Job satisfaction in nursing: A qualitative inquiry into novice and experienced nurses' perspectives.

AIM: To explore factors associated with job satisfaction between novice and experienced nurses. BACKGROUND: Job satisfaction is crucial for better quality of patient care and nurses' job engagement in clinical setting. However, job dissatisfaction is commonly reported from clinical nurses leading to poorer patient outcomes and high turnover rate. Job satisfaction at different professional stages may have different expectations. Knowledge about factors influencing job satisfaction of junior and senior nurses is inadequate. DESIGN: A phenomenological study was conducted using face-to-face individual interviews. METHOD: Semi-structured interviews were conducted and audio-recorded. The Herzberg's Two-Factor Theory was used to understand the phenomena. Purposeful sampling was used to select eligible nurse participants who were working in hospital settings. RESULTS: Eight participants, consisting of four junior and four senior nurses, with clinical experience ranging from 1 to more than 25 years, were selected in this study. Four main themes related to job satisfaction were identified: "supportive working environment," "autonomy in practice," "professional training for competence enhancement," and "heavy workload and insufficient manpower." These themes highlighted the common aspects that contribute to job satisfaction among nurses according to the Herzberg's Two-Factor Theory. CONCLUSION: The findings of this study contribute to our understanding of the factors that influence job satisfaction among both novice and experienced nurses. While four themes highlighting common aspects of their needs have been identified, it is important to acknowledge that novice and experienced nurses may have their own unique perspectives within these aspects. According to Herzberg's Two-Factor Theory, job satisfaction factors can be complex and diverse. To enhance job satisfaction among nurses, hospital policymakers and senior management should be attentive to identify factors that have an impact on job satisfaction of nurses at different stages of their clinical experience. Developing a strategic plan to meet the needs of nurses based on their experience levels should take into consideration the disparities in work environment and responsibilities, ultimately job satisfaction can be improved, leading to better overall patient care.

Associations among stressors, perceived stress, and psychological distress in nursing students: a mixed methods longitudinal study of a Hong Kong sample.

Background: Nursing students are at risk for high-stress levels and psychological distress. Limited longitudinal studies have been conducted examining factors associated with stress levels and psychological distress of nursing students in their course of study. Purpose: The purpose of this study was to examine the levels of stress and corresponding stressors, particularly those predicting psychological distress, among nursing students over their 5 years of study. Methods: A longitudinal design, using questionnaires and focus group interviews of a single cohort of nursing students in Hong Kong and following them over their 5 years of training. The Stressors in Nursing Students Scale-Chinese version and the Chinese version of General Health Questionnaire-12 were used to assess stress levels and psychological distress, respectively. Results: Ninety-seven participants completed the questionnaires 5 times. Quantitative findings revealed that the overall stress levels of the nursing students increased over 5 years (from mean = 3.08 to 3.33), with the highest levels in the second wave (mean = 3.33). Nursing students experienced higher stress during years 2 (p = 0.006) and 4 (p = 0.037). Psychological distress was the highest in year 3 (sum score = 18.47) (p = 0.002) but declined from year 4 (p < 0.001). Thematic analysis revealed that academic performance issues, coping challenges, unfavorable learning environments, relationships were identified as the stressors. However, nursing students also used positive coping strategies to pursue success and seek support. Conclusion: This study suggests that the year of study is a significant predictor of stress levels among nursing students, especially during the first and senior years due to heavy academic workload. Psychological distress was observed among nursing students, and those who worked more part-time jobs tended to report higher levels of distress. The junior year was associated with higher levels of distress related to financial and time-related stress, while academic and personal problems were more prevalent during the senior year.

How students learn in small group through online mode during the coronavirus pandemic: Descriptive narratives.

Small-group work is a teaching method which promotes students' collaborative attributes. Completing small-group work online can be challenging to students. This study aimed to understand students' learning through online small-group work. Narrative responses to five open-ended questions were collected from students after they accomplished an online small-group work. These narratives were content analyzed by two independent researchers. Based on the narratives of 199 students, five major themes related to students' learning through interactive online group work were identified, including a) Essential communication and interaction, b) A collaborative team, c) Knowledge enrichment, d) Development of intellectual skills, and e) Tutor involvement. These five themes are the essential elements that promote effective learning though online learning. The success of group work greatly depends on these five major factors to promote students' independent and collaborative learning. To make small-group work online more achievable, nurse educators should pay more attention to these five factors so students' learning outcomes can be maximized.

