Caring behaviours and stress perception among student nurses in different nursing programmes: A cross-sectional study

Proactive Personality and Caring Behavior of Clinical Nurses: A Moderated Mediation Model of Emotional Intelligence and Disgust Sensitivity

The aims of the research were to investigate the mediating effect of emotional intelligence and the moderating effect of disgust sensitivity on the relationship between proactive personality and caring behavior among clinical nurses. A cross-sectional design while adhering to STROBE guidelines was used for this study. Three hundred ninety-three purposely selected nurses from three tertiary general hospitals completed an online survey. Measures included proactive personality, emotional intelligence, disgust sensitivity, and caring behavior. The findings showed that proactive personality positively predicted nurses' caring behavior, and that emotional intelligence played a mediating role in the relationship between proactive personality and caring behavior. Disgust sensitivity indirectly and negatively moderated the impact of proactive personality on nurses' caring behavior mainly in the second half of this moderated relationship. The findings underscore that the nursing managers may consider incorporating emotional intelligence topic in practical nursing skills training and improving nurses' ability to control their disgust sensitivity can improve their professional behavior, thus to provide patients with high-quality nursing services.

Supporting Mental Health Well-Being in the Most Vulnerable Future Nurses

AIM

The aim of the study was to explore relationships between perceived faculty support and prevalence of severe/extremely severe depression, anxiety, and stress levels among undergraduate baccalaureate nursing students.

BACKGROUND

Emerging research supports nursing students suffering from extreme psychological distress. Educational success and mental health wellness are influenced by external support.

METHOD

A mixed-methods design was used for this descriptive, cross-sectional study. A national convenience sample of 1,163 undergraduate baccalaureate nursing students completed the Depression, Anxiety and Stress Scale-21, Perceived Faculty Support Scale, and a demographic questionnaire. Emerging themes in the qualitative data were identified.

RESULTS

Nearly 54 percent of nursing students suffered from severe/extremely severe depression, anxiety, or stress. Faculty support was critical to nursing student mental health well-being.

CONCLUSION

This multisite study provides a better understanding of the enormity of psychological distress among undergraduate baccalaureate nursing students and emphasizes the immediate need for faculty to provide necessary support to this vulnerable student population.

Spirituality, Religiosity, Caring Behavior, Spiritual Care, and Personalized Care Among Student Nurses: A Descriptive Correlational Study in the Philippines

This study sought to determine the student nurses' spirituality, religiosity, caring behavior, spiritual care, and personalized care. Further, it sought to determine the relationship between spirituality, religiosity, and caring behavior in student nurses' spiritual care and personalized care. The study used a descriptive correlational design using convenience sampling to collect data from 1248 student nurses in the Philippines from December 2023 to February 2024. We collected data using the Spirituality and Spiritual Care Scale rating scale and the Caring Behaviors Inventory. The study revealed that the mean scores of the students in their "spirituality" and "religiosity" were 4.08 (SD = 0.98) and 2.99 (SD = 1.26), respectively. Student nurses had sufficient confidence and skills in spiritual care, caring behavior, and personalized care. The students' age had a weak and negative association with the students' spirituality and religiosity. Students from University A had higher levels of spirituality and religiosity than students from University B, University C, and University D. Students in the 4th year level were more religious than 3rd year students. Students who had their last clinical exposure in the Admission and emergency room reported poorer caring behaviors than those who had previous clinical exposure in the Medical-surgical ward, Obstetrics and gynecology, Intensive Care Units, and Community. There is no significant relationship between a student nurse's spiritual care and caring behavior. This trend is similar to caring behavior and personalized care. The students' age predicts their personalized care.

Exploring the concept and management strategies of caring stress among clinical nurses: a scoping review

Objective

The concept of caring stress and its specific management has received less attention than other dimensions of stress in nurses. Therefore, to clarify the concept of caring stress, a scoping review study was designed. This scoping review aimed to investigate the concept of caring stress among clinical nurses and examine the strategies used for its management.

