J Korean Acad Soc Nurs Educ.  2026 Aug;32(3):359-370. 10.5977/jkasne.2026.32.3.359.

Effects of the clinical education program led by a clinical nurse educator on nursing practice readiness, transition shock, and education satisfaction for newly graduated nurses

• Hwang D
• Kim Y
• Kwon YE
• Shin S

• KMID: 2584565
• DOI: http://doi.org/10.5977/jkasne.2026.32.3.359

Abstract

Purpose
This study evaluated the effects of a 12-week clinical education program led by a clinical nurse educator (CNE) on newly graduated nurses’ nursing practice readiness, transition shock, and education satisfaction based on Kirkpatrick’s model.
Methods
A nonequivalent control group pretest–posttest design was employed. Participants were newly graduated nurses hired at a university hospital in Seoul between August 2024 and May 2025. The experimental group (n=26) received the CNE-led program in addition to usual preceptorship, while the control group (n=26) received only preceptorship. While nursing practice readiness, transition shock, and education satisfaction were measured post-intervention, nursing practice readiness was also measured pre-intervention.
Results
Education satisfaction was significantly higher in the experimental group than in the control group. Although the between-group difference in overall nursing practice readiness was not statistically significant, nursing practice readiness increased within the experimental group. Subdomain analyses revealed greater improvements in patient-centeredness, self-regulation, and collaborative interpersonal relationships within the experimental group than within the control group. Regarding transition shock, the experimental group reported significantly better coworker relationships than did the control group.
Conclusion
The CNE-led clinical education program improved education satisfaction and strengthened selected components of nursing practice readiness. However, its effects on transition shock were mixed; no significant difference was observed in the overall score, and subscale findings were divergent in direction.

Keyword

Psychological adaptation; Clinical competence; Nurses; Nursing education research; Personal satisfaction; 심리적 적응; 임상실무역량; 간호사; 간호교육연구; 교육만족도