Professional Commitment Questionnaire Research Articles

The influence of professional competency, professional commitment, and nursing organizational culture on the person-centered practice of nurses in long-term care hospitals: A cross-sectional study

Purpose: This study aimed to examine the influence of professional competency, professional commitment, and nursing organizational culture on the person-centered practice of nurses in long-term care hospitals. Methods: A total of 131 nurses in seven long-term care hospitals in Daegu city and Kyeongsang province participated in the study. Professional competency, professional commitment, nursing organizational culture, and person-centered practice were measured using the Nurse Professional Competence Short-Form, Professional Commitment Questionnaire, Nursing Organizational Culture scale, and Korean Measure of Person-Directed Care. Hierarchical multiple regression analysis was used to analyze the data. Results: Nurses in long-term care hospitals had mean scores of 4.77±0.84 for professional competency and 4.27±0.89 for professional commitment out of a 1~7 scale and 3.45±0.44 for person-centered practice out of a 1~5 scale. Regarding nursing organizational culture, nurses had the highest score in relation-oriented organizational culture and the lowest score in task-oriented culture. Nurses’ professional competency (β=.59, p<.001) and innovation-oriented culture (β=.36, p<.001) were the factors influencing person-centered practice, which explained the variance of 52.5%. Conclusion: To improve person-centered practice in long-term care hospitals, it is necessary to implement strategies for improving nurses’ professional competency and innovation-oriented nursing organizational culture.

The mediating effect of subjective well-being in the relationship between social support and professional commitment among mainland Chinese kindergarten teachers

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.

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

Introduction: Optimal nursing care is an important indicator of the quality and effectiveness of the health care system and is associated with professional commitment. This study aims to investigate the predictive power of adherence to nurses' care behaviors from patients' perspectives by nurses' professional commitment working in Urmia educational hospitals in 2018-2019.
 Methods: This descriptive-cross sectional study was conducted on 100 nurses working in educational hospitals affiliated to Urmia University of Medical Sciences in 2018-2019 who were selected by stratified random sampling. Demographic information questionnaire, nurses' professional commitment questionnaire (NPCS), and nurses' caring behavior inventory (CBI) were used for data collection. The data were analyzed by SPSS 16 software using descriptive and inferential statistical methods, correlation and stepwise regression.
 Results: The results of this study showed that there is a direct relationship between professional commitment and adherence to caring behaviors (r = 0.31 and p = 0.02). Moreover, dimensions of nurses 'professional commitment (perception of nursing, satisfaction with the nursing profession, getting involved with the nursing profession, and self-sacrifice for the nursing profession) account for 26% of the variance in adherence to nursing care behaviors. The dimension of nurses' professional commitment has the most significant effect after self-sacrifice for the nursing profession (P = 0.029, B = 0.30).
 Conclusion: Considering the role of professional commitment on the level of adherence to nurses' caring behaviors, it is essential to recognize the factors affecting nurses’ professional commitment and make comprehensive planning to enhance the professional commitment of nurses.

A Study of the Relationship between Professional Communication and Professional Commitment in Operating Room Nurses.

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 Mediating Role of Novice Nurse Practitioner Professional Commitment on Workplace Stress and Teaching Behaviors

Teaching is a vital competency for nurse practitioners (NP). Correlations among teaching behaviors, workplace stress, and professional commitment in novice NPs have been identified in previous research. However, the mediating effect of professional commitment on workplace stress and teaching behaviors is an issue that has been investigated in only a few studies. To explore the relationships among workplace stress, teaching behaviors, and professional commitment in novice NPs and to identify the predictors and mediators of teaching behaviors. This cross-sectional study used a sample of 79 novice NPs. The research instruments used were the Nurse Workplace Stress Scale, Nurse Professional Commitment Questionnaire, and Clinical Teaching Behavior Inventory. Negative correlations were found between workplace stress and professional commitment (r = -.37, p < .01) and between workplace stress and teaching behavior (r = -.27, p < .05). A positive correlation was found between professional commitment and teaching behaviors (r = .61, p < .001). Professional commitment was identified as a predictor of teaching behaviors (β = .59, R² = .38, p < .001) and as a mediator of workplace stress and teaching behaviors (Z = -3.11, p < .001). The findings verified professional commitment in novice NPs to be a moderator of workplace stress and teaching behaviors. The results of this study may be used to facilitate growth in professional commitment in healthcare practice settings.

