SAGE Open Nursing最新文献

{"title":"How Attachment Styles Influence Emotional Distress and Psychiatric Symptoms Among Individuals With Schizophrenia: A Cross-Sectional Nursing Survey.","authors":"Huda Gaber Hamzaa, Mona Metwally El-Sayed, Mahmoud Abdelwahab Khedr, Amal Sobhy Mahmoud, Loujain Sharif, Alaa Mahsoon, Khalid Sharif, Samar Atiya Abo-Saleh Gabal","doi":"10.1177/23779608251383584","DOIUrl":"https://doi.org/10.1177/23779608251383584","url":null,"abstract":"<p><strong>Introduction: </strong>Insecure attachment styles among people with schizophrenia may exacerbate psychiatric symptoms and emotional distress, complicating recovery.</p><p><strong>Objectives: </strong>This study aimed to assess attachment styles among individuals with schizophrenia and explore their relationship to symptomatology and emotional distress.</p><p><strong>Methods: </strong>A cross-sectional descriptive correlational design was employed, involving 220 patients diagnosed with schizophrenia. Participants were assessed using the Psychosis Attachment Measure (PAM) to determine attachment styles, the Robertson Emotional Distress Scale (REDS) to evaluate emotional distress, and the Positive and Negative Syndrome Scale (PANSS) to assess psychiatric symptoms.</p><p><strong>Results: </strong>The study found that 72.5% of participants exhibited high levels of avoidant attachment, while 61.7% displayed significant anxious attachment tendencies. Emotional distress was prevalent, with a mean REDS score of 43.48 ± 3.54, indicating high emotional distress levels. Positive correlations were identified between emotional distress and both avoidant (<i>r</i> = .378, <i>p</i> = .008) and anxious attachment (<i>r</i> = .644, <i>p</i> < .01). Additionally, psychiatric symptoms correlated positively with avoidant (<i>r</i> = .434, <i>p</i> = .018) and anxious attachment (<i>r</i> = .474, <i>p</i> < .01). Multiple regression analysis indicated that anxious attachment was a stronger predictor of psychiatric symptoms (<i>B</i> = 0.72, <i>p</i> < .001) and emotional distress (<i>B</i> = 0.82, <i>p</i> < .001) compared to avoidant attachment.</p><p><strong>Conclusion: </strong>This study highlights the relationship between attachment styles, emotional distress, and psychiatric symptoms in schizophrenia. Participants exhibited avoidant and anxious attachment, linked to heightened emotional distress and severe symptoms. Avoidant attachment was characterized by emotional withdrawal and self-reliance, while anxious attachment involved dependency and relational anxiety. These insecure patterns predicted the severity of psychiatric symptoms, emotional distress, and anxious attachment. The findings emphasize the importance of addressing attachment dynamics in therapeutic nursing for schizophrenia, as these factors may worsen symptoms and emotional challenges. Using attachment-focused approaches can enable mental health nurses to better support symptom management and enhance well-being.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251383584"},"PeriodicalIF":2.5,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12501449/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redefining Strength: Challenging the Strong Black Woman Stereotype in Nursing Education and Leadership.","authors":"Kechi Iheduru-Anderson, Christiana Akanegbu, Julia U Ugorji","doi":"10.1177/23779608251382659","DOIUrl":"10.1177/23779608251382659","url":null,"abstract":"<p><strong>Introduction: </strong>The Strong Black Woman (SBW) schema, deeply embedded in sociocultural and historical narratives, portrays Black women as inherently resilient, self-sacrificing, and emotionally restrained. While it can serve as a source of pride and survival, the schema often imposes psychological, emotional, and physical burdens-particularly in academic nursing, where systemic inequities intersect with racialized and gendered expectations. This paper examines how the SBW schema operates in nursing education and leadership and advocates for a redefinition of strength that embraces vulnerability, wellness, and collective care.</p><p><strong>Methods: </strong>This narrative review synthesizes research on the SBW schema with a focus on its historical origins, cultural significance, and psychological impacts. Peer-reviewed publications in English from 2000 to 2024 were identified through searches in CINAHL, PubMed, ERIC, EBSCO, and Google Scholar using terms related to the SBW schema and nursing contexts. Although few nursing-specific studies exist, key articles by Jefferies, and Parks and Hayman informed the discussion. Additional insights were drawn from psychology, sociology, public health, and Black feminist theory to contextualize its implications for nursing education and leadership.