Competence Of Nurses Research Articles

THE ASSESSMENT OF SELF-PERCEIVED EDUCATIONAL NEEDS AND COMPETENCY LEVEL OF EMERGENCY NURSES AT TERTIARY CARE HOSPITAL LAHORE

Competency in emergency nursing is crucial for ensuring high-quality patient care in fast-paced healthcare environments. Understanding emergency nurses' self-perceived educational needs and skill competencies is essential for guiding future training and improving patient outcomes. Objective: To assess emergency nurses' self-perceived educational needs and skill competencies at a tertiary care hospital in Lahore. Methods: A descriptive cross-sectional study was conducted using convenience sampling. The study population comprised 125 emergency staff nurses. Data were collected using a structured questionnaire and analyzed using descriptive statistics. Frequency distribution and data normality checks were performed to assess the nurses' educational background and skill competencies. Results: Most respondents (71.2%) held an associate diploma in general nursing, 13.6% had a post-RN qualification, and 15.2% held a Generic BSN. Regarding skill competency, 44% of respondents perceived themselves as highly competent, 40.8% as qualified, and 15.2% as least competent, particularly in areas like defibrillation and neurological assessment. Furthermore, 60% of the nurses needed additional education to enhance their patient care skills. Conclusion: The study concluded that emergency nurses at tertiary care hospitals require further education and training to enhance their knowledge and improve patient care outcomes. Continuous professional development programs focusing on skill enhancement are recommended to bridge the identified competency gaps.

Core values and competencies of public health nurses: A Delphi survey

Objectives This study aimed to clarify the core values and competencies of public health nurses (PHNs) who contribute to improve health issues in transitioning societies, based on a consensus among PHN-related organizations, including practitioners and education researchers.Methods A draft defining the core values and competencies of PHNs was developed through five consultation sessions with 20 executives and nominees of organizations in each area of PHN practice, education, and research to collect, categorize, and refine the items. The expert panel comprised 534 nominees from six PHN-related organizations, and three rounds of Delphi surveys were conducted. The consensus criteria were ≥70% for agreement and ≥80% for firm agreement.Results In the first round, 272 expert panel nominees (50.9%) responded, and 217 responded in all rounds. The draft was revised based on the feedback from each round. By round 3, >90% agreed on the core value and competency frameworks and definitions.Conclusion The Delphi survey revealed the three core value frameworks and definitions of "social justice in health," "human rights and autonomy," and "health and safety" and eight core competencies of "professional autonomy and responsibility," "scientific research and use of information science and technology," "population-based assessment and analysis," "practices for health enhancement and prevention," "building systems to improve public health," "management of healthy community development," "person/community-centered collaboration and cooperation," and "communication for consensus and solutions," with a firm agreement. Eventually, these frameworks would be the bases for creating national standards of practice, education, and research to satisfy the consensus levels of PHNs and PHN-related organizations.

When, How, and Barriers of Palliative Care in Intensive Care Unit: A Scoping Review

Palliative and near-death conditions in critical ill patients may occur, either predictable prognosis or acute conditions. Nurses are often unprepared for these care needs, resulting in suboptimal patient care. This study aims to review empirical evidence over the past 10 years regarding when to start, how to apply, and constraints during applying palliative care and end of life (EoL) care in intensive care. This review was conducted using journal database CINAHL, PubMed, Scopus, and WOS and selected article by PRISMA. The findings show EoL care begins when the medical team has assessed and approved by the patient and family including using the referral checklist format from intensive care to EoL care including the resources needed. In addition, during the upbringing process counselling and consultation with the family for any decision-making medical measures, nursing rounds, emotional and spiritual support and touches and hugs for the patient and family, including support for the entire medical team. However, there are also obstacles in the right communication time to families, discussions about death, and improving the competence of nurses through EoL education and training.

Relationship of sustainable development goals, holistic nursing competence, and social justice advocacy role in public health nurses.

