Hiromi Tobe, Adrianna L. Watson, Gabriela Marquez, Rachel Detrick
Background Nursing students experience heightened stress and emotional burden during clinical training, but opportunities for structured resilience skill development remain limited. Aim To explore undergraduate nursing students' lived experiences of participation in a resilience‐enhancement program. Design Qualitative descriptive phenomenology. Methods Undergraduate students participated in a resilience‐enhancement pilot program adapted from Japan for American nursing students. Upon program completion, four semi‐structured focus groups were conducted. Sessions were audio‐recorded, transcribed and analysed inductively. Findings Three themes were identified: (1) Intrapersonal Resilience Strategies ; (2) Interpersonal & Accountability Supports ; and (3) Intervention Design & Delivery Factors . Students described increased emotional insight, stronger coping tools and the value of social accountability. Conclusion This study demonstrates that an undergraduate resilience‐enhancement program grounded in mindfulness, journaling and peer support is both feasible and meaningful for nursing students. Integrating brief, scalable resilience interventions into nursing curricula may help prepare the next generation of nurses to care effectively for patients and navigate the emotional, ethical and interpersonal demands of a rapidly evolving global healthcare landscape. Implications for the Profession and/or Patient Care This study addresses the global challenge of preparing nursing students for the emotional and relational demands of contemporary healthcare. The program's scalability and alignment with global workforce priorities highlight its potential relevance for nursing education internationally. Reporting Method This study adhered to the SRQR guidelines. Patient or Public Contribution None.
{"title":"Emerging Workforce Nurse Resilience‐Enhancement Program: A Qualitative Descriptive Phenomenological Study","authors":"Hiromi Tobe, Adrianna L. Watson, Gabriela Marquez, Rachel Detrick","doi":"10.1111/jan.70516","DOIUrl":"https://doi.org/10.1111/jan.70516","url":null,"abstract":"Background Nursing students experience heightened stress and emotional burden during clinical training, but opportunities for structured resilience skill development remain limited. Aim To explore undergraduate nursing students' lived experiences of participation in a resilience‐enhancement program. Design Qualitative descriptive phenomenology. Methods Undergraduate students participated in a resilience‐enhancement pilot program adapted from Japan for American nursing students. Upon program completion, four semi‐structured focus groups were conducted. Sessions were audio‐recorded, transcribed and analysed inductively. Findings Three themes were identified: (1) <jats:italic>Intrapersonal Resilience Strategies</jats:italic> ; (2) <jats:italic>Interpersonal & Accountability Supports</jats:italic> ; and (3) <jats:italic>Intervention Design & Delivery Factors</jats:italic> . Students described increased emotional insight, stronger coping tools and the value of social accountability. Conclusion This study demonstrates that an undergraduate resilience‐enhancement program grounded in mindfulness, journaling and peer support is both feasible and meaningful for nursing students. Integrating brief, scalable resilience interventions into nursing curricula may help prepare the next generation of nurses to care effectively for patients and navigate the emotional, ethical and interpersonal demands of a rapidly evolving global healthcare landscape. Implications for the Profession and/or Patient Care This study addresses the global challenge of preparing nursing students for the emotional and relational demands of contemporary healthcare. The program's scalability and alignment with global workforce priorities highlight its potential relevance for nursing education internationally. Reporting Method This study adhered to the SRQR guidelines. Patient or Public Contribution None.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"275 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Universitarisation of Nursing Science: Transformations, Advances, and Challenges for the Decades Ahead.","authors":"Sébastien Colson","doi":"10.1111/jan.70508","DOIUrl":"https://doi.org/10.1111/jan.70508","url":null,"abstract":"","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"221 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AIMSTo identify: (1) current evidence and gaps of PhD program components influencing PhD students' career outcomes; and (2) methods and tools used to assess the relationships between PhD program components and career outcomes.DESIGNPRISMA scoping review.METHODSSearch terms included PhD nursing students, PhD education, PhD-prepared nurse, PhD in nursing, nursing faculty, and assistant professor. Studies empirically assessing PhD program components and career outcomes (e.g., desires, attitudes, actual employment) were included. Two researchers conducted screening, data extraction, and inductive content analysis.DATA SOURCESPubMed, Scopus, and CINAHL in October 2025, without year and geographic location restrictions.RESULTSThe search yielded 379 studies. After title, abstract, and full-text screening, 13 studies were included. Analysis resulted in 10 factors spanning four categories: program preparation, readiness and satisfaction, impressions of the faculty role, and program support.CONCLUSIONExperiences in the PhD program likely influence students' desire to pursue academia. While this review synthesized influential factors, given significant gaps in the literature, there are likely more factors influencing student career desires. A more robust understanding of the factors during the PhD program which influence career outcomes is needed.PATIENT OR PUBLIC CONTRIBUTIONThis study did not include patient/public involvement in design, conduct, or reporting.