From resistance to acceptance in small group work: Students' narratives.

BACKGROUND: Small group work helps the development of students' collaborative attributes and their knowledge enhancement. However, teachers may face challenges when they have students who resist group work. Possible reasons of their resistance may have been generally discussed but rigorous study of this specific student population is often overlooked. OBJECTIVES: To compare the perspectives of small group learning among students who resisted group work before and after group learning. DESIGN: Students' narratives were collected before and after group work. A structured intervention consisted of a combination of strategies, including a structured guideline, regular group interactions, and intensive tutor's support, was employed to facilitate students' learning through group work. METHOD: Convenience sampling was carried out in a class with 299 students. Narratives were collected before and after group work. Students who resisted group work were selected for further investigation. RESULTS: A total of 12 students (6%) resisted group work due to limited self-mastery in learning, difficulty in working with strangers/free riders, and unfair conditions in group work. After group work, the majority of students had more positive perception of group work on time management for learning, knowledge enhancement, communication and collaborative skill development, and sufficient guidance from the tutor. Students' narratives before and after group work were compared. Students' insecurity from working in a small group increased their preference of individual study but a well-planned intervention increased student's engagement and facilitated students' interactions. CONCLUSIONS: This study revealed that the perception of students who resist group learning can be changed when they engaged their learning with clear direction, adequate guidance, supportive peer-interaction, and effective tutor's facilitation. The results increase tutors' insight in planning an appropriate teaching pedagogy to facilitate students' learning by preventing obstacles which make students resist group work.

Factors associated with self-directed learning among undergraduate nursing students: A systematic review.

BACKGROUND: Self-directed learning (SDL) is encouraged in professional education because it nurtures students' self-motivation and promotes accountability to their own learning. SDL is crucial to fostering collaborative skills for multi-disciplinary practice in today's healthcare settings. OBJECTIVE: To identify factors associated with SDL ability among undergraduate nursing students. DESIGN: A systematic review was conducted. METHODS: The PICO (population, intervention, comparison and outcomes) strategy was used as a guide. Searches were done of studies published between May 2010 and April 2020 via MEDLINE, CINAHL, and EMBASE, as well as print. Screening, selection, and data extraction were performed by two independent reviewers. All discrepancies were resolved through discussion or by consulting a third reviewer. RESULT: A total of 18 of 1576 articles were selected based on the PRISMA process. The methodological quality of all included studies was mostly moderate. Factors associated with SDL were identified from both quantitative and qualitative evidence. Upon the integration of all evidence, the results showed that SDL is developed with the interaction environmental influence (types of study programmes, study years, and teaching-learning strategies) and personal influence [personal characteristics (age and gender) and learning attributes (problem-solving ability, self-efficacy, learning attitude and learning interest). Strategies employing individual study and small group learning with adequate support by educators exert a great deal of positive effect on SDL improvement. CONCLUSION: All identified factors improve students' SDL. The results of the review revealed SDL development with the interaction of environmental/situation influence and personal influence. Nurse educators should be more aware of the effects of these factors on SDL development during different stages of study. Strategies with independent learning and small group learning are effective to enhance students' learning attributes. Importantly, continuous support and guidance provided by educators is crucial to achieve students' SDL enhancement for lifelong learning during study.

Breast Cancer Screening Practice and Associated Factors in Menopausal and Postmenopausal Women.

