Factors that influence continuing professional development over a nursing career: A scoping review

Registered nurses' perceptions of their leadership close to older adults in municipal home healthcare: a cross-sectional questionnaire study

BACKGROUND

Registered nurses lead the nursing care close to older adults in home healthcare. It is expected that there will be an increased need for home healthcare. In addition, more advanced care is now being performed in home healthcare, leading to increased demands for registered nurses. Therefore, the aims of this study are to explore and compare registered nurses' perceptions of their leadership close to older adults in municipal home healthcare, as well as to correlate their perceptions with age and work experience.

METHODS

This study is a part of a larger web-based questionnaire survey, with a non-experimental and cross-sectional design. Descriptive and analytical statistics were used. A total of n = 71 registered nurses leading close to older adults participated, in seven municipalities in two geographic areas in Sweden.

RESULTS

The registered nurses perceived their ability as leaders close to older adults as high. The registered nurses had neither low or high trust in care staff's competence. They perceived to have space and access neither in a low or high degree in their work to develop sufficient competence in leadership and having nursing responsibility on an organisational level. Registered nurses' perceptions of their leadership differed depending on whether they had a specialist education or not; those with specialist education perceived to a higher degree that they could apply their professional experience in their work; interact with the older adult and their next of kin; assess individual needs and based on a holistic view of the older adult, create good relationships with the older adults' next of kin.

CONCLUSIONS

Registered nurses' specialist education may strengthen their leadership in home healthcare. Further research is needed to gain new knowledge of registered nurses' leadership in home healthcare, as well as care staff's' experiences of registered nurses' leadership in municipal home healthcare.

An integrative review of post-traumatic stress disorder in pediatric nurses

PROBLEM

Post-Traumatic Stress Disorder (PTSD) is a concern for healthcare professionals including pediatric nurses. A lack of understanding of the prevalence rates and factors associated with work-related PTSD in pediatric nurses exists.

ELIGIBILITY CRITERIA

Articles published in peer-reviewed journals, written in English, focusing on pediatric registered nurses working in inpatient direct-care settings that answered the research questions: (1) describe the prevalence of PTSD in direct-care inpatient pediatric nurses (2) identify factors associated with work-related PTSD were included in this review.

METHODS/SAMPLE

An integrative review method was used. Literature searches within the databases PubMed, CINAHL, Psyc Info, and Cochrane Databases were conducted. Data quality assessment was independently performed by two reviewers.

RESULTS

Eleven articles met criteria for review. PTSD prevalence rates in pediatric nurses ranged from 7.3 % to 37.5 %. Four different tools were utilized to measure PTSD symptomology. Three major themes emerged from the synthesis of objective two: Workforce Factors, Healthcare Environment Factors, and Protective Intrapersonal Factors.

CONCLUSIONS

This review highlights PTSD as a concern for nurses working in the pediatric specialty. Thematic analysis and associated subthemes provide a framework for the design of interventions to reduce the risk of PTSD symptom development among nurses working in the pediatric specialty.

IMPLICATIONS

Awareness about PTSD in the profession should be further disseminated to direct-care nurses, healthcare leaders, educators, and researchers in the hopes of mitigating future and current PTSD symptomology. Multitargeted efforts directed at the organizational, interpersonal, and intrapersonal factors identified in this review may help mitigate the harmful impacts of PTSD in pediatric nurses.

Educational needs for medication safety competence among nurses by clinical ladder stage

The objective of this study is to identify the educational needs of nurses in regard to medication safety competence at different career levels. The identification of these needs is grounded in nurse clinical career ladder theoretical frameworks. In April of 2022, focus group interviews were conducted with twenty participants currently engaged in patient care work. These participants were categorized into four groups based on their clinical experience levels: novice (entry to 1 year), advanced novice (from 13 months to 47 months), competent (48 months to 83 months), and proficient (from 84 months). Key educational needs included: self-reflective attitude toward medication safety, effective interaction skills, medication practice knowledge, ability to manage safety risk situations, and establishment of a continuous education system for medication safety. These findings will contribute to the development of medication safety education programs based on a clinical ladder system including attitudes, knowledge, and skills related to self-reflection, self-improvement, and collaboration.

Reflection Supports Newly Graduated Nurses' Professional Development When Transitioning Into Practice

AIM

To describe newly graduated nurses' experiences of reflection as a support for professional development during the initial months of their transition while caring for patients in a hospital setting.

DESIGN

A qualitative descriptive design.

METHODS

Four focus groups with 20 newly graduated nurses participating in a professional development programme at aregion in Sweden were conducted in 2023. The data were analysed using qualitative content analysis.

FINDINGS

The analysis identified one main category: Reflection supports newly graduated nurses' professional development during their transition. This main category includes three generic categories: (1) Reflection with peers in a regularly structured dialogue group strengthens the professional role; (2) reflection with experienced healthcare instructors in learning activities enhances the mastery of care tasks; and (3) reflection with experienced colleagues in the workplace enhances task performance. Structured reflection in dialogue groups and interactive learning activities within the Professional Development Programme facilitated deeper reflections on caring experiences.

CONCLUSIONS

Newly graduated nurses reported that regularly structured reflection, adequate space, and established trust were essential to their professional development. While the professional development programme provided opportunities, variations in the workplace environment led to unequal conditions for reflective practice.

IMPLICATIONS FOR THE PROFESSION

Addressing the need for reflection among newly graduated nurses is crucial for organisations to facilitate their transition. Establishing structures for reflection on caring experiences within introduction programmes can support their professional development.

IMPACT

Reflective practice in complex and challenging hospital settings can support the professional development of newly graduated nurses.

REPORTING METHOD

The Consolidated Criteria for Reporting Qualitative Research (COREQ) was adhered to.

PATIENT OR PUBLIC CONTRIBUTIONS

No patient or public contributions.

Factors Influencing the Willingness of Clinical Nurses to Participate in Narrative Nursing: A Cross-Sectional Study

AIMS

Narrative nursing (NN) is a crucial component of modern medical humanistic care. It involves utilising storytelling as a means to guide nurses in devising future interventions for patients, and help patients in reconstructing positive psychological defences. The willingness of clinical nurses to engage in narrative nursing holds significant implications for both effective communication and the overall quality of care. However, there is limited knowledge regarding clinical nurses' willingness to engage in narrative nursing. This study aims to investigate the participation willingness of Chinese nurses, identify its predictors and explore its corresponding reasons.

