecht Work Engagement Scale was 0.85.\u003c/p\u003e\u003cp\u003e\u003cb\u003eIntervention phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eBeginning in October 2024 and ending in June 2025, the study's intervention ran for nine months. Three separate data collection methods were used during the study: pre-program, immediately post-program, and follow-up after three months of the program. Assessment, planning, implementation, evaluation, and follow-up were the stages that were included.\u003c/p\u003e\u003cp\u003e\u003cb\u003eAssessment phase\u003c/b\u003e\u003c/p\u003e\u003cp\u003eUsing the appropriate data collection instruments, this phase pre-tested the study nurse interns' transition experience, knowledge, and work engagement. Using the appropriate data collection instruments, this phase pre-tested the study nurse interns' transition experience, knowledge, and work engagement. This phase lasted approximately one month until the end of October 2024, during which time the nurse interns who provided written consent to participate were given questionnaire sheets to evaluate their work engagement, transition knowledge, and transition experience, along with instructions on how to fill them out.\u003c/p\u003e\u003cp\u003e\u003cb\u003ePlanning phase\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFollowing the completion of the assessment phase's data collection, an analysis was conducted to determine the transition knowledge and experience of the nurse interns' strengths and limitations. It also included every statement that the researchers reported and documented. Until the end of November 2024, this process took about one month to complete. The researchers created the booklet and content for the transition training program based on the data gathered from the analysis of the assessment phase.\u003c/p\u003e\u003cp\u003e\u003cb\u003eImplementation phase\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe general objective of this training program is to prepare the nurse interns to adapt to the transition smoothly. Mini lectures, group discussions, brainstorming, role-playing, small-group activities, and discussion participation are some of the teaching strategies that are employed. Videos, data displays for PowerPoint presentations, and handouts are examples of media employed. During each training program session, the researcher discussed with nurse interns the strong and weak tasks regarding the transition period. At the end of the training program, each nurse intern was handed the transition training program booklet. Also, after implementing the transition training program, the researcher held many meetings with nurse interns to discuss issues related to their performance and answer their questions, if any. The group meeting started every day from 11:00 am to 1:00 pm. This phase took two months until the end of February 2025.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEvaluation phase\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe researcher assessed the intervention's impact on nurse interns' transition knowledge, transition experience, and work engagement as soon as the transition training program was put into place. The same data collection instruments used in the assessment phase were used for this. This stage lasted for a month.\u003c/p\u003e\u003cp\u003e\u003cb\u003eFollow-up phase\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThree months following the post-assessment evaluation, the same procedure was carried out again for follow-up, utilizing the same data collection instruments. This stage lasted for a month.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEthical considerations\u003c/b\u003e\u003c/p\u003e\u003cp\u003e The Research Ethics Committee of the Faculty of Nursing at Ain Shams University in Cairo, Egypt gave its approval to the study. The researchers met nurse interns and introduced themselves to explain the aim of the study and its objectives, ways to fill in the different tools, and sought their approval to participate and cooperate in the study throughout the training program phases. Written consent was taken for nurse interns who participated in the study. In addition to being informed of their freedom to withdraw from the study at any time and without explanation, nurse interns were reassured that any information collected would be kept private and utilized exclusively for research.\u003c/p\u003e\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003eStatistical analysis\u003c/h2\u003e\u003cp\u003eThe statistical software program SPSS 2023 was used for data entry and statistical analysis. Frequency and percentages for qualitative variables are used to display the data. The study employed multiple linear regression analysis, analysis of variance (ANOVA) for the full regression models, and the chi-square and Cochran's Q tests to compare the qualitative variables and investigate the associations between two qualitative variables. Using Pearson's rank correlation, the associations between the ranked and quantitative variables were evaluated. To evaluate the produced tool's internal consistency and dependability, the Cronbach alpha coefficient was computed. At a p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05, statistical significance was established. The p-value was less than 0.001, which indicated high statistical significance.\u003c/p\u003e\u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cb\u003eNurse interns' personal and job characteristics\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e indicates that 86.3% of interns were aged\u0026thinsp;\u0026ge;\u0026thinsp;22 years old, 59.4% were female, and 79.4% of them were single. Also, 32.5% of them had clinical training at Ain-Shams University Hospital. Additionally, 90.6% of nurse interns didn\u0026rsquo;t attend training workshops, and only 9.4% of them attended training courses.\u003c/p\u003e\u003cp\u003e\u003cb\u003eNurse interns\u0026rsquo; transition knowledge throughout the program phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e indicates that 78.1% of nurse interns had unsatisfactory levels of total knowledge at the pre-intervention phase. In contrast, between 93.8% and 80.6% of them completed the post-follow-up intervention phase with a satisfactory level of overall knowledge. Additionally, at a P value (P\u0026thinsp;\u0026lt;\u0026thinsp;0.00), improvements were statistically significant during the post-intervention and follow-up phases.\u003c/p\u003e\u003cp\u003e\u003cb\u003eNurse interns\u0026rsquo; transition experience throughout the program phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e concludes that 68.1% of nurse interns had satisfactory experience regarding the stress/burnout dimension at the pre-intervention phase. While 96.9%-90% of them were satisfactory experience regarding the organize/ prioritize care dimension at post follow-up intervention phase. A P value (P\u0026thinsp;\u0026lt;\u0026thinsp;0.00) indicated that the differences were statistically significant.\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows that 29.4% of nurse interns had satisfactory transition experience at the pre-intervention phase. While 91.3% of them had a satisfactory transition experience post-intervention. Also, there was a decline to 84.4% at the follow-up intervention. Additionally, improvements at the post-intervention and follow-up phases were statistically significant, with a P value of less than 0.00.