Predictive Power of Adherence to Nurses' Care Behaviors from Patients' Perspectives by Nurses' Professional Commitment

This study aimed to examine the relationship between nurses' professional commitment and caring behaviors. This was a cross-sectional-correlational research design. Study conducted with 293 nurses. Data were collected between January and March 2023. Ethics committee approval and informed written consent of the participant were obtained for the study. The data were collected by using the ‘Nurse Information Form’, ‘Caring Behaviours Inventory-24 (CBI-24)’ and ‘Nursing Professional Commitment Scale (NPCS)’. It was found that the mean score of the NPCS was 82.71 ± 14.306. and of the CBI-24 was 5.38 ± 0.653. Nurses’ professional commitment and caring behaviors were high. It was found that the NPCS total and subscales’ scores have positively correlations with the total and sub-scores of CBI-24. However, this relationship was weak (r = 0.421, p < .001). Professional commitment explained 17% of the variance in caring behaviors. Professional commitment and caring behaviors are at a high level in nursing. However, there is no significant relationship between nurses' professional commitment and caring behaviors. These findings may provide ideas for managers to strengthen nurses' professional commitment and increase their caring behaviors. Thus, health policies related to nurses can be developed.

Professional commitment (PC) refers to the attachments that individuals form to their profession. While prior accounting literature has examined only one dimension of PC, research outside accounting has established that there are three distinct dimensions to PC (Hall et al. 2005). In this paper we test the validity of Meyer et al.'s (1993) three-component model of PC among a sample of public accountants. Given that the majority of studies of accountants' PC have used the Professional Commitment Questionnaire (PCQ), we also assess whether the PCQ is a measure of a specific dimension of PC, affective PC. The results of our confirmatory factor analyses and tests of reliability and validity provide support for three separate dimensions of public accountants' PC. Our tests also indicate that the PCQ scale is a measure of affective PC. The implications of our results on interpreting prior research and for considering future research on accountants' PC are presented.

Introduction Nurses' professional commitment is crucial to their qualifications, impacting patient safety. This study aims to explore the relationship between nurses' professional commitment and patient safety culture, specifically focusing on patient identification errors. Methods A cross-sectional study was conducted in 2022 involving 340 nurses working in educational medical hospitals in southern Iran. Data collection instruments included questionnaires on nurses' professional commitment, patient identification errors, and patient safety culture. Descriptive and inferential statistics, such as t-tests, ANOVA, Pearson's correlation coefficient, and multiple linear regression, were performed using SPSS software version 23, with a significance level set at p = 0.05. Results The mean scores for professional commitment, patient safety culture, and errors in patient identification, as perceived by the nurses, were 77.64 ± 14.32 (out of 130), 2.71 ± 0.78 (out of 5), and 16.41 ± 4.58 (out of 32), respectively. There was a statistically significant correlation between professional commitment and errors in patient identification (r = -0.577, p < 0.001) as well as patient safety culture (r = 0.456, p < 0.001). Regression analysis revealed that nursing job satisfaction, understanding of nursing, self-sacrifice for the nursing profession, and engagement with the nursing profession were predictors of patient safety culture and errors in patient identification (p < 0.05). Conclusion Nurses' professional commitment was found to be at a moderate level. Furthermore, the dimensions of professional commitment significantly influenced patient safety culture and errors in patient identification. To enhance nurses' professional commitment, and subsequently improve patient safety culture and reduce identification errors, it is recommended to implement management mechanisms that increase job satisfaction, understanding, engagement, and professional self-sacrifice among nurses.

Background and objectivecompassion plays a crucial role in providing high-quality healthcare. In recent years, there has been a growing emphasis on compassion and compassion competence within the nursing and healthcare professions. Training and developing compassion competence in nursing students is an essential aspect of the educational process to ensure these skills are effectively applied in clinical interactions. This study aims to assess the level of compassion competence among nursing students and explore its relationship with caring behaviours and professional commitment.MethodologyThis cross-sectional study was conducted on nursing students at Tabriz Faculty of Nursing and Midwifery from Sep to Dec 2023. A total of 200 nursing students were selected by random sampling method using Random Number Generator software. Data were collected by Compassion Competence Scale, Caring behaviours Scale, and Professional Commitment Scale. Data analysis was done by SPSS ver. 26 software.FindingsThe results indicated that the mean total score of compassion competence was 4.02 ± 0.50 out of 5. The higher mean score (4.16 ± 0.63) belonged to the sensitivity domain and the lower score (3.84 ± 0.66) belonged to the insight domain. Furthermore, the mean score for caring behaviours was 121.03 ± 14.88 from a maximum possible score of 144, and the average score for professional commitment was 71.12 ± 13.13 out of 104. The results showed a significant positive relationship between students’ compassion competence and caring behaviours (r = 0.70, p < 0.001), compassion competence and professional commitment (r = 0.41, p < 0.001) and between caring behaviours and professional commitment (r = 0.48, p < 0.001).ConclusionThe findings highlight the essential role of developing compassion within nursing education. By strengthening students’ compassion skills, educational institutions can enhance patient care quality and promote professional commitment among future nurses. Employing compassion focused strategies to nurture this competence in nursing students will result in a more empathetic and committed nursing workforce, benefiting both healthcare providers and patients.