DESIGN

A cross-sectional study.

METHODS

Clinical nurses were enrolled in Hunan province, Central South, China, and a convenience sampling strategy was used. A structured questionnaire was distributed to clinical nurses by an online survey platform. Information on sociodemographic characteristics, willingness and possible influencing factors (experience, ability, perceptions on narrative nursing) was collected. Binary logistic regression was conducted to identify the predictors of willingness to participate in narrative nursing.

RESULTS

A total of 2310 nurses were recruited, of which 2092 nurses completed the questionnaire (response rate: 90.6%). One thousand seven hundred and thirty-four nurses (82.9%) were willing to participate in NN, and 358 (17.1%) were not. Binary logistic regression analysis identified nine predictors of participants' willingness to participate, including working departments, professional title, working position, experience of received mobilisation and training of NN, understanding of related knowledge, NCS level, affirmation of NN and positive attitude towards clinical application (all p values < 0.05). These indicators explained 17.1% of the variances in the dependent variable (p < 0.001).

CONCLUSION

A high proportion of nurses in Hunan province were willing to practice in clinic using NN. Willingness to participate may be increased by a focus on nurses with low professional titles, no administrative position and working in specialised departments, such as emergency departments, infectious departments, critical care units and operating theatres.

IMPACT

The study identified a high proportion of nurses in Hunan Province who were willing to use NN. However, the figure was slightly lower than expected. Influencing factors were analysed to give insights for managers to develop more effective NN outreach programs.

PATIENT OR PUBLIC CONTRIBUTION

No patient or public contribution.

Enhancing the retention of newly qualified nurses

The retention of newly qualified nurses (NQNs) is a pressing issue in healthcare systems, particularly in high-pressure environments such as acute care. This article explores the key challenges faced by NQNs, including lack of career development opportunities, negative workplace cultures and burnout, all of which contribute to high turnover rates. Strategies such as structured preceptorship and mentorship programmes, emotional wellbeing initiatives, and leadership support are examined. The article underscores the importance of building a positive work environment to retain NQNs, thereby improving workforce sustainability and patient care. Additionally, recommendations are provided to enable a proactive approach to improving NQN retention.

Core competency in palliative care among intensive care unit nurses: A latent profile analysis

BACKGROUND

Intensive care unit (ICU) nurses play a leading role in integrating palliative care into ICU practices, which requires them to possess professional and comprehensive palliative care core competencies.

AIM

To explore the current status of ICU nurses' palliative care core competency and to examine the factors influencing different subgroups of core competency.

STUDY DESIGN

A quantitative, cross-sectional study. A random sampling of 342 ICU nurses from five hospitals participated in this study from March to April 2024. A latent profile analysis (LPA) was conducted to identify subgroups based on the Palliative Care Nurses' Core Competences (PCNCC) scale. Differences between the variables, including sociodemographic characteristics, autonomous learning capacity, job satisfaction and subgroups, were explored using multivariate logistic regression. This cross-sectional study used the STROBE checklist.

RESULTS

The mean score for palliative care core competency among ICU nurses was (58.96 ± 21.56). There were three different subgroups of palliative care core competency, namely, the 'low palliative care core competency group (31.2%)', the 'medium palliative care core competency group (47.2%)' and the 'low palliative care core competency group (21.6%)'. Professional title (odds ratio [OR] = 0.161, 95% confidence interval [CI]: 0.038-0.673, p = .012), position (OR = 0.111, 95% CI: 0.013-0.975, p = .047), work experiences (OR = 0.169, 95% CI: 0.030-0.965, p = .046) and autonomous learning capacity (OR = 3.298, 95% CI: 1.390-7.822, p = .007) were significant factors affecting the medium-level group, while position (OR = 0.101, 95% CI: 0.011-0.918, p = .042) and autonomous learning capacity (OR = 3.878, 95% CI: 1.447-10.396, p = .007) significantly influenced the low-level group.

CONCLUSIONS

The majority of ICU nurses were categorized in the low and medium-level palliative care core competency group; professional title, position, work experience and autonomous learning capacity were the main influencing factors.

RELEVANCE TO CLINICAL PRACTICE

ICU nurses should receive specific knowledge and training on palliative care, especially young nurses with limited work experience. Nursing managers and educators should provide targeted intervention strategies for nurses with different autonomous learning capacities to improve their core competencies in palliative care.

Continuing Professional Development Among Nurses in Jordan: Perceptions, Importance, Motives, and Barriers

BACKGROUND

Continuing professional development (CPD) is a type of lifelong learning and a means of gaining career security and personal development and assuring the public that professional knowledge is up-to-date. This study assessed Jordanian nurses' perceptions of the importance of CPD, their motives for obtaining CPD, and barriers to receiving CPD.

METHOD

A descriptive cross-sectional design was used. Data collected included demographic information and responses to a questionnaire about CPD for nurses.

RESULTS

The findings showed that the motives subscale had the highest mean score (M = 4.09, SD = 0.58), and the CPD activities subscale had the lowest mean score (M = 2.96, SD = 0.75).

CONCLUSION

Nurses understand the importance of CPD to improve nursing qualifications, enhance nursing practice, and promote health care quality. However, there are differences in how nurses perceive and engage in CPD. Addressing barriers and aligning intentions with actions could improve CPD participation. [J Contin Educ Nurs. 2025;56(3):111-117.].

Developing a Competency Assessment Index System for Hematology Nurses in China: Delphi Study Insights

PURPOSE

Patient management, care, and education are influenced by the core competencies of hematology nurses. Nurse specialists enhance patient safety and nursing care quality. However, no study has constructed an index of core competence assessment for hematology nurses.

DESIGN

In this study, a literature review, theoretical analysis, and group discussion were performed to construct the core competency evaluation index system for hematology nurses.

METHODS

Twenty-six experts from 7 provinces and cities across China were selected by purposive sampling for 2 rounds of Delphi expert consultation, and the indicators were selected based on the mean importance score >3.5 and coefficient of variation <0.25. A precedence chart determined the indicator weights at all levels.

