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Ding Y, Tang H, Zhang Y, Peng Q, Dong W, Lu G, Chen C. The effect of work readiness on work well-being for newly graduated nurses: The mediating role of emotional labor and psychological capital. J Nurs Scholarsh 2024. [PMID: 38654402 DOI: 10.1111/jnu.12976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Revised: 04/05/2024] [Accepted: 04/10/2024] [Indexed: 04/25/2024]
Abstract
OBJECTIVE To investigate the relationship between work readiness and work well-being for newly graduated nurses and the mediating role of emotional labor and psychological capital in this relationship. METHODS A cross-sectional survey was conducted in mainland China. A total of 478 newly graduated nurses completed the Work Readiness Scale, Emotional Labour Scale, Psychological Capital Questionnaire, and Work Well-being Scale. Descriptive statistical methods, Pearson correlation analysis, and a structural equation model were used to analyze the available data. RESULTS Newly graduated nurses' work readiness was significantly positively correlated with work well-being (r = 0.21, p < 0.01), deep acting (r = 0.11, p < 0.05), and psychological capital (r = 0.18, p < 0.01). Emotional labor and psychological capital partially mediated the relationship between work readiness and work well-being. Additionally, emotional labor and psychological capital had a chain-mediating effect on the association. CONCLUSIONS AND CLINICAL RELEVANCE Work readiness not only affects newly graduated nurses' work well-being directly but also indirectly through emotional labor and psychological capital. These results provide theoretical support and guidance for the study and improvement of newly graduated nurses' work well-being and emphasize the importance of intervention measures to improve work readiness and psychological capital and the adoption of deep-acting emotional-labor strategies.
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Affiliation(s)
- Yueming Ding
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, Henan, China
| | - Haishan Tang
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, Henan, China
| | - Yiming Zhang
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, Henan, China
| | - Qianwen Peng
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, Henan, China
| | - Wanglin Dong
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, Henan, China
| | - Guangli Lu
- Institute of Business Administration, School of Business, Henan University, Kaifeng, Henan, China
| | - Chaoran Chen
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, Henan, China
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Lima MS, Alzyood M. The impact of preceptorship on the newly qualified nurse and preceptors working in a critical care environment: An integrative literature review. Nurs Crit Care 2024. [PMID: 38511618 DOI: 10.1111/nicc.13061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 02/19/2024] [Accepted: 02/26/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND Preceptorship has been found to be effective in supporting Newly Qualified Nurses (NQNs) during their transition into challenging environments, particularly in addressing issues related to confidence and anxiety. Effective preceptorship is an element of best practice and essential to support NQNs' transition into the critical care setting. However, the impact of preceptorship on NQNs and their preceptors in critical care units is yet to be completely understood. AIM To review the impact of preceptorship on NQNs and preceptors working in a critical care environment. STUDY DESIGN An integrative literature review of the literature. The review employed Whittemore and Knafl's (2005) five-stage integrative review approach. METHODS Three databases (MEDLINE, CINAHL and PsycINFO) were searched for papers published between January 2010 and May 2022. The PRISMA framework was used to guide the search and screening. Thematic analysis was used to extract, organize and analyse the data. RESULTS Nine studies were included in this review. Reflective thematic analysis revealed three themes, with four related subthemes. Preceptorship has an impact on the development of the NQNs and preceptors' 'nurturing' relationship. NQNs develop their knowledge, competence and confidence when experiencing supportive preceptorship. Meanwhile, preceptors experience a combination of increased workload and opportunities for learning and professional development as a result of preceptorship. CONCLUSION There is evidence of the impact of preceptorship on learning and professional development for both NQNs and preceptors, but this is a complex phenomenon and further research is required to understand this area more fully. RELEVANCE TO CLINICAL PRACTICE In nursing practice, it is well-established that Newly Qualified Nurses (NQNs) often face heightened levels of anxiety and a lack of confidence when embarking on their careers, particularly in the demanding and stressful environment of critical care units. This review holds particular significance in the realm of clinical practice as it delves into the pivotal role of preceptorship in nurturing the professional growth and development of NQNs within the challenging domain of critical care. Effective preceptorship, as an essential component of best practice, plays a pivotal role in aiding NQNs' transition into critical care settings.