AIMS &amp; OBJECTIVES: The project was designed to assess the level of professional commitment among Jordanian Registered Nurses and examine how professional commitment among nurses relates to patients' safety.BACKGROUND: Professional commitment has received a great deal of interest worldwide. Nurses constitute the largest group of healthcare professionals that spend a majority of their time at the bedside in direct patient care. Nurses have an important role in improving patient safety and providing quality of care.DESIGN: A descriptive, cross-sectional, correlational design was used to answer the research questions.METHODS: A convenience sampling of 180 nurses selected from three accredited hospitals (governmental, private and university-affiliated teaching hospitals) completed two questionnaires; Professional Commitment Questionnaire (PCQ) and a Patient Safety Scale. Descriptive statistics, correlation coefficient, independent sample t-test, and one-way ANOVA test were used in data analysis. RESULT: Nurses' professional commitment was significantly and positively correlated with patient safety. Registered nurses perceived that their level of commitment was medium (M=3.47; SD=1.58 of a 7 point scale), with the highest mean recorded for nurses working in governmental hospitals (M=3.88; SD=1.53). The level of perception of issues related to patient safety was slightly higher than the midpoint (M=5.94; SD=1.38 of a 9 point scale). Nurses' professional commitment was influenced by gender t (158 =-2.33; p =.02), nursing experience in current hospitals (r=- 0.193; p=0.01), current hospital sector (F=4.334, p=0.01), and monthly salary (F=12.327, p=0.000). Patient safety was influenced by nurses' educational level (F=3.306, p=0.03).CONCLUSION: This study provides a preliminary understanding of how professional commitment of registered nurses can enhance patient safety. Managerial support was deemed necessary to enhance nurses' professional commitment, which, in turn, improves healthcare outcomes.

Objective To explore the relationship among professional commitment, learning burnout and academic self-efficacy of undergraduate nursing students. Methods 506 undergraduate nursing students were investigated with the three Questionnaires of college students: professional commitment questionnaire, learning burnout inventory and academic self-efficacy scale. Results The scores of affective commitment, ideal commitment, normative commitment and continued commitment of the undergraduate nursing students were (28.229 ± 5.327), (20.348 ±4. 507), (19. 405 ± 3. 730), (18. 148 ± 2. 954) and( 86. 130 ± 13. 421), respectively. And the scores of depression, misconduct, low sense of accomplishment, total bumrnut of the undergraduate nursing students were(21.733 ±5.338), (18.459 ±3. 918) , (17.083 ±3. 596)and(57. 275 ±9. 766) , respectively. As well as the scores of learning ability of self-efficacy, learning behavior of self-efficacy and total self-efficacy were(35.765 ±5.835), (35.247 ±4.840)and (71.012 ±9.659), respectively. The affective commitment,ideal commitment and normative commitment of professional commitment were negatively correlated with the dimensions of learning bumout. And the continued commitment was significant correlated with the low sense of accomplishment. Otherwise, the dimensions of professional commitment were positive correlated with the dimensions of academic self-efficacy. However, the dimensions of academic self-efficacy were significant negative correlated with the dimensions of learning burnout (P＜ 0. 01). Conclusions The professional commitment, learning bumout of undergraduate nursing students are closely related with the academic self-efficacy of undergraduate nursing students. The higher the levels of professional commitment and academic self-efficacy are, the lower the level of learning bumout is. Key words: Undergraduate nursing students; Professional commitment; Learning burnout; Academic self-efficacy