Methods

This review employed a scoping review methodology to comprehensively map the essential concepts and attributes of the phenomenon by drawing on a wide range of sources. International databases including PubMed, Scopus, Web of Science, Google Scholar, and Scientific Information Database (SID) were searched to gather relevant studies published until October 1, 2023. MESH terms included "caring stress", "care", "stress", "nurse", and "stress management" were used. Two reviewers independently collected data from full-text papers, ensuring that each paper underwent assessment by at least two reviewers.

Results

Out of 104,094 articles initially searched, 22 articles were included in this study. High workloads, transmitting the infection, stressful thoughts, stressful emotions, and stressful communications were the significant concepts and factors of caring stress among nurses. Also, rest breaks during patient care shifts, playing music in the ward, and denial of critical situations were examples of positive and negative coping and management ways to reduce caring stress.

Conclusion

Effective stress management strategies can lead to better patient care and safety. Stressed nurses are more likely to make errors or become less vigilant in their duties, impacting patient outcomes. By addressing caring stress, clinical practice can prioritize patient well-being. Further research is required to delve deeper into this critical issue concerning nurses in the future.

Promoting Nursing Student Mental Health Wellness: The Impact of Resilience-Building and Faculty Support

BACKGROUND

Being aware of elevated levels of student psychological distress by nursing faculty, and subsequently responding to it, may diminish nursing students' experience of negative mental health well-being.

PURPOSE

Relationships between perceived faculty support, resiliency, and the prevalence of depression, anxiety, and stress among undergraduate nursing students were explored.

METHODS

An exploratory mixed-methods design was used for this descriptive, cross-sectional study. The Depression, Anxiety, and Stress Scale-21, Brief Resilience Scale, Perceived Faculty Support Scale, a demographic questionnaire, and open-ended questions were used to collect data. A convenience sample of 989 undergraduate baccalaureate nursing students from across the United States completed the surveys.

RESULTS

Study results revealed resilience strategies and psychological and functional supportive faculty behaviors and actions are substantial predictors of lower depression, anxiety, and stress in undergraduate baccalaureate nursing students.

CONCLUSIONS

Investments in faculty development to support nursing student resilience may reduce the degree of negative mental health well-being that students exhibit related to nursing education and promote their successful transition to nursing practice.

Moral sensitivity and caring behavior in nursing interns: the mediating role of empathy

Background

The main purpose of this study is to analyze the relationship between moral sensitivity, empathy, and caring behaviors and to explore the mediating effect of empathy on moral sensitivity and caring behaviors of nursing interns.

Methods

A cross-sectional survey was conducted from August to September 2022 in which 261 nursing interns from two Grade 3A Hospitals in Xi'an participated. The questionnaires used in the survey include the General Information Questionnaire (GIQ), the Moral Sensitivity Questionnaire-Revised Version translated into Chinese (MSQ R-CV), the Chinese version of the Jefferson Empathy Scale (JSE), and the Chinese version of the Caring Behavior Inventory (C-CBI). The obtained data were analyzed through descriptive statistics, a one-way analysis of variance (ANOVA), and Pearson's correlation coefficient, and the mediating effect of empathy was tested through structural equations.

Results

The overall mean of moral sensitivity of nursing interns in two Grade 3A Hospitals in Xi'an is 40.84 ± 8.73, the overall mean of empathy is 100.51 ± 21.56, and the overall mean of caring behavior is (113.81 ± 21.05). Statistical analysis showed that there is a positive correlation between moral sensitivity and caring behavior of nursing interns (r = 0.376, p < 0.01), between their empathy and moral sensitivity (r = 0.336, p < 0.01), and between their empathy and caring behavior (r = 0.394, p < 0.01). The empathy of nursing interns has a mediated effect on the relationship between moral sensitivity and caring behavior. The mediated effect value was 0.14, accounting for 31.82% of the total effect.

Conclusion

The moral sensitivity of nursing interns can have a direct impact on predicting the caring behavior and indirect influences their caring behaviors mediated by empathy, with the latter effect being mediated by empathy. Therefore, nursing educators and hospital administrators should adopt targeted interventions to improve the moral sensitivity and empathy of nursing interns, which can further prove to be beneficial in improving their caring behaviors, leading to enhanced quality of nursing care and reduced nurse-patient conflicts and finally to a stabilized nursing team.