\u003c/p\u003e\u003cp\u003e\u003cb\u003eWork engagement levels among nurse interns throughout the program phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e indicates that (6.2%) of nurse interns had high levels of work engagement regarding the dedication dimension at pre-intervention phase. While the majority (93.8%- 90%) of them had high levels of work engagement regarding the vigor dimension at the post-follow-up intervention phases. Additionally, there were statistically significant improvements at post-intervention phases, with some decline at the follow-up phases. The differences were statistically significant with a P value (P\u0026thinsp;\u0026lt;\u0026thinsp;0.00).\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e demonstrates that during the pre-intervention phase, 60% of nursing interns showed low levels of work engagement. Furthermore, throughout the post-intervention phase, 90.6% of them showed high levels of work engagement. 85.6% of them also demonstrated high levels of work engagement during the follow-up intervention.\u003c/p\u003e\u003cp\u003e\u003cb\u003eCorrelation between the overall transition experience, knowledge, and work engagement of nursing interns during intervention phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThrough intervention phases, Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e shows that the total transition knowledge, total transition experience, and total work engagement of nursing interns were statistically significantly positively correlated (p\u0026thinsp;=\u0026thinsp;0.00). Additionally, the overall work engagement and transition experience of nursing interns showed statistically significant positive associations (p\u0026thinsp;\u0026lt;\u0026thinsp;0.00).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eNurse interns' personal and job characteristics (n\u0026thinsp;=\u0026thinsp;160)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePersonnel and Job Characteristics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(N)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e(% )\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eAge (year)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e13.8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026ge;22\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e138\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e86.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD 22\u0026thinsp;\u0026plusmn;\u0026thinsp;0.483\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003e\u003cb\u003eSex\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e65\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e40.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e95\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e59.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003e\u003cb\u003eMarital Status\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSingle\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e127\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e79.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMarried\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e20.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003e\u003cb\u003eTraining Hospital\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAin-Shams University Hospital\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e32.5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEl-Demerdash Hospital\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e43\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e26.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePediatrics Hospital\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e18.8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCardiovascular Hospital\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e21.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAttended training workshops\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e9.4%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e145\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e90.6%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComparison between total nurse interns\u0026rsquo; transition knowledge throughout the program phases (n\u0026thinsp;=\u0026thinsp;160)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"10\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eTotal nurse interns\u0026rsquo; transition knowledge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003ePre\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003ePost\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003eFU\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCochran's Q\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eP\u003c/p\u003e\u003cp\u003evalue\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSatisfactory knowledge (60 \u0026ge;)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e21.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e150\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e93.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e129\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e80.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e185.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUnsatisfactory knowledge (\u0026lt;\u0026thinsp;60)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e125\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e78.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e6.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e19.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eNurse interns\u0026rsquo; transition experience dimensions throughout the program phases (n\u0026thinsp;=\u0026thinsp;160)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"11\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eNurse interns\u0026rsquo; transition experience dimensions\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"6\" nameend=\"c7\" namest=\"c2\"\u003e\u003cp\u003eSatisfactory experience (60 \u0026ge;)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c9\" namest=\"c8\" rowspan=\"2\"\u003e\u003cp\u003e(Pre-Post)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c11\" namest=\"c10\" rowspan=\"2\"\u003e\u003cp\u003e(Pre-Fu)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003ePre\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003ePost\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003eFU\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eχ2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eP value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c10\"\u003e\u003cp\u003eχ2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c11\"\u003e\u003cp\u003eP\u003c/p\u003e\u003cp\u003evalue\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSection I: Role transition experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e35.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e151\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e94.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e140\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e87.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e18.