</p><p><strong>Results: </strong>The schema contributes to emotional suppression, delayed help-seeking, and heightened risk of burnout. In predominantly white institutions, Black women in nursing experience amplified pressures to overperform, serve as cultural representatives, and navigate professional isolation. These expectations are reinforced by intergenerational and media-driven narratives. While the schema can foster pride and perseverance, its glorification masks its long-term mental health consequences. Emerging literature calls for a paradigm shift that integrates emotional authenticity and systemic support into nursing leadership and education.</p><p><strong>Conclusion: </strong>Redefining strength in nursing requires dismantling individualistic ideals of resilience and affirming vulnerability as a culturally grounded act of care and resistance. Structural change must include equity-focused policies, antiracist leadership development, and emotionally safe environments that validate the full humanity of Black women in academic nursing.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251382659"},"PeriodicalIF":2.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12489196/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Interprofessional Education on Improvement of Learning Outcomes among Undergraduate Nursing Students: A Meta-Analysis.","authors":"Shimmaa Mansour Moustafa Mohamed, Puvaneswari Kanagaraj, Sudha Annasaheb Raddi, Raghad Almushawah, Nehal Demerdash, Gihan Mohamed","doi":"10.1177/23779608251382513","DOIUrl":"10.1177/23779608251382513","url":null,"abstract":"<p><strong>Background: </strong>In today's complex healthcare environment, nurses do not work in isolation. Successful patient outcomes depend on seamless collaboration among nurses, doctors, pharmacists, and other professionals. Interprofessional education (IPE) ensures that future nurses are equipped with the teamwork, communication, and decision-making skills necessary for delivering safe and effective patient care. Despite its recognized importance, studies reveal mixed results on the effectiveness of IPE, particularly among nursing students.</p><p><strong>Objectives: </strong>This meta-analysis aimed to evaluate the impact of IPE on key learning outcomes among undergraduate nursing students, focusing on teamwork, communication, self-efficacy, and professional attitudes, compared to traditional education methods.</p><p><strong>Methods: </strong>A systematic search was conducted across Scopus, Web of Science, PubMed, and PMC databases, yielding 1,665 studies. Following screening and eligibility assessment, 10 studies met the inclusion criteria. Data extraction focused on intervention type, sample size, and primary learning outcomes. Effect sizes were calculated using a random-effects model to account for variability. This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.</p><p><strong>Results: </strong>The pooled effect size (Cohen's <i>d</i> = 0.46, <i>p</i> < 0.001) indicated a moderate impact of IPE on learning outcomes, with simulation-based IPE showing the strongest effect (Cohen's <i>d</i> = 0.52). Subgroup analysis revealed that teamwork and communication outcomes exhibited the highest improvements. Moderate heterogeneity (<i>I</i>² = 45%) was observed across studies, likely due to variations in IPE interventions and settings.</p><p><strong>Conclusions: </strong>This meta-analysis supports the integration of structured simulation-based IPE in undergraduate nursing curricula to enhance essential teamwork, communication, and collaborative competencies. Nursing programs should prioritize experiential IPE methods to prepare students for interdisciplinary healthcare environments.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251382513"},"PeriodicalIF":2.5,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12484895/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reimagining Breast Screening Through a Postmodern Feminist Lens: Empowering Nursing Knowledge in Qatar.","authors":"Roqaia Dorri, Mohammed Al-Hassan","doi":"10.1177/23779608251383586","DOIUrl":"10.1177/23779608251383586","url":null,"abstract":"<p><p>Breast cancer is the leading cause of cancer-related mortality among women in Qatar, with delayed diagnoses frequently linked to low participation in screening programs. Despite playing a critical role in patient care, nurses face systemic marginalization that curtails their autonomy and limits their ability to educate and advocate for women's health. This commentary applies a postmodern feminist lens to challenge dominant paradigms, particularly logical positivism, and argues for the recognition of contextual, relational, and gendered knowledge. By embracing a more inclusive philosophical framework, nursing knowledge can be elevated and nurses empowered to address disparities in breast cancer screening. Structural reforms and a reimagining of nursing's role are essential to improving patient outcomes and fostering equitable healthcare systems in Qatar. This article proposes nurse-led education initiatives and policy engagement in screening protocols as key strategies for addressing disparities in breast cancer screening.