Journal of Nursing Management最新文献

Background: The literature review highlights that a motivated leader plays a key role in motivating employees and fostering a health-promoting work environment. Despite its importance, there is limited knowledge about the motivational forces, from a caring science perspective, that drive nurse leaders to develop a health-promoting work environment.

Aim: This study aims to gain a deeper understanding of the motivational forces driving nurse leaders toward developing a health-promoting work environment.

Method: A qualitative design with a hermeneutic approach inspired by Gadamer was chosen. Data were collected through semistructured interviews with 13 nurse leaders in northern Norway between December 2023 and February 2024. The Standards for Reporting Qualitative Research (SRQR) were followed in reporting the results.

Findings: The nurse leader’s motivational forces in developing a health-promoting work environment imbued with an ethos of (1) sense of inner responsibility for promoting the wellbeing of others, (2) sense of trusting relationships in the workplace, (3) sense of mastery through learning and development, and (4) sense of recognition from superiors through being seen, supported, and involved.

Conclusion: This study highlights the importance of raising awareness and articulating nurse leaders’ underlying motives and values. Doing so transforms abstract concepts into tangible factors that stakeholders can grasp. In particular, this insight provides valuable guidance to politicians and decision-makers on how to facilitate improved working conditions for nurse leaders, thereby maintaining and enhancing their motivation.

Implications for Nursing Leadership: The findings of this study recommend that superior leaders and policymakers should prioritize involving nurse leaders in decision-making and promoting their autonomy and room for action. In addition, it suggests facilitating further education and training programs for leaders, as well as maintaining leadership networks where nurse leaders can reflect, exchange experiences, and address challenges.

Background: Training the knowledge and skills needed to recognize and respond quickly to cardiac arrest significantly increases patient survival rates. Recent advances in life support training focus on simulations. Interprofessional education, involving collaborative training between nursing and medical students, would enhance mutual understanding of roles and perspectives, resulting in comprehensive and real-world learning experiences. Self-learning methodology in simulated environments actively engages students by combining problem-based learning with clinical simulation.

Objectives: To analyze the perspective of a group of nursing and medical students in interprofessional training with self-learning methodology in simulated environments, clinical simulation in cardiopulmonary resuscitation, as well as to describe the main strengths and weaknesses detected and worked on during cardiopulmonary resuscitation training with the self-learning methodology in simulated environments.

Method: This multicenter qualitative study, based on focus group analysis, delves into the views of nursing and medical students who underwent interprofessional clinical simulation training in cardiopulmonary resuscitation.

Results: Benefits such as increased interest, motivation, and sense of responsibility are highlighted, along with improvements in teamwork, interprofessional education, and acquisition of both technical and nontechnical skills. Participants valued the structured debriefing sessions, which allowed them to learn from their mistakes. Suggestions for improvement revolved around the time constraints and responsibilities inherent in the methodology.

Conclusions: Interprofessional cardiopulmonary resuscitation training using the self-learning methodology in simulated environments offers an innovative and effective approach to improve traditional cardiopulmonary resuscitation training paradigms.

Aims: The purpose of this study was to investigate the relationship between nurses’ perceived organizational support, work well-being, and medical narrative ability.

Background: With the proposed bio-psycho-social medical model, nurses’ medical narrative ability is closely related to patients’ health problems and quality of life. Nurses’ perceived organizational support and work well-being can improve nurses’ empathy and reflection ability to a certain extent and promote patients’ rehabilitation. However, the relationship between nurses’ perceived organizational support, work well-being, and medical narrative ability is unclear.

Methods: A total of 1831 nurses from 8 hospitals in China were surveyed using an online questionnaire that included nurses’ sociodemographic, perceived organizational support, work well-being, and medical narrative ability. IBM SPSS 27.0 was used for Pearson’s correlation analysis, one-way ANOVA, t-test, and mediation effect analysis using Model 4 in PROCESS (5000 resamples).

Results: The total mean score of perceived organizational support (46.68 ± 11.00), work well-being (53.09 ± 10.81), and medical narrative ability (154.48 ± 22.93) among nurses was found to be moderate. The relationship between perceived organizational support, work well-being, and medical narrative ability was significant, with correlation coefficients ranging from 0.348 to 0.685 (p < 0.01). The relationship between perceived organizational support and medical narrative ability is partially mediated by work well-being. The intermediate effect accounted for 52.36% of the total effect.