RESULTS

The evaluation index included 6 primary, 18 secondary, and 70 tertiary indicators. The positive coefficients of the questionnaire on the 2 rounds were 100% and 92.86%. The Kendall's harmony coefficients for indicators at all levels were 0.176 to 0.461 and 0.197 to 0.220. Experts' familiarity, judgment, and authority coefficients were 0.892, 0.871, and 0.882, respectively.

CONCLUSIONS

The evaluation index system may provide references for the training, curriculum setting, assessment, and qualification certification of hematology nurses.

Assessment of the Educational Needs of Spanish Nurses in the Care and Management of Patients with Diabetes

Introduction: The rising prevalence of chronic diseases such as diabetes poses significant challenges to healthcare systems globally, requiring specialized care and management. Nurses play an essential role in educating and caring for patients, but current continuing education programs often fail to meet the practical needs of clinical settings. Methods: This study used a qualitative descriptive-interpretative approach, conducting semi-structured interviews with 24 nurses working in primary care and hospital settings across Spain. The interviews focused on their experiences, perceptions, and educational needs in diabetes care. A thematic analysis was performed to identify key trends and insights. Results: Nurses emphasized the importance of ongoing education in building professional confidence and improving patient care outcomes. However, they reported significant barriers, including limited time, high costs, and a lack of practical focus in existing training programs. Participants favored hybrid learning models, which combine the flexibility of online training with the hands-on experience of in-person sessions. Nurses in rural areas highlighted the value of virtual training to overcome geographic constraints, while those in urban environments preferred hybrid approaches. Additionally, nurses called for accessible and concise resources, such as digital libraries and clinical simulations, to support decision making in real time. Conclusions: To be effective, diabetes- and ostomy-focused continuing education must align with nurses' clinical realities and individual needs. Combining digital tools with practical in-person learning can enhance accessibility and foster the practical application of skills. These findings provide actionable insights for designing education programs that advance both patient care and nurses' professional development.

Experiences of general practice teams and their patients with clinical research-a mixed-methods process evaluation of the Bavarian Research Practice Network (BayFoNet)

BACKGROUND

Practice-based research networks (PBRNs) have been implemented to support clinical research in German general practice since 2020. General practitioners (GPs) are often critical concerning the feasibility of clinical trials. Among others, high workload, lack of resources in GP teams and little acceptance of the trial requirements by the patients are assumed barriers. Therefore, the aim of this study was to evaluate the perspectives of the GP teams and their patients on the set up of BayFoNet during the implementation of the two pilot cluster-randomized trials to improve this collaboration on a sustainable basis.

METHODS

GPs and medical assistants (MAs) were interviewed using semi-structured interviews based on the Consolidated Framework for Implementation Research. Implementation research and verbatim transcripts were analyzed using qualitative content analysis. Patient attitudes were evaluated quantitatively with questionnaires based on the theoretical domains framework using descriptive statistics.

RESULTS

A total of 15 GPs and 15 MAs were interviewed, and 109 complete patient questionnaires were returned. Main facilitators for GPs' active participation in clinical research were networking as well as active participation of GP teams at different levels of the research process. Increased awareness concerning PBRNs might promote a lively network. From the GPs' perspective, lack of motivation among MAs and patients was a perceived barrier to support clinical research in general practice. MAs emphasized their own increase in knowledge and competence as well as the importance of clinical research for improved patient care. In contrast to the GPs, most MAs were not aware of BayFoNet as a network structure. The surveyed patients rated their own capabilities and opportunities to actively participate in the pilot studies as very good. Prior to the implementations of the interventions, some patients experienced some difficulty in defining clear goals for their own participation.

DISCUSSION

Increased awareness concerning PBRNs might promote a lively network. Target-group specific dissemination strategies as well as opportunities for GP teams and their patients to participate in clinical research should be elaborated. This might increase the feasibility of clinical trials and the motivation of all participants to conduct clinical trials in general practice.

TRIAL REGISTRATION

Pilot cluster-randomized trial 1 (MicUTI) was prospectively registered on December 19, 2022 at www.

CLINICALTRIALS

gov (NCT05667207); Pilot cluster-randomized trial 2 (IMONEDA) was prospectively registered on April 22, 2022 at www.bfarm.de (DRKS00028805).

Paying It Forward: Nursing Students Give Back Through Continuing Education

ABSTRACT

As nurses experience higher work demands, finding the time and resources to complete continuing education activities can be challenging. In this innovative activity, baccalaureate nursing students offered a potential solution by developing educational posters for their clinical partners. Bridging theory and practice, this approach enhanced relationships between students and bedside nurses, promoted collaborative learning, and fostered knowledge exchange within the clinical setting. The result was mutually beneficial; professional nurses acquired valuable continuing education credits while students gained knowledge and experience.

Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: A mixed methods approach

Background

Within healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners.

Objective

To explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare.

Design

A mixed methods approach was used.

Settings

One inner-city integrated health care system in the UK.

Participants

This study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England.

Methods

Data collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles.

Results

The findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were:I. Increased confidence and sharing of teaching experience.II. Increased reflection and use of pedagogy.III. Formation of a teaching community of practice.IV. Perceived teaching career progression opportunities.The application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to 'pay forward' and support practice colleagues to be recognised for their teaching roles.The main challenges were the competing demands on applicants' time and the self-directed approach required to complete the award application.

Conclusion

Gaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished.

Registration

N/A.

Tweetable abstract

With institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE.

Understanding the beliefs, motivations and perceived barriers of physiotherapists toward career development and related post-graduate training opportunities: a qualitative study

BACKGROUND

In light of impending physiotherapy workforce shortages in Australia and updates to career progression pathways for physiotherapists internationally, it is important to understand the beliefs and considerations that underpin decisions to pursue career development opportunities from the perspective of physiotherapists.

PURPOSE

To investigate physiotherapists' beliefs, motivations and perceived barriers toward career development opportunities, and explore influences which impact the decisions regarding whether and how to undertake career development in physiotherapy.

METHODS

Qualitative study using one-on-one semi-structured interviews. Interview data were analyzed using a six-phase iterative and inductive reflexive thematic analysis approach.