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e11.64\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRole confidence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e33.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e146\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e91.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e136\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7.81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e14.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOrganize/ Prioritize care\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e27.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e155\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e96.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e144\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e90\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e13.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e6.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSupport\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e61\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e38.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e149\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e93.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e139\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e86.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7.27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e14.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRole satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e21.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e143\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e89.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e134\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e83.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e16.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e8.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStress/Burnout\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e109\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e68.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e24.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e15.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e11.09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eResilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e29.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e148\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e92.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e143\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e89.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e31.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e15.57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOrganizational Commitment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e34.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e147\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e91.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e83.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7.41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e17.01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSection II: Learning needs assessment of skills\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e23.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e142\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e88.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e135\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e84.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e9.22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComparison between total nurse interns\u0026rsquo; transition experience throughout the program phases (n\u0026thinsp;=\u0026thinsp;160)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"10\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eTotal nurse interns\u0026rsquo; transition experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003ePre\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003ePost\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003eFU\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCochran's Q\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eP\u003c/p\u003e\u003cp\u003evalue\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSatisfactory experience (60 \u0026ge;)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e29.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e146\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e91.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e135\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e84.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e141.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUnsatisfactory experience (\u0026lt;\u0026thinsp;60)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e113\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e70.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e8.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e15.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eNurse interns\u0026rsquo; work engagement dimensions throughout the program phases (n\u0026thinsp;=\u0026thinsp;160)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"11\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eWork engagement dimensions\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"6\" nameend=\"c7\" namest=\"c2\"\u003e\u003cp\u003eHigh level of work engagement\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c9\" namest=\"c8\" rowspan=\"2\"\u003e\u003cp\u003e(Pre-Post)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c11\" namest=\"c10\" rowspan=\"2\"\u003e\u003cp\u003e(Pre-Fu)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003ePre\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003ePost\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003eFU\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eχ2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eP value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c10\"\u003e\u003cp\u003eχ2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c11\"\u003e\u003cp\u003eP\u003c/p\u003e\u003cp\u003evalue\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVigor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e150\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e93.8\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e144\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e90\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e118.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e84.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDedication\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e10\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e6.2\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e147\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e91.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e83.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e123.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e124.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAbsorption\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e145\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e90.