Development of caring behaviour in undergraduate nursing students participating in a caring behaviour course

BACKGROUND

In today's complex healthcare organisations there is an increasing recognition of the need to enhance care quality and patient safety. Nurses' competence in demonstrating caring behaviour during patient encounters affects how patients experience and participate in their care. Nurse educators are faced with the challenge of balancing the demand for increasingly complex knowledge and skills with facilitating students' abilities essential to becoming compassionate and caring nurses.

AIM

The aim was to describe undergraduate nursing students' development of caring behaviour while participating in a caring behaviour course.

METHOD

This pilot study used a quantitative observational design. At a university in Sweden, video-recorded observational data from twenty-five students were collected in the first and last weeks of a full-time five-week Caring Behaviour Course (the CBC). In total, 56-min video-recorded simulation interactions between a student and a standardised patient were coded by a credentialed coder using a timed-event sequential continuous coding method based on the Caring Behaviour Coding Scheme (the CBCS). The CBCS maps the five conceptual domains described in Swanson's Theory of Caring with related sub-domains that align with Swanson's qualities of the Compassionate Healer and the Competent Practitioner. The CBCS contains seventeen verbal and eight non-verbal behavioural codes, categorised as caring or non-caring.

RESULTS

Between the two simulations, most verbal caring behaviours increased, and most non-verbal caring behaviours decreased. Statistically significant differences between the simulations occurred in the sub-domains Avoiding assumptions and Performing competently/skilfully in the quality of the Competent Practitioner. Most observed caring behaviours aligned with the Compassionate Healer.

CONCLUSION

Generally, the students' development of caring behaviours increased while participating in the CBC. Using a structured observational behavioural coding scheme can assist educators in assessing caring behaviour both in education and in practice, supporting caring as the universal foundation of nursing and a key to patient safety.

The Association between Nursing Students' Happiness, Emotional Intelligence, and Perceived Caring Behavior in Riyadh City, Saudi Arabia

BACKGROUND

Caring behavior is a major focus of the nursing profession and an important dimension of nursing practice that sets nurses apart from other healthcare professionals. Effective patient-centered care requires ensuring nurses have the emotional intelligence and happiness to address the daily demands of practice. The purpose of this study is to examine the emotional intelligence and happiness among nursing students and their relationship with caring behaviors.

METHODS

A cross-sectional, descriptive correlational study was conducted on nursing students (n = 363) from Riyadh, Kingdom of Saudi Arabia, via an online survey. Measures include demographic data survey, Oxford Happiness Questionnaire, Trait Emotional Intelligence Questionnaire, and Caring Behaviors Inventory scale. Descriptive and multiple regression analyses were conducted for this study.

RESULTS

Nursing students reported their highest degree of caring was in terms of 'respectful differences to others', while their lowest was in 'knowledge and skills'. Emotional intelligence and happiness were significant predictors of caring behaviors and explained the variance in assurance of human presence (17.5%), knowledge and skills (17.5%), respectful differences to others (18%), and positive connectedness (12.9%). In the final regression model, emotional intelligence and happiness were significant predictors of caring behaviors and explained 19.5% of the variance.

CONCLUSIONS

Emotional intelligence and happiness among nursing students were found to be important factors to improve their caregiving behaviors. Therefore, nursing educators should consider integrating emotional intelligence and happiness interventions for students into their curriculum.

Factors influencing nurse fatigue during COVID-19: regression vs. fuzzy-set qualitative comparative analysis

Background

Nurses during COVID-19 who face significant stress and high infection risk are prone to fatigue, affecting their health and quality of patient care. A cross- sectional study of 270 nurses who went to epidemic area to support anti-epidemic was carried out via online survey during the COVID-19 pandemic on November 2021.

Methods

A web-based cross-sectional survey of 270 nurses in China who traveled to Heihe City in Heilongjiang Province to combat the novel coronavirus epidemic. The researchers collected information on sociodemographic variables, anxiety, transition shock, professionalism, collaboration, hours of work per day, and fatigue. Regression and fuzzy-set Quality Comparative Analysis (fsQCA) evaluated the factors' impact on the nurses' fatigue.

