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Aim To explore the relationships between nurses' quality of life, personal quality of life, intention to stay (ITS) and resign and factors related to resignation. Design Prospective cohort design. Methods The participants were recruited from three different levels of hospital in central Taiwan. The survey instruments were structured questionnaires including demographics, Professional Quality of Life Scale, Short Form Health Survey (SF‐36) and the Scale of ITS. The survey data were collected from December 2017–August 2018. Data on nurses’ resignation were collected from the hospital systems 3 months after the survey. Descriptive analysis and multiple logistic regression were used to analyse the factors predicting participants’ resignation. Results Five hundred and fifty‐three participants were recruited. Forty‐nine out of 553 participants resigned (8.9%). Higher scores in compassion satisfaction were related to a greater ITS (p < .05). Employment units, burnout and ITS were the predictors for resignation (p < .05). We also found that compassion satisfaction moderated the relationship between ITS and resignation. Conclusion Compassion satisfaction of nursing professionals strengthened the effect of ITS on resignation. Programmes to reinforce satisfaction and stress management could be strategies for increasing nurses’ professional quality of life and retention in clinical practice. Impact The study was the first to explore the relationships between professionals’ quality of life, personal quality of life, ITS and resign. The study showed that compassion satisfaction increased the effect between ITS and resignation. Sense of achievement and satisfaction were the most important factors influencing nurses to stay in clinical practice. It is important to enhance nurse compassion satisfaction in nursing career, their job identity and gratification. The effective supportive environment and self‐reflection may enhance compassion satisfaction, ameliorate nurse retention and improve the quality of care.

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The importance of English for the workplace, in addition to that of general English proficiency, is receiving increasing attention from educators and policy makers in the field of teaching English as a foreign language. In order to prepare college students for their professional development, appropriate English-for-specific-purposes (ESP) materials, including those for engineering majors, are needed for college courses. This study evaluated teaching materials on English for Science and Technology (EST), in hope of making contributions to the growth of EST materials that meet the educational needs of students in Taiwan. The EST materials were designed for college engineering majors. In the present study, it was used with two engineering junior classes in Taiwan for three weeks. After the trial teaching period, a questionnaire and a focus group interview were administered to collect learner perception on the EST materials. While the overall results of the questionnaire have indicated a positive attitude toward the materials, a careful examination of the statistics and further exploration of the interview data have revealed certain areas of the materials to be improved. Suggestions to the revision of the materials are provided at the end of the paper.