RESULTS

Seventeen physiotherapists were interviewed. Resulting codes were categorized into four key themes: 1) An opportunity for change, 2) Asserting professional and personal identity, 3) The cost of studying, and 4) Choosing the "right" pathway.

CONCLUSION

Decision-making surrounding career development in physiotherapy is fluid and impacted by various intrinsic and extrinsic influences. Perceived benefits include improved professional credibility, personal and professional identity, career sustainability and competitiveness for job opportunities. Perceived barriers relate to associated post-graduate training pathways, and span financial, social and geographical domains. Career development is seen as an investment, and perceived benefits are actively weighed up against associated costs. It is important for physiotherapists that career development opportunities align with their own values and circumstances.

New graduate nurses' perspectives on well-being and transitioning into the workforce

BACKGROUND

The COVID-19 pandemic profoundly impacted nurses' well-being and the transition of new nurses into the workplace. The National Academy of Medicine and American Nurses Foundation has announced the need to prioritize well-being research.

PURPOSE

To explore new nurses' perspectives related to factors that influenced their well-being and transition to practice.

METHODS

New graduate nurses (1-2years post graduation) in Hawaii were invited to participate in a qualitative study, September 2023.

DISCUSSION

Participants (N = 25) were predominantly female (84%), Asian (80%), and had 1year of experience (76%). Participants described the effect of the pandemic on their well-being, individual factors they needed to develop, external factors that were barriers or facilitators, and considerations for future interventions to support well-being and transition to practice.

CONCLUSION

The findings highlighted components of interventions needed in the academic and professional setting to support new nurses' successful and sustained transition to the workplace.

Cultural adaptation and psychometric evaluation of the Persian version of the motivation for nursing student scale (MNSS)

BACKGROUND

Motivation is a critical factor in the success of nursing students, as it significantly influences their ability to acquire the necessary knowledge and skills for the nursing profession. Insufficient motivation can result in a lack of engagement with learning activities, thereby impeding the development of essential competencies.

AIM

This study aimed to translate the Motivation for Nursing Student Scale (MNSS) into Persian and evaluate its psychometric properties within the context of nursing students in Iran.

METHOD

This methodological cross-sectional study involved a sample of 542 nursing students selected through convenience sampling. The MNSS was translated into Persian following the guidelines recommended by the World Health Organization. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of internal consistency were conducted to evaluate the validity and reliability of the instrument.

RESULTS

The EFA and CFA validated the structure of the instrument, identifying four factors and 20 items, which explained 58.68% of the total variance. The CFA results indicated a well-fitting model with the following indices: CFI = 0.91, GFI = 0.93, IFI = 0.946, TLI = 0.92, RMSEA = 0.061, and SRMR = 0.049. The Cronbach's alpha coefficient and Intraclass Correlation Coefficient (ICC) for the scale were 0.882 and 0.802, respectively.

CONCLUSION

The Persian version of the MNSS demonstrates satisfactory reliability and validity, making it a dependable instrument for measuring the academic motivation of nursing students. This tool can be effectively used to assess the motivation of nursing students in Iran.

Newly qualified nurses' and midwives' experience with continuing professional development during transition: A cross-sectional study

AIM

To explore newly qualified nurses and midwives' experience of continuing professional development (CPD) and factors associated with CPD participation during newly qualified nurses and midwives' transition, such as job satisfaction and intention to leave.

BACKGROUND

Newly qualified nurses and midwives find it difficult to make the transition to their first registered post. During the transition, professional support through CPD is essential to build competence and confidence and increase job satisfaction and retention.

DESIGN

A cross-sectional study.

METHODS

This study was conducted from September 2021 to October 2022. The online survey, consisting of 83 items, included: the Questionnaire of Professional Development of Nurses (Q-PDN), the McCloskey/Mueller Satisfaction Scale, three questions about Intention to Leave and two open-ended questions. The analysis was conducted by combining the results from the three European countries. Descriptive and logistic regression analyses were performed. The participants were Newly qualified nurses and midwives from Ireland, Italy and Croatia RESULTS: A total of 476 Newly qualified nurses and midwives completed the survey. Of these, 32 % (n=152) were satisfied with opportunities to participate in CPD activities and 54.8 % (n=261) had participated in a formal CPD programme. Most newly qualified nurses and midwives (89.1 %, n=424) agreed that they would like to participate in a formal CPD programme. Almost half of the participants (46.4 %, n=219) had thought of leaving the profession in the previous 12 months. We found that 'having participated in a programme to support newly qualified nurses (OR=0.29; p<.001), 'participating in mandatory CPD activities' (OR=0.76; p=0.016) and 'working in the clinical area of community' (OR=0.31; p<.001) or in maternity (OR=0.46; p=0.040) were positively associated with better job satisfaction.

CONCLUSIONS

Participation in support programs during the transition period contributes to increasing job satisfaction for newly qualified nurses and midwives. During their transition, newly qualified nurses and midwives need more support from their institution managers, in terms of ensuring a better learning environment, as well as formal and informal supports.

Critical soft skill competencies that clinical nurse educators consider important to evaluate in nurses

AIM

Guided by Benner's framework, From Novice to Expert, this study aimed to identify (1) critical soft skills to be evaluated in nurses and (2) levels of nursing behaviour indicating achievement of soft skills to provide a framework for developing a soft skills rubric.

BACKGROUND/INTRODUCTION

Nurse shortages are often attributable to high turnover rates among nurses. To improve this situation, healthcare facilities implement transition programmes and continuing education with a primary focus on developing and maintaining nurses' knowledge and performance (hard skills). However, balancing hard and soft skills (beliefs, values and attitudes) is key to nurses' quality of care and ultimately to their retention. Despite the importance of soft skills, their intangible nature creates problems in evaluating nurses' attainment of these skills and in providing constructive feedback to help them set concrete goals for improving their practice.

METHODS

This qualitative descriptive study described critical soft skills in the nursing context. A purposeful sampling strategy was used to enrol 13 clinical nurse educators from multiple hospital units; each had more than 2 years of clinical nurse educator experience and had completed preceptor training. One-to-one interviews with these individuals were audio recorded, transcribed and subjected to direct content analysis using NVivo 12. The study follows the Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative studies.