Results

Regression analysis showed that the psychological variables significant for fatigue, transition shock (β = 0.687, p < 0.001) and anxiety (β = 0.757, p < 0.001) were positively associated with fatigue, professionalism (β = -0.216, p < 0.001) was negatively associated with fatigue, and among the work-related variables, cooperation (β = -0.262, p < 0.001) was negatively related to fatigue. FsQCA analysis showed that combined effects of work hours, anxiety, and nurses' educational status caused most of the fatigue (raw coverage = 0.482, consistency = 0.896).

Conclusion

This study provides two main findings, the one is the greater transition shock experienced during COVID-19 in a new environment, low levels of professionalism, anxiety, and poor nursing teamwork situations lead anti-epidemic nurses to increased fatigue. Second, the fsQCA results showed that anxiety is sufficient for fatigue and that nurses' educational status, daily working hours, and anxiety are the most effective combination of factors.

The mediating effect of self-directed learning in the relationship between caring and resilience among Chinese nursing students: A multi-center cross-sectional study

BACKGROUND

Despite the proliferation of literature focusing on resilience, a paucity of research has attempted a thorough and accurate examination of factors that contribute to resilience among nursing students.

OBJECTIVES

To examine the mediating effect of self-directed learning in the relationship between caring and resilience in Chinese nursing students.

DESIGN

A cross-sectional design.

SETTINGS

Five universities in China.

PARTICIPANTS

Undergraduate nursing students (N = 511).

METHODS

The Caring Ability Inventory, Self-Rating Scale of Self-Directed Learning, and Connor-Davidson Resilience Scale (CD-RISC) were administered. Socio-demographic and academic data were collected from nursing students after obtaining their informed consent. A multiple linear regression analysis was performed to assess factors associated with resilience. A structural equation model with bootstrapping estimation was conducted to further explore the potential mediating role of self-directed learning in the relationship between caring and resilience.

RESULTS

The average score of CD-RISC for nursing students was 92.96 ± 14.85. Multiple linear regression analyses indicated that caring and self-directed learning were significantly positively associated with resilience. Self-directed learning (β = 0.327, 95% Confidence Interval [CI]: 0.049-6.667, p < 0.001) had a significant mediating effect on the relationship between caring and resilience in nursing students, explaining 67.1% of the total effect of caring on resilience.

CONCLUSIONS

Interventions that enhance students' self-directed learning have the potential to enhance resilience level. Innovative pedagogical approaches, strategic reinforcement, and nursing curriculum transformation are recommended to promote self-directed learning awareness and internalize self-directed learning skills.

Development and learning efficacy of a simulation rubric in childhood pneumonia for nursing students: A mixed methods study

BACKGROUND

Nursing students often lack knowledge, skills, and appropriate attitudes toward chest physiotherapy, which affects the quality of care provided to children with pneumonia in clinical practice. Helping students learn about the effectiveness of simulations can improve their nursing ability.

OBJECTIVES

To develop a rubric associated with the simulation of childhood pneumonia and to examine the learning efficacy of students using the rubric to assess the knowledge, skills, and attitudes in the simulation.

DESIGN

A mixed methods study using a post-test survey and a descriptive qualitative analysis of students' reflective journals.

SETTINGS

A paediatric simulation classroom at the University Clinical Skills Centre in Northern Taiwan.

PARTICIPANTS

214 third-year students enrolled in a four-year nursing programme.

METHODS

Quantitative and qualitative data were collected after the course to obtain a comprehensive understanding of its effects. Quantitative data from the questionnaire were analysed using descriptive statistics. Qualitative data were analysed using content analysis.

RESULTS

The quantitative results showed that mean knowledge and nursing students' attitudes were moderate. Of the six sub-indices, chest percussion technique and communication with family and children had the highest mean with 3.32 ± 0.67 and 3.01 ± 0.68, respectively. The students discovered that they often focused on performing technical steps without pre-analysing patient information. Most students also indicated difficulty showing emotional caring behaviours toward patients. The qualitative results revealed that students reflected on their learning post-self-evaluation of the rubric, particularly regarding knowledge of systemic assessments, patient-centred nursing skills, and caring attitudes.

CONCLUSIONS

The knowledge, skills, and attitude rubric can help students develop their learning process in a more organised manner, promote the development of their caring performances toward children, and assist them in their future clinical care practices.