&lt;p style="font-weight: 400;"&gt;&lt;strong&gt;Background:&lt;/strong&gt; In carrying out their duties, nurses require social awareness and specific abilities that include intellectual, technical, and interpersonal skills, which are reflected in caring behavior. Caring behavior is essential in nursing practice, grounded in values of kindness, attention, and respect for patients' spiritual beliefs. Some patients at Dr. M. Djamil Padang General Hospital have reported that nurses do not fully address their complaints, feelings, and feedback, and are not responsive to patient calls. Emotional intelligence is considered important because of its role in providing attentive nursing care.&lt;/p&gt; &lt;p style="font-weight: 400;"&gt;&lt;strong&gt;Methods:&lt;/strong&gt; This study used a quantitative design with an observational analytic and cross-sectional approach. The study population consisted of nurses at Dr. M. Djamil Padang General Hospital. Data collection was conducted using questionnaires measuring emotional intelligence and caring behavior. The emotional intelligence questionnaire used &lt;em&gt;The Schutte Emotional Intelligence Scale&lt;/em&gt; and the caring behavior questionnaire used the &lt;em&gt;Caring Behaviors Inventory (CBI)&lt;/em&gt;.&lt;/p&gt; &lt;p style="font-weight: 400;"&gt;&lt;strong&gt;Results:&lt;/strong&gt; The majority of nurses (56.3%) at Dr. M. Djamil Padang General Hospital exhibited high emotional intelligence. Most nurses (95.8%) demonstrated good caring behavior. The analysis showed a significant relationship between emotional intelligence and nurses' caring behavior, but with a weak and negative correlation (r = -0.216, p = 0.019). This means that the higher the nurses' emotional intelligence, the lower the caring behavior tends to be, even though the contribution of emotional intelligence to caring behavior was only 4.7%.&lt;/p&gt; &lt;p style="font-weight: 400;"&gt;&lt;strong&gt;Conclusion:&lt;/strong&gt; Nurses at Dr. M. Djamil Padang General Hospital are mostly between 30-40 years old, female, and Ners graduates. The nurses possess high emotional intelligence and demonstrate good caring behavior. There is a significant relationship between emotional intelligence and nurses' caring behavior, but with a weak and negative correlation. This research suggests that other factors may have a more dominant influence on nurses' caring behavior at Dr. M. Djamil Padang General Hospital.&lt;/p&gt;

Background Operating rooms are among the most complex clinical environments in hospitals where teamwork and professional communication play a very important part. Professional commitment is an influential factor in the personnel's professional communication and can affect the outcomes of healthcare services. Objective The present study aims to investigate the relationship between professional communication and professional commitment in the operating room nurses in teaching hospitals. Study Design. The present study used a descriptive-correlational design. Participants were selected via census sampling from hospitals in Shiraz over a period of three months. The participants were 350 operating room nurses who met the inclusion criteria. Data were collected using professional communication and a professional commitment questionnaire. The collected data were analyzed using the descriptive and inferential statistics in SPSS vv. 22. Findings. The operating room nurses' mean scores for professional communication (136.81 ± 13.77) and professional commitment (71.42 ± 11.62) were found to be high. The results of the Pearson correlation coefficient test showed that there was a statistically significant linear relationship between professional communication and professional commitment (p < 0.001, r = 0.235). The results also showed that there was a significant relationship between professional commitment on the one hand and gender (p=0.042), marital status (p=0.047), and interest in work (p=0/000) on the other hand. There was also a significant relationship between professional communication and interest in work (p=0/000). Conclusion Given the significance of professional communication and professional commitment in the operating rooms, it is recommended that healthcare administrators and policymakers take steps to improve these areas. It is suggested that measures should be taken to increase the personnel's awareness of the principles of professional communication and the significance of professional commitment through regular workshops.

