Personality traits affect critical care nursing competence: A multicentre cross-sectional study

Constructing critical care nursing expertise: An integrative literature review

BACKGROUND

The lack of internationally uniform educational regulations and constantly intensifying competence requirements creates the need to enhance the understanding of the educational practices supporting the construction of critical care nursing competence.

AIMS

The aim of this review was to synthesise evidence on critical care nursing competency requirements and to learn more about the educational practices supporting the development of critical care nursing competence.

DESIGN

Integrative review.

METHODS

A systematic literature search was conducted in CINAHL, Scopus, and PubMed, focusing on peer reviewed studies of critical care nursing competence requirements. The review was guided by Cooper's method. Data evaluation was performed using the Joanna Briggs Institute Critical Appraisal Tools. Thematic analysis was used in the analysis and the PRISMA checklist for systematic reviews in reporting.

RESULTS

15 studies of quantitative, qualitative and mixed methods/Delphi research were included in the review. The development of competence in critical care nursing can be enhanced by supporting nurses' personal performance and by supporting the active, continuous and progressive achievement of core critical care nursing competencies.

CONCLUSION

To develop the best practices to meet the nursing care requirements of critically ill hospital patients, it is important to consider the personal characteristics of nurses' and support their professional self-confidence. Practices entailing the acquisition of extensive clinical experience, the completion of postgraduate critical care nursing education and the independent study of critical care nursing content are recommended. The development of expertise seems consistent when core competencies are achieved progressively upon the critical care nursing competence base to specialised and advanced competency levels.

Big Five personality traits and ethical decision-making among nurses

BackgroundEthical decision-making plays a crucial role in addressing ethical challenges, and the importance of psychological factors in nursing has gained attention. However, research addressing the correlation between these traits and ethical decision-making capacity remains scarce, and the interactions between these factors remain unclear.AimTo explore the relationship between the personality traits and ethical decision-making abilities of nursing staff.Research designThis is a descriptive and correlational study.Participants and research contextThe sample comprised 1956 nurses from seven Class III Grade A general hospitals in Shandong Province, China. Data was collected using a general information questionnaire, the Neuroticism Extraversion Openness Five-Factor Inventory, and the Judgement About Nursing Decision, and was analyzed using the Pearson correlation test and multiple hierarchical analysis.Ethical considerationsThe proposal was approved by the Research Ethics Committee of the Second Hospital of Shandong University, China. Participation in this study was voluntary. Consent was obtained and confidentiality kept.ResultsA significant positive correlation between the Big Five personality traits and ethical decision-making between nurses was revealed (r = 0.365, p < 0.001). The personality traits accounted for 16.4% of the overall variation in ethical decision-making. In addition, the participants' ethical decision-making scores were at a moderate level. The average score for the Big Five personality traits was 192.29 (SD = 12.05).ConclusionThe results showed a significant correlation between nurses' Big Five personality traits and their ethical decision-making abilities. Therefore, hospital administrators could consider incorporating personality assessments into their staffing decisions to place nurses in roles that best align with their strengths. Furthermore, it is beneficial for nursing educators to recognize the importance of understanding how personality traits influence ethical decision-making, as well as the need for enhancing ethical awareness among nurses. Utilizing Big Five personality traits to predict ethical decision-making capabilities can facilitate effective nursing staff placement, ultimately enhancing the quality of nursing care delivery.

Relationship between academic performance, personality traits, and anxiety level among Egyptian undergraduate nursing students: a correlational research study

BACKGROUND

University students encounter a variety of challenges and stressors that have an impact on various aspects of their lives, including their personal well-being, resilience, socialization, and character development. The identification of students' personality traits and their correlation with future anxiety is crucial in determining the degree to which they possess the capacity to adjust and confront challenges.

METHODS

This cross-sectional, correlational study involved 654 students from the Faculty of Nursing at Mansoura University. Data were collected by a sociodemographic questionnaire, a Big Five Inventory questionnaire, and Zung's self-rating anxiety questionnaire. Data were analyzed using the Kolmogorov-Smirnov, Kruskal Wallis, and Mann-Whitney tests with the IBM SPSS software package, version 20.0.