{"title":"What We Know-and Need to Know-About Nursing PhD Programs and Influences on the PhD-Faculty Pipeline: A Scoping Review.","authors":"Olivia M Halabicky,Joshua Porat-Dahlerbruch","doi":"10.1111/jan.70506","DOIUrl":"https://doi.org/10.1111/jan.70506","url":null,"abstract":"AIMSTo identify: (1) current evidence and gaps of PhD program components influencing PhD students' career outcomes; and (2) methods and tools used to assess the relationships between PhD program components and career outcomes.DESIGNPRISMA scoping review.METHODSSearch terms included PhD nursing students, PhD education, PhD-prepared nurse, PhD in nursing, nursing faculty, and assistant professor. Studies empirically assessing PhD program components and career outcomes (e.g., desires, attitudes, actual employment) were included. Two researchers conducted screening, data extraction, and inductive content analysis.DATA SOURCESPubMed, Scopus, and CINAHL in October 2025, without year and geographic location restrictions.RESULTSThe search yielded 379 studies. After title, abstract, and full-text screening, 13 studies were included. Analysis resulted in 10 factors spanning four categories: program preparation, readiness and satisfaction, impressions of the faculty role, and program support.CONCLUSIONExperiences in the PhD program likely influence students' desire to pursue academia. While this review synthesized influential factors, given significant gaps in the literature, there are likely more factors influencing student career desires. A more robust understanding of the factors during the PhD program which influence career outcomes is needed.PATIENT OR PUBLIC CONTRIBUTIONThis study did not include patient/public involvement in design, conduct, or reporting.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"74 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Missed Nursing Care Entering Its Academic Maturity: A Call for Conceptual Renewal and Research Innovation.","authors":"Alvisa Palese","doi":"10.1111/jan.70517","DOIUrl":"https://doi.org/10.1111/jan.70517","url":null,"abstract":"","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"91 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AIMSTo examine published studies on nursing academics' experience with student incivility, explore their management strategies, and identify existing knowledge gaps.DESIGNThis scoping review was guided by Arksey and O'Malley's five-stage framework.DATA SOURCESStudies published between 2009 and June 2024 in English were retrieved from PubMed, CINAHL Complete, ProQuest, and Scopus.METHODSThe review included qualitative, quantitative, and mixed-methods studies on nursing academics' experiences or perceptions of student incivility and/or interventions to manage it in higher education. Data were analysed using descriptive methods.RESULTSThirty-five studies met the inclusion criteria. The studies mostly explored nursing academics' experiences (n = 18) or perceptions (n = 15) of student incivility. Of the eleven studies that investigated how academic staff address student incivility, nine were interventional studies and two qualitative studies explored academics' experiences.CONCLUSIONThe prevalence of reported nursing student incivility is substantial in the literature, yet there is limited evidence on sustainable, targeted management strategies to address the issue and support nursing academics.IMPLICATIONS FOR THE PROFESSIONALFurther research is needed to evaluate the feasibility and long-term effectiveness of strategies and interventions aimed at reducing student incivility and to explore effective management strategies adopted by nursing academics across diverse cultural and online learning settings. It is critical to develop interventions that address the root causes of student nurse incivility and strengthen institutional support systems.IMPACTThis scoping review addresses gaps in the literature on managing nursing student incivility across diverse learning environments, providing evidence to inform the development of contextually appropriate strategies that support nursing academics in managing incivility effectively within evolving educational settings.REPORTING METHODThis review followed the PRISMA Extension for Scoping Review (PRISMA-ScR) Checklist.PATIENT OR PUBLIC CONTRIBUTIONNo patient or public involvement.
