Entrepreneurial leadership, nurses' proactive work behavior, and career adaptability: a structural equation model.

BACKGROUND: Healthcare organizations with practitioners who exhibit proactive work behavior and career adaptability acquire a competitive advantage in the face of many adversities. Entrepreneurial leadership (EL) is a new leadership approach that has a huge impact on followers' behavior, although research into its theory and empirical evidence is still in its infancy. METHODS: A non-probability convenience sample methodology (n = 450) was utilized to choose study participants, who were equally dispersed among the two private hospitals in Alexandria. A cross-sectional study was carried out in all departments of the hospitals, which were chosen at random using a simple random procedure. Three validated scales were used in this study to measure the study variables and establish a structural equation model. RESULTS: The result of this study revealed that nurses perceived moderate mean scores of all variables; entrepreneurial leadership (140.84 ± 11.94), proactive work behavior (46.02 ± 5.85), and career adaptability (85.55 ± 10.35). In addition, the structured equation model revealed a goodness fit index and presents that entrepreneurial leadership significantly affects nurses' proactive work behavior with an estimated ß of 0.555, coefficient of regression C.R. of 4.006, at P value < 0.001. Also, it significantly affects career adaptability with an estimated ß of .834, a coefficient of regression C.R. of 3.491 at P value < 0.001. CONCLUSIONS: The developed structural equation model confirmed the significant impact of entrepreneurial leadership (EL) on nurses' proactive work behavior (PWB) and career adaptability (CA)". Therefore, this study offers important implications for nurse managers, staff nurses, hospital human resources management practice, and academics.

Knowledge, skills, and attitudes (KSAs) of adaptable academic nurse educators.

AIM: Using the Knowledge, Skills, and Attitudes (KSAs) framework, the aim of this study was to explore the specific knowledge, skills and attitudes of adaptable nurse educators to help inform the preparation of current and future educators for smooth transitions during periods of change. BACKGROUND: External events, such as hurricanes, earthquakes, floods and wildfires can force programs to relocate and suspend classes for several days or weeks. These natural disasters have the potential to have a negative impact on the number of nursing students graduating on time as well as the quality of the clinical education experience and preparation for practice. Many lessons about educator adaptability can be learned from the COVID-19 restrictions. Identifying the KSAs of adaptable nurse educators during the rapidly changing educational landscape provided the opportunity for a foundational needs assessment to guide the preparation of educators for seamless transitions during times of change. DESIGN: To identify the KSA's of adaptable nurse educators, an exploratory qualitative study using focus groups was conducted. The study used thematic analysis. METHODS: The research team developed, and pilot-tested focus group interview questions based on content areas identified in the literature. Targeted questions included queries specific to the KSAs necessary for adaptation and successful teaching using simulation. Educators from pre-licensure nursing programs in the United States participated in one of five 60-minute focus groups held virtually via a secure online meeting platform. RESULTS: Adaptable nurse educators have knowledge of resources, ongoing assessment, evaluation and teaching strategies and an understanding of the skillsets of their colleagues. Their skills include leadership, teamwork, redesigning learning and assessment. They demonstrate qualities such as resilience, empathy, acceptance, openness and positivity. CONCLUSION: With the current nursing workforce crisis, external events cannot be allowed to slow academic progression and graduation from nursing programs. In this exploratory qualitative study using focus groups, the KSAs held by adaptable nurse educators were explored. The findings of this study highlight the importance of collaboration and teamwork in academic institutes. The findings can be used as the foundation for nursing programs to prepare for future external events.

[The fire department nurse and rescue in hazardous environments]. / L'infirmier de sapeurs-pompiers et le secours en milieu périlleux.

Although exceptional, responding to hazardous environments is a reality that firefighters have had to adapt to. These interventions require very specific technical skills, implemented by personnel specialized in rescuing in hazardous environments. In this interventional context, it sometimes happens that the clinical condition of the victims requires the presence of a doctor and/or a nurse. As such, the health professionals of the fire and rescue service of Seine and Marne have gradually trained in medicalization in particular environments (high height, rocky walls, forest environment, etc.) in order to be able to provide assistance to victims.

Nurse Adaptability and Post-traumatic Stress Disorder Symptoms During the COVID-19 Pandemic: The Effects of Family and Perceived Organizational Support.