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e136\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e125.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e65.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e0.00**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComparison between total nurse interns\u0026rsquo; work engagement levels throughout the program phases (n\u0026thinsp;=\u0026thinsp;160)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"11\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eTotal nurse interns\u0026rsquo; work engagement levels\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003ePre\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003ePost\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003eFU\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e(Pre-Post)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e(Pre-Fu)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eP\u003c/p\u003e\u003cp\u003evalue\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eχ2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eχ2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHigh engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e4.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e145\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e90.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e137\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e85.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e24.13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e21.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerate engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e35.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e8.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e11.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLow engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e96\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e60.0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3.1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCorrelation between total nurse interns\u0026rsquo; transition knowledge, transition experience, and work engagement through intervention phases\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eIntervention phases\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u003cp\u003eTotal transition knowledge\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePre\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePost\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eFU\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eTotal nurse interns\u0026rsquo; transition experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eR\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.489\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.377\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.452\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eP\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eTotal work engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eR\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0 .692\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.592\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.442\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eP\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eIntervention phases\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u003cp\u003e\u003cb\u003eTotal transition experience\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003ePre\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003ePost\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eFU\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eTotal work engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eR\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.549\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.352\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.591\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eP\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000**\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eNurses are essential in advancing medical treatment and health equity. As advocates for patients in a variety of healthcare settings, nurses can collaborate with other medical professionals to advance health equity for all patients (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). Transitioning from a student to a professional nursing career is a challenging journey (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). The study aim was to investigate the effect of a transition training program on work engagement among nurse interns.\u003c/p\u003e\u003cp\u003e\u003cb\u003eNurse interns\u0026rsquo; transition knowledge throughout the program phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn light of the total nurse interns\u0026rsquo; transition knowledge throughout the program phases. The current research indicated that over three-quarters of nurse interns had an unsatisfactory level of total knowledge at the pre-intervention phase. But at the post-follow-up intervention phase, the majority of them had a satisfactory level of overall knowledge.\u003c/p\u003e\u003cp\u003eUnsatisfactory knowledge before applying the training program regarding transition, which could be because of inadequate clinical orientation before the internship year. To enhance nurse clinical learning and close the theory-practice gap, transition training programs must be incorporated into the curriculum. According to similar results, the experimental group demonstrated a significant improvement in general clinical nursing skills, ethics, overall assessment, work self-efficacy, and decreased occupational stress when the intervention was implemented (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). Consistent with (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e), who stated that following the introduction of the transition training program, the majority of nurses possessed satisfactory transition knowledge.\u003c/p\u003e\u003cp\u003eAlso, (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e) demonstrated that the transition training program works well for fostering trained nurses' confidence, engagement, and acquisition and retention of knowledge. Additionally, (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e) presented that oriented transition programs with sufficient practice opportunities in clinical sites result in improved clinical knowledge and competencies in new graduate nurses.\u003c/p\u003e\u003cp\u003e\u003cb\u003eNurse interns\u0026rsquo; transition experience throughout the program phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAs regards nurse interns\u0026rsquo; transition experience dimensions throughout the program phases. According to the results of the study, two-thirds of nursing interns had satisfactory experiences with stress aspects before intervention. While most of them had satisfactory experience regarding organization/prioritization of care dimensions at the post-follow-up intervention phase. A stress prior to training programs could be attributed to difficulties setting priorities and efficiently managing time in hectic settings.