The Predictive Power of Moral Intelligence on Professional Commitment of Nurses

Background: Nurses’ adherence to ethical values in the field of patient care is affected by various factors,especially moral intelligence. The role of moral intelligence on professional commitment is an issue leadingto improving the quality of services and health promotion. The aim of this study was to investigate thepredictive power of moral intelligence on professional commitment of nurses.Method and Materials: This descriptive-analytical study was carried out on 100 nurses and 300 patientsselected by stratified random sampling. Data were collected using the Lenik &amp; Kiel moral IntelligenceQuestionnaire and Nurse Professional Commitment Questionnaire. Data were analyzed using descriptiveanalysis and regression.Results: The results showed that there was a significant statistical relationship between moral intelligence andprofessional commitment (P=0.001). There was a significant relationship between demographic variables,age and work experience with moral intelligence and two variables of gender and professional commitment(P &lt;0.05). In addition, regression showed that dimensions of nurses ‘moral intelligence account for 41%of the variance of nurses’ professional commitment. of the four dimensions of nurses’ moral intelligence,compassion had the most significant effect (P=0.03, ?=0.32).Conclusion: The results of this study showed that moral intelligence is associated with professionalcommitment and is able to predict it. Therefore, it is recommended that nursing managers and authorities toput the Strengthening nurses’ moral intelligence in the list of their priorities.

Developing and Validating EFL Instructors’ Professional Commitment Questionnaire Through PLS-SEM

Universities require highly qualified and committed instructors to carry out the significant tasks of educating the future generation of the society. The primary interest of this study was to explore the construct of teacher commitment to determine its dimensions and components and finally design EFL Teachers’ Professional Commitment Questionnaire. First, through a thorough analysis of the available literature as well as a semi-structured interview, the core dimensions and components were opted. Then, in the second qualitative phase, the researcher designed the early draft of a structured questionnaire which was handed into 25 experts. Content Validity Ratio was computed to ensure validity. Subsequently, the modified draft of the EFL Teachers’ Professional Commitment Questionnaire was designed and administered to 70 EFL university instructors to investigate the validity and reliability of the instrument employing Partial Least Squares Structural Equation Modeling. As a result, three dimensions of Commitment to Students, Commitment to Profession, and Commitment to University along with 10 components were confirmed. The practical implication of this study is a validated EFL Teachers’ Professional Commitment Questionnaire performing as an evaluative tool to assess the level of teachers’ commitment with respect to their commitment to students, university, and profession in the EFL academic context of Iran.

Commitment with the Teaching Profession: Demographical View of Teacher Educators

Competent and committed teachers are demand of today’s revolutionary era to increase the effectiveness of educational institutions. We live in a high tech and high demanding age. There are sudden challenges in all walks of life, including education. This study was conducted to explore the professional commitment of teachers (teacher educators) working in Govt. Colleges for Elementary Teacher Institutions in Punjab. Three hundred and twenty teacher-educators (200 males and 120 females) were selected through proportionate random sampling from the population of 540 teacher educators. To collect data a questionnaire, Professional Commitment Questionnaire for teacher educators (PCQ-TE) was developed. The descriptive and inferential statistics i.e. t-test and ANOVA were applied for data analysis. The results revealed that the commitment towards the teaching profession increases with the increase of experience. Female teachers were more committed as compared to male teachers. Keeping in view the findings of the study, it was recommended that the social and financial status of male teachers’ educators should be enhanced for increasing their commitment level. There should be proper provision of resources and training regarding professional development of rural teachers.

Effect of Professional Satisfaction on Learning Engagement in Undergraduates Major in Preschool Education: Mediating Role of Professional Commitment

Objective: To explore the influence mechanism of the professional satisfaction of preschool education majors undergraduate on Study Engagement. Methods: 750 subjects were investigated by using professional satisfaction questionnaire, professional commitment questionnaire and learning engagement questionnaire. Results: 1) College students majoring in preschool education professional satisfaction and professional commitment are in the middle level, but a higher degree of learning engagement; 2) For undergraduates of preschool education professional satisfaction, learning engagement and the level of professional commitment have significant effects on the academic achievement; 3) There is a significant positive correlation among professional satisfaction, professional commitment and learning engagement. Conclusion: The professional commitment mediated the effect of the professional satisfaction on learning engagement of preschool education college students.