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Affiliation(s)
- Mariana Santos Lima
- Practice Development and Education Lead Neurosciences Intensive Care Unit, Oxford University Hospitals NHS Foundation Trust, Oxford Brookes University, Oxford, UK
| | - Mamdooh Alzyood
- Public Health, Department of Psychology Health & Professional Development, Hong Kong 'Flying Faculty', Oxford Brookes University, Oxford, UK
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He L, Dela Cruz JRA. Effects of the First Wave of the COVID-19 Pandemic on the Work Readiness of Undergraduate Nursing Students in China: A Mixed-Methods Study. Risk Manag Healthc Policy 2024; 17:559-572. [PMID: 38496371 PMCID: PMC10944134 DOI: 10.2147/rmhp.s448965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 02/29/2024] [Indexed: 03/19/2024] Open
Abstract
Background Newly graduated nurses with strong work readiness are more likely to smoothly transition from school to clinical settings. However, even before the pandemic, this transition from nursing graduate to clinical nurse was often challenging. Therefore, this study aims to investigate the impact of the initial wave of COVID-19 on the work readiness of nursing students. Methods A convergent mixed-method design was employed. For the quantitative study, an online cross-sectional survey was conducted among 500 graduating nursing students from four Chinese public higher education institutions. The questionnaire comprises three parts: socio-demographic information, the Chinese version of the Work Readiness Scale for Graduate Nurse, and a questionnaire on the socio-behavioral impact of COVID-19 on the general population. In the qualitative study, a semi-structured interview was carried out with 8 students who took part in the survey. The results from both parts were integrated using the "Pillar Integration Process". Results The study identified six key pillars: "Graduating nursing students possess fundamental knowledge, skills, and a preparedness in terms of attitude and psychology"; "Specialist knowledge and skills and soft skills for transition from nursing students to clinical nurses need to be strengthened"; "The most obvious impact of COVID-19 on nursing students are the adoption of preventive measures and the limitations in study and daily life due to household confinement"; "Growth in both personal and professional awareness"; "Negative effects of fear and anxiety"; and "Negative effects of household confinement". Conclusion Graduating nursing students require additional preparation in specialized nursing knowledge, skills, and soft skills to make a successful transition from students to clinical nurses. It is important to acknowledge that the impact of COVID-19 on students' work readiness has both positive and negative aspects. Therefore, whether during the pandemic or post-graduation, these students will benefit from increased support from universities and hospitals.
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Affiliation(s)
- Lifang He
- School of Nursing, XiangNan University, Chenzhou, 423000, People’s Republic of China
- College of Nursing and Allied Health Sciences St.Paul University Manila, Manila, 1004, Philippines
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Graham P, Padley J, Williams S, Gonzalez-Chica D, Isaac V, Walters L. Australian rural medical students' perceived readiness for work as a junior doctor: A cross-sectional national survey. Aust J Rural Health 2023; 31:999-1007. [PMID: 37650537 DOI: 10.1111/ajr.13035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Revised: 08/07/2023] [Accepted: 08/20/2023] [Indexed: 09/01/2023] Open
Abstract
OBJECTIVE To report self-perceived readiness for work as a junior doctor in a national cohort of rural clinical school students. DESIGN Cross-sectional study using a self-report questionnaire. Independent variables included 14 individual readiness items related to clinical and professional tasks, sociodemographic data and reported experience of rural clinical school (RCS) training. Participants were 668 medical students (55.3% females) completing a full academic year in rural Australia. Multivariable analysis explored factors associated with overall readiness for work as a junior doctor. FINDINGS 86% agreed that RCS experience prepared them to undertake the roles and responsibilities of a junior doctor. Self-ratings for specific clinical and professional tasks varied from a mean score of 5.9-8.0 out of 10, and 13 of the 14 items were associated with the outcome (p-value <0.001, except for performing spirometry). Lowest readiness scores were seen for some aspects including raising concerns about a colleague (mean score 6.1) or responding to workplace bullying (mean score 6.0). Aspects of the RCS experience that were strongly associated with overall readiness included: feeling a valued team-member (OR 9.28, 95%CI 2.43-35.39), feeling well-supported academically (OR 6.64, 95%CI 3.39-13.00), having opportunity for unsupervised but supported clinical practice (OR 4.67, 95%CI 1.45-15.00), having a rural mentor (OR 3.38, 95%CI 1.89-6.06) and having a previous health professional qualification (OR 2.7, 95%CI 1.32-5.54). DISCUSSION Most RCS students felt ready for work as a junior doctor. Important aspects of RCS experience are likely to include students feeling integrated within the clinical team and having opportunities for authentic clinical roles. There remains a significant challenge for medical school curricula to address professional areas where graduates felt less prepared.