\u003c/p\u003e\u003cp\u003eThese results are aligned with (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e), which revealed that stress affected over half of the nurses. Also, these findings agree with (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e), who presented that most participants agreed regarding experiencing stress in their personal lives because of work. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e), who concluded that most of the participants expressed stressful, ambiguous, and overwhelming feelings during the transition period. Additionally, (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e) consistent with study findings, it showed that during role transition, over half of recent grads felt stressed.\u003c/p\u003e\u003cp\u003eTo total the nurse interns' transition experience. According to the study, less than one-third of nursing interns had a satisfactory pre-intervention transition experience. While most of them had a satisfactory transition experience at the post-intervention. With the follow-up intervention declining as well. Potential expositions may be that transition programs help nurses adjust to the pace, culture, and expectations of the healthcare setting. Acquired knowledge reflecting confidence in clinical skills and practice, leading to a satisfactory transition experience during the internship year.\u003c/p\u003e\u003cp\u003eSimilar findings were reported by (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e), who reported that following the implementation of a training program, the transition experience improved significantly. Consistent with (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e) reported that most nurses had satisfactory transition roles when the transition training program was put into place.\u003c/p\u003e\u003cp\u003e\u003cb\u003eNurse interns\u0026rsquo; Work engagement levels throughout the program phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eConcerning nurse interns\u0026rsquo; work engagement dimensions throughout the program phases. At the post-follow-up intervention period, the study revealed that the majority of them had high levels of work engagement with relation to the vigor dimension. Furthermore, there were some declines during the follow-up stages, but statistically significant improvements during the post-intervention phases. There was statistical significance in the discrepancies.\u003c/p\u003e\u003cp\u003eA possible explanation is that conducting a training program makes nurse interns more likely to feel motivated if they believe they have control over their responsibilities. Additionally, improving congruence with the organization's values and a feeling of purpose. In the same line as the present study,(\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e) who revealed that high levels regarding the vigor dimension.\u003c/p\u003e\u003cp\u003eIn light of the total nurse interns\u0026rsquo; work engagement levels throughout the program phases. At the pre-intervention stage, less than two-thirds of nursing interns reported poor levels of work engagement. While the majority of them had high levels of work engagement at the post-intervention phase. Also, most of them had high levels of work engagement at the follow-up intervention. This could be due to nurse interns facing transition shock and may lead create a negative professional self-perception, which can lead to a lack of motivation at work.\u003c/p\u003e\u003cp\u003eIn the same line as the present study, (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e) presented high levels of work engagement after conducting training knowledge regarding the transition role. Similar findings were reported by (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e) that negative correlation between transition shock, work engagement, and enhancement by clinical training. Additionally, (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e) who indicated that there was improvement in work engagement at the intervention phases.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRelationship between the overall transition experience, knowledge, and work engagement of nursing interns during intervention phases\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe present investigation indicated that the overall transition experience of nursing interns with transition knowledge and overall work engagement showed statistically significant positive correlations. There was a significant improvement after conducting the transition training program. Potential expositions may be the transition training program helping interns clearly define their roles and responsibilities during the internship year, and accept their new working environment and understand expectations, so this helped smooth the transition period.\u003c/p\u003e\u003cp\u003eIn keeping with the study, (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e) who presented significant correlations between nurse transition role experience with transition knowledge, and work engagement. Similar findings were reported by (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e) who concluded that work engagement during transition shock and improvement during clinical training are negatively correlated. Also, (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e) who presented that residency programs facilitate work engagement.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eBased on the study's findings, nursing interns' knowledge during transition and level of work engagement during the internship year were both enhanced by the implementation of a transition training program. The results showed that following the implementation of the transition training program, the knowledge, transition experience, and work engagement level of the nursing interns improved in a highly statistically significant manner.\u003c/p\u003e\u003cp\u003e\u003cb\u003eImplications for practice and future directions\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTo fill gaps in clinical preparation, competency development, and the transition to professional practice, nursing education programs should implement structured internship curricula that combine academic knowledge with a variety of clinical experiences. Effective preceptorship applications are also essential for promoting competency development and professional advancement. Simulated emergency scenario training should be conducted during the orientation program. During the orientation program, it is crucial to create a work description for intern nurses and explain the program. Finally, a smooth transition from academia to practice can be promoted by promoting cooperation between nursing education programs and medical facilities.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLimitations of the study\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFirst, this study's use of self-reports was one of its limitations. Furthermore, qualitative and longitudinal research may yield insightful information and serve as a basis for creating customized intervention plans meant to lessen transition shock in nursing students. The lack of a randomized control group in the study makes it more difficult to prove causation. Although all the participants were given anonymity and confidentiality, reaction bias was still a possibility.