OBJECTIVES: This study examined breast cancer screening (BCS) practices and its associated factors among menopausal and postmenopausal women. METHODS: A cross-sectional design was conducted using convenience sampling at a community center. The modified Chinese BCS Belief questionnaire was used to understand BCS practice. RESULTS: A total of 144 eligible women presented better knowledge and perceptions about breast cancer (mean, 11.46; standard deviation [SD], 3.65) and barriers to achieving mammographic screening (mean, 14.75; SD, 3.70). Participants aged ≥ 50 years had a negative association with the attitudes towards general health check-ups (B = -1.304, standard error [SE] = 0.65, P = 0.046). In this context, having regular physical exercise had a positive association with attitudes towards general health check ups (B = 1.458, SE = 0.06, P = 0.017), and knowledge and perceptions about breast cancer (B = 1.068, SE = 0.62, P = 0.086). Being employed had a positive associated with barriers to achieving mammographic screening (B = 1.823, SE = 0.51, P < 0.001). CONCLUSIONS: The women had better knowledge and perception about breast cancer and fewer barriers to mammographic screening. However, attitudes towards general health check-ups were relatively poor. It is noteworthy that women who aged ≥ 50 years and had insufficient physical exercise had poor attitudes. Those who were employed had fewer barriers, and those who had regular physical exercise had better knowledge on the benefits of the BCS practice. Importantly, women who aged ≥ 50 years and lack physical exercise need education about breast cancer to increase their awareness of breast wellness.

A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators.

BACKGROUND: Small group work is an effective teaching-learning approach in nursing education to enhance students' learning in theoretical knowledge and skill development. Despite its potential advantageous effects on learning, little is known about its actual effects on students' learning from students' and educators' perspectives. OBJECTIVES: To understand students' learning through small group work from the perspectives of students and educators. DESIGN: A qualitative study with focus group interviews was carried out. METHODS: Semi-structured interviews with open-ended questions were performed with 13 undergraduate nursing students and 10 educators. RESULTS: Four main themes, "initiative learning", "empowerment of interactive group dynamics", "factors for creating effective learning environment", and "barriers influencing students' learning", were derived regarding students' learning in small group work based on the perspectives of the participants. The results showed the importance of learning attitudes of students in individual and group learning. Factors for creating an effective learning environment, including preference for forming groups, effective group size, and adequacy of discussion, facilitate students' learning with the enhancement of learning engagement in small group work. The identified barriers, such as "excessive group work", "conflicts", and "passive team members" can reduce students' motivation and enjoyment of learning. CONCLUSION: Small group work is recognized as an effective teaching method for knowledge enhancement and skill development in nursing education. All identified themes are important to understand the initiatives of students and group learning, factors influencing an effective learning environment, and barriers hindering students' learning. Nurse educators should pay more attention to the factors that influence an effective learning environment and reduce students' commitment and group dynamics. Moreover, students may need further support to reduce barriers that impede students' learning motivation and enjoyment.

Factors associated with health-related quality of life among patients with implantable cardioverter defibrillator: identification of foci for nursing intervention.

AIM: To explore factors associated with health-related quality of life of patients with implantable cardioverter defibrillators. BACKGROUND: Substantial evidence indicates that implantable cardioverter defibrillator is proven to increase survival rate by terminating life-threatening arrhythmia. However, this device can negatively affect health-related quality of life. Little is known about factors associated with health-related quality of life of patients with implantable cardioverter defibrillators, particularly in Asian population. DESIGN: A transversal descriptive design was used. METHODS: Data were collected from a convenience sample of 139 adult patients with implantable cardioverter defibrillators from 4 January-30 April 2012 using the structured questionnaires administered by the researcher and medical record reviews. The Short Form-36 Health Survey version 2 was used to measure health-related quality of life. RESULTS: A total of 139 Chinese patients, including 107 (77·0%) males with a mean age of 63·0 (14·6) years, were selected. The physical component summary was relatively lower, whereas the mental component summary was relatively higher than that of the general Hong Kong Chinese population. Multivariable regression analysis revealed gender, self-care dependence, educational level, atrial fibrillation, diabetes mellitus, anxiety and depression significantly associated with physical or mental quality of life. CONCLUSIONS: Depression was a common factor affecting physical and mental quality of life. Self-care dependence, atrial fibrillation, diabetes mellitus, depression and anxiety could be improved. Our findings expand existing knowledge on identifying at-risk patients for having lower quality of life, thus allowing development of appropriate interventions targeting risk factors for improving health-related quality of life of patients with implantable cardioverter defibrillator.