FINDINGS

Five main competencies, comprising 20 subcompetencies, were identified: personal growth, effective interactions, professionalism, teamwork and the caring role. For each subcompetency, four skill levels were delineated using clinical indicators.

CONCLUSION

This study's findings can enhance understanding of clinical nurse educators' perceptions regarding soft skills required of nurses.

IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE

The soft skills identified can be incorporated into a rubric to be used by clinical nurse educators to evaluate and guide nurses' professional development and contribute to improving quality of care. No patient or public contribution is required for this study.

Perceived Needs, Barriers, and Challenges to Continuing Professional Development (CPD): A Qualitative Exploration among Hospital Pharmacists

Continuing professional development (CPD) is an essential tool for healthcare professionals to remain up-to-date with the latest advancements in their field. In Saudi Arabia, pharmacists are officially registered healthcare professionals by the Saudi Commission for Health Specialties (SCFHS). To uphold their licensure, they must complete 40 h of CPD every two years. This qualitative study aimed to explore hospital pharmacists' perceptions, barriers, and challenges of CPD, as well as their recommendations for improving CPD activities. A qualitative descriptive approach with semi-structured face-to-face interviews was employed. Using purposive sampling, 12 hospital pharmacists were interviewed. The recorded data were transcribed and analyzed using thematic analysis. Pharmacists generally showed positive perceptions of CPD, recognizing its importance for their professional development and the provision of high-quality patient care. However, some pharmacists expressed dissatisfaction with the current system. Several barriers to participation such as heavy workloads, lack of time, and limited financial support were highlighted. The primary motivations for engaging in CPD included fulfilling regulatory requirements. Workshops were the most beneficial CPD activities among others. Additionally, importance of more specialized, practice-oriented programs was highlighted. The study provides valuable insights into the needs and challenges faced by hospital pharmacists in Saudi Arabia regarding CPD. The insights gained can inform theory, policy, and practice relating to pharmacists' CPD at both professional and governmental levels.

The work experiences and career development expectations of Chinese respiratory therapists: a descriptive qualitative study

Background

Respiratory therapists (RTs) play a vital role in healthcare, specializing in the treatment and management of heart and lung conditions, particularly during the COVID-19 pandemic. Despite the importance of RTs, little attention has been paid to RTs in the Chinese health system. This study aimed to understand and describe the work experiences and career development expectations of RTs in China.

Methods

This study utilized a qualitative research design and conducted semi-structured, in-depth, audio-recorded interviews with 16 RTs aged 28-40 years, purposively selected from six regions in mainland China from May to June 2024. Qualitative thematic content analysis was conducted to identify and group the themes that emerged from the discourse. Interviews were transcribed and analyzed using thematic analysis.

Results

Four key themes were identified: (1) "Complex Career Motivation" delves into the career trajectories and role adaptations of RTs; (2) "Positive Career Feedback" explores feelings of job satisfaction and career accomplishments; (3) "Uncertain Career Predicament" sheds light on the negative impact of multidimensional career challenges; (4) "Demand-Driven Future Outlook" reflects RTs' urgent expectations for professional advancement.

Conclusion

The barriers and facilitators in the professional journey of Chinese RTs maintain a fragile balance, and the future development of the profession may determine whether they can persist in their careers. Healthcare managers and leaders should pay attention to the real needs of RTs, enhance their professional confidence, and adopt effective coping strategies to avoid the loss of human resources and promote the development of the professional team.

Qualitative evaluation of a multidisciplinary master of cancer sciences: impacts on graduates and influencing curricular factors

BACKGROUND

Evaluations of continuing professional development programs typically focus on short-term knowledge and skill acquisition. There is a need for more comprehensive program evaluation methods that assess a broader range of impacts and can elicit how and why these outcomes occurred. We conducted a qualitative study to investigate the impacts of a multidisciplinary, online health professional postgraduate degree and to gain insights into the factors that led to these impacts.

METHODS

Participants were graduates of the University of Melbourne's Master of Cancer Sciences who could participate in an online interview. Semi-structured, qualitative interviews were conducted exploring a broad range of impacts, including changes in professional practice and career trajectory since graduation, and how the degree influenced these impacts. Data were analysed inductively.

RESULTS

Fifteen participants (female: 80%, 31-50 years old: 67%) from a range of professions were interviewed. A number of major themes were uncovered. Impacts on career trajectory included expanded career horizons (e.g. increased role diversity and complexity), and increased confidence in their professional identity. Impacts on professional practice included individual improvements in patient care and research, as well as changes in organisational practice. Factors identified as leading to these impacts were: (i) active, interactive and interprofessional learning; (ii) networking, informal mentoring, and role-modelling; and (iii) support at multiple levels.

CONCLUSION

This study provides preliminary evidence of the positive impact of a Master of Cancer Sciences on graduate career trajectory and professional practice. In addition, the inductive methodology enabled identification of the curricular features (both planned and emergent) that influenced these impacts, facilitating potential transferability of learnings to other teaching programs.

Conceptualising the experiences of continuing professional development of young private sector audiologists as an attribute of andragogy

Background

Continuing professional development (CPD) is an ongoing learning process that builds on initial training and education to improve competency. Low compliance rates of audiologists adhering to CPD have been reported by the Health Professions Council of South Africa. However, there is an absence of research on the uptake of CPD from the perspective of young audiologists working in the private sector.

Aim

This study aimed to explore the experiences and views of young audiologists working in the private sector on continuing professional development.

Setting

The study was conducted in KwaZulu-Natal province, South Africa.

Methods

The descriptive, qualitative approach entailed conducting 11 online, semi-structured interviews with audiologists working in the private sector. Semi-structured interviews consisted of open-ended questions, and the qualitative data were thematically analysed. The adult learning theory, andragogy, was used as both the conceptual and analytical framework.

Results

Five andragogy concepts were used to analyse the data, with eight sub-themes emerging related to: self-concept, adult learning experiences, readiness to learn, orientation to learning and internal motivation.

Conclusion

The experiences of audiologists in the private sector on CPD aligned with the concepts of andragogy. Audiologists' experiences need to be taken into consideration during the planning and implementation of CPD for it to be relevant, effective and purposeful.

Contribution

This study highlighted the experiences of audiologists on CPD working in the private sector with continuing professional development.

