Résumés
Résumé
Problématique : Dans un contexte de pénurie mondiale de personnel infirmier, la rétention des étudiants en sciences infirmières constitue un enjeu majeur pour les décideurs des systèmes de santé. Les stages cliniques, qui occupent une place prépondérante dans la formation, représentent souvent une période déstabilisante au cours de laquelle le choc de la réalité peut fragiliser l'engagement des étudiants envers leur programme d'études en sciences infirmières et envers la profession.
Objectif : L'objectif de cette étude est d'examiner le rôle médiateur de l'engagement affectif dans la relation entre le choc de la réalité et l'intention d'abandonner le programme d'études en sciences infirmières.
Méthode : Un devis transversal a été mené auprès de 139 étudiants inscrits en troisième ou quatrième année d'un programme universitaire francophone. Les données ont été recueillies à partir de mesures validées et analysées à l'aide du macro PROCESS (modèle 4, bootstrap 5000), dans le cadre d'une analyse de médiation visant à évaluer le rôle médiateur de l'engagement affectif dans la relation entre le choc de la réalité et l'intention d'abandonner.
Résultats : Le choc de la réalité est négativement associé à l'engagement affectif, lequel est lui-même négativement associé à l'intention d'abandonner. L'analyse de médiation révèle un effet indirect significatif, indiquant une médiation partielle de l'engagement affectif dans la relation entre le choc de la réalité et l'intention d'abandonner.
Conclusion : Ces résultats soulignent l'importance de considérer l'engagement affectif comme un levier stratégique de rétention. En agissant sur les facteurs émotionnels et identitaires du parcours académique des étudiants, les établissements de formation peuvent mieux soutenir la persévérance et prévenir l'abandon. Les milieux pédagogiques et cliniques devraient mettre en œuvre des stratégies ciblées visant à préparer les étudiants aux réalités du terrain et à renforcer leur attachement à la profession infirmière.
Mots-clés :
- choc de la réalité,
- engagement affectif,
- intention d’abandonner,
- stages cliniques,
- sciences infirmières
Abstract
Problem Statement: In the context of the global nursing shortage, retaining students in nursing education programs is a strategic priority for health care systems. Clinical placements, a central component of nursing education, expose students to complex situations that can trigger reality shock, caused by the gap between expectations shaped during education and the actual conditions of practice. This experience can undermine students’ affective commitment to their education and increase their intention to withdraw from the program.
Objective: This study aims to examine the mediating role of affective commitment in the relationship between reality shock and the intention to withdraw from a nursing education program.
Method: A cross-sectional quantitative correlational study was conducted with 139 students enrolled in the third or fourth year of a 4-year entry-to-practice Bachelor of Science in Nursing program at a participating francophone Canadian university (outside of Quebec). Data were collected using an electronic questionnaire and then analyzed using a simple mediation model (Model 4) estimated with the PROCESS macro for SPSS.
Results: Reality shock is negatively associated with affective commitment to the educational program and positively correlated with the intention to withdraw. Affective commitment is negatively associated with the intention to withdraw. Mediation analysis reveals a significant indirect effect, suggesting partial mediation by affective commitment in the relationship between reality shock and the intention to withdraw.
Conclusion: These findings highlight the central role of affective commitment in the relationship between reality shock experienced during clinical placements and the intention to withdraw from the educational program. They suggest that clinical experiences likely to undermine students’ emotional attachment, as well as their sense of identification with and belonging to their program, may contribute to withdrawal intentions. Paying particular attention to the shock experienced in clinical placements, along with the pedagogical and relational conditions that support students’ affective commitment, represents a meaningful avenue for reflection to promote retention in nursing education programs.
Keywords:
- reality shock,
- affective commitment,
- intention to withdraw,
- clinical placements,
- nursing education
Parties annexes
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