ABSTRACT
Introduction: Shift work and demanding work schedules contribute to occupational fatigue, negatively affecting patient safety and nurses' well-being, consequently placing nurses and patients at risk for injury and adverse health outcomes. For preventing fatigue and minimizing its negative consequences, information about its characteristics and associated factors is required. Objectives: This study aimed to assess occupational fatigue "acute fatigue, chronic fatigue, and inter-shift recovery" among Saudi nurses working 8-h shifts. Further, we explored factors associated with fatigue from nurses' perspectives. Methods: We conducted a mixed-method study with a convenience sample of Saudi nurses (N = 282) working in four public hospitals in Saudi Arabia. Data were collected using the nurses' profile form; the occupational fatigue exhaustion recovery (OFER) scale, for relevant quantitative data; and open-ended questions for qualitative data. We used descriptive and inferential statistics for analysing the quantitative data and content analysis of the qualitative data. Results: The results showed that Saudi nurses rated themselves moderately fatigued with working 8-h shifts. The inter-shift recovery subscale showed a negative correlation with chronic fatigue and acute fatigue (r = -0.518, r = -0.356, P < 0.001). Sleeping problems, meals per day, and frequency of exercise showed significant relations with chronic fatigue among nurses (p < 0.05). In addition, three categories were derived from the qualitative content analysis. Saudi nurses reported work-related, psychosocial, and individual factors as major contributors to fatigue and recovery. Conclusion: Occupational fatigue is a multidimensional issue, and nurses and nurse managers are challenged with reducing its prevalence and negative impact on nurses and patients. Our quantitative and qualitative findings suggest the need for a comprehensive approach to fatigue management and mitigation, including organizational support, creative workforce planning, flexible work schedules, and psychosocial support. Fatigue reduction and prevention policies and educational programs are vital strategies to improve nurses' well-being and inter-shift recovery.
ABSTRACT
OBJECTIVES: This study investigates the differences between nursing students' surface and deep approaches to learning across their demographic profiles. Further, this study explores the association between the participants' ages, year levels, and learning approaches. METHODS: From December 2019 to February 2020, we used a quantitative-comparative- correlational study design at the University of Hail KSA. A survey-based questionnaire was used to collect data from 349 randomly selected nursing students. One-way analysis of variance (ANOVA) and t-tests were used to examine the difference between the surface learning and the deep learning approaches of the participants across their profiles. Pearson's correlation coefficient was used to determine the relationship between participants' learning approaches, ages, and year levels. RESULTS: A significant difference in the deep learning approach was noted for age (F (3, 345) = 35.71; p = 0.01] and program type (bridging/regular) [t (347) = -8.81, p = 0.01]. A moderately positive significant correlation was found between age and both deep (r = 0.47, n = 349, p = 0.01) and surface (r = 0.45, n = 349, p = 0.01) learning approaches. CONCLUSION: This study shows that nursing students use both surface and deep learning approaches alike and are able to capitalise on either learning style. Both learning approaches are important and valuable in nursing education. The age of the student is correlated with the learning approach. Older students have higher scores for both deep and surface learning approaches. Academia must develop creative learning environments that can encourage students to use both approaches and to advance the transition to deep learning.