This study was conducted to examine the relationship between public health nurses' holistic nursing and social justice advocacy competencies in terms of their attitudes toward sustainable development goals. Cross-sectional survey. The study sample consisted of 384 public health nurses. Data were collected with the personal information form, the Attitudes toward Sustainable Development Scale, the Holistic Nursing Competence Scale, and the Social Justice Advocacy Scale. The sub-dimensions of environment, public, education, and economy were found to significantly affect social justice advocacy, and the indirect effects of 0.191, 0.222, 0.205, and 0.201 were found to be statistically significant with the inclusion of holistic nursing competence in the model, respectively. It was found to explain 32%, 30%, 29%, and 22% of the total effect, respectively. It supports the claim that developing public health nurses' holistic nursing competence and social justice advocacy skills is an important criterion for achieving sustainable development goals.

Effectiveness of simulation-based augmented reality in enhancing pediatric nursing and clinical reasoning competency among students: A quasi-experimental study

BackgroundThis study developed simulation-based augmented reality (AR) to enhance pediatric nursing and clinical reasoning competency among students in Taiwan. MethodsA quasi-experimental repeated measures study was conducted with 45 participants. The pediatric nursing knowledge test and clinical reasoning scale (CRS) were evaluated three times: pre-test, post-test, and follow-up. ResultsRepeated measures ANOVA showed that pediatric nursing knowledge and CRS both had significant differences in the three time points. The highest-scoring CRS domain was 'awareness of clinical cues' and the lowest was 'conformation of clinical problems'. ConclusionsSimulation-based AR is effective in improving students’ knowledge and clinical reasoning competency.

Development of an educational model with a management approach to improve the competency of diabetes educator nurses; utilizing King's conceptual framework and goal attainment theory

Background Education for diabetes patients is not managed well by diabetes nurse educators because the competency of diabetes nurse educators is low, and the number of diabetes nurse educators in hospitals is not commensurate with the number of diabetes patients, which is much larger. Methods This qualitative phenomenological research uses an exploratory design. Twenty nurse managers and forty staff nurses who participated in the focus group discussion (FGD) were selected using purposive sampling. Nine staff nurses who participated in in-depth interviews were selected using the snowball method. The results of the FGD exploration and in-depth interviews produced components for developing an educational model with a management approach. The development of this educational model uses an input, process, output, and outcome approach. The input uses King’s conceptual framework approach, the method uses the theory of goal attainment and management functions, the output is the competency of nurses to educate diabetes patients, and the outcome is the health literacy of diabetes patients. This educational model was reviewed by three experts: a nursing management expert, a diabetes mellitus expert, and a health literacy expert. Results The educational model for Diabetes nurse educators with a management approach consists of five stages: 1) Educational planning includes identifying educational targets, strategy formulation, and situation analysis. 2) Organizing nursing resources includes strengthening the role of nurses as diabetes educators. 3) Nursing staff includes intraprofessional collaboration and collaboration between nurses and patient families. 4) Direction includes nurses’ motivation for diabetes patients and respecting the culture and values of diabetes patients. 5) Control includes evaluating nurse education for diabetes patients. Conclusion This education model has five competencies, which are structured and systematic so that diabetes nurse educators have the competence to manage diabetes patient education: the personal system, interpersonal system, and social system influence nurse competency.

Influence of information anxiety on core competency of registered nurses: mediating effect of digital health literacy