Conclusion: This study found that nurses’ work well-being mediated the relationship between perceived organizational support and medical narrative ability.

Implications for Nursing Management: This study evaluated nurses’ medical narrative ability and explored the relationship between nurses’ perceived organizational support, work well-being, and medical narrative ability. The results of this study can help nursing managers and educators to take appropriate measures to intervene nurses’ perceived organizational support and work well-being, so as to improve nurses’ medical narrative ability and optimize nursing quality.

Objective: To develop and psychometrically evaluate a questionnaire to assess attitudes towards invisible gender-based violence (Q-AIGV).

Background: Invisible gender-based violence is defined as discriminatory attitudes and beliefs towards women that are culturally accepted and normalised in society.

Methodology: This is a cross-sectional descriptive observational study. The development of the initial version of the questionnaire, a pilot study (N = 63) and a final validation study (N = 1264) were carried out. Reliability, validity, stability and readability were tested.

Results: Exploratory factor analysis revealed that the Q-AIGV is composed of 15 items distributed in three factors. Known-groups analysis detected significant differences in two groups with different characteristics (age and relationship duration). Criterion validity indicated the existence of a moderate and significant correlation (r = 0.469; p < 0.001) between the mean score of the Q-AIGV and the ‘Scale of Attitudes towards Gender-based Violence’. The Q-AIGV’s content validity index (CVI-t = 0.96) and internal consistency (α = 0.906) were excellent.

Conclusion: The Q-AIGV showed very good results for reliability, validity, stability and readability. This suggests that the Q-AIGV could be a good tool for assessing attitudes towards invisible gender-based violence.

Aim: This study investigated the impact of the COVID-19 pandemic on the emotional and spiritual well-being and the resilience of advanced clinical practitioners in the United Kingdom.

Background: Advanced clinical practitioners are experienced healthcare professionals educated to a master’s level who demonstrate expertise, professional judgment, and autonomy across four pillars of advanced practice. Normally, in nursing and the allied health professions, advanced clinical practitioners provide clinical leadership and improve clinical continuity by providing high-quality care to patients through complex decision-making and managing risk. The role contributes to workforce transformation enabling organizations to meet changing population, patient, and service delivery needs. Advanced clinical practitioners’ well-being and resilience were particularly at risk during the pandemic due to the increased workload, moral distress, redeployment into other clinical areas, and isolation. Phase 1 of this study identified that advanced clinical practitioners had worryingly low levels of well-being and resilience during the first 6 months of the pandemic. This paper reports Phase 2’ findings 1 year into the pandemic.

Method: Three hundred and seventy-one respondents completed an online survey comprising three validated scales assessing resilience and emotional and spiritual well-being.

Results: One year into the pandemic, advanced clinical practitioners reported a continued decline in their well-being, with average scores on this measure being 12 percent lower compared to prepandemic levels Differences also emerged in the scores of advanced clinical practitioners practicing in primary and secondary care services.

Conclusion: Our findings showed the ongoing deleterious impact of the pandemic on the well-being and resilience of advanced clinical practitioners. As the attention of healthcare leaders shifts to the delivery of services post-COVID-19, the longer-term impact of the pandemic on the mental health and well-being of the workforce, alongside the ongoing workforce crisis in the UK and globally, means the well-being and resilience of advanced clinical practitioners need urgent addressing if these role holders are to continue to lead patient care, workforce transformation, and service innovation. Tailored interventions to support advanced clinical practitioners appear necessary to prevent significant workforce impact including absenteeism, long-term stress, sickness absence, and loss to the healthcare workforce.

Aims: This study aimed to excavate the entry advices and suggestions for new-graduate nurses.

Background: Research based on social media analysis for advices to new-graduate nurses is rare. We conducted a detailed analysis and modularization of the relevant contents based on social media.

Design: A grounded theory study based on social media content.

Methods: The answers to questions such like “What’s your advices and suggestions for new-graduate nurses?” on a famous social media platform in China were searched, collected, coded, and analyzed until September 2023.

Results: Four core category modules including professional knowledge module, professional ability module, socialization and interpersonal communication module, and personal trait module were established. The theoretical framework of 21 main categories was also established.