What is needed for nurses to work with evidence-based practice? A qualitative study

BACKGROUND

Transformation of healthcare is necessary to ensure patients receive high-quality care. Working with the evidence-based practice (EBP) principles enables nurses to make this shift. Although working according to these principles is becoming more common, nurses base their actions too much on traditions and intuition. Therefore, to promote EBP in nursing practice and improve related education, more insight into nurses' needs is necessary to overcome existing EBP barriers.

OBJECTIVE

To identify the current needs to work with EBP principles among hospital and community care nurses and student nurses.

DESIGN

A qualitative, exploratory approach with focus group discussions.

METHODS

Data was collected between February and December 2020 through 5 focus group discussions with 25 nurses and student nurses from a hospital, a community care organisation, and nursing education schools (bachelor and vocational). Data were analysed using reflexive thematic analysis, and the main themes were synchronised to the seven domains from the Tailored Implementation for Chronic Diseases (TICD) checklist.

RESULTS

Nurses and student nurses experience EBP as complex and require more EBP knowledge and reliable, ready-to-use evidence. They wanted to be facilitated in access to evidence, the opportunity to share insights with colleagues and more time to work on EBP. The fulfilment of these needs serves to enhance motivation to engage with evidence-based practice (EBP), facilitate personal development, and empower nurses and student nurses to take more leadership in working according to EBP principles and improve healthcare delivery.

CONCLUSION

Nurses experience difficulties applying EBP principles and need support with their implementation. Nurses' and student nurses' needs include obtaining more EBP knowledge and access to tailored and ready-to-use information. They also indicated the need for role models, autonomy, incentives, dedicated time, and incorporation of EBP in daily work practice.

CPD Success With Technagogy in Health Professions: Determinants and Merits

INTRODUCTION

Continuing professional development (CPD) has become a common strategy to address the gaps in knowledge and competencies during the pandemic. Given the drastic changes in the learning environment, this study explored "technagogy" or teaching with technology in CPD in the health professions.

METHODS

A mixed-methods study was used to ascertain the determinants and merits of CPD success from the participants' perspectives ( n = 237). The quantitative data underwent structural equation modeling using partial least squares. We also thematically analyzed the qualitative responses and synthesized concurrent findings.

RESULTS

The structural model accounted for a 64% variance in the CPD success. Its significant direct predictors ( P < .05) were instructional, curriculum, and nurturant effects. From the participants' experiences, we generated four themes as the merits of CPD: learning, teaching, knowledge, and technology scholarships. Finally, we constructed a synthesized model, the CPD Determinants and Intrinsic Assets in Learning, which can offer modest guidance in navigating CPD with technagogy.

DISCUSSION

The study findings emphasize the convergence and divergence points as considerations in teaching and learning with technology. It also offers valuable insights into relevant implications of technagogy in CPD, including its theory, practice, policy, and research.

Organizational Support for Nurses' Career Planning and Development: A Scoping Review

Aim

To systematically map and identify key knowledge on organizational support for nurses' career planning and development.

Design

Scoping review.

Methods

Systematic electronic searches were carried out with the CINAHL, PubMed, Scopus, and Web of Science databases in May 2022. The searches were limited to scientific, peer-review papers that were published in English from January 2012 to May 2022. Data were extracted and synthetized and are presented in tables and text. The review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.

Results

We identified 1,400 papers and 28 met the inclusion criteria. Organizations recognized nurses' career planning and development in relation to the individual's professional development and the organization's need to promote high-quality services and workforce engagement. The organizational support included strategic work to ensure there were adequate resources and purposeful vacancies and a structured framework based on objective qualification criteria and equal assessment. Organizations focused on sharing knowledge, structured career planning, and interpersonal support. Support within the nursing profession and multilayered interprofessional collaboration were also important.

Conclusion

Nurses' career planning and development was linked to their personal development and the organization's aims and required support from both fellow nurses and other professionals. Implications for the Nursing Management. Identifying the organizational structures and methods that are needed to support nurses' career planning and development can help nursing management to evaluate and develop strategies that improve the attractiveness of a nursing career and nurses' engagement.

National norms for the obstetric nurses' and midwives' health education competence, and its influencing factors: a nationwide cross-sectional study

BACKGROUND

Strengthening obstetric nurses' and midwives' health education competence is the investment and guarantee for the population's future health. The purpose of study is to establish national norms for their health education competence, and explore possible influencing factors for providing an uniform criterion identifying levels and weaknesses.

METHODS

An online questionnaire with a standard process was used to collect data. Three normative models were constructed, and multiple linear regression analysis analyzed possible influencing factors.

RESULTS

The sample respondents (n = 3027) represented obstetric nurses and midwives nationally. Three health education competency normative norms (mean, percentile and demarcation norm) were constructed separately. Locations, hospital grade, department, marital status, training times and satisfaction with health education training influenced obstetrical nurses' and midwives' health education competence (P<0.05).

CONCLUSION

This study constructed the first national standard for assessing obstetric nurses' and midwives' health education competence, providing a scientific reference to evaluate the degree of health education competence directly. These known factors could help clinical and policy managers designate practice improvement measures. In future research, Grade I hospitals should be studied with larger sample sizes, and indicators need to improve to reflect health education's effect better.

Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review

AIM

To identify strategies that develop clinical nursing leadership competencies among staff nurses, and to explain the contextual elements and mechanisms that underpin the development of clinical nursing leadership competencies.

DESIGN

Realist review according to the Realist and Meta-narrative Evidence Syntheses-Evolving Standards (RAMESES).

DATA SOURCES

PubMed, Embase, CINAHL, Web of Science, Wiley Online Library, PsycInfo and ProQuest were searched from January 2000 until October 2022.

REVIEW METHODS

Three iterative phases: (1) development of initial programme theory, (2) structured searches for relevant published and grey literature and (3) data synthesis and interpretation by researchers and theory triangulation, and discussions within the research group.

RESULTS

Multiple context-mechanism-outcome configurations were extracted from 10 reports that explain how, under what circumstances and why strategies can facilitate (or discourage) staff nurses to act as clinical leaders. Reports were both quantitative and qualitative in design, originating from English-speaking countries only.