Female gender and low physical activity are risk factors for academic stress in incoming nursing students

PURPOSE

Nursing students suffer from stress more frequently than other students. The objective was to analyze the academic stressors that most affect new nursing students.

DESIGN AND METHODS

A cross-sectional study on new nursing students.

FINDINGS

Two hundred and eighty-two students, 78% women, mean age of 21.46 (6.1) years. Giving presentations in class and lack of time for homework are the items that cause the greatest academic stress. Women had higher levels of academic stress, and higher levels of physical activity are related to lower academic stress.

PRACTICE IMPLICATIONS

Women have a higher level of academic stress. Doing sport is a protective factor that diminishes academic stress the more it is practiced. Encouraging nursing students to play sports could be beneficial in reducing their academic stress, with women benefiting the most.

The effect of clinical mentor in developing caring behaviors of nursing students: A mixed method

PURPOSE

The study was conducted to determine the effect of clinical mentors on developing caring behaviors in nursing students.

DESIGN AND METHODS

The present research was conducted using a mixed-method design and quasi-experimental pre-posttests (N = 14 Nursing Students). The Caring Behaviors Inventory-24 and a semi-structured interview form were administered.

FINDINGS

As a result, five themes, humanism, caring, interpersonal caring relationship, caring behaviors, and motivation were determined. The postclinical interviews showed an increase in their caring behaviors compared with the previous interview.

PRACTICE IMPLICATIONS

A clinical mentor, who is an expert in caring behaviors, has a positive effect on nursing students. Therefore, student nurses gain professional self-confidence and the quality of care and patient satisfaction increase.

The empathy level and caring behaviors perceptions of nursing students: A cross-sectional and correlational study

PURPOSE

The aim of the study was to investigate the empathy level and caring behaviors perceptions of nursing students.

METHOD

This cross-sectional and correlational study was conducted with 276 nursing students.

RESULTS

The mean Empathic Tendency Scale score was 62.71 ± 5.10 (min. 20 to max. 100), indicating a low level of empathy. The mean of the Caring Assessment Questionnaire was 5.42 ± 0.80 (min. 1 to max. 7), showing a good perception of caring behaviors. There was a positive, low, and significant relationship between empathy and caring behaviors (r = 0.286, p < 0.001).

CONCLUSION

This study revealed that nursing students have low-level empathy and high-level caring behaviors.

PRACTICE IMPLICATIONS

Throughout the educational process, the students' caring competencies, which include empathy and caring behaviors, developed. It is suggested that humanistic and value-oriented pedagogical approaches be incorporated into nursing curricula.

Construct validity and reliability of the perceived stress scale for nursing students in South Africa

Background

Increased levels of stress in nursing students are negatively related to caring behaviours and also result in poorer job proficiency and nurses who are more inclined to leave the profession. The Perceived Stress Scale (PSS), developed by Sheu and colleagues, is one of the most cited instruments for measuring stress and sources of stress amongst nursing students in international studies. However, it has not been widely validated for this purpose.

Objectives

This research aimed to test the construct validity and reliability of the PSS for South African nursing students.

Method

A cross-sectional survey was conducted at a Central South African University, and 471 of the 685 registered nursing students (68.8% response rate) participated in the study. Questionnaires were distributed and collected during classes. Confirmatory factor analysis was performed to test the hypothesised six-factor latent structure and determine the construct validity of the PSS. The internal consistency of the PSS was measured using Cronbach’s alpha.

Results

The model fit was a good fit and supported the six-factor latent structure as stress from (1) taking care of patients, (2) teachers and nursing staff, (3) assignments and workload, (4) peers and daily life, (5) lack of professional knowledge and skills and (6) clinical environment. Overall the PSS had a Cronbach’s alpha of 0.93.

Conclusion

The results confirm the construct validity and the internal consistency of the PSS for South African nursing students.

A caring leadership model in nursing: A grounded theory approach

AIM

This study aimed to develop a theoretical model of caring leadership in nursing.

BACKGROUND

Nurse leader's role plays an integral part in complex health care institutions. As a common feature of leaders, leaders' caring leadership can positively influence the stakeholders in health care institutions. Still, little is known about caring leadership in nursing, especially in the Chinese cultural background.