Conclusion: Social media contents provide valuable and experienced advices and suggestions for new-graduate nurses in an efficient and convenient way. The analysis of these contents is helpful for new-graduate nurse education and management.

Background: The global environment is continually changing; therefore, adaptability has become a crucial skill in most careers, including nursing. Career adaptability, which is essential to nurses’ career development, influences nurse retention. However, to the best of our knowledge, no suitable tool has been developed for assessing the career adaptability of clinical nurses in Taiwan.

Aim: To translate the Career Adapt-Abilities Scale (CAAS) into traditional Chinese and validate the psychometric properties of this Chinese version of the CAAS (named CAAS-C).

Methods: A two-phase cross-sectional study was conducted. Purposive sampling was used to recruit 584 registered nurses from two teaching hospitals in Taiwan. The CAAS was translated in accordance with a modified version of Brislin’s guidelines, that is, through forward translation, back-translation, and expert committee review. Test–retest reliability, internal consistency, content validity, and construct validity were evaluated to assess the psychometric properties of the CAAS-C.

Results: The results revealed a content validity index value of 0.96. Confirmatory factor analyses revealed acceptable model fit. The test–retest reliability was excellent (intraclass correlation coefficient = 0.82), and the internal consistency of the CAAS-C was satisfactory (Cronbach’s alpha = 0.90–0.96).

Conclusions: The CAAS-C is a brief, valid, and reliable instrument for measuring the career adaptability of clinical nurses.

Implications for Nursing Management: The CAAS-C can be used to evaluate Taiwanese nurses’ career adaptability and develop effective strategies for improving nurses’ responsiveness to their rapidly changing work environments, which can improve adaptation and retention.

Background: Patient-centered ideas have become the key indicator of medical service quality, and patient-reported experience measures are ways to measure how well this idea is being implemented. There are currently numerous adult inpatient experience instruments available, and it is necessary to conduct such systematic reviews to discover any new instruments and help policymakers and researchers increase the likelihood of hearing true patients’ voices through appropriate selection of these instruments.

Objective: To identify existing adult inpatient experience measures and to critically appraise their development design and psychometric testing results.

Methods: EMBASE, PUBMED, Cochrane, CINAHL (EBSCOhost), PsycINFO, and ProQuest were searched from inception to March 2023. A comprehensive review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was conducted. Studies were identified via specific search terms and inclusion criteria. The methodological quality assessment was evaluated according to the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) checklist.

Results: A total of 29 articles reporting on 23 instruments were included. Each instrument demonstrated both satisfaction and disappointment during the development process and psychometric testing with the recommended criteria of the COSMIN checklist. Pilot tests and cognitive interviews were ignored or not reported in 9 studies. Only 5 studies evaluated the content validity. Among all measurement properties, internal consistency and structural validity were the two most frequently measured attributes. None of the 29 included studies assessed the responsiveness or measurement error of the scales.

Conclusion: Among a variety of adult inpatient experience instruments, only a limited number of studies were methodologically sound. Further research still needs to be conducted for the development and validation of patient-reported experience measures. New quality assessments, such as instrument utility, also should be implemented to provide a more complete evaluation of instruments in the information era.

Introduction. Nursing education involves a robust blend of theory and hands-on practice, crucial for cultivating the intricate abilities required to safely progress from being a student to becoming a proficient nursing professional. This training process was disrupted by the COVID-19 pandemic when the imposition of lockdowns compelled the transition of classes from in-person to online formats. Aim. This study aimed to assess the challenges in clinical training for nursing students during the COVID-19 pandemic, specifically examining how reductions in hands-on clinical practice have impacted their job satisfaction upon entering the workforce. Methods. It was an exploratory, descriptive, and cross-sectional study, using the Font Roja Questionnaire on job satisfaction as an instrument for data collection. The population was made up of Spanish nurses who graduated in 2020, 2021, and 2022. Results. The sample consisted of 390 nurses, 81.5% female, averaging 24.35 years old, with 76% having missed at least one month of clinical practice during their training. We found significant levels of dissatisfaction with job pressure and professional competence (52.3% and 40.8%, respectively). Statistically significant differences were found between gender, job pressure, year of graduation, and professional competence. Conclusion. The loss of clinical practice periods, a vital element in nursing education, has influenced the early careers of these nurses, particularly affecting certain aspects of their job satisfaction such as job pressure and professional competence.