RESULTS

The personality trait of openness was the most frequently observed among the participants, with a mean of 33.15 ± 7.22. A significant proportion of students76.0%, demonstrated an absence of feeling anxiety. A statistically significant relationship (P < 0.001) was detected between the personality traits of agreeableness, conscientiousness, and neuroticism and levels of anxiety. Furthermore, no significant correlation was found between anxiety and the traits of openness and extraversion.

CONCLUSIONS

This study contributes to understanding the correlation between undergraduate nursing students' academic achievement, personality traits, and anxiety levels. Thus, students must understand their personalities and highlight the importance of their psychological well-being.

Exploring barriers and facilitators in nurses' reporting of patient and visitor violence: a cross-sectional study in China

OBJECTIVES

The current status of patient and visitor violence (PVV) reporting among nurses has proven insufficient. Therefore, we explored the barriers and facilitators in nurses' reporting of PVV.

DESIGN

Cross-sectional study.

SETTING

General and specialised hospitals in Jiangsu Province, China.

PARTICIPANTS

A convenience sampling of 3363 nurses in Jiangsu Province was collected between January and July 2023.

MAIN OUTCOME MEASURE

The reporting rate of PVV was assessed by the hospital workplace violence questionnaire-revised version; multivariable logistic regression analyses were performed to determine factors associated with PVV reporting at the 5% significance level.

RESULTS

Out of the 3363 surveyed nurses, 1813 (53.9%) reported experiencing PVV within the past year. Notably, only 16.1% of these nurses proactively reported PVV incidents after encountering them. Factors that facilitated reporting of PVV comprised being male (OR 1.832, 95% CI 1.083 to 3.101), working in specialised hospitals (OR 2.335, 95% CI 1.517 to 3.594), serving in emergency (OR 1.788, 95% CI 1.105 to 2.892), outpatient (OR 3.153, 95% CI 1.697 to 5.860), paediatrics (OR 3.808, 95% CI 1.976 to 7.338), possessing agreeableness personality (OR 2.112, 95% CI 1.140 to 3.911), prior hearing of PVV (OR 1.749, 95% CI 1.305 to 2.346) and having hospitals that actively encouraged reporting (OR 2.700, 95% CI 1.848 to 3.946) while safeguarding staff interests (OR 2.072, 95% CI 1.010 to 4.248) and emphasising nurses more (OR 2.109, 95% CI 1.123 to 3.958). Conversely, factors impeding nurses from reporting PVV included having night shifts 5-9 times per month (OR 0.481, 95% CI 0.282 to 0.819) and selectively reporting based on the severity of the violence (OR 0.550, 95% CI 0.344 to 0.878).

CONCLUSION

The reporting rate of PVV among nurses was notably low. Nursing managers should consider implementing comprehensive measures that address both the facilitating and blocking factors identified in the study. This strategic approach aims to enhance the reporting rate of PVV incidents among nurses, fostering a safer and more supportive environment within healthcare settings.

The influence of the personality traits of newly graduated nurses on the knowledge, skills and professional self-efficacy in standardized training: a cross-sectional study

BACKGROUND

New graduate nurses often have certain potential safety hazards for patients due to insufficient knowledge and lack of clinical practice ability. To address these challenges, China has implemented a standardized training strategy. The improvements in the quality of this training involve not only the intervention of teaching methods but also the consideration of personality traits.

METHODS

The application software based on the BFI-2 Chinese scale was utilized to administer personality tests to nursing students; nursing students were invited to scan the QR code and voluntarily fill in a questionnaire, including basic information, personality test results, and a professional self-efficacy test scale; offline paper-based theoretical examination results of nursing students were collected before and after training. The data was then analyzed using SPSS software version 26.0, which involved descriptive analysis, one-way between-groups analysis of variance (ANOVA) and Spearman correlation analysis.