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Affiliation(s)
- Patrick Graham
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - James Padley
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - Susan Williams
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - David Gonzalez-Chica
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
| | - Vivian Isaac
- Discipline of Rural and Remote Health, Flinders University, Adelaide, South Australia, Australia
| | - Lucie Walters
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, South Australia, Australia
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Jeffery J, Rogers S, Redley B, Searby A. Nurse manager support of graduate nurse development of work readiness: An integrative review. J Clin Nurs 2023; 32:5712-5736. [PMID: 36945129 DOI: 10.1111/jocn.16694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Revised: 03/05/2023] [Accepted: 03/08/2023] [Indexed: 03/23/2023]
Abstract
AIM To systematically review relevant literature to identify how Nurse Managers support graduate nurse work readiness. BACKGROUND Graduate nurses face many difficulties when transitioning from student to qualified nurse. Nurse managers establish workplace culture through leadership styles, yet little is known about how they can best support graduate nurses to transition to professional practice in the acute hospital environment. DESIGN A five-step, systematic integrative review reported in accordance with the PRISMA 2020 Checklist. METHODS The steps of the review method included (1) problem identification, (2) literature search, (3) data evaluation and quality appraisal, (4) data extraction and analysis and (5) presentation. Analysis used the Framework method and was guided by theory of graduate nurse work readiness and the Theoretical Domains Framework. DATA SOURCES MEDLINE COMPLETE, Cumulative Index to Nursing and Allied Health (CINAHL) Complete, ERIC and PSYCINFO searched in December 2020. RESULTS Studies eligible for inclusion (N = 40) represented research from 15 countries; most (67.5%, n = 27) used a qualitative design, 22.5% (n = 9) were quantitative and 10% (n = 4) used mixed methods. Three themes related to the social constructs and local area work environments influenced by nurse managers emerged: supporting people, supportive environment and supporting learning. CONCLUSION The review identified a lack of robust evidence about the effectiveness of specific nurse manager-led strategies to support development of graduate work readiness. However, the findings provide a framework to guide nurse managers in supporting graduate nurses and provide a foundation for further research about nurse manager roles in developing graduate work readiness. IMPLICATIONS FOR THE PROFESSION OR PATIENT CARE Previous research has described poor transition of graduate nurses as responsible for increased workplace errors, decreased job satisfaction and high rates of attrition. Exploring the role of nurse managers in graduate nurse transition is essential to ensure quality patient care and a sustainable workforce. IMPACT What Problem Did the Study Address? Graduate nurses face many difficulties when transitioning from student to qualified nurse. Nurse managers establish workplace culture through leadership styles, yet little is known about how they can best support graduate nurses to transition to professional practice in the acute hospital environment. What Were the Main Findings? High rates of attrition are attributed to poor support during the initial transition phase of graduate nurses. Nurse managers can impact transition by providing a supportive environment, support learning and by providing a team of supportive people. Where and on whom will the research have an impact? The research will have an impact on graduate nurses and nurse managers. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution (integrative review exploring existing literature). This integrative review was registered with PROSPERO (CRD42021213142).
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Affiliation(s)
- Jacqui Jeffery
- Monash Health, Victoria, Clayton, 246 Clayton Rd, Australia
| | - Stacey Rogers
- Monash Health, Victoria, Clayton, 246 Clayton Rd, Australia
| | - Bernice Redley
- Deakin University School of Nursing and Midwifery, Centre for Quality and Patient Safety-Monash Health Partnership, Victoria, Burwood, 221 Burwood Hwy, Australia
| | - Adam Searby
- Deakin University School of Nursing and Midwifery, Institute for Health Transformation, Victoria, Burwood, 221 Burwood Hwy, Australia
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Zhang J, Makanjee C, Hayre CM, Lewis S. Australian graduate radiographers' perspectives and experiences of work readiness. J Med Radiat Sci 2023; 70:254-261. [PMID: 37015838 PMCID: PMC10500112 DOI: 10.1002/jmrs.675] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2022] [Accepted: 03/17/2023] [Indexed: 04/06/2023] Open
Abstract
INTRODUCTION Graduate radiographers entering their qualified positions need to orientate and familiarise themselves with a rapidly changing work environment to deliver a high standard of diagnostic imaging services. During this transitional phase, these newcomers also strive to meet self-expectations and workplace expectations. This study was performed to understand the work readiness perspectives and initial experiences of graduate radiographers on beginning their newly qualified roles. METHODS The study used a qualitative phenomenological approach to collect data through individual semi-structured in-depth telephone interviews with 14 purposively sampled undergraduate and postgraduate radiographers. The rich data were transcribed verbatim and then thematically analysed. RESULTS Four major themes emerged: (1) preparing to be 'work-ready', (2) initial encounters as qualified radiographers, (3) personal and professional challenges and (4) support strategies and advice for new graduates. CONCLUSIONS New graduate radiographers face many personal and professional challenges but agree that they thrive in supportive collegial environments. Most participants had a high perspective of their work readiness strongly related to their clinical placements as students, workplace familiarity, support networks and coping strategies. Further review into individual workplace orientations by organisation leaders may benefit the immersion and enhancement of graduate radiographers' initial experiences in their new role.
