Women's power in hospital-based nursing: A critical qualitative study.

AIM: To understand the factors that affect power in hospital-based nursing and reveal how the female gender affects an individual's ability to feel empowered. DESIGN: Critical qualitative research design. METHOD: Semi-structured interviews were conducted with nurses working in inpatient hospital settings in Utah and New Mexico. Data were collected from February to March 2022. Interviews were analysed using thematic analysis. RESULTS: Sixteen participants were interviewed. Six themes were identified from the data, four of which related to nurses' power at work, and two of which specifically related to how gender affects a nurse's ability to use power and feel empowered. These themes include supportive leaders, positive unit culture, successful advocacy, personal factors, societal gender roles and sexism. CONCLUSION: Empowered nurses can revolutionize health care. The themes developed in this study will help nurse leaders and nurses alike increase nurses' ability to use their power and feel empowered in the workplace. IMPACT: Nurse leaders should strive to be supportive of their nurses and build a positive work environment while also providing consistent consequences for sexist actions of staff. Nurses should take opportunities to advocate for their patients, be autonomous and build their knowledge base to improve empowerment. As nurse leaders and nurses alike work together to improve health care, nurse experience, patient and clinical outcomes will be improved. PATIENT OR PUBLIC CONTRIBUTION: The nurses interviewed for this study contributed their experiences and insights during data collection. Some also contributed rigour to the data analysis process by participating in member checking.

Facilitating Organizational Learning in Nursing Teams.

Organizational learning is an effective strategy professional development educators and other nurse leaders can use to improve individual, team, and organizational outcomes. Professional development educators can foster organizational learning by implementing certain actions, called mechanisms, associated with organizational learning. This article highlights five such mechanisms, presents practical examples of each, and suggests evidence-based recommendations professional development educators and nurse leaders can use to better facilitate organizational learning. [J Contin Educ Nurs. 2022;53(8):379-384.].

Mechanisms of organisational learning in hospitals: An instrument development study.

AIM: To develop a valid, reliable research instrument to measure mechanisms associated with organisational learning in hospitals. BACKGROUND: A valid, reliable instrument for measuring mechanisms of organisational learning would enable nurse leaders and researchers to improve health care through facilitation and study of organisational learning. METHODS: The Organizational Learning in Hospitals model was used as a framework to develop the Organizational Learning Instrument-Mechanisms. Cognitive interviews and expert reviews were used to refine and evaluate item-level and scale-level content validity. The instrument was distributed by email to a random sample of nurses working in inpatient hospitals in Utah (n = 1253). Confirmatory factor analysis was used to assess construct validity, and coefficient alpha was used to assess internal reliability. RESULTS: Item-level content validity scores were .88 to 1.0, and scale-level content validity was .98 (maximum score = 1.0). Standardized factor loadings were .539-.956, with model fit statistics as follows: comparative fit index (CFI) = .975, Tucker-Lewis index (TLI) = .973 and root mean square error of approximation (RMSEA) = .059. Coefficient alpha scores were .77-.95 for the instrument's five factors. CONCLUSIONS: Initial testing indicates the Organizational Learning Instrument-Mechanisms has adequate levels of reliability, content validity and construct validity. IMPLICATIONS FOR NURSING MANAGEMENT: Hospital leaders and researchers may begin using this instrument to improve and study the mechanisms of organisational learning in hospital units.

Organizational Learning and Motivation in Certified Nurse Aides: A Qualitative Study.

Organizational learning is linked to improved outcomes in health care settings. In long-term care facilities, the unique position and expertise of certified nurse aides (CNAs) are crucial for excellent resident care, thus is it important to understand their sources of motivation. However, CNA motivation has not been adequately studied. The current qualitative descriptive study explored sources and implications of CNA motivation, particularly as it relates to engaging in organizational learning. Twenty-four CNAs working in a state Veteran's home were interviewed. CNAs described their sources of motivation as: I'm a Natural Caregiver, Support From Administration, Working as a Team, Love for Residents, and Self-Care. When motivated, CNAs had more positive attitudes about their work, a higher level of engagement with residents, a stronger drive to accomplish extra tasks, and less desire to quit. Engaging CNAs in organizational learning may provide an opportunity to motivate CNAs and optimize their unique position and expertise to improve resident care. [Research in Gerontological Nursing, 14(5), 255-263.].