BackgroundIn the information age of health care, nurses often face information overload, leading to negative emotions, e.g., anxiety that may impede the adoption of evidence-based practice and clinical decision-making process. Nurses with higher digital health literacy can effectively process and manage information. Despite this, no research has explored the relationship between information anxiety, digital health literacy, and core competency among nurses. Therefore, this study aims to investigate the mediating effects of digital health literacy on information anxiety and core competency among nurses.MethodsFrom July to October 2023, the data for this cross-sectional study were collected. The study surveyed a total of 608 nurses from three tertiary hospitals in Fujian Province, and the survey instruments included a sociodemographic information questionnaire, Chinese revision version of the Digital Health Literacy Instrument (CR-DHLI), Information Anxiety Scale (IAS), and Competency Inventory for Registered Nurses (CIRN). Descriptive statistics and Pearson correlation analysis were conducted using SPSS 29.0, and the mediating effect of digital health literacy was examined using Mplus.ResultsThe mean score of nurses’ information anxiety, digital health literacy, and core competency was 3.03 ± 0.91, 2.46 ± 0.56, 2.72 ± 0.88, respectively. And the mediation model of information anxiety on core competency for nurses showed a good model fit index (χ²/df = 2.207, CFI = 0.985, TLI = 0.982, RMSEA = 0.045, SRMR = 0.035). Digital health literacy was positively correlated with nurses’ core competency but negatively correlated with information anxiety. The results of path analysis revealed that information anxiety had negative and significant direct effects on NCC (β = -0.119, P = 0.004) and DHL (β = -0.297, P < 0.001). DHL had a positive effect on NCC (β = 0.306, P < 0.001). Digital health literacy played a partial mediating role, accounting for 43.54% of the relationship between information anxiety and nurses’ core competency.ConclusionsInformation anxiety among nurses was at relatively high levels, which had a negative impact on the core competency of nurses. This issue requires attention from nursing managers. The mediating role of digital health literacy in the relationship between information anxiety and core competency among nurses has been established. Nursing managers should strengthen the evaluation of nurses’ DHL and devise effective support strategies to enhance DHL, thus improving the core competence of nurses in information age.

Toward the Definition of a Repertoire of Technical Professional Specialist Competencies for Operating Room Nurses: An Ethnographic Study.

Registered nurses in the operating room require specialized competencies that surpass basic educational training. Existing national and international documents attempt to outline these competencies but often lack comprehensive details. To address this, a repertoire of technical and professional competencies for operating room nurses, aligned with European and National Qualifications Frameworks, is proposed. Aim: Develop a repertoire of technical and professional competencies for perioperative and perianesthesiological specialist nursing roles. Methods: An at-home ethnography design was employed, utilizing participant observation, interviews to the double, and focus groups. Convenience sampling included 46 participants from a university and a public hospital in northern Italy. Data were collected from September 2021 to June 2023 and analyzed using inductive content analysis and data triangulation. Results: Identified 17 specialized technical professional competencies for perioperative and perianesthesiological nursing, divided into 6 areas of activity. These competencies encompass 19 learning outcomes, 152 tasks, 222 knowledge elements, and 218 skills. Conclusions: This competency repertoire aids in the public recognition of qualifications and serves as a valuable tool for identifying, validating, and certifying competencies. Future research should focus on exploring the competencies of central sterilization nurses and transversal competencies.

Delphi Technique on Nursing Competence Studies: A Scoping Review.

This scoping review was conducted under the Joanna Briggs Institute (JBI) framework. It included primary studies published until 30 April 2023, obtained through a systematic search across PubMed, Web of Science, CINAHL, and MEDLINE databases. The review focused on primary studies that used the Delphi technique in nursing competence research, especially those related to defining core competency frameworks and developing instruments to assess professional competence. The goal was to analyze the different methodological approaches used by authors, synthesize them, and propose recommendations to enhance methodological rigor, reliability, and validity in the application of the Delphi technique. For this purpose, the following review question was established: "What is the available evidence on the use of the Delphi technique in the study of professional competence in nursing?". The extracted textual elements underwent a content analysis, resulting in dimensions established through an inductive approach. Twenty studies were included, yielding insights into diverse methodological options for conducting Delphi studies, organised around a set of dimensions: (1) preparatory procedures; (2) procedures for accessing and selecting experts; (3) acquisition of expert input; (4) data analysis and consensus; and (5) ethical and legal procedures and guarantees. The study's limitations include the inability to include certain studies due to a lack of response to requests for clarification from corresponding authors. Additionally, the primary studies' methodological quality was not assessed, which is another relevant aspect. The study's results offer valuable insights for researchers intending to utilise the Delphi technique within the context of the research referenced in the included studies. This information encompasses important methodological choices, highlighting their potential benefits and associated risks. The review was prospectively registered on the Open Science Framework (Registration No: osf.io/kp2vw).