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Affiliation(s)
- Julie Zhang
- Division of Diagnostic RadiologyPrincess Alexandra HospitalBrisbaneQueenslandAustralia
| | - Chandra Makanjee
- Department of Medical Radiation Sciences, Faculty of HealthUniversity of CanberraCanberraAustralian Capital TerritoryAustralia
| | - Christopher M. Hayre
- Medical Imaging, Faculty of Health and Life SciencesUniversity of ExeterExeterUK
| | - Shantel Lewis
- Department of Medical Imaging and Radiation Sciences, Faculty of Health SciencesUniversity of JohannesburgJohannesburgSouth Africa
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Makanjee CR, Zhang J, Bergh AM. Roles and Responsibilities in the Transition to Working Independently: A Qualitative Study of Recently Graduated Radiographers' Perspectives in Australia. J Multidiscip Healthc 2023; 16:2471-2483. [PMID: 37664802 PMCID: PMC10473244 DOI: 10.2147/jmdh.s416510] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Accepted: 07/11/2023] [Indexed: 09/05/2023] Open
Abstract
Background Medical imaging features along the entire healthcare continuum and is known for its fast-paced technological evolution which enables it to keep up with the demands of the healthcare system to provide safe, quality services. The overall efficacy and efficiency of the system depends on practitioners' clinical competence, achieved through professional education and continuous professional development. Recent studies have revealed concerns regarding newly graduated healthcare professionals' preparedness and readiness to handle actual practice. Methods We conducted qualitative face-to-face and telephonic interviews with a convenient and purposive sample of 23 participants consisting of recently graduated radiographers (n=14), radiography students (n=5) and supervising radiographers (n=4) in Australia. Verbatim transcriptions were analyzed inductively to identify themes pertaining to perspectives and experiences of the work readiness of novice radiographers. Results The findings of our study suggest that the workplace immersion and transitioning of recently graduated radiographers into their professional roles requires a process of experiential learning and honing of knowledge and skills if they are to function efficiently and independently in a team-oriented workplace. Radiographic services are spread across various levels of care and are an integral part of the organizational structure of a healthcare system. Maladaptive transitions to the workplace may be the result of low self-confidence, a lack of support, uncertainty in inter-collegial interactions, or unrealistic performance expectations. The overarching themes of communication and interaction emerged clearly as recently graduated radiographers navigated the four roles of coordinator, collaborator, mediator, and advocate. Conclusion The application of radiographic skills is embedded in a workplace culture of communication and safety. Transitioning to independent practice takes place in a complex, multifaceted environment and is accompanied by internal and external expectations. Because each workplace has a unique context, system and culture, no novice radiographic professional can ever be fully prepared through pre-service training and workplace induction.
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Affiliation(s)
- Chandra R Makanjee
- Department of Medical Radiation Sciences (MI), University of Canberra, Bruce, Australian Capital Territory, Australia
| | - Julie Zhang
- Division of Diagnostic Radiology, Princess Alexandra Hospital, Brisbane, Queensland, Australia
| | - Anne-Marie Bergh
- Research Centre for Maternal, Fetal, Newborn and Child Health Care Strategies, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa
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Ostrognaj T, Bristow C, Zandes S, Ilic D, Howard B. Virtual Health Promotion Work-Integrated Learning Placements: A COVID-19 Consequence or Preparation for the Future? Health Promot Pract 2023:15248399231180560. [PMID: 37291874 DOI: 10.1177/15248399231180560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
We explored student and industry supervisors' experiences of virtual work-integrated learning (vWIL) health promotion placements during the COVID-19 pandemic. Using a descriptive phenomenological qualitative methodology, we conducted semi-structured interviews with eight students and eight supervisors of undergraduate health promotion-related placements at community, not-for-profit and government organizations. We asked participants about the aspects of their placement they found most enjoyable and challenging, their preparation, workload, and thoughts on placement structure. We audio-recorded and had the interviews transcribed. Our thematic analyses revealed four key themes: (1) the impact of COVID-19 on work and study, (2) benefits of vWIL (real-world application and career clarification, transcending barriers and saving time, and feeling less intimidated), (3) challenges of vWIL (experiencing workplace culture, providing support and guidance to students, and relationship building), and (4) recommendations on the evolution of vWIL (increased preparation and consider a hybrid model). Our findings suggest that vWIL is a viable and sound mode of delivery for health promotion-related placements, particularly in situations that inhibit face-to-face learning. It has the capacity to enhance the work-readiness of health promotion graduates while adding flexibility to professional preparation workplace-based training programs, providing opportunity for capacity building locally across rural and remote areas, as well as globally. Future research should examine the effectiveness, practicality, and feasibility of implementing placements across different models including face-to-face, virtual and hybrid.
