Emotional Intelligence and Professional Boredom among Nursing Personnel in Greece

The learning experiences and career development expectations of Chinese nursing master's degree students: A qualitative investigation

AIM

To explore the learning experiences and career development expectations of nursing master's degree students.

BACKGROUND

With increasing demands for improved quality of life, there is a growing need for nursing graduate programs in clinical care. However, the existing training programs for nursing master's students in China require improvement. It is essential to analyze students' learning experiences, perceptions of the current status of nursing and expectations of the nursing profession to enhance and develop university training programs.

DESIGN

A descriptive qualitative study employing semi-structured interviews.

METHOD

Semi-structured interviews were conducted with 14 nursing master's degree students. The data obtained were analyzed using Colaizzi's seven-step phenomenological analysis method. The study adhered to the consolidated criteria for reporting qualitative research (COREQ).

RESULTS

Three main themes emerged from the analysis-Theme 1: Career expectations, encompassing motivations for pursuing the nursing master's program and career aspirations; Theme 2: Study experiences, including nursing professional ability, nursing management ability, self-awareness ability and moral literacy; Theme 3: Occupational dilemmas, encompassing the current challenges and coping strategies.

CONCLUSION

The learning experiences of nursing master's students in universities are closely linked to their training programs. A disparity exists between students' career expectations and the actual employment landscape for nursing master's degree students.

What is well-being? A scoping review of the conceptual and operational definitions of occupational well-being

Well-being is a multifaceted construct that is used across disciplines to portray a state of wellness, health, and happiness. While aspects of well-being seem universal, how it is depicted in the literature has substantial variation. The aim of this scoping review was to identify conceptual and operational definitions of well-being within the field of occupational health. Broad search terms were used related to well-being and scale/assessment. Inclusion criteria were (1) peer-reviewed articles, (2) published in English, (3) included a measure of well-being in the methods and results section of the article, and (4) empirical paper. The searches resulted in 4394 articles, 3733 articles were excluded by reading the abstract, 661 articles received a full review, and 273 articles were excluded after a full review, leaving 388 articles that met our inclusion criteria and were used to extract well-being assessment information. Many studies did not define well-being or link their conceptual definition to the operational assessment tool being used. There were 158 assessments of well-being represented across studies. Results highlight the lack of a consistent definitions of well-being and standardized measurements.

Adversity Quotient Promotes Teachers’ Professional Competence More Strongly Than Emotional Intelligence: Evidence from Indonesia

Teachers’ professional competence has become a popular issue since the COVID-19 pandemic. Therefore, this study investigates teachers’ professional competence, in terms of emotional intelligence (EI), adversity quotient (AQ), and organizational citizenship behavior (OCB), when teachers need to deal with abnormal situations, such as the COVID-19 pandemic. Moreover, this study also seeks to explore the relationship of EI and AQ with teachers’ professional competence mediated by OCB. The research data were collected through a questionnaire using a Likert scale from 589 participants: elementary school teachers in Indonesia were chosen through accidental sampling. The data analysis used structural equation modeling (SEM), complemented by common method bias, correlational, and descriptive analysis. The result shows that EI, AQ, and OCB have a significant relationship with teachers’ professional competence. However, AQ more strongly promotes teachers’ OCB and professional competence than EI does. In addition, OCB mediates the relationship between EI and AQ with teachers’ professional competence. Accordingly, a new model regarding the relationship of EI and AQ with teachers’ professional competence mediated by OCB was confirmed. Therefore, it is suggested that teachers’ professional competence can increase through EI, AQ, and OCB. Hence, the new empirical model deserves to be discussed, adapted, and even adopted by practitioners and researchers to develop the professional competence of teachers in the future.