The effect of psychodrama-based intervention on therapeutic communication skills and cognitive flexibility among nursing students: A 12-month follow-up study

AimThis research aimed to evaluate the effect of the psychodrama-based intervention used in the communication course of 2nd year nursing students on their therapeutic communication skills and cognitive flexibility. BackgroundPsychodrama has been defined as a way of practicing living without being punished for making mistakes. The psychodrama-based interventions can be used as a novel teaching method to improve therapeutic communication skills and cognitive flexibility in education by allowing students to learn from their trials and errors before going into clinical practice and communicating one-on-one with the patient. DesignA single group, pretest-posttest with a follow-up quasi-experimental design was adopted. MethodThe participants were a convenience sample of 24 s-year undergraduate nursing students. Students attended a one-day in-a-week psychodrama-based communication course for 14 weeks. The data of the study were collected with the Demographic Information Form, the Therapeutic Communication Skills Scale and the Cognitive Flexibility Inventory. Outcomes were measured on the first day (baseline), at the end of the course and 6 and 12 months after completing the course. Outcomes were analyzed using descriptive and repeated measures analysis of variance, Friedman and Dunn tests. ResultsIt was determined that the nontherapeutic communication scores were significantly lower at the post-test, 6 months and 12 months than at baseline in participants. Therapeutic-one scores were significantly increased at the post-test compared with baseline in participants. Therapeutic-two scores were significantly increased at 6 months compared with baseline. There was no statistical difference in any measure in the cognitive flexibility inventory. ConclusionThe psychodrama-based intervention in communication course significantly improved nursing students' therapeutic communication skills. It is also recommended to conduct studies with larger samples of nursing students from different institutions and also randomized controlled studies with control groups and qualitative studies. It is recommended to conduct studies evaluating an intervention that includes subheadings more related to cognitive flexibility which is an important nursing competency, as well as new studies that evaluate cognitive flexibility with different measurement tools.

Experience of Nurses in Carrying Out the Main Duties and Functions of Nurses at UPT Puskesmas Panamas, Kapuas Regency, in 2023 / 2024

This research explores the experiences of nurses in carrying out their main duties and functions at the Panamas Community Health Center. Qualitative methods with a phenomenological approach are used to gain an in-depth understanding of this phenomenon. Data was collected through in-depth interviews with 12 nurses selected by purposive sampling. Data analysis using the Colaizzi method produced five main themes: (1) Nurses' activities in health services, (2) Tasks carried out by community health center nurses, (3) The importance of good health program management, (4) Management of duties and authority in health services, and (5) Shortage of health and non-health personnel and multifunctionality in health services. Research results show that nurses often have to take over the roles of doctors, administrative staff, and pharmacists due to limited human resources even though these tasks should not be their responsibility. This causes nurses to lose focus in carrying out their main duties, nurses feel that their main role as care providers is disturbed. Nurses also run various health programs and serve as physician assistants, although these roles often exceed their duties. The importance of good health program management was emphasized, as many participants experienced difficulties in achieving targets, reporting and patient monitoring. Management of tasks and authority includes handover of tasks, delegation of daily tasks, and delegation of authority, however socialization to staff has not been comprehensive. Lack of human resources causes nurses to carry out multiple roles which hinders their professional development. This research recommends strengthening competency and further training for nurses, increasing legal awareness regarding the delegation of authority, integrating health management education in the nursing curriculum, as well as increasing the number and qualifications of human resources in community health centers.

Evaluating Saudi Arabian nurses' willingness to respond to nuclear and radiological disasters.