RESULTS

Based on the data, there were no observable differences in the theoretical results before and after training across different personality traits. In terms of skill assessment, conscientiousness exhibited the highest score at 78.91 ± 2.98 points, while negative emotionality showed the lowest score at 74.59 ± 2.12 points. These differences between different personality traits are statistically significant (P < 0.001). In terms of professional self-efficacy, conscientiousness scored the highest at 98.48 ± 12.69, while negative emotionality scored the lowest at 85.89 ± 11.71, with significant differences between different personality traits (P < 0.001). Professional self-efficacy was negatively correlated with agreeableness (r = -0.150, P = 0.044) and positively correlated with conscientiousness (r = -0.310, P < 0.001). Skill scores were negatively correlated with negative emotionality (r = -0.257, P < 0.001) and positively correlated with conscientiousness (r = 0.182, P = 0.014).

CONCLUSIONS

This study shows that personality traits affect the skills test results and professional self-efficacy of nursing students. Conscientiousness scored the highest in this study, while negative emotionality scored the lowest. Therefore, personalized training plans are recommended to improve the quality of care for such nursing students and to further enhance patient safety.

Nursing students' empathic communication: Role in recognizing and treating chronic pain patients

OBJECTIVE

A substantial body of research supports what many nurses know from experience: empathy is at the heart of providing quality care. The major objective of this study was to identify unique mechanisms through which higher empathy translates into greater intentions to treat patients in pain employing novel methodology.

METHODS

Using an ecologically-valid scenario methodology, student nurses (N = 156) reviewed the narrative of a patient in chronic pain. They completed standard, valid measures of empathy toward the patient, perception of the patient's pain, and intention to provide pain-relieving treatment. Nursing student's personality traits were assessed and perception of patients' age and sex were experimentally manipulated.

RESULTS

Empathy was associated with higher intention to treat the patient in chronic pain irrespective of patients' age or sex. A moderated-mediation analysis confirmed that nursing students with higher empathy perceived the patient in the scenario as being in greater pain. This was correspondingly associated with higher intention to provide treatment. Nursing students' trait Extraversion was a moderator.

CONCLUSION

Empathy not only improves rapport between patients and providers but is related to intentions to provide pain-relieving treatment.

PRACTICE IMPLICATIONS

The clinical and educational importance of empathy in patient-provider relationships are discussed.

Assessment of Differential Perceptions of Core Nursing Competencies between Nurse Managers and Nursing Graduates: A Cross-Sectional Study

BACKGROUND

The literature review on perceptions of nursing competencies shows a critical shortage of studies addressing this topic.

AIM

To examine and compare perceptions of important nursing competencies of nursing graduates, and nurse managers.

METHODS

A cross-sectional study was conducted among 148 students, who were recent graduates of the nursing school with RN degrees and had completed advanced training lasting 3 months at the Sheba Academic School of Nursing and the Academic School of Tel Aviv-Yafo, and 183 nurse managers with at least one year of seniority in the position in hospitals and community clinics in Israel. The recruitment and data collection of the nurse managers lasted 12 months, from July 2021 to July 2022, and for nursing graduates, two months, from June 2022 to July 2022. An online questionnaire was constructed and validated by five professional and experienced individuals in the research domains for adequate content validity. The questionnaire consisted of 47 items in total. Domains included: (1) professionalism in research; (2) skills for direct treatment; (3) support and communication; (4) professional knowledge; (5) personal abilities; and (6) critical thinking and innovation.

RESULTS

Overall, 331 valid questionnaires were collected (85% response rate). The difference in the nurse's research professionalism index was found to be statistically significant with a higher rating given by nurse managers, p = 0.003. However, the difference in the direct treatment index of nurses was found to be statistically not significant, p = 0.610, between newly graduated nurses and nurse managers. The independent sample t-test indicated a significant difference with a higher rating among nurse managers in the nurse's support and communication index, p = 0.020; professional knowledge index, p < 0.001; personal abilities index, p < 0.001; and critical thinking index, p = 0.006, between newly graduated nurses and nurse managers.

CONCLUSION

Nursing education programs aimed at training future nurses with core competences should include a curriculum designed to promote the acquisition of these six core competences leading to a congruence between the role expectations of nurse managers and those of newly graduated nurses.

Factors affecting the development of clinical nurses' competency: A systematic review

AIM

To synthesize and analyze the literature on nursing clinical competence to assess the factors affecting nursing clinical competency.