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251383586"},"PeriodicalIF":2.5,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12480796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145208025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Admission Criteria for Undergraduate Nursing Programs: A Narrative Literature Review.","authors":"Eman Al-Awabdeh, Salam Bani Hani, Lisa Bayliss-Pratt, Mohannad Aljabery, Rasha Ibrahim, Abdelrahman Salameh","doi":"10.1177/23779608251381667","DOIUrl":"10.1177/23779608251381667","url":null,"abstract":"<p><strong>Introduction: </strong>Admission criteria for selecting the undergraduate nursing candidates have been a major concern in many countries over the past few decades. The quality of graduate nursing professionals appears to be associated with the effectiveness of undergraduate student selection processes.</p><p><strong>Aim: </strong>This literature review aimed to assess and summarize the existing research evidence regarding undergraduate nursing program admission criteria.</p><p><strong>Methods: </strong>Twenty-two eligible studies were selected for full review from PubMed, Cochrane Library, ScienceDirect, Scopus, ERIC, Medline, and CINAHL databases.</p><p><strong>Results: </strong>The following themes were identified using thematic analysis: grade point average, traditional interviews, and multiple mini-interviews as admission criteria. Studies on commonly used admission criteria, examining their effectiveness and limitations, were reviewed and analyzed.</p><p><strong>Conclusion: </strong>The continuous development of admission criteria for undergraduate nursing education has both opportunities and challenges. To choose the best applicants for nursing programs, a thorough evaluation was required by using a multifaceted selection process that equally considers caring values, academic ability, and overall potential. This can significantly contribute to the progress of the nursing profession and, more importantly, the safety and quality of care that patients and local communities will receive.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251381667"},"PeriodicalIF":2.5,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12475341/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145186955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating the Pedagogical and Practical Frontiers of Immersive Virtual Reality in Nursing Education.","authors":"Agussalim","doi":"10.1177/23779608251383222","DOIUrl":"10.1177/23779608251383222","url":null,"abstract":"<p><p>This commentary reflects critically on the study by Stenseth et al. regarding immersive virtual reality (IVR) use in nursing education. While students reported favorable impressions of IVR's usability and educational value, challenges remain concerning cognitive scaffolding, learner discomfort, and limited scenario diversity. Drawing on the Technology Acceptance Model and Experiential Learning Theory, this commentary highlights the need for pedagogical depth, structured facilitation, and authentic simulation design. It also calls for greater student involvement in IVR development and longitudinal assessment of its learning impact. For IVR to become a sustainable educational modality, it must transition from technological novelty to pedagogically sound practice that is inclusive, reflective, and clinically relevant.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251383222"},"PeriodicalIF":2.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12464432/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145186966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theoretical and Practical Leadership in Nursing Curriculum: A Scoping Review of the Literature.","authors":"Dawn Prentice, Farhana Madhani, Jane Moore, Arvith Jhirad, Malak Matus","doi":"10.1177/23779608251380215","DOIUrl":"10.1177/23779608251380215","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this scoping review was to answer the research questions: What is known from the existing literature about theoretical leadership content offered in the nursing curriculum at the undergraduate or graduate level? and What is known from the existing literature about leadership practicums/experiential learning content in nursing curriculum at the undergraduate or graduate level?</p><p><strong>Method: </strong>A scoping review using Arksey and O'Malley's Framework (2005) was carried out from February to May 2024. Databases searched included Nursing & Allied Health; PsycINFO; Web of Science; Embase; MEDLINE via Ovid; CINAHL and Education Source via EBSCOhost. Thematic analysis was conducted on the articles that met the inclusion criteria.