We evaluated Saudi Arabian nurses' willingness to engage in nuclear and radiological disaster response. In the face of rising nuclear and radiological threats, it is essential that nurses are fully prepared to handle the health consequences of such emergencies. As frontline responders, nurses play a critical role in managing high-stakes situations, making their readiness a key factor in ensuring public safety during these crises. A cross-sectional survey was conducted among 612 registered nurses in Saudi Arabia. The survey used a structured questionnaire based on the theory of planned behavior, identifying behavioral intentions as the primary outcome and attitudes toward these behaviors, subjective norms, and perceived behavioral control as influencing factors. The data were analyzed using descriptive and inferential statistics. Most respondents lacked specialized training and reported strong behavioral intentions. Attitude and perceived behavioral control were key drivers of these behavioral intentions, with less impact from subjective norms. Behavioral intentions were also shaped by education, the perceived likelihood of nuclear and radiological emergencies in their region, peer influence, perceived self-efficacy, and family concerns. Younger and married nurses showed significantly stronger behavioral intentions. Although most nurses lacked specialized training, their strong engagement intentions and positive responses to active learning and training indicate a desire to close this gap through further education. However, inadequate institutional support, trouble communicating with family, and concerns about personal radiation exposure emerged as potential barriers. Targeted educational initiatives and support systems are needed to enhance nurses' confidence, competence, and willingness to engage in radiological and nuclear emergency scenarios. Policymakers should prioritize the development of specialized training programs and support mechanisms for nurses, ensuring they are adequately prepared to respond effectively to increasing radiological and nuclear threats.

Mapping Public Health Nursing competencies: A comparative document analysis of competency frameworks and practice standards in the USA and Ireland.

The Public Health Nursing discipline plays a crucial role in promoting sustainable health services. The establishment of competency frameworks and practice standards pertaining to Public Health Nursing has emerged as a cornerstone for guiding practice, education, and research. This study aimed to identify contemporary Public Health Nursing competency frameworks and practice standards and establish a robust list of competency domains. This will inform a subsequent phase of this project that will conduct a review of recent scholarly literature to discern prevailing research trends and delineate strategic directives and research priorities for the discipline. A systematic search of three databases and a grey literature search was undertaken by incorporating keywords to identify existing Public Health Nursing-specific competency frameworks and practice standards. Through screening and selection based on our inclusion criteria, three documents were analyzed. A comprehensive document analysis was conducted to generate a unified domain list and associated descriptors. Three competency-based frameworks and practice standards emanating from two countries, the United States of America and the Republic of Ireland met the inclusion criteria. The document analysis identified 16 individual domains. There was consistent evidence of similarity across the three documents. There were minimal divergences featured within the frameworks which are discussed and compelling justifications for inclusion as universal domains are provided. This document analysis has generated a list of 16 common Public Health Nursing competency domains which will be utilized in phase two of this project as a foundational framework for the purpose of analyzing research trends, influencing research priorities, and enhancing the focal areas for future research agendas within the discipline.

An Evaluation Index System to Assess Nurse Competency in Enhanced Recovery After Surgery Programs: A Delphi Study

PurposeTo construct an index system to evaluate the competencies of nurses in enhanced recovery after surgery programs and provide a scientific foundation for their training and assessment. MethodsUtilizing a literature review and semi-structured interviews, a preliminary indicator system was constructed. Based on the preliminary indicator system, a Delphi questionnaire was developed and utilized to achieve consensus among experts in two rounds of Delphi studies. The indicators were selected based on a mean importance score greater than 4 and a coefficient of variation less than 0.25. The weights of the indicators were calculated using the Analytic Hierarchy Process. ResultsThe study developed a system to that evaluates the competencies of nurses involved in ERAS programs, offering a reference for their training and evaluation. The final index system includes 7 primary indicators, 20 secondary indicators, and 66 tertiary indicators. The primary indicators consist of competencies in the following components: 1) Direct clinical practice (20 items); 2) Expert coaching and guidance (9 items); 3) Consultation (6 items); 4) Research (7 items); 5) Leadership (11 items); 6) Collaboration (8 items); and 7) Ethical decision-making (5 items). ConclusionsThe developed competency evaluation index system is reliable and can serve as a foundation for the selection, training, and assessment of ERAS nurses.