{"title":"Student Incivility and Its Management From a Nursing Academic's Perspective: A Scoping Review.","authors":"Yan Lee,Lin Zhao,Sonja Cleary","doi":"10.1111/jan.70466","DOIUrl":"https://doi.org/10.1111/jan.70466","url":null,"abstract":"AIMSTo examine published studies on nursing academics' experience with student incivility, explore their management strategies, and identify existing knowledge gaps.DESIGNThis scoping review was guided by Arksey and O'Malley's five-stage framework.DATA SOURCESStudies published between 2009 and June 2024 in English were retrieved from PubMed, CINAHL Complete, ProQuest, and Scopus.METHODSThe review included qualitative, quantitative, and mixed-methods studies on nursing academics' experiences or perceptions of student incivility and/or interventions to manage it in higher education. Data were analysed using descriptive methods.RESULTSThirty-five studies met the inclusion criteria. The studies mostly explored nursing academics' experiences (n = 18) or perceptions (n = 15) of student incivility. Of the eleven studies that investigated how academic staff address student incivility, nine were interventional studies and two qualitative studies explored academics' experiences.CONCLUSIONThe prevalence of reported nursing student incivility is substantial in the literature, yet there is limited evidence on sustainable, targeted management strategies to address the issue and support nursing academics.IMPLICATIONS FOR THE PROFESSIONALFurther research is needed to evaluate the feasibility and long-term effectiveness of strategies and interventions aimed at reducing student incivility and to explore effective management strategies adopted by nursing academics across diverse cultural and online learning settings. It is critical to develop interventions that address the root causes of student nurse incivility and strengthen institutional support systems.IMPACTThis scoping review addresses gaps in the literature on managing nursing student incivility across diverse learning environments, providing evidence to inform the development of contextually appropriate strategies that support nursing academics in managing incivility effectively within evolving educational settings.REPORTING METHODThis review followed the PRISMA Extension for Scoping Review (PRISMA-ScR) Checklist.PATIENT OR PUBLIC CONTRIBUTIONNo patient or public involvement.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"3 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jamie Qiao Xin Ng,Mahesh Choolani,Liang Shen, Aayisha,Lubna Shah,Shang Chee Chong,Cornelia Ying Ing Chee,Yong Shian Goh,Jancy Mathews,Evalotte Mörelius,Johan Gunnar Eriksson,Shefaly Shorey
BACKGROUNDAt-risk mothers experience disproportionately higher rates of antenatal depression and anxiety, which can hinder mother-infant bonding and adversely affect infant socioemotional development. Despite growing evidence on postpartum mental health, antenatal risk factors among psychosocially vulnerable mothers remain underexplored, particularly in multi-ethnic Asian settings.AIMTo identify factors associated with antenatal depression, anxiety, and maternal-fetal bonding among at-risk mothers.METHODSThis cross-sectional observational study was nested within an ongoing randomised controlled trial. Two hundred at-risk mothers, defined as single, of low socioeconomic status, referred for psychosocial support, at risk of depression, with adverse childhood experiences, or with a fetus with a congenital malformation, were recruited from outpatient obstetric clinics between February and September 2024. Participants completed online self-administered questionnaires assessing antenatal depression, anxiety, perceived stress, social support, parenting self-efficacy, and maternal-fetal bonding. General Linear Models were used to analyse data and identify factors associated with depression, anxiety, and bonding.RESULTSHigher perceived stress was associated with increased depression (β = 0.28, p < 0.001) and anxiety (β = 1.28, p < 0.001) and poorer bonding (β = 0.08, p = 0.02), while greater social support predicted lower anxiety (β = -0.31, p < 0.001). Higher parenting self-efficacy was linked to stronger bonding (β = -0.09, p = 0.06). Younger mothers (β = -2.68, p = 0.025) and Indian mothers (β = 7.46, p = 0.017) were particularly vulnerable to anxiety, whereas post-secondary education was protective against depression (β = -1.44, p = 0.02). Model fit ranged from 0.14 to 0.65.CONCLUSIONPerceived stress, social support, and parenting self-efficacy significantly influenced antenatal mental health and bonding in at-risk mothers. These findings underscore the need for culturally sensitive, nurse/midwife-led interventions that integrate early screening, stress reduction, and empowerment strategies within routine antenatal care to strengthen maternal mental health and early bonding outcomes. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: (1) Nurses and midwives play a critical role in screening for antenatal depression and anxiety in mothers with risk profiles highlighted in this study. (2) Culturally responsive nursing practice that demonstrates sensitivity towards sociocultural pressures is needed to provide individualised care. (3) Integration of digital and community-based antenatal education programs could provide more equitable access to care for at-risk mothers who may face barriers to in-person care.IMPACT(1) Despite having a higher susceptibility for antenatal mental health conditions, risk factors for antenatal depression, anxiety, and maternal-infant bonding have been underexplored in at-risk mothers. (2) Antenatal stress and anxiety are univ
背景：高风险母亲在产前抑郁和焦虑的比例更高，这可能会阻碍母婴关系，并对婴儿的社会情感发展产生不利影响。尽管关于产后心理健康的证据越来越多，但在心理社会脆弱的母亲中，产前风险因素仍未得到充分探索，特别是在多种族的亚洲环境中。目的：确定高危母亲产前抑郁、焦虑和母胎结合的相关因素。方法本横断面观察性研究嵌套在一项正在进行的随机对照试验中。在2024年2月至9月期间，从门诊产科诊所招募了200名高危母亲，定义为单身，社会经济地位低，转介心理社会支持，有抑郁风险，有不良童年经历或胎儿有先天性畸形。参与者完成了在线自我管理的问卷，评估产前抑郁、焦虑、感知压力、社会支持、父母自我效能和母婴关系。一般线性模型用于分析数据并确定与抑郁、焦虑和结合相关的因素。结果较高的压力感知与抑郁（β = 0.28, p < 0.001）、焦虑（β = 1.28, p < 0.001）和较差的联系（β = 0.08, p = 0.02）相关，较高的社会支持与较低的焦虑（β = -0.31, p < 0.001）相关。更高的父母自我效能感与更强的亲子关系有关（β = -0.09, p = 0.06）。年轻母亲（β = -2.68, p = 0.025）和印度母亲（β = 7.46, p = 0.017）特别容易焦虑，而中学后教育对抑郁有保护作用（β = -1.44, p = 0.02）。模型拟合范围为0.14 ~ 0.65。结论压力感知、社会支持和父母自我效能感对高危母亲的产前心理健康和亲子关系有显著影响。这些发现强调需要采取文化敏感的、护士/助产士主导的干预措施，将早期筛查、减轻压力和赋权战略纳入常规产前保健，以加强孕产妇心理健康和早期结合结果。对专业和/或患者护理的启示：(1)护士和助产士在筛查具有本研究中强调的风险特征的母亲的产前抑郁和焦虑方面发挥着关键作用。(2)需要对社会文化压力敏感的文化响应性护理实践来提供个性化护理。(3)数字化和基于社区的产前教育项目的整合可以为可能面临当面护理障碍的高危母亲提供更公平的护理机会。影响(1)尽管有较高的产前心理健康状况易感性，产前抑郁、焦虑和母婴关系的风险因素在高危母亲中尚未得到充分探索。(2)产前压力和焦虑与抑郁存在普遍关联，而母亲自我效能感和感知社会支持是关键的保护因素。(3)本研究结果提示，需要通过早期筛查和护士主导的干预措施，支持母亲育儿自我效能感和压力管理，以改善高危母亲的心理健康状况。报告方法：strobe报告清单。病人或公众捐款：没有病人或公众捐款。
{"title":"Factors Associated With Maternal Depression, Anxiety and Mother-Infant Bonding in At-Risk Mothers During Pregnancy: A Cross-Sectional Observational Study.","authors":"Jamie Qiao Xin Ng,Mahesh Choolani,Liang Shen, Aayisha,Lubna Shah,Shang Chee Chong,Cornelia Ying Ing Chee,Yong Shian Goh,Jancy Mathews,Evalotte Mörelius,Johan Gunnar Eriksson,Shefaly Shorey","doi":"10.1111/jan.70513","DOIUrl":"https://doi.org/10.1111/jan.70513","url":null,"abstract":"BACKGROUNDAt-risk mothers experience disproportionately higher rates of antenatal depression and anxiety, which can hinder mother-infant bonding and adversely affect infant socioemotional development. Despite growing evidence on postpartum mental health, antenatal risk factors among psychosocially vulnerable mothers remain underexplored, particularly in multi-ethnic Asian settings.AIMTo identify factors associated with antenatal depression, anxiety, and maternal-fetal bonding among at-risk mothers.METHODSThis cross-sectional observational study was nested within an ongoing randomised controlled trial. Two hundred at-risk mothers, defined as single, of low socioeconomic status, referred for psychosocial support, at risk of depression, with adverse childhood experiences, or with a fetus with a congenital malformation, were recruited from outpatient obstetric clinics between February and September 2024. Participants completed online self-administered questionnaires assessing antenatal depression, anxiety, perceived stress, social support, parenting self-efficacy, and maternal-fetal bonding. General Linear Models were used to analyse data and identify factors associated with depression, anxiety, and bonding.RESULTSHigher perceived stress was associated with increased depression (β = 0.28, p < 0.001) and anxiety (β = 1.28, p < 0.001) and poorer bonding (β = 0.08, p = 0.02), while greater social support predicted lower anxiety (β = -0.31, p < 0.001). Higher parenting self-efficacy was linked to stronger bonding (β = -0.09, p = 0.06). Younger mothers (β = -2.68, p = 0.025) and Indian mothers (β = 7.46, p = 0.017) were particularly vulnerable to anxiety, whereas post-secondary education was protective against depression (β = -1.44, p = 0.02). Model fit ranged from 0.14 to 0.65.CONCLUSIONPerceived stress, social support, and parenting self-efficacy significantly influenced antenatal mental health and bonding in at-risk mothers. These findings underscore the need for culturally sensitive, nurse/midwife-led interventions that integrate early screening, stress reduction, and empowerment strategies within routine antenatal care to strengthen maternal mental health and early bonding outcomes. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: (1) Nurses and midwives play a critical role in screening for antenatal depression and anxiety in mothers with risk profiles highlighted in this study. (2) Culturally responsive nursing practice that demonstrates sensitivity towards sociocultural pressures is needed to provide individualised care. (3) Integration of digital and community-based antenatal education programs could provide more equitable access to care for at-risk mothers who may face barriers to in-person care.IMPACT(1) Despite having a higher susceptibility for antenatal mental health conditions, risk factors for antenatal depression, anxiety, and maternal-infant bonding have been underexplored in at-risk mothers. (2) Antenatal stress and anxiety are univ","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"33 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Perspective of Nursing Over Half a Century: A Fabulous Profession and a Wonderful Career.","authors":"Patricia M Davidson","doi":"10.1111/jan.70503","DOIUrl":"https://doi.org/10.1111/jan.70503","url":null,"abstract":"","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"145 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aoyjai P Montgomery,Joseph R Travis,Joyce B Stevens,Jennifer A Werthman,Ja-Lin Carter,Shea Polancich,Patricia A Patrician
AIMThis project team aims to (1) evaluate the effectiveness of the Workforce Engagement for Compassionate Advocacy, Resilience, and Empowerment (WE CARE) program in improving the work environment, workplace mental health, and nurse outcomes, and (2) examine underlying factors influencing job satisfaction and intent to leave among staff nurses.DESIGNQuasi-experimental designs with one-group pre-post program design using online surveys.METHODSPre-program data were collected in June 2022 (n = 706), followed by the implementation of multifaceted, evidence-based interventions delivered by the WE CARE team, such as wellness rounding and resilience education. Post-program data were collected in November 2024 (n = 417). Mixed-effects regression models were utilised for analysis.RESULTSThe WE CARE program was associated with statistically significant improvements in the overall work environment, workplace mental health (excluding resilience), and nurse outcomes, including job satisfaction and intent to leave. Job satisfaction positively correlated with a supportive work environment, recognition, and trust in supervisors, and negatively correlated with burnout, compassion fatigue, and distress. Higher levels of burnout and distress significantly increased the likelihood of nurses intending to leave their jobs, while greater trust in leadership and perceived organisational support were protective factors against leaving the job.CONCLUSIONThe project supports the effectiveness of evidence-based workforce engagement interventions in real-world healthcare settings to enhance the work environment, workplace mental health, and nurse outcomes. Interventions targeting emotional well-being, recognition, burnout reduction, and leadership trust may improve job satisfaction and reduce nurses' turnover intentions.IMPACTThe program directly resulted in nurse leaders recognising the value of the WE CARE initiative and sustaining the team beyond the funding period. This project addresses a significant gap in the nurse well-being literature by demonstrating the effectiveness of a nurse-led, multifaceted wellness program designed specifically for nurses.PATIENT OR PUBLIC CONTRIBUTIONNo patient or public contribution.