Nurses' Professional Commitment and Its Effect on Patient Safety

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.

Профессиональная приверженность и профессиональный маргинализм педагогов

The article reviews teachers' attitudes towards the teaching profession which can be expressed both in professional commitment and in professional marginalism. The dominance of professional marginalism could affect destructively the students as well as the teacher’s personality, hence the issues related to the content of personal position of a marginal and the rate of marginalism among teachers. It was suggested that marginalism could be revealed in the study of professional commitment. The study involved 81 teachers of Sverdlovsk secondary schools aged 21—60 years with work experience ranging from 1 month to 39 years. The Professional Commitment Questionnaire was used as the study technique. The results showed that negative emotional attitude towards the profession and reluctance to leave the profession were grouped as a separate factor. The dispersion factor was 12,5%. The factor loadings ranged from 0.42 to 0.84. The study proved that professional marginalism in teachers includes dissatisfaction with work, feelings of resentment against profession and an unwillingness to leave the profession.

Career Decision-Making Self-Efficacy and Professional Commitment Among Master Nursing Students

Developing countries face a shortage of nurses with higher education, such as those with a master's degree. However, few studies have investigated the interaction between career decision and professional commitment (PC) of nursing students, especially for postgraduates. This study performed correlation analysis for career decision-making self-efficacy (CDMSE) and PC of 545 nursing postgraduate students from nursing schools at 19 universities or colleges throughout mainland China, who came from different regions, and possessed different years of study and different types of degrees as well as part-time job experiences. Data reliability and validity were confirmed for both Career Decision-Making Self-Efficacy Scale for university students (CDMSE-R) and Professional Commitment Questionnaire (PCQ). We found positive correlations between factors of PC and CDMSE. The score of CDMSE was different between regions, degree types, grades, and part-time job experiences. According to our results, we suggest nursing education or career advisory services should promote the PC of nursing students according to factors of their CDMSE scores.

A study on the professional commitment of undergraduate nursing students

Objective To investigate the current situation of the professional commitment of undergraduate students and provide areference for the nursing education.Methods A survey was carried out for the undergraduate nursing students in school with oollege students professional commitment questionnaire”.Results The level of professional commitment d undergraduate nursing students was not high.Among them,the score of ideal commitment was the lowest,the scores of continued commitment and emotional commitment were the second lowest,and the score of normative commitment was the highest.Comparing the scores of professional commitment of the students of different grades,gender,admission volunteers,the difference was statistically significant (P ＜ 0.05).Condusions The current status of professional commitment of undergraduate nursing students can not be ignored.All appropriate measures should be taken to promote the level of the professional commitment of undergraduate nursing students. Key words: Undergraduate nursing students; Professional commitment; Investigation

Relationship among professional commitment, learning burnout and academic self-efficacy of undergraduate nursing students

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

Professional and organizational commitment in paediatric occupational therapists: the influence of practice setting

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.

Professional Commitment, Patient Safety, and Patient‐Perceived Care Quality

To examine how professional commitment influences patient safety and patient-perceived care quality. Investigators for this study used a cross-sectional design with questionnaires. A total of 348 pairs of nurses and inpatients were contacted at two medical centers in Taiwan during the period from August 2007 to January 2008, yielding 284 pairs of completed questionnaires. Frequencies of six adverse patient events were used to measure patient safety; and the Service Quality Scale was used to measure patient-perceived care quality. Four items of the Professional Commitment Questionnaire were used to measure professional commitment. Regressions were used for the analyses. Professional commitment positively influenced overall patient safety (ss=.19, p=.00) and overall patient-perceived care quality (ss=.13, p=.03). Furthermore, professional commitment positively influenced all patient safety indicators (ss>or=.12, p<or=.04), except frequency of nosocomial infections, the coefficient of which reached borderline significance (ss=.11, p=.07). Professional commitment also positively influenced care quality in terms of responsiveness (ss=.16, p=.01) and empathy (ss=.14, p=.03). Professional commitment may enhance patient safety and patient-perceived care quality. This study indicates that nurse professional commitment can enhance patient safety and patient-perceived care quality.

An Empirical Examination of a Three-Component Model of Professional Commitment among Public Accountants

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.