Clinical Nurses’ Perceptions of Change Agent Competency for Quality Improvement in Nursing Practice: A Qualitative Study

Changes in the healthcare system directly impact the nursing profession. Nursing is a vital profession, and nurses face many challenges and the need for changes in healthcare. This first-time study aimed to describe the change agent competency of clinical nurses from their perspectives in the Thai healthcare context. The researchers conducted a qualitative descriptive study. In-depth interviews were conducted among 12 clinical registered nurses in a Thailand Quality Award recipient super-tertiary university hospital in southern Thailand using semi-structured interviews, audio-recording, and observation record forms during October to December 2021. Purposive and snowball sampling were used to select participants. Using content analysis, seven themes of change agent competency were revealed: 1) improving quality of care, 2) commitment to achieving change, 3) clinical ability, 4) enhancing engagement in improvement, 5) using information efficiently, 6) knowing how to seek useful resources, and 7) improving after receiving feedback contributing to the conceptual structure of change agent competency. Trustworthiness was assessed using member checking and peer debriefing to ensure the quality of the study. The findings are helpful for nurses and health leaders to better understand the potential of nurses as change agents in reforming practice. The findings of this study also form a foundation for nurse educators to incorporate change agent theory and practices in education and training. However, since this was a first time study on the topic with clinical nurses in Thailand, much more research is needed, including developing a standard tool to measure and develop change agent competency of Thai clinical nurses, given there is no such instrument in the country

The development and evaluation of a pediatric nurse preceptor education program in a children’s hospital

Purpose: This study aimed to develop and evaluate the effectiveness of a preceptor educational program in a children’s hospital. The program’s impact was assessed by measuring improvements in clinical competency, communication competency, and leadership competency.Methods: Four day pediatric nurse preceptor education program was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. A single-group pretest-posttest design was employed to assess the program’s effects with seventeen participants who were newly trained preceptors. Additionally, participant satisfaction with the program was measured.Results: Following the implementation of the program, significant improvements were observed in clinical competency (Z=-3.62, &lt;i&gt;p&lt;/i&gt;&lt;.001), communication competency (Z=-2.77, &lt;i&gt;p&lt;/i&gt;=.006), leadership competency (Z=-2.08, &lt;i&gt;p&lt;/i&gt;=.038), other competence (Z=-2.64, &lt;i&gt;p&lt;/i&gt;=.008), and total competency (Z=-3.52, &lt;i&gt;p&lt;/i&gt;&lt;.001) among participants. The overall satisfaction score was 4.41±0.62 on a 5-point scale.Conclusion: The pediatric nurse preceptor educational program significantly enhances the overall nursing competencies of preceptor nurses in a children’s hospital. Further research is needed to evaluate the effects of this preceptorship on newly graduated nurses.

Simplified Chinese Trauma Advanced Practice Nurses' Core Competency Scale: A development and psychometric validation study

