Perceived organisational support, organisational commitment and self-competence among nurses: a study in two Italian hospitals

Battistelli, Adalgisa; Galletta, Maura; Vandenberghe, Christian; Odoardi, Carlo

doi:10.1111/jonm.12287

Cited by 50 publications

(61 citation statements)

References 49 publications

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“…Finally, among the included covariates, TPE-related recognition was associated with motivation corroborating previous data (Battistelli, Galletta, Vandenberghe, & Odoardi, 2016;Duprez et al, 2018…”

Section: Discussionsupporting

confidence: 88%

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Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education

Lelorain

Bachelet

Wortel

et al. 2019

Journal of Advanced Nursing

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Aims To explore professionals' (i.e. nurses and nursing assistants) motivation for Patient Education according to their emotional skills. Design A cross‐sectional study using a convenience sample of professionals completing self‐reported questionnaires assessing their general emotional skills and their Patient‐Education‐related sense of competence, autonomy and relatedness, according to the theory of basic psychological needs. Methods Professionals from 27 French hospitals working in various departments completed paper and web‐based questionnaires between January 2015 ‐ May 2017. Mediation analyses were performed controlling for the already known variables associated with motivation for patient education. Results Usable questionnaires (N = 185) were analysed. Professionals' emotional skills were associated with their motivation for Therapeutic Patient Education both directly and indirectly (i.e. partial mediation) via a higher sense of competence in Patient Education. Among the covariates, professionals who had received a high‐level training in Patient Education, those with a high recognition of their work in patient education and nurses (compared with nursing assistants) were the most motivated. Conclusion Professionals' emotional skills are the mainstay of their motivation for Patient Education. Training should aim to develop these skills so that professionals can manage their own emotions better (e.g. frustration when faced with non‐motivated patients) and those of patients (e.g. discouragement) and thus effectively support patient self‐management. Impact The study addressed nurses' and nursing assistants' motivation for patient education. Their emotional skills were directly and indirectly – via a higher sense of patient‐education‐related competence – associated with higher motivation. Training for professionals should therefore develop their emotional skills.

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Section: Discussionsupporting

confidence: 88%

“…Finally, among the included covariates, TPE‐related recognition was associated with motivation corroborating previous data (Battistelli, Galletta, Vandenberghe, & Odoardi, ; Duprez et al, ). This highlights the importance of environmental factors, such as support from the hierarchy, in nurses' and nursing assistants' motivation.…”

Section: Discussionsupporting

confidence: 88%

Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education

Lelorain

Bachelet

Wortel

et al. 2019

Journal of Advanced Nursing

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show abstract

“…A supportive and empowering work environment impacts a sense of support and satisfaction at work in Canadian middle level nurse managers . In Italy, strong organizational support had a strong positive impact on nurses’ assessment of competence through affective commitment . In another study, nurses who perceived higher POS for nursing practice were more likely to report higher levels of job engagement and organizational citizenship behaviors than those perceiving organizational support to be weak .…”

Section: Review Of Literaturementioning

confidence: 97%

“…There is a plethora of evidence around the world linking higher POS to nurses’ job outcomes such as job satisfaction, competence, job engagement, innovative behaviors, intention to stay, and burnout . However, it can be noted that there is a paucity of literature examining organizational support perceptions in nurses in relations to job autonomy and work commitment .…”

Section: Review Of Literaturementioning

confidence: 99%

“…OST emphasizes that employment is an exchange of the effort and commitment of the employees to their employer's tangible benefits, social resources and even those intangible aspects such as those absence of emotional and mental exhaustion because of a positive working environment (Kurtessis et al., 2015). Aside from the social nature of the Organizational Support Theory, the capacity of POS to fulfill socio‐emotional needs can also lead to self‐enhancement—an attribute that conveys affiliation, approval, developed self‐esteem and emotional support—factors that enhances outcomes such as organizational commitment, work autonomy, work performance, job satisfaction, job stress, and turnover intention . Therefore, the OST was the most suitable framework that links all the variables under scrutiny through this study.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Perceptions of organizational support and its impact on nurses’ job outcomes

et al. 2018

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Nurses' sense of organizational support, Self‐esteem and perceived professional benefits: A mediating model

Wang

Lü

2022

Nursing Open

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As professional helpers, nurses are in a high-risk and high-pressure working environment and often experience traumatic events or scenes, such as patient death; therefore, they are more probably to suffer trauma and lead to job burnout. Burnout is a psychological syndrome that is characterized by emotional exhaustion, depersonalisation and low personal accomplishment. It has been proven to be closely linked to the intention to leave (Dall'Ora et al., 2020).A meta-analysis showed that the overall prevalence of burnout symptoms among global nurses was 11.23% before COVID-19 (Woo et al., 2020). Furthermore, the COVID-19 pandemic has had an even larger impact on nurses' mental health. According to the study by Galanis (Galanis et al., 2021), during the COVID-19 outbreak, 34.1%, 15.2% and 12.6% of nurses experienced high levels of emotional exhaustion, low personal accomplishment and depersonalisation, respectively. Therefore, measures should be urgently taken to reduce nurses' job burnout and hinder wastage of the labour force.Based on the broaden-and-build theory of positive emotions, positive emotions such as joy, interest, contentment and love can broaden an individual's momentary thought-action repertoire and build more lasting personal resources to help people generate more

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Perceived organisational support, organisational commitment and self-competence among nurses: a study in two Italian hospitals

Abstract: Nurse managers may increase support perceptions and commitment among their staff by rewarding their contributions and caring about their well-being, as well as concentrating on training strategies that improve work-related skills.

Cited by 50 publications

References 49 publications

Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education

Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education

Perceptions of organizational support and its impact on nurses’ job outcomes

Nurses' sense of organizational support, Self‐esteem and perceived professional benefits: A mediating model

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