Objective: To examine the effect of family and perceived organizational support on the relationship between nurse adaptability and their experience with COVID-related PTSD (post-traumatic stress disorder) symptoms in frontline nurses working on COVID-19 units. Background: Proximity to and survival of life-threatening events contribute to a diagnosis of PTSD, which is characterized by avoidance of reminders of trauma, intrusive thoughts, flashbacks of events, sleep disturbances, and hypervigilance. Using the job-demands and resource model, we examined the effect of adaptability, family support, and perceived organizational support on PTSD symptoms for nurses during the COVID-19 pandemic. Specifically, we tested whether perceptions of environmental supports-i.e., family and organizational support-moderated the relationship between nurse adaptability and COVID-related PTSD symptoms. Methods: A sample of frontline nurses working on COVID-19 units during the COVID-19 pandemic in Texas (N = 277) participated in this cross-sectional, observational study. Frontline Nurses reported demographic information and completed surveys designed to measure adaptability, perceived organizational support, family support, and COVID-related PTSD symptoms. Results: Adaptability was significantly positively correlated (medium effects) to perceived organizational and family support (r = 0.51 and 0.56, respectively, p < 0.01). Adaptability and perceived organizational support were also negatively correlated with COVID-related PTSD symptoms (medium effects). Adaptability was negatively correlated with COVID-related PTSD symptoms, supporting Hypothesis 1 (r = -0.43, p < 0.01). Perceived organizational support was also significantly negatively correlated with COVID-19-related PTSD symptoms (r = -0.30, p < 0.01). Family support was not significantly correlated with COVID-related PTSD but was positively related to experiencing COVID-related PTSD after other variables were accounted for. Conclusion: Findings suggest that individual adaptability and organizational support may reduce PTSD severity in frontline nurses working during a crisis; however, family support may increase PTSD symptoms. We provide suggestions for strengthening individual adaptability and healthcare leadership including remaining highly engaged to show support by providing rapid communication, remaining calm during difficult circumstances, and maintaining a consistent, physical presence during difficult times. Moreover, our results suggest additional support for nurses with families to adapt to crisis.

Agility and Safety Performance among Nurses: The Mediating Role of Mindful Organizing.

This study aimed to assess the impact of workforce agility on private hospital nursing staff's safety behavior with the mediating role of mindful organizing. This study was cross-sectional. A self-administered questionnaire was used to collect data from 369 nursing staff. The structural equation modeling (SEM) technique was used to check the internal consistency, convergent validity, discriminant validity, and hypotheses testing. For mediation analysis, the bootstrapping technique was used. Our findings suggested that workforce agility is the possible predictor of mindful organizing, as all of these dimensions have a positive impact on mindful organizing. Reference to safety performance sub-dimensions, proactivity, adaptability, and resilience had a positive significant impact on (a) safety compliance, and proactivity had a positive impact on (b) safety participation. Further, mindful organizing was also found to be positively associated with safety performance. Evidence for mediation between workforce agility and safety performance was also observed. Proactivity, adaptability, and resilience can enhance safety performance for the nursing staff. Workforce agility can also help the organization to attain mindful organizing, which will help them to achieve operational excellence, whereas in the past, high-reliability organizations were mainly found practicing mindful organizing. This study demonstrated the key impact of workforce agility and mindful organizing on safety behaviors directly and indirectly.

Initiation of a nursing education curriculum with accessibility to all learners.

Over the last few decades, a surge in academic programs developed and offered through distance education has occurred. Educators have embraced course work and programs delivered through asynchronous online formats. The University of South Carolina College of Nursing designed a plan to assure online courses and course components would meet all federal, state and university mandates for materials to be accessible to all students, including those with disabilities. This effort assured that all courses met the Quality Matters standards for online excellence. The authors identified challenges involved, technologies that could facilitate this process, and a step-by-step plan and process which provided the positive outcome.

Male student nurses need more support: Understanding the determinants and consequences of career adaptability in nursing college students.

BACKGROUND: To better understand nursing students' high attrition rates, especially for male student nurses, it is important to understand their academic satisfaction and compare it based on gender. OBJECTIVES: To examine the relationships between proactive personality, core self- evaluations, types of support (emotional/instrumental/informational support), career adaptability, and academic satisfaction in nursing college students using the career construction theory. DESIGN: This study uses a cross-sectional design. PARTICIPANTS AND METHODS: 1062 students recruited from one health vocational college in northwest China completed questionnaires measuring proactive personality, core self-evaluations, emotional/instrumental/informational support, career adaptability, and academic satisfaction. Data was analyzed by structural equation modeling, and mediation and moderation analyses were performed. RESULTS: Proactive personality (Beta = 0.24, p < 0.001), core self-evaluations (Beta = 0.31, p < 0.001) and informational support (Beta = 0.21, p < 0.001) were positively correlated with career adaptability, and career adaptability was positively (Beta = 0.43, p < 0.001) associated with academic satisfaction. Career adaptability mediates the relationships between proactive personality, core self-evaluations, informational support and academic satisfaction. For male student nurses, emotional support (Beta = 0.31, p < 0.01) has a positive association with career adaptability. CONCLUSIONS: In nursing students, personal features (e.g., proactive personality, core self-evaluations) and supporting materials (e.g., informational support) have a positive association with career adaptability, and career adaptability has a mediating role in the relationships. Male student nurses need extra emotional support to promote their academic satisfaction. Targeted interventions may improve nursing college students' academic satisfaction.