BACKGROUND

Nursing competence affects not only patients but also nurses themselves. Competent nurses contribute to patient safety. Prioritizing clinical competency enables nurses to deliver high-quality care. Clinical nursing competency is influenced by various factors including education and training, experience, professional development, clinical judgment, decision-making skills and communication.

DESIGN

This was a systematic review.

METHODS

This study utilized an extensive literature search of online databases, including SCOPUS, Web of Science and PubMed. This review followed the guidelines provided by the Effective Practice and Organization of Care (EPOC) Cochrane Group and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement.

RESULTS

This systematic review provided 20 valuable articles, with a total of 6273 participants across the 20 studies, including 18 cross-sectional studies and two descriptive-correlational studies, predominantly using quantitative research methods. The analysis revealed several key factors that significantly affect nurses' clinical competency. These factors included years of experience, workplace environment, theoretical knowledge and educational level, marital status, clinical training, job satisfaction, turnover intention, job stress and critical thinking.

CONCLUSIONS

Understanding and addressing these factors are crucial for enhancing nurses' clinical competence and ultimately improving patient outcomes. Further research and interventions should be directed towards promoting supportive work environments, continuous education and the development of critical thinking skills among nurses to optimize their clinical competencies.

An Observational Cross-Sectional Study on the Correlation between Professional Competencies and Self-Efficacy in Albanian Registered Nurses

(1) Background: The assessment and application of registered nurses' professional skills are essential to providing quality and safe care. Self-efficacy can positively affect the professional competence of registered nurses. This study analysed professional competence and its association with self-efficacy among registered nurses. (2) Methods: A cross-sectional observational study was conducted. The sampling was conventional. The data collection took place through the Albanian version of the Nurse Professional Competence Scale Short Form (A-NPCS-SF), which was used to assess their professional skills, and the Albanian version of the Nursing Profession Self-Efficacy Scale (A-NPSES), which was used to assess their self-efficacy. The study was based on a convenience sample of 985 registered nurses from the 12 Albanian provinces. (3) Results: The Cronbach alpha value for the A-NPCS-SF scale was 0.947, while for the A-NPSES scale, it was 0.875, proving both scales to be reliable. Self-efficacy does not play an essential role in the development of the professional competence of registered nurses since our survey found only one dimension correlates with these two elements. (4) Conclusions: The results of our analysis have instead highlighted the importance of a close relationship between job satisfaction and the development of professional skills.

Virtual Reflection Group Meetings as a Structured Active Learning Method to Enhance Perceived Competence in Critical Care: Focus Group Interviews With Advanced Practice Nursing Students

BACKGROUND

Advanced practice nurses (APNs) are in high demand in critical care units. In Norway, APNs are educated at the master's degree level and acquire the competence to ensure the independent, safe, and effective treatment of patients in constantly and rapidly changing health situations. APNs' competence embraces expert knowledge and skills to perform complex decision-making in the clinical context; therefore, it is essential that educational institutions in nursing facilitate learning activities that ensure and improve students' achievement of the required competence. In clinical practice studies of APN education, face-to-face reflection group (FFRG) meetings, held on campus with the participation of a nurse educator and advanced practice nursing students (APNSs), are a common learning activity to improve the competence of APNSs. Although FFRG meetings stimulate APNSs' development of required competencies, they may also result in unproductive academic discussions, reduce the time that APNSs spend in clinical practice, and make it impossible for nurse preceptors (NPs) to attend the meetings, which are all challenges that need to be addressed.

OBJECTIVE

This study aimed to address the challenges experienced in FFRG meetings by implementing virtual reflection group (VRG) meetings and to explore the experiences of APNSs, NPs, and nurse educators in VRG meetings as an active learning method supported by technology to stimulate students' development of the required competence to become APNs in critical care.

METHODS

This study adopted a qualitative explorative design with 2 focus group interviews and used inductive content analysis to explore the collected data.