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Affiliation(s)
- Teagan Ostrognaj
- School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - Claire Bristow
- School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - Stavroula Zandes
- School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - Dragan Ilic
- School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - Bethany Howard
- School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
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Li J, Li S, Fong DYT. Short form development of the Chinese work readiness scale for graduate nurse: An optimal test assembly approach. J Adv Nurs 2023. [PMID: 36932038 DOI: 10.1111/jan.15648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 02/13/2023] [Accepted: 03/08/2023] [Indexed: 03/19/2023]
Abstract
AIM To develop and psychometrically test shortened 37-item Chinese Work Readiness Scale for Graduate Nurse without compromising its reliability and validity. DESIGN Two cross-sectional studies. METHODS Data were obtained from two cross-sectional online surveys on the same target group of newly graduated nurses in China. The two periods of data collection were from June to August 2018 and from June and July 2021, with 1348 respondents completing the 37-item Chinese Work Readiness Scale for Graduate Nurse. The optimal test assembly procedure based on a generalized partial credit model was adopted to shorten the scale. RESULTS The mean age of the 1348 nurses was 22.3 years (standard deviation = 1.5), with 1257 (93.2%) being female. The category characteristic curve showed that a 5-point Likert scale was adequate in lieu of the original 10-point Likert scale. The optimal test assembly procedure identified a 17-item version that maintained at least 0.9 correlation with the full scale, a Cronbach's alpha of at least 0.9, and at least 70% of the test information retained. Its discrimination parameters ranged from 1.68 to 2.84, whereas the difficulty parameters were monotonic and ranged from -4.50 to 1.56. When retaining only 50% of test information, a 9-item version was obtained. Its discrimination parameters ranged from 1.84 to 4.55, and difficulty parameters ranged from -3.37 to 1.15. The Cronbach's alphas for the 17-item and 9-item versions were 0.97 and 0.95 respectively. CONCLUSIONS Both the 17-item and 9-item versions are appropriate for assessing registered nurses' work readiness, with the 9-item version demanding more subjects to compensate for the reduced information. Optimal test assembly approach is appropriate in shortening self-reported scales in the nursing field, while retaining satisfactory levels of reliability, validity, test information and conceptual adequacy. PATIENT OR PUBLIC CONTRIBUTION This study involved graduate nurses who provided responses to the test scale and experts who contributed to the content validation.
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Affiliation(s)
- Jiaying Li
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Sha Li
- School of Nursing, Nanjing Medical University, Nanjing, China
| | - Daniel Yee Tak Fong
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
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Abstract
Massive disruptions to work and threats to employee well-being due to the coronavirus disease 2019 (COVID-19) pandemic have highlighted the need to identify resources which enable employees to gain other valuable resources. Using a resource gain perspective, we examined the role of living a calling as a potentially robust resource, enabling employees to gain work readiness during the COVID-19 pandemic, and, in turn, resulting in a greater well-being in the form of lower job strain. Using a sample of clergy (N = 216) from various denominations, we provide initial evidence that living a calling may be associated with lower levels of job strain through increased COVID-19 work readiness. This study underscores the relevance of living a calling in a time of high potential or actual loss of resources.
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Almotairy M, Nahari A, Moafa H, Alanazi AA. Work readiness of newly graduated nurses transitioning to practice in Saudi Arabia: A cross-sectional study. J Nurs Manag 2022; 30:4523-4532. [PMID: 36326491 DOI: 10.1111/jonm.13893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Revised: 10/02/2022] [Accepted: 10/27/2022] [Indexed: 11/06/2022]
Abstract
AIMS To explore work readiness among newly graduated nurses transitioning to practice in Saudi Arabia. BACKGROUND Many challenges encounter newly graduated nurses when transitioning to practice. Higher work readiness has been associated with smooth transitioning to practice. However, little is known about work readiness among newly graduated nurses in Saudi Arabia. METHODS Cross-sectional convenience sample of 174 participants. RESULTS The mean score in work readiness was 338.8 (SD = 69.6). Weekly working hours correlated with organizational acumen (r = 0.208, p ≤ 0.01), social intelligence (r = 0. 217, p ≤ 0.01), work competence (r = 0.173, p ≤ 0.05) and the number of weeks since the start of internship training (r = 0.180, p ≤ 0.05). There were significant mean differences in a) personal work characteristics based on the country (t = 5.582, p < 0.001) and university from which they graduated (f = 15.618, p < 0.001); b) organizational acumen based on having a second job (t = -2.18, p = 0.03), university from which they graduated (f = 1.837, p = 0.002) and whether the hospital was the first-choice preference (t = - 2.837, p = 0.005) and nursing was the first choice of study (t = -2.879, p = 0.005); and c) work competence based on the university from which they graduated (f = 5.267, p = 0.006). CONCLUSIONS The findings showed the work readiness of newly graduated nurses in Saudi Arabia's context. IMPLICATIONS FOR NURSING MANAGEMENT Findings have important implications for nurse managers to better design and implement a transition to practice programs for newly graduated nurses to improve their preparedness in their nursing careers.
