Journal of professional nursing : official journal of the American Association of Colleges of Nursing
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This study investigates the moderating effects of professional commitment on relationships among burnout, job satisfaction, and turnover intention. Two-hundred fifty-three nurses working in a single medical center in northern Taiwan were sampled and approached, and 238 questionnaires were used. All participants were female and aged <50 years. ⋯ Professional commitment moderated the influence of burnout on job satisfaction, but not the influence of job satisfaction on turnover intention. First, burnout (in terms of reduced personal accomplishment and emotional exhaustion) predicted job satisfaction for high-commitment nurses, but not for low-commitment nurses. Second, job satisfaction predicted turnover intention for both high-commitment and low-commitment nurses.
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Communication with patients is essential to providing quality medical care. The study was conducted to evaluate the effects of language barriers on health care professionals. It is hypothesized that these language barriers are commonly perceived by health care professionals and they are a source of workplace stress in acute care environments. ⋯ This study demonstrates that acute care hospital medical professionals perceive language barriers as an impediment to quality care delivery and as a source of workplace stress. Nurse and physician perceptions differ; therefore, strategies to address these language barriers should be specific to those professional roles. These barriers create a void in health care quality and safety that has effects on health care professionals.
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Controlled Clinical Trial
Training efforts to reduce reports of workplace violence in a community health care facility.
The objective of this study was to measure reports of workplace violence (WPV) after an online training program on WPV for health care workers. Recognition of the prevalence of WPV (physical, emotional-verbal, and sexual) suggests a great need for employers to provide training to all health care workers as a first-line effort to reduce or prevent WPV. A 3-hour online training program for WPV was offered to 43 workers attending an informational session. ⋯ Although differences existed among training participants and control subjects before training, significance could not be achieved among the three groups owing to validity threats, including subject mortality, diffusion between groups, selection bias, and small sample size. However, the finding that training can make a difference is important and encourages replication of this study with a larger sample size and a larger setting. Finding high rates of emotional-verbal abuse across work areas and support for training benefits enhance the need for training programs with an increased focus on emotional-verbal WPV.
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This study explored how nurses communicate professionalism in interactions with members of their health care teams. Extant research show that effective team communication is a vital aspect of a positive nursing practice environment, a setting that has been linked to enhanced patient outcomes. Although communication principles are emphasized in nursing education as an important component of professional nursing practice, actual nurse interaction skills in team-based health care delivery remain understudied. ⋯ Study findings highlight specific communicative behaviors associated with each skill set that exemplify nurse professionalism to members of health care teams. Theoretical and pragmatic conclusions are drawn regarding the communicative responsibilities of professional nurses in health care teams. Specific interaction techniques that nurses could use in nurse-team communication are then offered for use in baccalaureate curriculum and organizational in-service education.
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Written goal statements are often required of applicants to nursing graduate programs. There is a lack of data describing the significance of written goal statements, the topics addressed by applicants in their written goal statements, and the relationship between goal statement quality of writing (QOW) and graduate-level coursework. Using content analysis, the written goal statements of 157 graduate students from one Midwestern school of nursing were analyzed for their QOW and for the identification of content categories. ⋯ Data were analyzed to determine the relationship between goal statement content and graduate program major as well as that between QOW and the final grade in a writing-intensive nursing theory course. The results indicated that QOW did not differ by program major and that it was significantly related to the nursing theory final course grade. Implications for graduate nursing education and advanced nursing practice are addressed.