The aim of this study was to identify the correlation between instructors' and students' caring behaviors and to explore the impact of instructors' caring on students' perceptions of their own caring behaviors. A descriptive, nonexperimental design was used in this study. A total of 586 student nurses from four countries (Greece, the Philippines, India, and Nigeria) were recruited to participate in this study during the months of September 2013 to January 2014. Data collection was based on interviews using two standardized questionnaires: the Nursing Students' Perception of Instructor Caring (NSPIC) and the Caring Behavior Inventory (CBI). Inferential statistics such as the Pearson r correlation and regression analysis were used to determine correlations between relevant variables. Student nurses perceived "instills confidence through caring" (mean = 4.275, SD = 0.755) as the most frequently demonstrated subscale, while "control vs. flexibility" (mean = 3.469, SD = 0.701) was the least demonstrated subscale. The highest self-reported subscale in the CBI was "assurance" (mean = 4.796, SD = 0.949), while "connectedness" (mean = 4.541, SD = 0.985) was the lowest self-rated subscale. The NSPIC correlated significantly with the CBI (r = .587, p < .001). Four of the five subscales in the NSPIC correlated significantly with the CBI when considered individually; the exception was the "Supportive learning climate" subscale (r = .009, p < .40). Among the NSPIC subscales, "instills confidence through caring" explained 32% in the CBI and "appreciation of life's meaning" explained 3% in the CBI. Instructors' caring behaviors influenced nursing students' caring behaviors positively. Through positive faculty modeling and role modeling, nursing students can be professionally trained to develop the competence of caring. The knowledge generated from this study provides direction in developing useful and effective caring strategies and curricular programs for nursing students. Understanding this concept in a cross-cultural context is necessary in order to develop an international perspective about caring, which is necessary in developing and formulating effective teaching and clinical strategies.

The professional and organizational commitment of paediatric occupational therapists working in two distinct practice settings, schools and medically based settings, was investigated. A web-based survey program was used to administer a questionnaire to occupational therapists employed in New York, New Jersey and Connecticut. The study employed social identity theory as a guiding perspective in understanding therapists' professional and organizational commitment. One hundred and fifty-seven paediatric therapists responded to the Professional Commitment Questionnaire and the Organizational Commitment Questionnaire to gauge their commitment to both the profession and their employing organizations. Results indicated that paediatric therapists, regardless of employment setting, have high professional commitment. Paediatric occupational therapists employed in medically based settings indicated statistically significant higher organizational commitment than their school-based counterparts. For therapists that work in school settings, the presence of a professional cohort did not influence professional commitment scores. As the study employed a web-based survey methodology, only individuals who were members of associations and had access to a computer and the Internet were able to participate. Further study might include widening the participant pool as well as adding additional instruments to explore both professional and organizational commitment on a more national scale.

Instructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence, there is a call for more research concerning the notion of teacher commitment, its dimensions and the factors that influence it. The current study first aimed to set priority among the dimensions of EFL instructors’ professional commitment through Partial Least Squares Structural Equation Modeling and then investigate the effect of EFL instructors’ employment status as full time or part time on their professional commitment through two-tailed <em>t</em>-test. A previously validated EFL Teachers’ Professional Commitment Questionnaire was employed to collect data from 420 EFL male and female university instructors. The results exhibited a significant difference between these two variables in total. One of the important implications of this research is that EFL instructors inspire to evaluate their commitment regarding the priority of dimensions and their underlying components meticulously to find out what they should work on more to improve students’ achievements in the EFL learning context of Iran.

Kindergarten teachers’ professional commitment affects their emotional input and turnover intention, and it is affected by the spiritual and material factors of teachers’ families, kindergartens, and society. Therefore, this study aimed to investigate the mediating effect of the dimensions of subjective well-being in the relationship between social support and professional commitment. The study is grounded in human ecology theory and social exchange theory. We surveyed 778 kindergarten teachers from different educational systems in Guangdong Province in China. We used the “Appreciative Social Support” and “Subjective Well-being” Scales and the “Professional Commitment Questionnaire.” The results showed that the four variables of social support, positive affect, life satisfaction, and professional commitment of kindergarten teachers were significantly and positively correlated with each other: social support positively predicted positive affect and life satisfaction, positive affect and life satisfaction positively predicted professional commitment, and social support indirectly influenced professional commitment through the parallel and chain path of positive affect and life satisfaction. This represents a compound multiple mediating effects on professional commitment.

The aim of this study is to investigate whether teachers' burnout levels have an effect on their professional commitment. While teachers working in public and private education institutions in Ağrı Doğubayazıt constitute the universe of the research, the sample consists of 100 teachers selected by simple randomization among these existing teachers. The data of the research were obtained by applying the questionnaire technique. The “Maslach Burnout Scale” developed by Maslach and Jackson (1981) and Meyer et al. The “Professional Commitment Scale” developed by (1993) was used. In this direction, SPSS package program was used in the analysis of the collected data. Correlation analysis was conducted to reveal the relationship between the burnout levels of teachers in the study and their professional commitment levels, and regression analysis was conducted to reveal the effect of burnout sub-dimensions on professional commitment sub-dimensions. According to the results of the analysis, there was no significant effect of the emotional exhaustion sub-dimension of burnout on the sub-dimensions of professional commitment. Depersonalization, which is another sub-dimension of burnout, was found to have a negative effect on the emotional professional commitment and professional continuance commitment dimensions of professional commitment, while it did not have a significant effect on normative professional commitment.

