The nursing climate identifies units where the likelihood of adverse events is greater or lower than the hospital's average. Such information can guide prevention efforts in selected units. These data encourage the development of additional climate subscales subsumed under the healthcare climate model (e.g., physicians subclimate).
Workplace bullying is a widespread and challenging problem in healthcare organizations, bearing negative consequences for individuals and organizations. Drawing on the job demands-resources theory, in this study, we examined the relationship between workplace bullying and burnout among healthcare employees, as well as the moderating role of job autonomy and occupational self-efficacy in this relationship. Using a cross-sectional design with anonymous questionnaires, data were collected from two samples of 309 healthcare employees in a mental health facility, and 105 nurses studying for their bachelor degree in health systems administration. The findings indicated that workplace bullying was positively related to burnout dimensions, and that this relationship was moderated by job autonomy and occupational self-efficacy resources. Job autonomy interacted with workplace bullying in predicting emotional exhaustion and depersonalization; the interaction of bullying with occupational self-efficacy significantly predicted depersonalization. These results underscore the importance of control-related resources in mitigating the harmful effects of workplace bullying on employees. Implications for research and managerial practices are discussed.
By introducing emotion-regulation skills training and by encouraging the availability of support from supervisors, health-care organisations can help nurses better cope with emotionally charged interactions.
A core component of patient-centered care is effective patient education. Although it is a part of professional nursing and has been found to promote high-quality healthcare, its implementation is often deficient. This study responds to the need for theory-based research on health communication and aims to provide a theoretical framework for understanding nurses' barriers to patient education. Drawing on organizational climate theory, the study examines two possible predictors of barriers to effective patient education, namely nurses' perceptions of patient education climate, and of their role as patient educators. The hypotheses were tested using a cross-sectional correlational design with a sample of 328 nurses from 26 units in one general hospital. Data were obtained by means of questionnaires. The results supported our hypotheses, as each predicting variable was significantly related to the relevant barriers to patient education: i.e. patient education climate perceptions predicted the barriers of overload, lack of policies, and low priority, whereas role perception predicted the barriers of difficulty in communication with patients, insufficient professional knowledge and skills, and the belief that educating patients was not the nurse's responsibility. To conclude, this study attributes the concept of patient education to organizational climate theory and, thus, may offer a theoretical framework for understanding the reluctance of hospital nurses to provide their patients with effective education. Practical implications for reducing barriers to patient education are discussed.
Considering the diverse forms of job demands characteristic of the modern workplace, this study aims to acknowledge and test the distinct relationships between 3 types of job demands (i.e., quantitative, emotional, and mental) and employees' psychological states of burnout and empowerment. Based on intrinsic motivation and learning perspectives, the main proposition of this study is that different types of demands distinctly affect employees' outcomes, such that mental demands are positively related to psychological empowerment and are negatively related to burnout, whereas quantitative demands show an opposite pattern. We further suggest that emotional demands are positively related to burnout but are unrelated to psychological empowerment. The hypotheses were tested using 2 samples of 1,005 employees (495 employees in the first sample and 510 in the second sample, 1 year later). In both samples a CFA analysis supported the 3-factor model of job demands over alternative models. Moreover, in both samples, the hypotheses were fully supported by multiple regression analyses, demonstrating the predicted unique relationship patterns of each type of job demand with the employees' psychological states of burnout and empowerment. Additionally, psychological empowerment mediated the effect of mental demands on burnout, and mental demands mediated the effect of job tenure on both psychological empowerment and burnout. These findings contribute to the existing literature on job demands, and hold practical implications for job design.
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