Psychological capital development effectiveness of face-to-face, online, and Micro-learning interventions

The relationship between positive psychological capital and work engagement in clinical nurses: mediation effect of job crafting

BACKGROUND

Nurses' work engagement is critical for improving quality care, facilitating positive patient outcomes, and solving considering the nursing shortage. This study aimed to identify the mediating effect of job crafting on the relationship between positive psychological capital and work engagement in registered nurses.

METHODS

A total of 132 hospital nurses with clinical experience of more than one year, excluding nurse administrators, participated. The participants were recruited from three hospitals in South Korea from August to September 2021. The SPSS 27.0 and PROCESS macro were used for data analysis.

RESULTS

Positive psychological capital had a significant association with job crafting (β = 0.74, 95% CI = 0.71 to 0.95), and job crafting had a positive association with work engagement (β = 0.51, 95% CI = 0.29 to 0.56). In the mediating effect analysis, the mediating role of job crafting on the relationships between positive psychological capital and work engagement was statistically significant (β = 0.35, 95% CI = 0.24 to 0.48).

CONCLUSIONS

Based on our findings that positive psychological capital and job crafting could improve the work engagement of registered nurses, strengths coaching-based programs for increasing positive psychological capital and job crafting exercises for helping nurses make their job more engaging need to be developed.

Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes

Microlearning has become increasingly popular not only in education sector but also in corporate sector in recent years. However, its definition and didactics conceptualization, integration into instruction design, and effects on learning outcomes remain largely underexplored in terms of synthesized findings. Consequently, challenges persist in clarifying microlearning definition, and didactics, and designing effective microlearning instruction to yield improved learning outcomes. To address these gaps, we analyzed 40 relevant studies following PRISMA guidelines. Based on the findings, we maintain that microlearning is an instructional approach that delivers targeted, action-oriented, bite-sized content to achieve specific objectives within a short period, typically within a few seconds or minutes. The most important findings from the reviewed studies indicate that microlearning has positive impact on learning outcomes. The key learning outcomes identified, categorized according to Bloom's Taxonomy, include cognitive (knowledge acquisition, retention, improvement, recall, transfer, and application as well as critical thinking, problem-solving, professional, feedback and self-regulation skills, core competencies such as digital and pedagogical competence, and performance like test performance), behavioural (presentation skills development, task or work performance, higher completion rates, behavioural patterns, engagement, and collaboration), and affective (positive perceptions and attitudes, increased motivation, satisfaction, and improved self-efficacy). Based on Andragogy in Practice Model, Bloom's Taxonomy, and Sweller's CLT, we proposed a novel microlearning instructional design framework consisting of three integral components-differences consisting of individual, situational, and subject differences; guiding principles including specific-objective, bite-sized content, appropriate timeframe, interactive and engaging content, personalization, and selecting appropriate delivery medium and mode; and learning outcomes (cognitive, behavioural and affective). The proposed framework aims to integrate microlearning into instruction to improve learning outcomes. Educators, instruction designers, and policymakers can use the framework to design microlearning instruction to improve learning outcomes.

Psychological Capital Among Nursing Faculty: Implications for Practice

BACKGROUND

Psychological Capital (PsyCap) consists of a set of internal resources an individual can access to navigate challenges and enhance job performance, satisfaction, and overall success. External factors within the academic environment may influence PsyCap.

PURPOSE

The purpose was to explore PsyCap among nursing faculty and the impact of external factors on PsyCap and intent to seek leadership development.

METHODS

An exploratory descriptive study was conducted to examine nursing faculty's perceptions of their level of PsyCap through the Psychological Capital Questionnaire.

RESULTS

Seventy nursing faculty participated. Faculty yield higher levels of PsyCap ( M = 4.5). The level of PsyCap did not correlate with intent to seek leadership development. Results also suggested that organizational support was a positive predictor of PsyCap (β= .26, t = 2.4, P = .021), and incentives for development were close to significant ( P = .058).

CONCLUSIONS

External factors can hinder, promote, and predict PsyCap, yielding both personal and professional implications; however, further exploration is warranted.

Registered nurses' psychological capital: A scoping review

AIMS

The aim was to examine the extent and scope of empirical research concerning registered nurses' psychological capital.

BACKGROUND

In a time of global nursing shortage, identifying variables that could positively contribute to the retention of the nursing workforce is essential. Prior research has shown that psychological capital correlates positively with employees' better performance and well-being.

DESIGN

A scoping review.

DATA SOURCES

A systematic literature search was conducted in the following databases: PubMed, CINAHL, PsycINFO, Web of Science and Scopus covering the period from 1 January 2005 to 7 May 2023.

REVIEW METHODS

The JBI methodological guidance for scoping reviews was followed. The results were summarized narratively.

RESULTS

A total of 111 studies reported in 114 peer-reviewed articles were included. Studies were carried out across 20 countries, with the majority from China (45), Australia (nine), Pakistan (nine), Canada (eight), South Korea (eight) and the United States (eight). A positive correlation was found between registered nurses' psychological capital and desirable work-related outcomes, such as work engagement, commitment and retention intention.