</p><p><strong>Results: </strong>Thirteen studies were included in this review. After data analysis was completed three themes were identified: (1) <i>The What</i>: What is taught in the theoretical and clinical leadership courses which includes concepts such as interpersonal communication, conflict management, and delegation; (2) <i>The How</i>: How theoretical and leadership courses are taught. Within this theme different modalities such as simulation based learning, experiential learning opportunities through clinical practicums, service learning and dedicated educational units were discussed; 3) <i>The Why</i>: Outcomes of theoretical and clinical leadership courses, that is improvement in students' knowledge and leadership skills as well as the development of self-confidence in their leadership skills.</p><p><strong>Conclusion: </strong>Although there is no overall blueprint listing the leadership concepts and skills that need to be included in nursing curriculum, certain leadership concepts and skills such as interpersonal communication, conflict resolution and delegation are taught as part of leadership curriculum using a variety of educational approaches such as simulation, clinical practicums and classroom learning. However, a standardized nursing leadership curriculum using an evidence-based approach that integrates essential leadership competencies will help nursing students develop confidence, accountability, and readiness as they transition into professional roles.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251380215"},"PeriodicalIF":2.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12464434/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145186971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Post-Traumatic Stress Symptoms and Quality of Life Among West Bank Nursing Students Following the October 7th Gaza War: A Cross-Sectional Study.","authors":"Nesreen Alqaissi, Mohammed Qtait, Yousef Jaradat, Fuad Farajalla, Zeenat Mesk, Khalaf Awad","doi":"10.1177/23779608251381664","DOIUrl":"10.1177/23779608251381664","url":null,"abstract":"<p><strong>Background: </strong>The October 7th, 2023 war on the Gaza Strip triggered widespread psychological distress across Palestine. Nursing students in the West Bank, already under academic and clinical stressors, are particularly susceptible to post-traumatic stress symptoms (PTSS) and reduced quality of life (QOL).</p><p><strong>Objective: </strong>To assess the prevalence and severity of PTSS and its association with QOL among West Bank nursing students after the Gaza war.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with 339 undergraduate nursing students from a West Bank university. Data were collected using the Impact of Event Scale-Revised and WHOQOL-BREF instruments. Analyses included descriptive statistics, <i>t</i>-tests, ANOVA, Pearson correlation, and Eta coefficients using SPSS v20.</p><p><strong>Results: </strong>Students showed high levels of PTSS: intrusion (M = 1.92, SD = 0.87), avoidance (M = 1.73, SD = 0.89), and hyperarousal (M = 1.75, SD = 0.91), with a total PTSS score of M = 5.41. The overall QOL score was moderate (M = 3.25, SD = 0.57), with the environmental domain scoring lowest (M = 2.93, SD = 0.81). Exposure to checkpoint violence (reported by 49.2%) was associated with higher PTSS (M = 6.09 vs. 4.90; <i>p</i> < .001) and lower QOL (M = 3.13 vs. 3.34; <i>p</i> = .001). The PTSS and QOL were negatively correlated (r = -0.352, <i>p</i> < .001). Eta coefficients indicated small-to-moderate effect sizes for checkpoint exposure: PTSS (η = 0.235), QOL (η = 0.181).</p><p><strong>Conclusion: </strong>West Bank nursing students experienced significant psychological distress and reduced QOL following the Gaza war, especially those exposed to checkpoint violence. These findings underscore the need for targeted mental health interventions and academic accommodations in conflict-affected educational settings.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251381664"},"PeriodicalIF":2.5,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12454944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145138626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fertility-Preservation Knowledge, Perceived Barriers, and Tokophobia Among Female Oncology Patients: The Moderating Role of Psychological Capital.","authors":"Sara Mamdouh Mohamed Hussien, Mohamed A Zoromba, Heba Emad El-Gazar, Ola Mousa, Shaimaa Mohamed Amin, Mohamed Hussein Ramadan Atta","doi":"10.1177/23779608251376079","DOIUrl":"10.1177/23779608251376079","url":null,"abstract":"<p><strong>Background: </strong>Tokophobia, or fear of childbirth, is a significant psychological concern for female oncology patients, particularly those considering fertility preservation therapies.