CONCLUSIONS

A logic model was developed and suggests four contexts and five mechanisms underlying the development of clinical nursing leadership. Growth in clinical nursing leadership was mainly experienced through experiential learning, which was enhanced by a supportive relationship with a coach or mentor, the use of reflective practices and modelling from other leaders. Furthermore, a supportive work environment triggers ownership, confidence and motivation, and thereby growth in clinical nursing leadership competencies.

IMPACT

Fostering competencies for clinical leadership among staff nurses requires multifaceted strategies. Strategies are successful if, and only if, they combine learning by doing, by knowing and by observing, and establish a responsive work environment. Hospital policy should ensure that staff nurses have access to reciprocal relationships with role models or a coach. In order to grow as clinical nurse leader, ownership and self-reflection on own leadership behaviour need to be facilitated.

NO PATIENT OR PUBLIC CONTRIBUTION

Prospero ID CRD42021292290.

Over twenty years of pedagogical research from Nurse Education in Practice: A bibliometric analysis from 2001 to 2023

AIM

To present a bibliometric overview of pedagogical research from Nurse Education in Practice from its inception in 2001 up until 2023.

BACKGROUND

Bibliometric methods are useful in analysing and understanding the characteristics of scientific publications in a particular field and the influence of specific journals. However, no bibliometric analysis of a nurse education journal has been undertaken to date which would highlight important research trends in this area of nursing and midwifery.

METHODS

A total of 2231 publications (articles and reviews only) from Nursing Education in Practice were retrieved from the Scopus database between 2001 and 2023. Several software applications including Microsoft Excel and VOSviewer were used to undertake bibliometric analysis on this dataset. Publication trends such as country analysis, author analysis, keywords analyses (cluster, content and trend analysis) were generated to help understand the volume and scope of pedagogical nursing and midwifery research in this journal.

RESULTS

There has been a steady increase in pedagogical research from Nurse Education in Practice since its launch in 2001 up until 2018, with a dip in publications in 2022 most likely due to the impact of restrictions during the coronavirus pandemic. The most prolific institutions publishing in the journal are mainly from the United Kingdom, Australia and the United States, with over eighty countries represented demonstrating its global reach and impact. Nursing students, nursing education, simulation and learning are some of the most frequent author keywords.

CONCLUSION

The diversity of pedagogies in nursing and midwifery education, clinical learning and supervision in practice environments, and competence and confidence when transitioning to practice are the most popular research areas in Nurse Education in Practice. This study informs nurse and midwife educators and scholars about the volume and scope of pedagogical research in nursing and midwifery. It also makes recommendations on how to improve aspects of scholarship in education and areas for future pedagogical research.

Heterogeneity of work alienation and its relationship with job embeddedness among Chinese nurses: a cross-sectional study using latent profile analysis

OBJECTIVE

To identify the distinct profiles of work alienation among Chinese nurses, examine the demographic factors associated with profile memberships, and then explore the relationship between latent categories of work alienation and job embeddedness.

METHODS

A cross-sectional survey of 523 nurses was conducted from July to August 2023. Latent profile analysis (LPA) was performed to identify distinct profiles of nurses based on three aspects: powerlessness, helplessness, and meaningfulness. A multinomial logistic regression analysis was conducted to explore the predictors of profile membership. Hierarchical regression analysis was carried out to examine the association between profile memberships and job embeddedness.

RESULTS

Three subgroups of work alienation of nurses were identified: 23.1%, 57.8%, and 19.1% in the low work alienation group (profile 1), the moderate work alienation group (profile 3), and the high work alienation group (profile 2), respectively. Nurses with college degrees were more likely to be grouped into moderate work alienation. Nurses who did not work night shifts were more likely to have low or moderate levels of work alienation. Nurses earning 2,000-3,000 and 3,001-5,000 yuan per month were likely to be in the low work alienation group. The different categories of work alienation significantly predicted job embeddedness among nurses (ΔR2 = 0.103, p < 0.001).

CONCLUSIONS

Work alienation has an important impact on clinical nurses' job embeddedness. Nursing managers should pay attention to the differences in individual work alienation status and adopt reasonable management strategies to improve the level of job embeddedness, ensure the quality of care, and reduce nursing turnover.

Nurses' perspectives on workplace environment needs associated to resilience: a qualitative descriptive study

Objective

The purpose of this study was to explore the demands of nurses on the workplace environment related to psychological resilience.

Methods

A qualitative descriptive design was employed for this study. Purposeful sampling was chosen from a tertiary hospital in Henan Province, China. Semi-structured in-depth interviews were conducted with 20 nurses. The interview data was analyzed using the Colaizzi's method and results were reported following the COREQ standards.

Results

Analysis of the interview data revealed three main themes: (1) Career Support and Development, (2) Practical Support & Development, and (3) Personal Support and Development.

Conclusion

The perspectives of nurses for a workplace environment demands needs to be appreciated, and in addition, it is worth noting that the key role of building a good workplace environment in strengthening the resilience of nurses emphasizes the need for careful consideration. Nursing administrators should formulate policies and measures from multiple perspectives based on the real needs of nurses in terms of professional, practical, and personal dimensions.

Nurses Engagement on Continuing Professional Development Programs and its Barriers in Selected Hospitals in Addis Ababa, Ethiopia

Background

Continuous Professional Development (CPD) programs are crucial for enhancing the quality of healthcare delivery. The presence of incompetent and unskilled healthcare professionals is not satisfactory. This study aimed to evaluate nurses' engagement in CPD programs and identify the barriers affecting this engagement.

Methods

A mixed-methods approach, combining quantitative and qualitative cross-sectional studies, was employed from April 1 to 30, 2022. The quantitative component involved 271 randomly selected nurses, while nine key informants were purposively chosen for qualitative analysis. Data were collected using a structured self-administered questionnaire with a content validity index of 0.91 and an interview guide. Ethical guidelines were strictly followed. Quantitative data were entered into Epi-data version 3.1 and analyzed with SPSS version 25.0. Descriptive statistics described participant characteristics, while chi-square tests and logistic regression analyses assessed the relationships between independent and outcome variables, with significance set at p < 0.05 and goodness-of-fit evaluated by the Hosmer-Lemeshow test (>0.05). Qualitative data were analyzed using manual exploratory descriptive methods and thematic analysis.