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Affiliation(s)
- Monir Almotairy
- Nursing Administration & Education Department, College of Nursing, King Saud University, Riyadh, Saudi Arabia
| | - Ahmed Nahari
- Medical Surgical Department, College of Nursing, King Saud University, Riyadh, Saudi Arabia
| | - Hamza Moafa
- Community and Psychiatric Mental Health Nursing Department, College of Nursing, King Saud University, Riyadh, Saudi Arabia
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Tarhan M, Doğan P, Kürklü A. The relationship between nurse-nurse collaboration and work readiness among new graduate nurses. Nurs Forum 2022; 57:1104-1110. [PMID: 36036181 DOI: 10.1111/nuf.12795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 08/09/2022] [Accepted: 08/12/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND Communication and collaboration with colleagues are crucial for new graduate nurses (NGNs) because of the adaptation to both the healthcare system and professional role. Therefore, working units with effective collaboration among nurses may increase new graduates' work readiness. AIM This study aimed to determine the relationship between the perceptions of nurse-nurse collaboration and the work readiness level among NGNs. METHODOLOGY This descriptive, cross-sectional study was carried out with 198 NGNs in four private hospitals affiliated with a university. A self-administered questionnaire, including a personal information form, the Nurse-Nurse Collaboration Scale, and Work Readiness Scale, was used to collect data. Data analysis was performed using descriptive tests, and Spearman's rank correlation coefficients. RESULTS NGNs had moderate perceptions of nurse-nurse collaboration, with a median score of 2.46 (2.23-2.88) out of 4. Work readiness among NGNs was moderate, with a median score of 304 (270-332) out of 460. There was a statistically significant correlation between nurse-nurse collaboration and work readiness (rs = 0.26; p < .001). CONCLUSION The results of this study demonstrated that improving nurse-nurse collaboration is an effective way to increase work readiness among NGNs.
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Affiliation(s)
- Merve Tarhan
- Deparmant of Nursing, Faculty of Health Science, Medipol University, Istanbul, Turkey
| | - Pınar Doğan
- Deparmant of Nursing, Faculty of Health Science, Medipol University, Istanbul, Turkey
| | - Ahu Kürklü
- Deparmant of Nursing, Faculty of Health Science, Bahcesehir University, Istanbul, Turkey
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Ottrey E, Rees CE, Kemp C, Brock TP, Leech M, Lyons K, Monrouxe LV, Morphet J, Palermo C. Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study. Med Educ 2021; 55:1078-1090. [PMID: 33617656 DOI: 10.1111/medu.14475] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 02/12/2021] [Accepted: 02/18/2021] [Indexed: 05/27/2023]
Abstract
INTRODUCTION Although preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores health care learners' solicited and unsolicited conceptualisations of P4P over their early graduate transition. METHODS We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n = 35), longitudinal audio-diaries (phase 2: n = 30), and individual and group exit interviews (phase 3: n = 22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross-sectionally and longitudinally. RESULTS We found 13 conceptualisations of P4P (eg knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (eg skills), some dominant only in solicited talk (eg competence) and others dominant only in unsolicited talk (eg experience). Although most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (eg employability and skills in phases 1 and 2, and competence in phase 3). DISCUSSION This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk and longitudinal cohort patterns. We encourage health care educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders' conceptualisations, and over a duration beyond the early graduate transition.
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Affiliation(s)
- Ella Ottrey
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic., Australia
| | - Charlotte E Rees
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic., Australia
- College of Science, Health, Engineering & Education, Murdoch University, Murdoch, WA, Australia
| | - Caitlin Kemp
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic., Australia
| | - Tina P Brock
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic., Australia
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Vic., Australia
| | - Michelle Leech
- Medicine, Nursing & Health Sciences Medicine Course, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic, Australia
| | - Kayley Lyons
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Vic., Australia
| | - Lynn V Monrouxe
- School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, Australia
| | - Julia Morphet
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic., Australia
- Monash Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic., Australia
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic., Australia
- Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, Vic., Australia
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Greenlees NT, Pit SW, Ross LJ, McCormack JJ, Mitchell LJ, Williams LT. A novel blended placement model improves dietitian students' work-readiness and wellbeing and has a positive impact on rural communities: a qualitative study. BMC Med Educ 2021; 21:387. [PMID: 34273993 PMCID: PMC8286607 DOI: 10.1186/s12909-021-02756-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Accepted: 05/10/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Clinical placement models that require students to relocate frequently can cause stress, which may impact the student experience and development of work-readiness skills. A blended placement, where placements are undertaken concurrently at one location has potential to address these issues by providing a positive placement experience. Blended long-stay placements undertaken in rural communities increase consistent service provision and may help encourage students to work rurally, with potential to reduce workforce shortages. The aim of this study was to pilot test the feasibility of blended placement models and explore the student experience and skills development. A secondary aim was to explore a fully blended long-stay rural placement and the benefits to the rural community. METHODS An exploratory qualitative design was used. Focus groups were conducted with dietitian student who participated in usual placements (n = 14) or blended placements (n = 9). Individual semi-structured interviews were conducted with five student supervisors who participated in blended placements. Focus groups and interviews were recorded, transcribed verbatim and analysed together using inductive thematic analyses. RESULTS The overarching theme across all blended model placements was 'enhanced work-readiness', including increased flexibility, organisational skills and better preparedness for mixed roles. Enhanced work-readiness was influenced by three themes: stress and wellbeing impacts learning, working in two areas of practice concurrently allows for deeper learning, and blended placements meet supervisor needs. Fully blended long-stay rural placements revealed additional benefits. Firstly, in relation to the overarching theme 'enhanced work-readiness': students on these placements also developed extra skills in innovation, social accountability, interprofessional collaboration, conflict resolution and teamwork. Secondly, a new overarching theme emerged for fully blended long-stay rural placements: 'increased community connections' which included additional health services delivery, deeper personal experience and more rewarding student-supervisor relationships. Thirdly, two extra themes emerged that influenced work-readiness and community impact: 'local organisational support and resources' and 'enhanced innovative and interprofessional learning opportunities'. CONCLUSIONS Blended placements enhance work-readiness skills by providing an alternative model to that commonly applied, and providing flexibility in education programs. Additionally, fully blended long-stay rural placements positively influence the local community through impacting the student experience as well as providing more dietetics services and may therefore assist in reducing dietetics workforce shortages and health inequity.