METHODS

Grounded theory was used to develop the theoretical model of caring leadership. Both semi-structured interviews and open-ended questionnaire surveys were used to collect data for constructing the theory model. Ten nurse leaders and 11 nurse staff were recruited for an interview, and 168 nurse leaders and 286 nurses were recruited for an open-ended questionnaire survey.

RESULTS

A theoretical model of caring leadership was developed using five core attributions: benevolent to others, appreciate the uniqueness, facilitate self-actualization, maintain mutual benefit and motivate with charisma. Caring leadership in nurse leaders works through the caring and leading process, resulting in nurses' well-being, patients' healing and organisational excellence.

CONCLUSION

A caring leadership model was developed through grounded theory, revealing Chinese nurses' perspectives on caring leadership in Chinese cultural background. According to the model, the concept of caring leadership has been further explained, and it makes contributions to the measurement and leaders' practice in health care institutions.

IMPLICATIONS FOR NURSING MANAGEMENT

This caring leadership model developed in our study provides a new perspective and understanding of caring and leadership for nurse leaders. Nurse leaders need to strengthen their responsibilities and personal qualities while caring for nurse staff to improve leadership efficacy based on the theoretical model. And caring leadership can help nurse leaders to balance the interests of stakeholders, leading to positive consequences for nurse staff, patients and health care organisations.

Clinical related critical incidents in undergraduate nursing students: A scoping review

AIM

The purpose of this scoping review was to map clinical-related critical incidents and their implications on undergraduate nursing students.

BACKGROUND

The unpredictability inherent in the clinical learning environment places nursing students at risk of a critical incident that may lead to long-term consequences.

DESIGN

A scoping review was conducted using the Joanna Briggs Institute framework.

METHOD

A search for primary research sources and dissertations was conducted using the CINAHL, PubMed, Dissertation and Thesis Global, and MEDLINE databases. Eligibility criteria included primary research related to undergraduate nursing students who had experienced critical incidents in the clinical setting.

RESULTS

From a total of 66 identified articles, only one met the inclusion criteria. Overall, it was identified that the term "stress" was inconsistently defined. Researchers have primarily focused on general stress from academic and experiential learning rather than sudden and unexpected critical incidents underpinned by clinical experiences.

CONCLUSION

The scoping review results identify a significant gap in the research relative to clinical-related critical incidents and the associated implications experienced by undergraduate nursing students.

RELEVANCE TO CLINICAL PRACTICE

Further research is needed so that crisis interventions can be prioritized and strategies to enhance resilience can be addressed before graduation.

Faculty supportive behaviors and nursing student mental health: a pilot study

OBJECTIVES

Relationships between perceived faculty support and prevalence of depression, anxiety, and stress among undergraduate nursing students were explored.

METHODS

A mixed method design was used for this descriptive, cross-sectional pilot study. Depression, Anxiety and Stress Scale-21 (DASS-21), Perceived Faculty Support Scale (PFSS), a demographic questionnaire, and open-ended questions were used to collect data.

RESULTS

Nursing students experienced moderate depression and stress, and severe anxiety. Perceived faculty support was moderate. An inverse correlation between select perceived faculty supportive behaviors and depression, anxiety, and stress was evident. Student stressors were related to faculty actions. The theme being attentive to student stress emerged from the qualitative data.

CONCLUSIONS

Symptoms of poor mental health among undergraduate nursing students are prevalent and represent a significant public health concern among nursing students. Nurse educators must develop psychological and functional supportive behaviors to promote mental health during nursing students' transition throughout the nursing program and beyond.

Mediating effects of emotional intelligence and resilience on the relationship between type D personality and caring ability in nursing students: A cross-sectional study

BACKGROUND

Nursing students must learn about the core values of nursing care. Thus, education designed to improve their caring ability should be included in nursing curricula. Nursing students' caring ability is reportedly affected by emotional intelligence and resilience. However, no studies have explored whether these qualities have mediating effects on the relationship between nursing students' type D personality and their caring ability.

OBJECTIVES

To examine the mediating effects of emotional intelligence and resilience on the relationship between type D personality and caring ability in nursing students.

DESIGN

A cross-sectional, descriptive survey study.

SETTING

The study was conducted in South Korea.

PARTICIPANTS

278 nursing students.

