Development and psychometric evaluation of the Job Demands in Nursing Scale and Job Resources in Nursing Scale: Results from a national study

Abstract

Aim To develop and test the psychometric properties of the Job Resources in Nursing (JRIN) Scale and the Job Demands in Nursing (JDIN) Scale. Design Cross‐sectional survey. Methods A three‐phase process of instrument development and psychometric evaluation was employed: Phase 1: development of a 42‐item JRIN Scale and 60‐item JDIN Scale through extensive literature review, expert consultation and an iterative content evaluation; Phase 2: pilot survey of 89 nurses and use of item discrimination analysis to estimate the internal consistency reliability of each subscale and reduce the length of each scale; Phase 3: Modified scales were tested in a nationwide survey of 3,822 rural/remote nurses, including use of exploratory factor analysis. Results The 24 items related to job resources favoured a six‐factor structure, accounting for 63% of the variance, Cronbach's alpha 0.88. The 22 items related to job demands favoured a six‐factor structure, accounting for 59% of the variance, Cronbach's alpha 0.84.

Rural and Remote Licensed Practical Nurses' Perception of Working Below Their Legislated Scope of Practice

“…Two practice variables were perceived work confidence and perceived work competence, both measured on a Likert scale (extremely low, somewhat low, somewhat high, extremely high). The five workplace variables were three subscales from the Job Resources in Nursing (JRIN) Scale (Penz et al 2019) measuring practice resources related to supervision, recognition and feedback (four items); staffing and time (four items); and autonomy and control (four items) and two subscales from the Job Demands in Nursing (JDIN) Scale (Penz et al 2019) measuring demands related to isolation (three items) and comfort with working conditions (four items). The JRIN and JDIN subscales were each measured on a five-point Likert scale (strongly disagree to strongly agree).…”

Communication tools and sources of education and information: a national survey of rural and remote nurses

“…Three subscales of the Job Resources in Nursing (JRIN) Scale and 1 subscale of the Job Demands in Nursing Scale (JDIN) were included in this analysis [51]. The 3 JRIN subscales (staffing and time; technology; and training, professional development, and continuing education) and 1 JDIN subscale (preparedness/scope of practice) each consisted of 4 items that were scored from 1 (strongly disagree) to 5 (strongly agree), with subscale scores ranging from 4 to 20 and higher scores indicating a higher perceived level of the resource or demand (some JDIN-preparedness items required reverse scoring).…”

Competence and confidence in rural and remote nursing practice: A structural equation modelling analysis of national data

“…In relation to our conceptual model, measures of education/experience included four variables: the total number of rural communities worked in for 3 months or longer (1–3, 4–6, 7–9 and ≥10 communities), highest level of nursing education attained (bachelor’s degree vs. other), duration of time with primary employer and years since first registered to practice in Canada. Thirteen measures in the category of rural work environment were examined in this analysis: job resources (24 items on a five‐point Likert scale) (Penz et al, ), job demands (22 items on a five‐point Likert scale) (Penz et al, ), total number of disciplines represented in their professional support network (e.g., LPNs, RNs, RPNs, NPs, physicians), interprofessional collaboration (able to share and exchange ideas in a team discussion on a seven‐point Likert scale from not at all to a very great extent) (King, Shaw, Orchard, & Miller, ) and frequency of use of online/electronic information sources to make decisions in practice (six‐point Likert scale from never to daily ). Rural work environment variables also consisted of most often work day shift (yes or no), level of development of competence in rural nursing practice ( novice , developing , accomplished or expert ), the total number of leadership activities in which they were involved, shift length worked most often (≤8 hr vs. 12 hr), perceived scope of practice (below/within scope vs. beyond scope), required to be on‐call (yes or no), had experienced emotional abuse (yes or no) or had experienced physical assault (yes or no) at work within the past 4 weeks.…”

“…In relation to our conceptual model, measures of education/experience included four variables: the total number of rural communities worked in for 3 months or longer (1-3, 4-6, 7-9 and ≥10 communities), highest level of nursing education attained (bachelor's degree vs. other), duration of time with primary employer and years since first registered to practice in Canada. Thirteen measures in the category of rural work environment were examined in this analysis: job resources (24 items on a five-point Likert scale) (Penz et al, 2018), job demands (22 items on a five-point Likert scale) (Penz et al, 2018), total number of disciplines represented in their professional support network (e.g., LPNs, RNs, RPNs, NPs, physicians), interprofessional collaboration (able to share and exchange ideas in a team discussion on a seven-point Likert scale from not at all to a very great extent) (King, Shaw, Orchard, & Miller, 2010) and frequency of use of online/electronic information sources to make decisions in practice (six-point Likert scale…”