{"title":"Evaluating the WE CARE Program's Impact on Job Satisfaction and Intent to Leave.","authors":"Aoyjai P Montgomery,Joseph R Travis,Joyce B Stevens,Jennifer A Werthman,Ja-Lin Carter,Shea Polancich,Patricia A Patrician","doi":"10.1111/jan.70507","DOIUrl":"https://doi.org/10.1111/jan.70507","url":null,"abstract":"AIMThis project team aims to (1) evaluate the effectiveness of the Workforce Engagement for Compassionate Advocacy, Resilience, and Empowerment (WE CARE) program in improving the work environment, workplace mental health, and nurse outcomes, and (2) examine underlying factors influencing job satisfaction and intent to leave among staff nurses.DESIGNQuasi-experimental designs with one-group pre-post program design using online surveys.METHODSPre-program data were collected in June 2022 (n = 706), followed by the implementation of multifaceted, evidence-based interventions delivered by the WE CARE team, such as wellness rounding and resilience education. Post-program data were collected in November 2024 (n = 417). Mixed-effects regression models were utilised for analysis.RESULTSThe WE CARE program was associated with statistically significant improvements in the overall work environment, workplace mental health (excluding resilience), and nurse outcomes, including job satisfaction and intent to leave. Job satisfaction positively correlated with a supportive work environment, recognition, and trust in supervisors, and negatively correlated with burnout, compassion fatigue, and distress. Higher levels of burnout and distress significantly increased the likelihood of nurses intending to leave their jobs, while greater trust in leadership and perceived organisational support were protective factors against leaving the job.CONCLUSIONThe project supports the effectiveness of evidence-based workforce engagement interventions in real-world healthcare settings to enhance the work environment, workplace mental health, and nurse outcomes. Interventions targeting emotional well-being, recognition, burnout reduction, and leadership trust may improve job satisfaction and reduce nurses' turnover intentions.IMPACTThe program directly resulted in nurse leaders recognising the value of the WE CARE initiative and sustaining the team beyond the funding period. This project addresses a significant gap in the nurse well-being literature by demonstrating the effectiveness of a nurse-led, multifaceted wellness program designed specifically for nurses.PATIENT OR PUBLIC CONTRIBUTIONNo patient or public contribution.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"30 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AIMTo explore the experience and practices of clinical research nurses in Victoria, Australia.DESIGNQualitative descriptive design with reflexive thematic analysis.METHODOLOGYSemi-structured interviews were conducted with ten clinical research nurses between October and December 2023 in Victoria, Australia.RESULTSThree phases (overarching themes) were generated: (1) Becoming a clinical research nurse, occurred by chance with a stressful and unsupportive transition period; (2) Being a clinical research nurse, was described as an ongoing development of confidence, specialised skills and knowledge; and (3) Building a clinical research nurse role, was described as challenging due to limited educational and career opportunities.CONCLUSIONClinical research nurses experienced a limited number of clear educational and career pathways that they could use to plan and grow in the nursing profession.IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CAREAddressing support and career development needs may ease clinical research nurses' transition and improve career planning.IMPACTThis study addresses a gap by highlighting the limited structured career pathways, formal mentorship and ongoing educational planning for clinical research nurses. Findings illustrate that clinical research nurses often begin unprepared, gradually develop confidence and skills, but continue to struggle with unclear career development plans. The findings can inform nursing leadership, educators and policymakers to better support clinical research nurses.REPORTING METHODThe Consolidated Criteria for Reporting Qualitative Research Checklist (COREQ).PATIENT OR PUBLIC CONTRIBUTIONNo patient or public contribution.
{"title":"Becoming, Being and Building: A Qualitative Descriptive Study of the Experiences of Clinical Research Nurses.","authors":"Laura H Chen,David Edvardsson,Ashleigh E Butler","doi":"10.1111/jan.70487","DOIUrl":"https://doi.org/10.1111/jan.70487","url":null,"abstract":"AIMTo explore the experience and practices of clinical research nurses in Victoria, Australia.DESIGNQualitative descriptive design with reflexive thematic analysis.METHODOLOGYSemi-structured interviews were conducted with ten clinical research nurses between October and December 2023 in Victoria, Australia.RESULTSThree phases (overarching themes) were generated: (1) Becoming a clinical research nurse, occurred by chance with a stressful and unsupportive transition period; (2) Being a clinical research nurse, was described as an ongoing development of confidence, specialised skills and knowledge; and (3) Building a clinical research nurse role, was described as challenging due to limited educational and career opportunities.CONCLUSIONClinical research nurses experienced a limited number of clear educational and career pathways that they could use to plan and grow in the nursing profession.IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CAREAddressing support and career development needs may ease clinical research nurses' transition and improve career planning.IMPACTThis study addresses a gap by highlighting the limited structured career pathways, formal mentorship and ongoing educational planning for clinical research nurses. Findings illustrate that clinical research nurses often begin unprepared, gradually develop confidence and skills, but continue to struggle with unclear career development plans. The findings can inform nursing leadership, educators and policymakers to better support clinical research nurses.REPORTING METHODThe Consolidated Criteria for Reporting Qualitative Research Checklist (COREQ).PATIENT OR PUBLIC CONTRIBUTIONNo patient or public contribution.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"1 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146069982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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