BackgroundThe core competency of trauma advanced practice nurses (APNs) is directly related to the quality of trauma nursing work. ObjectivesTo develop an instrument to measure trauma APNs' core competency and examine its psychometric properties. DesignA cross-sectional psychometric validation study. ParticipantsA total of 762 trauma nurses recruited from several tertiary hospitals in 14 different provinces of China between June 2023 and May 2024 provided valid data for analysis. MethodsThe Simplified Chinese Trauma Advanced Practice Nurses' Core Competency Scale (TAPNCCS-SC) was developed through five steps. Step 1) Creation of the operational definition: Based on the onion model, an operational definition of core competencies for trauma nurses is proposed. Step 2) Item generation: Based on the theoretical model, literature review, semi-structured interviews, and Delphi consultation, a preliminary scale was developed. Step 3) Item content validation: 6 experts reviewed items for content validity; Step 4) Pilot study: 21 nurses were selected to test the readability of the preliminary scale; and Step 5) Psychometric evaluation: Item analysis, content validity, exploratory and confirmatory factor analyses, convergent validity, internal consistency reliability, and half-reliability were conducted. ResultsThe TAPNCCS-SC consists of 34 items and three dimensions (knowledge and skills, professional competencies, and occupational qualities). The explained variance of the 3-factor was 81.86 %. The CFA showed an acceptable-fitting 3-factor model (χ2/df = 3.653, RMSEA = 0.088, SRMR = 0.402, CFI = 0.920, IFI = 0.920, and TLI = 0.914). For convergent validity, AVE was 0.784–0.804 and CR was 0.974–0.980. The internal consistency and split-half reliability for the total scale were 0.991 and 0.945, respectively. The I-CVI ranged from 0.83 to 1. ConclusionsThe proposed scale exhibits high reliability and validity and is suitable for assessing the core competency of trauma APNs, which can help nursing managers plan relevant training and enhance trauma care competency.

Enhancing Spiritual Care in Intensive Care Units: An Analysis of the Impact Nurses’ Knowledge, Motivation, and Competency

Spiritual care, a vital component of holistic nursing, is often overlooked in intensive care units (ICUs) because of the limited knowledge, motivation, and competency of healthcare providers. This study investigated ICU nurses' knowledge, motivation, and skill in providing spiritual care. This cross-sectional study included 38 ICU nurses. A systematic questionnaire was used to evaluate nurses' knowledge, motivation, and competency in spiritual care. The relationships between these parameters were analyzed using univariate and bivariate analyses. The findings indicated that ICU nurses moderately understood spiritual care (M = 7.2, SD = 1.9) and exhibited strong motivation (M = 4.0, SD = 0.8). Skills in spiritual care were positively correlated with knowledge (r = 0.41, p &lt; 0.05) and motivation (r = 0.52, p &lt; 0.01). Previous spiritual care training markedly enhanced nurses' competencies (p &lt; 0.05) and served as a significant predictor (β = 0.28, p &lt; 0.05). This study underscores the critical role of knowledge, motivation, and competency in enhancing spiritual care among ICU nurses. Targeted interventions such as educational programs and institutional support are essential for improving spiritual care practices. Future research should focus on developing comprehensive training models to address the individual and systemic barriers to spiritual care integration in critical care environments.

Ego Resilience, Disaster Perception, and Disaster Preparedness of Nursing Students Inpace on Disaster Nursing Competency

Ego Resilience, Disaster Perception, and Disaster Preparedness of Nursing Students Inpace on Disaster Nursing Competency

The Influence of Ethical Nursing Competence and Positive Nursing Organizational Culture on Person-Centered Care in Intensive Care Unit Nurses: A Cross-Sectional Survey

Purpose: The purpose of this study was to investigate the impact of ethical nursing competence and positive nursing organizational culture on person-centered care among intensive care unit (ICU) nurses.Methods: A cross-sectional research design was adopted for this study. The participants were 156 ICU nurses working at three hospitals in Seoul City and Gyeonggi-do. The data were collected from September 8 to September 30, 2023. The questionnaire consisted of tools for general characteristics, person-centered care, ethical nursing competence, and positive nursing organizational culture.Results: Participants had a mean age of 28.90±5.38 years, and the mean score for person-centered care was 3.65±0.46. Person-centered care was influenced by ethical nursing competence (β=.60, p&lt;.001) and positive nursing organizational culture (β=.21, p=.004). The explanatory power was 32.4% (F=13.36, p&lt;.001, Adj. R2=.324).Conclusion: Based on the findings of this study, to improve the performance of person-centered nursing by ICU nurses, it is necessary to provide ongoing, systematic education focusing on ethical nursing. This educational initiative should be designed to address the specific ethical challenges encountered in ICU settings. In addition, strengthening managers’ active leadership and promoting a positive nursing organizational culture can be expected to improve person-centered nursing performance.