METHODS

Type D personality, emotional intelligence, resilience, and caring ability were measured using questionnaires. Data were analyzed using Pearson's correlations, regression analysis, and Hayes' Process Macro using the bootstrap method.

RESULTS

Results indicated that type D personality significantly predicted emotional intelligence (B = -6.80, p < .001), resilience (B = -6.77, p < .001), and caring ability (B = -7.20, p = .001). Emotional intelligence mediated the relationship between type D personality and caring ability.

CONCLUSION

Interventions to improve the caring ability of nursing students should include an evaluation of nursing students' emotional intelligence and strategies to promote their emotional intelligence.

Professional quality of life and caring behaviours among clinical nurses during the COVID-19 pandemic

AIMS AND OBJECTIVES

To investigate the professional quality of life and caring behaviours among clinical nurses in Saudi Arabia during the COVID-19 pandemic. We also examined the influence of the nurses' socio-demographic and professional characteristics on the professional quality of life. Moreover, the study examined the influence of professional quality of life on caring behaviour among the nurses amid the COVID-19 pandemic.

BACKGROUND

Caring is the core of the nursing profession and considered the heart of the humanistic clinical nursing practice. However, the work nature of the clinical nurses, especially during the COVID-19 pandemic, continues to challenge their professional quality of life and caring behaviours. The factors influencing the professional quality of life and caring behaviours of clinical nurses have not been extensively explored.

DESIGN

Cross-sectional, descriptive study.

METHODS

A purposive sample of 375 clinical nurses in three academic medical centres in Saudi Arabia were surveyed using the professional quality of life version 5 and the short-form 24-item Caring Behavior Inventory from May-August 2020. A standard multiple regression analysis was performed to investigate the predictors of the professional quality of life and caring behaviour. This study adhered to the recommendations of the Strengthening the Reporting of Observational Studies in Epidemiology guidelines.

RESULTS

The majority of the respondents reported average level of compassion satisfaction (57.9%), burnout (54.4%) and secondary traumatic stress (66.9%) in the professional quality of life domains. The result also showed highest degree of caring in terms of 'assurance of human presence' while lowest in the 'knowledge and skills' in four subscales of caring behaviour. The following variables significantly predicted compassion satisfaction: education, area of assignment and position. Age, education and religion were identified as significant predictors of burnout while religion, nationality and position were significant predictors of secondary traumatic stress. Positive and negative domains of professional quality of life influenced the caring behaviours among clinical nurses.

CONCLUSIONS

Based on the results of the study, clinical nurses exhibited moderate level of professional quality of life and correlates to their caring behaviours. Moreover, clinical nurses' demographic characteristics predicted their professional quality of life and caring behaviours.

RELEVANCE TO CLINICAL PRACTICE

The importance of ensuring good professional quality of life and caring behaviour among clinical nurses during the COVID-19 pandemic is underscored. Nursing leaders can utilise this baseline evidence and apply programmes for clinical nurses to tackle professional quality of life issues and enhance caring behaviours.

Association Between Perceived Resilience and Mental Well-Being of Saudi Nursing Students During COVID-19 Pandemic: A Cross-Sectional Study

Purpose: This study investigated the relationship between nursing students' profile variables and their state of mental well-being and resilience during the coronavirus disease-19 (COVID-19) pandemic and how this impacts their understanding of holistic nursing care provision. Design: This study used a cross-sectional design and total enumeration sample (n = 439) from all enrolled nursing students in the College of Nursing of a state-run university. Method: The 10-item Connor-Davidson Resilience Scale (CD-RISC) and 14-item Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) were used to collect data from the participants. A correlational analysis was employed to determine the relationship between the responses of the participants to their profile variables. Findings: There were no significant differences in age, gender, and year level in the 10-item CD-RISC and WEMWBS. Regarding the WEMWBS, the mean total score of those with 61-100% of the allowed units was significantly higher than those with 31-60%. Finally, the CD-RISC scores revealed that participants with a general point average (GPA) of A were significantly higher than those with a GPA of B+ or B. Conclusion: Academically performing students (those with a GPA of B and above) are more resilient. In addition, there is an existing linear relationship between high mental well-being and the ability to pursue higher academic loads.