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors thank and appreciate all the nurse interns who participated in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eShereen Samy planned the study and prepared the manuscript, wrote the original and final manuscript drafts, developed and implemented the training program, and administered it.Samia Mohamed supervised, reviewed, and interpreted the data and the manuscript. Azza El-Azab oversaw, examined, and analyzed the information and the paper. The authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors’ information\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eShereen Samy Khalifa, [email protected]\u003c/p\u003e\n\u003cp\u003eAssistant Lecturer of the Nursing Administration Department, Faculty of Nursing, Ain Shams University,\u0026nbsp;Cairo,\u0026nbsp;Egypt.\u003c/p\u003e\n\u003cp\u003eSamia Mohamed Adam\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eProfessor of Nursing Administration, Faculty of Nursing,\u0026nbsp;Ain Shams University,\u0026nbsp;Cairo, Egypt.\u003c/p\u003e\n\u003cp\u003eAzza El-Azab Mohamed\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Assistant Professor of Nursing Administration, Faculty of Nursing, Ain Shams University, Cairo, Egypt.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOpen access funding was provided by the Science, Technology \u0026amp; Innovation Funding Authority (STDF) in cooperation with the Egyptian Knowledge Bank (EKB). The Science, Technology \u0026amp; The Egyptian Knowledge Bank and the Innovation Funding Authority (STDF) offer open-access funding (EKB). No private, public, or nonprofit funding agency provided funding for this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDue to confidentiality concerns, the data and materials used in the current study cannot be made publicly available. However, they are available from the corresponding author upon reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEvery approach and method used in this study was done in compliance with all applicable guidelines and rules. The study was approved by the Research Ethics Committee, Faculty of Nursing/Ain Shams University, Cairo, Egypt, [code number: 25.02.570] based on the standards of the committee, Faculty of Nursing/Ain Shams University. An official letter containing the title and the aim of the study was sent from the dean of the Faculty of Nursing at Ain Shams University to the director of each setting to obtain approval from the hospital administrator for data collection in the abovementioned settings. Informed consent for participation in the study was obtained from nurse interns after clarifying all aspects of the study. The study did not directly or indirectly expose nurses or nursing students to any diagnosis or treatment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eZheng J, Zhou J, Zheng X, Peng Q, Tang W. A qualitative study on the experiences and coping strategies of nursing interns facing bullying in nursing education. 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J Prof Nurs. 2020;36(1):69\u0026ndash;75. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.profnurs.2019.06.006\u003c/span\u003e\u003cspan address=\"10.1016/j.profnurs.2019.06.006\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Engagement, Nurse Interns, Transition","lastPublishedDoi":"10.21203/rs.3.rs-7087032/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7087032/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eNursing interns frequently experience transition shock. Transition is a complex and continuously shifting process that involves vital changes in roles, responsibilities, and goals as one phase ends and another begins.\u003c/p\u003e\u003ch2\u003eAim\u003c/h2\u003e\u003cp\u003eThe purpose of the study was to investigate the effect of a transition training program on work engagement among nurse interns.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eUsing a quasi-experimental design consisting of a single-group pretest, posttest, and follow-up test, the study was carried out at the Cairo, Egypt-affiliated Ain-Shams University Hospital, El-Demerdash Hospital, Pediatrics Hospital, and Cardiovascular Hospital. A simple random sampling technique was used, including 160 nurse interns. Data were gathered using three instruments: the nurse interns\u0026rsquo; transition knowledge questionnaire, the Casey-Fink Graduate Nurse Experience Survey, and the Utrecht Work Engagement Scale.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe nurse interns' transition knowledge, experience, and work engagement showed significant improvement post-implantation training program (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Post-training, total nursing interns\u0026rsquo; total knowledge (93.8%), total transition experience (91.3%), and total work engagement (90.6%). At the follow-up phase, total nursing interns\u0026rsquo; total knowledge (90.6%), total transition experience (84.4%), and total work engagement (85.6%).\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThe knowledge, transfer experience, and work engagement of nursing interns significantly improved following the implementation of the transition training program. To fill the gaps in clinical preparation, competency development, and the transition to professional practice, nursing education programs should implement structured internship curricula that combine academic knowledge with a variety of clinical experiences.\u003c/p\u003e\u003ch2\u003eClinical trial number\u003c/h2\u003e\u003cp\u003eNot applicable\u003c/p\u003e","manuscriptTitle":"The Effect of Transition Training Program on Nurse Interns Engagement","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-24 18:59:04","doi":"10.21203/rs.3.rs-7087032/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-08-25T09:18:22+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-18T22:34:46+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"259046807110125524254973906999729876844","date":"2025-08-07T05:15:41+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-23T12:26:12+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"210367541812996756741872091048673796299","date":"2025-07-22T09:41:47+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-07-22T09:03:31+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-07-11T08:47:03+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-11T07:13:48+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-11T07:12:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Nursing","date":"2025-07-09T19:52:28+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"da979834-01ab-4a84-90ff-58009dac61a3","owner":[],"postedDate":"July 24th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-12-15T16:03:59+00:00","versionOfRecord":{"articleIdentity":"rs-7087032","link":"https://doi.org/10.1186/s12912-025-04127-0","journal":{"identity":"bmc-nursing","isVorOnly":false,"title":"BMC Nursing"},"publishedOn":"2025-12-12 15:58:42","publishedOnDateReadable":"December 12th, 2025"},"versionCreatedAt":"2025-07-24 18:59:04","video":"","vorDoi":"10.1186/s12912-025-04127-0","vorDoiUrl":"https://doi.org/10.1186/s12912-025-04127-0","workflowStages":[]},"version":"v1","identity":"rs-7087032","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7087032","identity":"rs-7087032","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}