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Affiliation(s)
- Narelle T Greenlees
- School of Health Sciences and Social Work, Griffith University, Southport, Australia
- The University of Sydney, University Centre for Rural Health, Lismore, NSW Australia
| | - Sabrina W. Pit
- The University of Sydney, University Centre for Rural Health, Lismore, NSW Australia
- NSW Rural Doctors Network, Newcastle, Australia
| | - Lynda J Ross
- School of Health Sciences and Social Work, Griffith University, Southport, Australia
| | - Jo J McCormack
- School of Health Sciences and Social Work, Griffith University, Southport, Australia
| | - Lana J Mitchell
- School of Health Sciences and Social Work, Griffith University, Southport, Australia
| | - Lauren T. Williams
- School of Health Sciences and Social Work, Griffith University, Southport, Australia
- Menzies Health Institute of Queensland, Griffith University, Southport, Australia
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Schweinsberg A, Mundy ME, Dyer KR, Garivaldis F. Psychology Education and Work Readiness Integration: A Call for Research in Australia. Front Psychol 2021; 12:623353. [PMID: 33897531 PMCID: PMC8062732 DOI: 10.3389/fpsyg.2021.623353] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Accepted: 03/15/2021] [Indexed: 11/13/2022] Open
Abstract
Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce graduates who perceive and are perceived as work ready. However, a large majority of graduates report a lack of skills and confidence needed for the effective transition from study to work. This may be particularly problematic for disciplines that impart both discipline-specific and transferrable skills, such as psychology. The aim of this paper is to addresses the concept of work readiness within Australian psychological training and explores the need to shed light on and integrate work readiness within the pedagogy of psychology within Australia. Specifically, this paper calls for a review of work readiness skills developed in psychological courses to ensure industry needs are met. Beyond such a review, it is suggested that tertiary centres need to facilitate students in capturing and reflecting upon the transferable skills that they develop; and build assessments that allow students to demonstrate transferable skills in a meaningful way. Further, this paper proposes that work readiness skills be routinely mapped onto graduate attributes and course learning outcomes to be readily available by students so as to increase students’ potential to articulate their learnt work readiness skills once in the workplace.
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Affiliation(s)
| | - Matthew E Mundy
- Monash Centre for Professional Development and Monash Online Education, Monash University, Melbourne, VIC, Australia
| | - Kyle R Dyer
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Filia Garivaldis
- Monash Sustainable Development Institute, Monash University, Melbourne, VIC, Australia
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Sheppard DM, Frost D, Jefford M, O'Connor M, Halkett G. 'Beyond Cancer': a study protocol of a multimodal occupational rehabilitation programme to support breast cancer survivors to return work. BMJ Open 2019; 9:e032505. [PMID: 31843840 PMCID: PMC6924857 DOI: 10.1136/bmjopen-2019-032505] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/04/2023] Open
Abstract
INTRODUCTION With more women working and surviving breast cancer, issues concerning sustainable employment must be addressed. Support to transition back to work is a gap in survivorship care. This paper describes the feasibility trial protocol for 'Beyond Cancer', a multimodal occupational rehabilitation programme to support breast cancer survivors' return to work. Breast cancer survivors are hypothesised to show improved work status, work capacity and perceived support at work at 6 months postintervention relative to baseline and a historical usual care group. METHODS AND ANALYSIS The prospective feasibility design allows determination of change in primary (work status) as well as secondary outcome measures work capacity and perceived support at work. PARTICIPANTS breast cancer survivors of working age, unable to work in their prediagnosis capacity for >3 months, their employers and a historical usual care group. Key intervention elements: an evidence-based biopsychosocial assessment and health coaching programme, employer education and support, and return to work (RTW) planning and monitoring. Health coaching empowers survivors to return to social function, including work. Employer education and support facilitates communication and improves workplace support. For employers, we predict change in confidence in effectively supporting employees' RTW. Multilevel regression modelling will provide indications of efficacy for primary and secondary outcomes, and thematic analysis will examine perceived efficacy and acceptability. ETHICS AND DISSEMINATION Ethics approval has been granted by Monash and Curtin University Human Research Ethics Committees (HREC: 13300, HRE2019-0280, respectively). The evaluation of this innovative programme will provide the foundation for an Randomised Controlled Trial (RCT) and national roll-out, thus improving the quality of life of those who have been directly affected by breast cancer across Australia. Results will be published in peer-reviewed journals, presented at relevant conferences and disseminated to survivorship-focused organisations. TRIAL REGISTRATION NUMBER Registered trial with the Australian New Zealand Clinical Trials Registry (ANZCTR) (ACTRN12618001985279); Pre-results.