RESULTS

The main finding is that reflection group meetings supported by technology resulted in a better-structured active learning method. The VRG meeting design allowed APNSs to spend more time in clinical practice placements. The APNSs and NPs experienced that they participated actively and effectively in the meetings, which led to a perceived increase in competence. The APNSs also perceived an improved learning experience compared with their prior expectations.

CONCLUSIONS

Users perceived that the implemented novel teaching design supported by technology, the VRG meeting, was a more effective method than FFRG meetings on campus to develop APNSs' required competence in critical care. The VRG was also perceived as an improved method to solve the challenges encountered in FFRG meetings. Specifically, the APNSs felt that they were prepared to undertake complex decision-making with a higher level of analytic cognition in a clinical context and to lead professional discussions in the ward. This developed teaching design can easily be adapted to diverse educational programs at various levels of professional education.

Effects of Personality Traits and Mentalization on Workplace Bullying Experiences among Intensive Care Unit Nurses

Aim

This study aimed to investigate the effects of intensive care unit nurses' personality traits and mentalization on workplace bullying after controlling for organizational culture.

Background

Nurses' personality traits and mentalization may significantly influence workplace bullying.

Methods

This cross-sectional study collected data from 416 nurses using an online survey in July 2022. Major variables were evaluated using the Pathological Narcissism Inventory, Perfectionistic Self-Presentation and Psychological Distress Scale, Short Dark Triad, Mentalization Scale, Positive Nursing Organizational Culture Measurement Tool, and the Negative Acts Questionnaire-Revised. . A multiple regression analysis was performed.

Results

Narcissistic vulnerability, mentalization, and perfectionistic self-presentation significantly influence workplace bullying (victim aspect). Dark personality, mentalization, and perfectionistic self-presentation significantly influence workplace bullying (perpetrator aspect).

Conclusions

Individual nurses could become either victims of bullying or perpetrators according to their personality traits. Therefore, it is necessary to determine their personality traits, so that they do not become influencing factors in workplace bullying. Implications for Nursing Management. Efforts at a nursing organization level are crucial to understand nurses' personality traits, enhance their mentalization, minimize the manifestations of the negative aspects of their traits, and positively affect the prevention and alleviation of workplace bullying.

Profiling health professionals' personality traits, behaviour styles and emotional intelligence: a systematic review

BACKGROUND

Non-cognitive traits have been theorised to predict characteristics, career choice and outcomes of health professionals and could represent a homogenous group. This study aims to profile and compare personality traits, behaviour styles and emotional intelligence of health practitioners across a variety of professions.

METHODS

Empirical literature was systematically reviewed. A two-concept search strategy was applied to four databases (CINAHL, PubMed, Embase, ProQuest). Title/abstract and full text articles were screened against inclusion and exclusion criteria. Methodological quality was assessed using Mixed Methods Appraisal Tool. Data was synthesised narratively and meta-aggregated where feasible.

RESULTS

Three hundred twenty-one studies representing 153 assessment tools of personality (n = 83 studies), behaviour (n = 8), and emotional intelligence (n = 62) were included. Most studies (n = 171) explored personality (medicine, nursing, nursing assistants, dentistry, allied health, paramedics), revealing variation in traits across professions. Behaviour styles were least measured with only ten studies exploring these across four health professions (nursing, medicine, occupational therapy, psychology). Emotional intelligence (n = 146 studies) varied amongst professions (medicine, nursing, dentistry, occupational therapy, physiotherapy, radiology) with all exhibiting average to above-average scores.

CONCLUSION

Personality traits, behaviour styles and emotional intelligence are all key characteristics of health professionals reported in the literature. There is both heterogeneity and homogeneity within and between professional groups. The characterisation and understanding of these non-cognitive traits will aid health professionals to understand their own non-cognitive features and how these might be useful in predicting performance with potential to adapt these to enhance success within their chosen profession.

Combining clinical practice and education in critical care nursing-A trainee program for registered nurses

AIM

The aim of this study was to describe the experiences of a master's-level critical care nursing program for trainees in postoperative and intensive care units.

DESIGN

An exploratory design with a multidimensional approach was chosen.