Results

Of the 271 nurses, 262 (96.7%) participated, with a median age of 28 years. The overall CPD engagement rate was 34.4%. Factors influencing CPD engagement included financial constraints (adjusted odds ratio [AOR] = 3.1, 95% CI: 1.28-7.52), lack of access to CPD information (AOR = 0.3, 95% CI: 0.12-0.76), time constraints due to family commitments (AOR = 3.35, 95% CI: 1.08-10.34), and insufficient CPD resources (AOR = 0.15, 95% CI: 0.03-0.742). Qualitative findings revealed low CPD engagement levels, insufficient financial support, reluctance to self-finance training, the positive impact of diverse training mediums, and barriers related to nurses' attitudes and the availability of training.

Conclusion

Nurses' engagement in CPD is notably low. Financial and time constraints, along with limited access to information and resources, significantly hinder participation in CPD activities.

Insights from defining nurses' career success: An integrative review

AIMS

To review the literature and identify factors that make sense of and influence nurses' career success. We sought to provide insights into achieving nurses' career success.

DESIGN

An integrative review conducted in May 2022 using Whittemore and Knafl's methodology of integrative review.

METHODS

The databases searched were PubMed, Web of Science, Scopus, and CINAHL. Search criteria included the keywords "nurs*" and "career success" in the title and abstract. The quality of the reviewed papers was assessed using the JBI Critical Appraisal Tool for cross-sectional studies and qualitative research. We extracted five types of information from quantitative studies: the definition of career success, factors of career success instruments, reliability or validity of career success instruments, and factors influencing nursing career success. Furthermore, we extracted two types of information from qualitative studies: themes that imply career success and factors that influence nurses' career success. Primary data were categorized into two perspectives: (1) what nurses' career success means and (2) what influences nurses' career success. Categorized data were unified into similar contents. Themes were developed from unified subgroups.

RESULTS

Fourteen studies were included in the analysis. Seven themes were integrated into the factors that make sense of nurses' career success: satisfaction, positive attitude towards work, quality work in nursing, continuation of career and professional development, positive interaction at work, person-organization fit, and enrichment of an individual's life. Three themes were integrated into the factors influencing nursing career success: personal resources, positive behavior toward nursing work and research, and job resources and environment.

NO PATIENT OR PUBLIC CONTRIBUTION

Patients or members of the public were not involved in this review.

Learner-Centered Experience-Based Medical Education in an AI-Driven Society: A Literature Review

This review proposes and explores the significance of "experience-based medical education" (EXPBME) in the context of an artificial intelligence (AI)-driven society. The rapid advancements in AI, particularly driven by deep learning, have revolutionized medical practices by replicating human cognitive functions, such as image analysis and data interpretation, significantly enhancing efficiency and precision across medical settings. The integration of AI into healthcare presents substantial potential, ranging from precise diagnostics to streamlined data management. However, non-technical skills, such as situational awareness on recognizing AI's fallibility or inherent risks, are critical for future healthcare professionals. EXPBME in a clinical or simulation environment plays a vital role, allowing medical practitioners to navigate AI failures through sufficient reflections. As AI continues to evolve, aligning educational frameworks to nurture these fundamental non-technical skills is paramount to adequately prepare healthcare professionals. Learner-centered EXPBME, combined with the AI literacy acquirement, stands as a key pillar in shaping the future of medical education.

Nurses' professional competencies in urgency and emergency units: A mixed-methods study

to describe the professional competencies of nurses working in urgency and emergency services and to understand their perception of the essential competencies for professional performance and updating. a sequential, mixed-methods and explanatory study, conducted with emergency nurses. To obtain the quantitative data, a questionnaire with 78 items was used, answered by 39 nurses and analyzed using descriptive statistics and non-parametric tests. In turn, the qualitative data were obtained through semi-structured interviews with 17 nurses, whose interpretation was based on inductive content thematic analysis. The data were combined by connection. a high level of competence was obtained in the self-assessment of urgency and emergency nurses in Factor 2 - Relations at work and a lower level in Factor 6 - Professional excellence (p=0.036). The qualitative data corroborated positively with the "Relations at work" factor, identifying the association of knowledge and practical experience, with competencies beyond a scenario devoid of permanent education. despite the high levels of competence identified in emergency nurses, the strengthening of educational strategies favors professional development and recognition.

Factors that affect career success of nurses who practice in assisted reproductive technology

to examine the relationship between career success and work environment of nurses who practice in assisted reproductive technology and to identify factors that affect career success. a cross-sectional study conducted in 53 fertility centres in 26 provinces in mainland China. Data were collected using a demographic data questionnaire, a specialised nursing competence questionnaire, the Career-Success Scale, and the Nursing Work Environment Scale. Descriptive and inferential statistics were applied. 597 assisted reproductive technology nurses participated in our survey, and 555 valid questionnaires were collected. Theoverall mean scores for career success and work environment were 3.75 [standard deviation (SD) = 1.01] and 3.42 (SD = 0.77) respectively. There was a strong positive correlation between career success and work environment (r = 0.742, p < 0.01). Multiple regression showed that attending academic conferences, psychological care, professional development, support and care, salary, and welfare were significant factors that influence career success. attending academic conferences, psychological care, and work environment are positively related to career success. Administrators should consider ways to address these factors.

Factors that affect career success of nurses who practice in assisted reproductive technology

to examine the relationship between career success and work environment of nurses who practice in assisted reproductive technology and to identify factors that affect career success. a cross-sectional study conducted in 53 fertility centres in 26 provinces in mainland China. Data were collected using a demographic data questionnaire, a specialised nursing competence questionnaire, the Career-Success Scale, and the Nursing Work Environment Scale. Descriptive and inferential statistics were applied. 597 assisted reproductive technology nurses participated in our survey, and 555 valid questionnaires were collected. Theoverall mean scores for career success and work environment were 3.75 [standard deviation (SD) = 1.01] and 3.42 (SD = 0.77) respectively. There was a strong positive correlation between career success and work environment (r = 0.742, p < 0.01). Multiple regression showed that attending academic conferences, psychological care, professional development, support and care, salary, and welfare were significant factors that influence career success. attending academic conferences, psychological care, and work environment are positively related to career success. Administrators should consider ways to address these factors.