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Affiliation(s)
| | - Dorothy Frost
- Research and Innovation, MedHealth Group, Melbourne, Victoria, Australia
| | - Michael Jefford
- Department of Cancer Experiences Research, Peter MacCallum Cancer Centre, Melbourne, Victoria, Australia
- Sir Peter MacCallum Department of Oncology, The University of Melbourne, Parkville, Melbourne, Victoria, Australia
- Australian Cancer Survivorship Centre, a Richard Pratt legacy, Peter MacCallum Cancer Centre, Melbourne, Victoria, Australia
| | - Moira O'Connor
- School of Psychology, Curtin University Bentley Campus, Perth, Western Australia, Australia
| | - Georgia Halkett
- School of Nursing, Midwifery and Paramedicine, Curtin University Bentley Campus, Perth, Western Australia, Australia
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Little F, Croker A, Carey TA. Valued but tenuous? Postgraduate clinical psychology placements for psychology students in rural and remote areas - implications for future directions. Rural Remote Health 2019; 19:4621. [PMID: 31476874 DOI: 10.22605/rrh4621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
INTRODUCTION This study is located at the complex intersection of healthcare service provision, healthcare workforce and practice-based education. The study explored postgraduate clinical psychology placements in rural and remote locations and was part of a larger study known as the Mental Health Tertiary Curriculum project. METHOD A qualitative approach incorporating thematic analysis was used to explore experiences. Ten structured individual interviews were conducted across Australia. Participants were eight postgraduate psychology students, one service provider and one representative of an educational institution. RESULTS Two key themes were derived from the data. The first theme, 'Beyond expectations, but …', recognised the value of clinical placements from the students' perspectives, but cautioned against the challenges faced by supervisors supporting these placements. The second theme, 'Immersed in connectedness with …', makes explicit the growing sense of belonging and professional identity that accompanied students' engagement with their rural communities, other health professions and their own profession. CONCLUSION This study highlights the complexity of developing workplace readiness for psychology students and provides areas for future consideration including the role of practice-based education and where this notion fits within undergraduate psychology degrees.
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Affiliation(s)
- Fiona Little
- Department of Rural Health, University of Newcastle, Tamworth, NSW 2340, Australia
| | - Anne Croker
- Department of Rural Health, University of Newcastle, Tamworth, NSW 2340, Australia
| | - Timothy A Carey
- Flinders University and Charles Darwin University, Alice Springs, Northern Territory, The Gap, NT 0870, Australia
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Winkelmann ZK, Rogers SM, Eberman LE, Games KE. The effect of structural firefighter protective clothing systems on single-legged functional hop test scores. Work 2019; 62:497-505. [PMID: 30909265 DOI: 10.3233/wor-192884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND Firefighters must complete a physical ability test to assess work readiness. There is a lack of understanding of how personal protective clothing (PPC) affects functional performance tests for work readiness, e.g. Triple Hop for Distance (THD) and Triple Hop for Work (THW). OBJECTIVE To examine firefighter PPC's effect on the THD and THW measures. METHODS Thirty-one healthy, untrained participants (male = 20, female = 11; age = 23±3 years; height = 175.30± 11.12 cm; mass = 77.94±14.24 kg; mass in PPC = 89.14±14.68 kg) completed three successful trials of the THD on their dominant and non-dominant leg, with and without PPC. The main outcome measures included maximum and mean distances on the THD with and without PPC and THW. RESULTS We identified a significant decrease in THD measures (mean difference = 97.83 cm; p < 0.001) and THW measures (mean difference = -326.61J; p < 0.001) when donning PPC in the dominant leg. We identified a significant decrease in THD (mean difference = 121.48 cm; p < 0.001) and THW (mean difference = 493.15J; p < 0.001) for females, and a significant difference for THD (mean difference = 84.83 cm; p < 0.001) for males when donning PPC. CONCLUSIONS The addition of PPC decreased the THD and THW measures. The additional mass of the PPC required the more energy to move the same distance without the PPC.
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Affiliation(s)
- Zachary K Winkelmann
- Department of Applied Medicine and Rehabilitation, Tactical Athlete Research and Education Center, Indiana State University, Terre Haute, IN, USA
| | - Sean M Rogers
- Department of Kinesiology, California State University, Northridge in Northridge, CA, USA
| | - Lindsey E Eberman
- Department of Applied Medicine and Rehabilitation, Tactical Athlete Research and Education Center, Indiana State University, Terre Haute, IN, USA
| | - Kenneth E Games
- Department of Applied Medicine and Rehabilitation, Tactical Athlete Research and Education Center, Indiana State University, Terre Haute, IN, USA
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