Experiences of Iranian Nursing Faculty Members on Working in Conflict Climate

Pishgooie, Amir Hosein; Rahimi, Abolfazl; Khaghanizadeh, M

doi:10.5812/ircmj.20319

Cited by 8 publications

(8 citation statements)

References 23 publications

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“…Instructors’ exhaustion is caused by several factors, including expectations beyond their capacity, taking on multiple roles, time constraints, and having to use even their leisure time to finish incomplete tasks, which can cause an unfavorable performance in them. 30 Education authorities and clinical managers should address the needs and problems of nurses and nursing instructors as this group has a fundamental role in the development of professional values in the students.…”

Section: Discussionmentioning

confidence: 99%

Facilitators and inhibitors in developing professional values in nursing students

et al. 2016

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Section: Discussionmentioning

confidence: 99%

Facilitators and inhibitors in developing professional values in nursing students

et al. 2016

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“…The professional roles for a faculty in universities are generally three parts such as teaching, research, and executive service. In the recent years, Ministry of Health and Medical Education added cultural-educational-social role to these roles [5]. These changes have enhanced the importance of effective internal governance in such institutes [6].…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Shared Governance Feasibility Instrument in Nursing Schools in Iran

Sattarzadeh-Pashabeig

Atashzadeh‐Shoorideh

Sadoughi

et al. 2020

Preprint

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To develop and validate a shared governance feasibility instrument in schools of nursing in Iran with respect to the nature of the profession and the sociocultural context of the Iranian community. Background: Nursing schools are liable to the application of shared governance due to the presence of various expert educational groups within the school that necessitates reciprocal cooperation. Since the concept of shared governance is culture-based and given that no full-fledged study has been conducted on shared governance in Iran, the development of a suitable shared governance feasibility instrument is rendered as mandatory. Methods: This sequential exploratory mixed method study consisted of two qualitative and quantitative parts was accomplished 2016-2019. First, the primary items were extracted through extensive review of literature and qualitative interviews and underwent psychometric validation using a methodological approach. Face, content, construct validity, reliability of the instrument was established were done. Results: 150 items were distilled from the first stage of the study, was reduced to 70 after establishing face and content validity, and primary reliability. Exploratory factor analysis resulted in 52 items covering the two factors “shared atmosphere and culture” and “infrastructural prerequisites”. These two factors accounted for 78.6% of the total variance of the questionnaire. In calculating the final reliability coefficient of the instrument, Cronbach’s alpha and Omega were 0.981 and 0.805, respectively. The results showed an ICC of 0.91 indicating high reliability of the developed instrument with standard error of measurement (SEM) of 10.43. Finally, the items underwent weighting via scoring by considering item weights due to differences between the two methods. Conclusion: “Shared governance feasibility instrument” can provide a new insight to organizational performance for all policy-makers and beneficiaries of higher education. This not only leads to the use of intelligence and capabilities of the beneficiaries, but also aids in faster movement toward achieving organizational goals. Implications for Nursing Management: This study and the developed instrument may serve as guide for the feasibility of implementing shared governance to assess management styles and performance in higher education centers.

show abstract

“…The professional roles for a faculty in universities are generally three parts such as teaching, research, and executive service. In recent years, the Ministry of Health and Medical Education added a cultural-educational-social role [5]. These changes have enhanced the importance of effective internal governance in such institutes [6].…”

Section: Introductionmentioning

confidence: 99%

Development and validation of the shared governance feasibility instrument in nursing schools in Iran

Sattarzadeh-Pashabeig

Atashzadeh‐Shoorideh

Sadoughi

et al. 2020

BMC Nurs

View full text Add to dashboard Cite

To develop and validate a shared governance feasibility instrument in schools of nursing in Iran with respect to the nature of the profession and the sociocultural context of the Iranian community. Background: Nursing schools are liable to the application of shared governance due to the presence of various expert educational groups within the school that necessitates reciprocal cooperation. Since the concept of shared governance is culture-based and given that no full-fledged study has been conducted on shared governance in Iran, the development of a suitable shared governance feasibility instrument is rendered as mandatory. Methods: This sequential exploratory mixed-method study consisted of two qualitative and quantitative parts was accomplished 2016-2019. First, the primary items were extracted through an extensive review of the literature, qualitative interviews and underwent psychometric validation using a methodological approach. Face, content, construct validity and reliability of the instrument was established and completed. Results: One hundred fifty items were distilled from the first stage of the study, was reduced to 70 after establishing face, content validity and primary reliability. Exploratory factor analysis resulted in 52 items covering the two factors "shared atmosphere and culture" and "infrastructural prerequisites". These two factors accounted for 78.6% of the total variance of the questionnaire. In calculating the final reliability coefficient of the instrument, Cronbach's alpha and Omega were 0.981 and 0.805, respectively. The results showed an ICC of 0.91 indicating high reliability of the developed instrument with a standard error of measurement (SEM) of 10.43. Finally, the items underwent weighting via scoring by considering item weights due to differences between the two methods. Conclusion: "Shared governance feasibility instrument" can provide a new insight into organisational performance for all policy-makers and beneficiaries of higher education. This not only leads to the use of intelligence and capabilities of the beneficiaries, but also aids in faster movement toward achieving organisational goals. Implications for nursing management: This study and the developed instrument may serve as a guide for the feasibility of implementing shared governance to assess management styles and performance in higher education centers.

show abstract

Experiences of Iranian Nursing Faculty Members on Working in Conflict Climate

Cited by 8 publications

References 23 publications

Facilitators and inhibitors in developing professional values in nursing students

Facilitators and inhibitors in developing professional values in nursing students

Development and Validation of a Shared Governance Feasibility Instrument in Nursing Schools in Iran

Development and validation of the shared governance feasibility instrument in nursing schools in Iran

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