International Nursing Review最新文献

Aims: To investigate how nursing students' professional identity, clinical learning environment, financial incentives, and career opportunities influence their intention to migrate.

Background: There is a preponderance of studies about nurse migration and its impact on the global nursing workforce. However, a critical gap remains about nursing students' intentions to migrate, particularly among developing countries like the Philippines.

Methods: Using a cross-sectional design, third- and fourth-year nursing students (n = 316) from the largest comprehensive university in Manila were conveniently recruited. Data were collected from November to December 2023 using five validated self-report scales. Descriptive (e.g., mean, standard deviation) and inferential statistics (e.g., Spearman rho, covariance-based structural equation modeling) were used to analyze data.

Results: The emerging model demonstrated acceptable model fit indices. Nursing students' professional identity (β = 0.18, p = 0.043) and financial incentives (β = 0.10, p = 0.046) significantly and positively influence the intention to migrate. The satisfaction with future career opportunities (β = -0.12, p = 0.038) and clinical learning environment perception (β = -0.15, p = 0.048) negatively influence the intention to migrate. These four predictors accounted for 4.60% of the total variance of intention to migrate.

Conclusion: Nursing students' professional identity and financial incentives directly impact intent to migrate, whereas future career opportunities satisfaction and clinical learning environment inversely affect intent to migrate.

Implications for nursing practice and policy: This study underscores the imperative for nursing colleges and faculty to promote positive professional identity and provide a conducive clinical learning environment to develop sustainable nurses' migration policies.

Aim: This study aimed to examine nursing students' self-esteem levels and attitudes toward the nursing profession.

Background: Although it is important to choose a profession that will make the person happy in many aspects such as one's abilities, interests, values, attitudes, personal goals, and social expectations, it has an important place, especially in a profession such as nursing, which involves intense emotional and physical load.

Methods: The study population was 390 nursing students at a foundation university in Istanbul, while the sample included 202 students. Data were collected between January 16, 2023, and February 15, 2023, with the Demographic Data Collection Tool, Coopersmith Self-Esteem Inventory, and the Attitude Scale for Nursing Profession. The data were analyzed using the SPSS 27.0 program. The STROBE checklist was used to report the study.

Results: The mean age of the participants was 20.79 ± 1.72 (years), among which 65.3% were in the 20-22 age range, 76.7% were female, and 29.7% were in the first grade. A positive but very weak relationship was found between the Coopersmith Self-Esteem Inventory and the Attitude Scale for Nursing Profession scores (p < 0.05).

Conclusion: The results show that professionalization and socialization processes greatly affect nursing students' self-esteem. Considering the extended period that students spend in academic institutions under the guidance of faculty members, this matter deserves greater attention.

Implications for nursing: While developing the curriculum and education process, factors that support the development of self-esteem in nursing students should be taken into account and initiatives should be planned to increase positive attitudes toward the profession. Nursing students can gain different perspectives by spending more time with nurses in hospitals.

Aim: To explore factors associated with Taiwanese nurse educators' behaviour or intention to teach lesbian, gay, bisexual and transgender (LGBT) health content.

Background: Nurse educators were found to have limited experiences and readiness to teach LGBT health content. However, limited evidence exists to comprehensively understand factors associated with nurse educators' behaviour and intentions to teach LGBT health content.

Methods: A qualitative descriptive study design was adopted. A total of 24 nurse educators were interviewed. One-on-one interviews were conducted employing a semi-structured topic guide and were audio-recorded. Interview data were analysed using the socio-ecological model and constant comparative technique. This article was reported according to the Consolidated Criteria for Reporting Qualitative Research checklist.

Findings: Most nurse educators had no experience of teaching LGBT health content and expressed their low or no intention to teach it. Factors associated with nurse educators' behaviour and intention to teach LGBT content were categorised by the socio-ecological model level: intrapersonal factors, interpersonal factors, community factors and societal and policy factors.

Conclusion: This study identified multilevel factors associated with Taiwanese nurse educators' behaviour and intention to teach LGBT health content. Recommendations were provided to address multilevel barriers to diminish nurse educators' challenges in teaching LGBT health content.

Implications for nursing and nursing policy: Supervisors of nurse educators should assess and discuss nurse educators' concerns and competencies regarding teaching LGBT health content. To address schools' or organisations' adverse climates and conventional societal atmosphere, related policies and regulations should be developed and implemented.

Aim: This study aimed to examine the level of work engagement and to identify the factors influencing the work engagement of nurses.

Background: Work engagement plays a crucial role in enhancing the efficiency of outcomes and the standard of care in nursing and healthcare services.

Methods: A descriptive predictive design and stratified random sampling was used to select 206 nurses from three general hospitals in Naypyitaw, Myanmar.. Research instruments consisted of the demographic data form, the Utrecht Work Engagement Scale, the Global Transformational Leadership Scale, the Survey of Perceived Organizational Support, and the Psychological Capital Questionnaire. The results were explored by applying descriptive statistics and stepwise multiple regression.

Results: Overall work engagement was at an average level. Transformational leadership and psychological capital could affect work engagement, explaining 19.34% of the total variance; however, perceived organizational support, age, and work experience did not show any impact on it.

Conclusions: The findings recommend that nurse administrators should focus on transformational leadership and psychological capital in formulating strategies to increase nurses' work engagement.

Implications for nursing and health policy: The outcomes might provide baseline information for nurse administrators and policymakers by formulating management strategies to enhance nursing leaders' awareness, knowledge, and skills about transformational leadership behaviors and to keep nurses holding self-efficacy, hope, optimism, and resilience of psychological capital in healthcare organizations, which ultimately increase nurses' engagement at work.