Background and objectivesNurses’ caring behaviors, professional activities, and behaviors for the benefit of patients, influence patients’ perception of care and satisfaction with the quality of care provided. Caring behaviors of nurses are contextual and various factors such as patients’ social structure, lifestyle, culture, and interests, as well as their biographical, social, and physiological characteristics, can influence perceptions of caring behaviors of nurses, as caring behaviors are an interactive and mental process between patients and nurses. This study was conducted to provide a transcultural translation and psychometric analysis of Caring Behaviors Inventory (CBI) among nurses in Iran.MethodologyTranscultural translation of the 16-item CBI was performed. Then, face validity (qualitative), content validity (quantitative and qualitative), and construct validity were examined in a cross-sectional study of 509 patients. A demographic questionnaire and the 16-item CBI were sent to enrolled patients via online questionnaires. The reliability of the instrument was assessed by internal consistency using Cronbach’s alpha. Then, construct validity of the single factor CBI was assessed using Confirmatory Factor Analysis (CFA). Since one factor CBI was not confirmed, construct validity was examined using Exploratory Factor Analysis (EFA). The final number of factors was confirmed using CFA.ResultsThe internal consistency of the instrument was good with Cronbach’s alpha 0.89. Based on EFA, the CBI were loaded on two factors, eigenvalues >1, no item was removed. The emergent factors were named "Communicating respectfully" and "Professional knowledge and skill". These two factors explained 50.197% of the total variance. Then, CFA showed an acceptable fit for the two factors CBI.ConclusionThe results showed that the Persian version of the 16-item CBI had adequate validity and reliability. Accordingly, this instrument can be used to study nurses’ caring behaviors.

PurposeThis study aimed to determine the relationship between quality of nurse work life (QNWL) and caring behaviors among emergency nurses.Design/methodology/approachIn this cross-sectional study, a total of 168 emergency nurses were selected from eight hospitals in the metropolitan of Tabriz, East Azerbaijan Province, Iran. Data were collected in the first six months of 2018 by Brooks' QNWL questionnaire and Wolf's Caring Behaviors Inventory. Multiple linear regression analysis was used to analyze the data.FindingsThe overall QNWL scores were low to moderate. The highest scores were related to the work design and home/ life dimensions. Nurses' care behaviors were focused on the physical aspect of care, so that the highest scores for dimensions of caring behaviors belonged to the professional knowledge and skill followed by the attentiveness to the others' experience and the lowest belonged to the positive connectedness. The results of the multiple linear regression analysis showed that the model with the three variables of work context, male gender, and age group 51–60 years was significant.Research limitations/implicationsThis study used cross-sectional data for analysis, which limits the ability to establish causality. It is therefore suggested that future studies should use longitudinal designs to strengthen the acceptability of causality. Longitudinal designs will also help to assess changes of QNWL within units of observation over time. Moreover, this study was conducted in the educational treatment centers of Tabriz. Therefore, further studies should be carried out on nurses in the ED of East Azerbaijan and the northwestern provinces of Iran to allow generalization of the research results concerning macro-policymaking to improve the QNWL of these nurses and their caring behaviors.Practical implicationsFor providing high quality care to patients, it is necessary to pay more attention to the communication and emotional aspects of patient care. Nurses' QWL, especially in the work context dimension, should be enhanced to improve the caring behaviors of nurses.Social implicationsAlso considering that the work world dimension had the lowest score in QNWL, policymakers' efforts should continue for changing public attitudes toward the nursing profession and balancing the nurses' income based on their performance in the healthcare system to maintain the social prestige of the profession among the community. The media, political and public support can play a pivotal role in improving the image of nursing in society, increasing motivation among Iranian nurses and promoting the QNWL, which will result in higher levels of quality of care as well as greater patient satisfaction.Originality/valueThe results of this study show a positive correlation between the work context and caring behaviors and suggest that the use of strategies for improving the features of work context may be able to improve nurses' caring behaviors. In order to provide holistic care for our patients, we need changes in the conditions and work context of nurses so that nurses can like the physical aspect of care, pay attention to its psychological aspect.