Relationships between core self-evaluation, leader empowering behavior, and job security among Jordan University Hospital nurses

Core self-evaluation and innovative behavior: mediating effect of error orientation and self-efficacy of nurses

Background

Innovation plays a crucial role in advancing nursing and healthcare. Despite its significance, there is a paucity of research examining the interplay among nursing innovative behavior, core self-evaluation, error orientation, and self-efficacy. This study, grounded in Bandura's social cognitive theory, seeks to not only investigate the influence of core self-evaluation on nurses' innovative behavior but also to elucidate the mediating roles of error orientation and self-efficacy within this relationship. By addressing these dynamics, the research aims to provide a comprehensive understanding of the factors shaping nurses' innovative behaviors and contribute to the broader discourse on enhancing healthcare practices.

Design

A cross-sectional study using an online questionnaire.

Setting

Participants were recruited from 23 hospitals in 6 provinces and 1 municipality directly under the central government in China, namely Zhejiang, Anhui, Jiangxi, Guangdong, Hebei, Henan, and Shanghai.

Participants

A total of 741 nurses enrolled in the study.

Methods

The participants completed the nurse innovative behavior scale, the core self-evaluation scale, the error orientation questionnaire, and the self-efficacy scale online in 2023. SPSS and AMOS were used for data analysis. The reporting followed the STROBE checklist.

Results

A total of 706 valid questionnaires were collected. A positive core self-evaluation was associated with more innovative behavior, and this relation was partially mediated by error orientation and self-efficacy to avoid failure. Core self-evaluation, error orientation and self-efficacy of nurses had a positive predictive effect on innovation behavior, with the path coefficients at 0.09, 0.23, and 0.39, respectively.

Conclusion

Our study complements the evidence on the mechanism of action between the core self-evaluation and innovative behavior. Our findings have important clinical implications for promoting innovative behavior in nurses.

A cross-sectional study in college-based nursing education: The influence of core self-evaluation and career calling on study engagement in nursing undergraduates

AIM

To investigate undergraduate nursing students' general study engagement using intra-individual assessment and to evaluate the impact of core self-evaluation and career calling on study engagement.

DESIGN

A descriptive and cross-sectional design.

METHODS

Data were collected using a self-administered questionnaire survey. Four hundred and twenty nursing students from first- to fourth (final)-academic year in Guangzhou Medical University were invited to participate in the spring of 2021. The Cronbach's alpha, one-way analysis of variance, Bonferroni post hoc analysis, Pearson correlation analysis and multiple stepwise regression analysis were used to analyse the data.

RESULTS

The first- and fourth-year undergraduates showed significantly higher levels of study engagement (first-year undergraduates, 3.52 ± 0.59; fourth-year undergraduates, 3.54 ± 0.64), core self-evaluation (first-year undergraduates, 3.04 ± 0.48; fourth-year undergraduates, 3.11 ± 0.45) and career calling (first-year undergraduates, 3.65 ± 0.47; fourth-year undergraduates, 3.69 ± 0.50) than those of second-year undergraduates (study engagement, 3.32 ± 0.61; core self-evaluation, 2.93 ± 0.52; career calling, 3.41 ± 0.50) and third-year undergraduates (study engagement, 3.16 ± 0.61; core self-evaluation, 2.88 ± 0.50; career calling, 3.34 ± 0.38). The Pearson correlation analysis among nursing students revealed a significant positive correlation between core self-evaluation, career calling and study engagement (p < 0.01). A partial mediation effect of career calling was present in the relationship between core self-evaluation and study engagement.