Predicting positive organizational behavior based on structural and psychological empowerment among nurses

The factors of job crafting in emergency nurses: regression models versus qualitative comparative analysis

BACKGROUND

Job crafting is defined as a series of proactive behaviors exhibited by employees in order to balance work resources and needs, which has a significant positive impact on the nurses. It is necessary to find the core factors that influence the job crafting, as emergency nurses deal with the most complex tasks, so as to improve their job satisfaction.

OBJECTIVES

To investigate the core factors of job crafting among emergency nurses.

METHODS

A cross-sectional design was used in the study. A total of 255 nurses were recruited from two hospitals in Zhengzhou and Shenzhen, China in December 2021. 255 nurses completed an online questionnaire. Hierarchical regression models and fsQCA models were used to explore the factors influencing job crafting among emergency nurses and helped us to identify core factors.

RESULTS

The hierarchical regression model and the fsQCA model found that the occupational benefit, psychological empowerment, and research experience were the core factors affecting their job crafting. Job involvement was not significant in the regression model, but the QCA model indicated that it needs to be combined with other factors to impact on job crafting. The QCA model uncovered seven key conditional configurations that led to high and low job crafting among emergency nurses, explaining 80.0% of the results for high job crafting and 82.6% of the results for the low job crafting, respectively.

CONCLUSIONS

The results of this study provide valuable insights into the job crafting experienced by emergency nurses. Junior emergency nurses should be granted a high level of psychological empowerment without assigning them overly complex tasks, such as research tasks, as these challenges can stop their job crafting. Intermediate and senior emergency nurses, on the other hand, can be assigned research tasks coupled with high psychological empowerment to enhance their job crafting.

Structural and Psychological Empowerment of Learners Enrolled in Continuing Nursing Leadership Education in Finland: A Quasi-Experimental Longitudinal Study

BACKGROUND

This study was conducted to assess structural and psychological empowerment among learners enrolled in a continuing leadership education program. Although the number of nurse leadership development interventions has increased, there is little evidence on how they influence leaders' empowerment.

METHOD

A longitudinal study was employed, with learners (N = 85) enrolled in a continuing leadership education program as the participants. Data were collected in the beginning, at the end, and 8 months after the completion of the program using internationally validated instruments. Data were analyzed statistically.

RESULTS

A total of 25 learners (29%) responded to the questionnaire at all three data collection points. The education significantly increased psychological and structural empowerment across all dimensions except formal power. These increased levels of empowerment were partially sustained at the 8-month follow-up time point.

CONCLUSION

Continuing education seems to benefit nurse leaders, and the continuing nursing leadership education program was positively associated with learners' perceived empowerment. [J Contin Educ Nurs. 2023;54(10):462-471.].

Psychological Empowerment and Job Stress in Higher Education Institutions in Ecuador

Purpose

Both psychological empowerment and job stress have been the subjects of great concern, studied mainly in developed countries. In emerging economies, few studies have contributed to the knowledge of the relationship between these two constructs. This study analyzed the relationship between the dimensions of psychological empowerment and job stress in tenured professors from public higher education institutions in Ecuador during 2019, providing insights for achieving better results regarding the productivity and well-being of teachers. This research seeks to bridge the knowledge gap concerning psychological empowerment and job stress within an academic context in an emerging economy.

Methods

In this quantitative study, a confirmatory model was proposed. Correlation analysis was used to investigate whether psychological empowerment dimensions are related to job stress. Data were collected from a sample of 200 tenured professors working at public universities located in Zone 3 of Ecuador in 2019. The instrument applied for psychological empowerment was proposed by Spreitzer, composed of four dimensions—meaning, competence, impact, and autonomy. For job stress, the Occupational Stress Inventory-Revised (OSI-R) instrument applied was proposed and revised by Osipow.

Results

Through structural equation modeling with partial least squares, it was possible to demonstrate that psychological empowerment reduces levels of job stress only when it is perceived that there is autonomy, fewer limitations, and more freedom. No evidence was identified that other components of psychological empowerment, such as meaning, competence, and impact, are related to job stress.

Conclusion

The results indicated that the model used to explain the relationship between these variables had weak predictive power. Furthermore, only one research hypothesis is accepted. Finally, these findings are corroborated and explained by the different perspectives presented by various authors.