CONCLUSION

A comprehensive overview of research evidence suggests that psychological capital is associated with many positive work-related outcomes and might therefore be a valuable resource for reducing nurse turnover.

Therapeutic comparison in psychological capital

Aim

This study aimed to investigate and compare the therapeutic outcomes of psychological capital between narrative therapy, cognitive-behavioral therapy, and play therapy in the context of hikikomori.

Methods

This study included 502 hikikomori. Correlation analysis was performed to investigate the relationship between the three forms of therapy and psychological capital, while one-way ANOVA and independent samples t-tests were performed to determine the differences in the outcomes of psychological capital between the three forms of therapies.

Results

Results indicated that all three forms of therapy were significantly positively related to psychological capital. Moreover, while cognitive-behavioral therapy performed better in psychological capital (overall score) than the other two, cognitive-behavioral therapy performed better in the subscales "self-efficacy" and "resilience," while narrative therapy performed better in the "hope" and "optimism" subscales. Also, combining features of play therapy helped enhance the outcomes of narrative therapy and cognitive-behavioral therapy on psychological capital.

Conclusion

Owing to the varied outcomes of psychological capital among different therapies, the differential use of therapies to deal with the unique needs resultant of hikikomori helps achieve optimal results.

The development and effectiveness of web-based psychological capital intervention on the mental well-being of tourism workers during the COVID-19 pandemic

The current COVID-19 situation has forced many tourism businesses to close. Tourism workers have suffered chronic stress, discouragement, despair, and failure to find solutions for their businesses, resulting in deteriorating mental health. A psychological capital intervention (PCI) is therefore deemed necessary as it promotes the mental well-being of tourism workers. This article reports the development of a web-based PCI for the mental well-being of tourism workers and an investigation of its effectiveness using a mixed-methods intervention design. A qualitative approach was used to develop the intervention by conducting interview techniques with 20 tourism entrepreneurs. A content analysis was carried out. The intervention was tested through an experimental research design. The sample comprised 600 tourism workers who undertook a web-based PCI. Data on their mental well-being were collected before the intervention and 1 month afterward and analyzed using ANCOVA. The research revealed that 4 themes are needed for the intervention: having a goal, tolerance of difficulties, inspiration from a role model, and the appropriate way of thinking. An effectiveness examination showed that the web-based PCI improves mental well-being scores significantly. In conclusion, this web-based PCI, which focuses on developing strengths, effectively improves the mental well-being of tourism workers facing difficulties during the COVID-19 pandemic.

Emotion Regulation and Psychological Capital of Chinese University Students during the COVID-19 Pandemic: The Serial Mediation Effect of Learning Satisfaction and Learning Engagement

The mediating mechanism between the emotion regulation and psychological capital of university students is currently unclear. This study analyzed the serial mediation of learning satisfaction and learning engagement on the relationship between the emotion regulation and psychological capital of university students during the coronavirus disease 2019 (COVID-19) pandemic. A total of 328 undergraduates and postgraduates from universities in different regions of China were surveyed through an online questionnaire. The tools used in the study were the emotion regulation questionnaire, university student learning satisfaction questionnaire, learning engagement questionnaire, and psychological capital questionnaire. The analysis revealed both direct and indirect mediation effects. It was found that emotion regulation can positively predict psychological capital. Further, learning satisfaction and learning engagement can act as mediating variables between emotion regulation and psychological capital, respectively. Learning satisfaction and learning engagement can also have a serial mediation effect between emotion regulation and psychological capital. The results show that learning support should be strengthened to improve the learning satisfaction and learning engagement of students and, consequently, enhance their psychological capital.

Impacts on Students’ Academic Performance due to Emergency Transition to Remote Teaching during the COVID-19 Pandemic: A Financial Engineering Course Case Study

The COVID-19 pandemic has enforced higher education institutions to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. A lot of concerns have been raised among education institutions, faculty, and students regarding the effectiveness of this sudden shift to online learning. This study aims to statistically investigate the impacts of such a transition on the academic performance of undergraduate students enrolled in the Financial Engineering course. A novel rank percentage measure is proposed and employed to compare the academic performance of around 500 students who attended the course during the four semesters, including the transitional disrupted semester by the pandemic, two consecutive online semesters, and the traditional face-to-face classroom. Our analysis emphasizes the significance of the differences between specific subgroups of the students. In particular, academically average to good students with cumulative GPAs greater than 2.90 have been negatively impacted by the transition to online learning, whereas the results for students with cumulative GPAs less than 2.90 are not very conclusive. Realizing the effects of such closures on the academic performance of students is considered important, since the results might have some merits for other courses and instructors. The template model can be transferred to other courses, and employed by the university administrators, specifically for developing policies in emergency circumstances that are not limited to pandemics.