</p><p><strong>Aim: </strong>This study investigates the relationships between perceived barriers, knowledge of fertility preservation therapies, psychological capital, and tokophobia and explores the moderating role of psychological capital in these relationships.</p><p><strong>Methods: </strong>Cross-sectional quantitative research was conducted among 312 female oncology patients. Data were collected using validated scales to measure barriers, knowledge, psychological capital, and tokophobia. Descriptive statistics, correlation analysis, and moderation analysis using the PROCESS macro for SPSS examined the role of psychological capital in moderating the relationship between knowledge and tokophobia.</p><p><strong>Results: </strong>The study revealed that female oncology patients perceived multiple barriers to fertility preservation, with the total barriers score averaging 75.11 ± 18.1. Subscale means were personal (20.04 ± 4.3), medical (21.56 ± 5.8), relational (13.61 ± 4.1), and financial barriers (19.89 ± 5.5). These barriers were negatively associated with total psychological capital (PsyCap) (<i>r</i> = -.124, <i>p</i> < .05), particularly resilience (<i>r</i> = -.163, <i>p</i> < .01) and optimism (<i>r</i> = -.096, <i>p</i> < .05). Knowledge of fertility preservation (mean = 18.28 ± 4.2) was positively associated with PsyCap (<i>r</i> = .262, <i>p</i> < .01). Moderation analysis showed that PsyCap significantly moderated the relationship between knowledge and tokophobia (<i>β</i> = -0.034, <i>p</i> = .001).</p><p><strong>Conclusion: </strong>This study highlights the complex interplay between knowledge, psychological capital, and tokophobia among female oncology patients. While knowledge of fertility preservation therapies can heighten tokophobia in patients with low psychological capital, it may reduce tokophobia in those with high psychological capital.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251376079"},"PeriodicalIF":2.5,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12457756/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Workplace Social Capital and COVID-19 on the Psychological Distress of Hospital Nurses: A Cross-Sectional Study.","authors":"Yukari Hara, Shoko Sugiyama, Nozomu Takada, Yoko Nihei, Masako Yamada, Kyoko Asakura","doi":"10.1177/23779608251381180","DOIUrl":"10.1177/23779608251381180","url":null,"abstract":"<p><strong>Introduction: </strong>The COVID-19 pandemic has exacerbated psychological distress among frontline and non-frontline nurses. However, several research findings suggest that workplace social capital may have been strengthened during the COVID-19 pandemic, thereby reducing the deterioration of psychological distress.</p><p><strong>Objective: </strong>This study investigated the perceptions of change in workplace social capital from before the COVID-19 pandemic to the time of the survey. This study also examined the influence of variables related to the COVID-19 pandemic, such as experience of discrimination related to COVID-19, on psychological distress by targeting hospital nurses.</p><p><strong>Methods: </strong>An online survey was conducted among nurses at 138 hospitals in a prefecture in the Tohoku region of Japan from July 7 to August 8, 2022; respondents worked in their respective hospitals before and during the pandemic (<i>N</i> = 1,075). Generalized estimating equations (GEE) was used with psychological distress as the dependent variable, perceptions of change in workplace social capital and variables related to the COVID-19 pandemic as independent variables, and personal attributes as control variables.</p><p><strong>Results: </strong>Four hundred and fifteen (38.6%) participants perceived a deterioration in workplace social capital before the COVID-19 pandemic, whereas 194 (18.0%) perceived improvements. Their psychological distress was influenced by marital status, experience dealing with patients suspected of having COVID-19, experience of discrimination based on COVID-19, workplace social capital at the time of the survey, and the perceptions of change in workplace social capital.</p><p><strong>Conclusion: </strong>Some nurses perceived improvements in workplace social capital owing to the COVID-19 pandemic. Changes in workplace social capital and experiences of discrimination based on COVID-19 were factors affecting nurses' psychological distress. To prepare for future pandemics, it is necessary to examine the deterioration of workplace social capital and discrimination against medical workers caused by COVID-19 and consider strategies to prevent the worsening of nurses' psychological distress.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251381180"},"PeriodicalIF":2.5,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12449640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145114590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}