METHODS

The study was conducted from 2018 to 2019 at a university hospital in southern Norway in collaboration with a university college of nursing. Data were collected through seven focus group interviews with trainees, preceptors, heads of departments, clinical nurse educators and professors (n = 26). The thematic analysis progressed from description to a deeper understanding, searching for manifest and latent patterns across the data. The COREQ checklist was used for reporting the study.

RESULTS

The analysis resulted in one overarching theme: 'To walk the critical care nursing pathway - balancing competency, time, and challenges to become proficient'. The subthemes were 'expectations, obligations, and workload in unknown environments', 'constantly assessing while being assessed', 'continuous precepting and challenges', 'vulnerability and commitment' and 'thriving in the role, mastering new skills'. The study provides valuable insights into a complex learning environment and the importance of caring aspects for trainees during their critical care nursing education.

CONCLUSION

Precepting, continuous competence assessment and clear learning outcomes are necessary to create a safe environment for the trainees during their development.

IMPLICATIONS FOR THE PROFESSION

The results advocate investing in inexperienced trainees' competency development to become proficient, creating a safe learning environment in a highly complex setting. This may also, as previous studies suggest, increase staff retention.

The Relationship Between Personality Traits and Clinical Decision-Making, Anxiety and Stress Among Intern Nursing Students During COVID-19: A Cross-Sectional Study

Purpose

The aim of this study was to investigate whether the personality traits of intern nursing students could serve as valid predictors of their psychological status and clinical decision making. Additionally, we aimed to understand the psychological state of intern nursing students during the regular epidemic prevention and control stage of COVID-19.

Participants and Methods

This study was designed as a cross-sectional survey. A total of 181 intern nursing students involved in clinical placements participated in this study. Participants provided relevant data by completing the Big Five Inventory-44, the Self-Rating Anxiety Scale, the Perceived Stress Scale 14, and the Clinical Decision-Making in Nursing Scale.

Results

The results showed that neuroticism (β = -0.282, p < 0.01) and openness (β = 0.302, p < 0.001) played significant roles in predicting clinical decision-making skills among intern nursing students. Regression analysis also showed extraversion (β = -0.249, p < 0.01), openness (β = 0.2, p < 0.01), and neuroticism (β = 0.391, p < 0.001) could significantly predict stress in intern nursing students. The agreeableness (β = -0.354, p < 0.001) and neuroticism (β = 0.237, p < 0.01) could also predict the anxiety of intern nursing students. Additionally, some intern nursing students still suffered from anxiety and stress in the context of the ongoing pandemic.

Conclusion

Personality traits are good predictors of clinical decision-making, anxiety and stress among intern nursing students. In conclusion, the openness in personality traits of intern nursing students should be valued and cultivated in clinical work, which will benefit the development of nursing talents.

Longevity of composite restorations is definitely not only about materials

OBJECTIVES

This review study provides an overview of factors that influence the longevity of all types of direct resin composite restorations.

METHODS

A systematic search was performed in PubMed, Scopus, and Web of Science databases for articles reporting data from primary longitudinal clinical studies on composite longevity published 2011-2021. Prospective or retrospective studies with restorations in permanent dentition, with follow-up periods of at least 5 years were included.

RESULTS

In total, 33 articles were included with different study designs, practice settings, datasets, countries of origin, and sample sizes. Annual failure rates of restorations ranged from 0.08% to 6.3%. Survival rates varied between 23% and 97.7%, success rates varied between 43.4% and 98.7%. Secondary caries, fractures, and esthetic compromise were main reasons for failures. Risk factors for reduced restoration durability included patient-level factors (e.g., caries risk, parafunctional habits, number of check-ups per year, socioeconomic status), dentist factors (different operators, operator's experience), and tooth/restoration factors (endodontic treatment, type of tooth, number of restored surfaces). Patient gender and the composite used generally did not influence durability.

SIGNIFICANCE

A number of risk factors are involved in the longevity of composite restorations. Differences between composites play a minor role in durability, assuming that materials and techniques are properly applied by dentists. Patient factors play a major role in longevity. The decision-making process implemented by dentists relative to the diagnosis of aging or failed restorations may also affect the longevity of restorations. Clinicians should treat patients comprehensively and promote a healthy lifestyle to ensure longevity.