BMC Nursing最新文献

{"title":"Navigating night shifts: a qualitative study of exploring sleep experiences and coping strategies among nurses.","authors":"Hyeonbin Lim, Su Hyun Kim","doi":"10.1186/s12912-025-03001-3","DOIUrl":"10.1186/s12912-025-03001-3","url":null,"abstract":"<p><strong>Background: </strong>Understanding the experiences and coping strategies employed by nurses working night shifts is essential for developing effective interventions to mitigate sleep disturbances. However, actionable and reliable strategies for improving sleep quality remain elusive. This study aimed to explore the sleep experiences and coping strategies of nurses working rotating night shifts.</p><p><strong>Methods: </strong>This qualitative descriptive study utilized semi-structured individual interviews with 15 nurses working rotating night shifts at three hospitals in South Korea. Data were collected between October 2022 and February 2023 and analyzed using qualitative content analysis.</p><p><strong>Results: </strong>Four key themes emerged, including difficulty sleeping due to night shifts, distress due to difficulty sleeping, strategies to improve sleep quality, and desire for organizational change. Participants reported a range of coping strategies to enhance sleep quality while managing the challenges of shift work. These strategies included creating behaviors and environments to promote sleep, finding a balance between sleep and activity time, embracing irregular sleep patterns, and asking others for help.</p><p><strong>Conclusions: </strong>Despite employing various coping strategies, nurses working night shifts continued to face persistent sleep difficulties. While they recognized night shifts as an inherent aspect of their profession and demonstrated adaptability, they still sought to overcome their sleep challenges. These findings highlight the urgent need for organizational and institutional measures to address sleep-related issues among night shift nurses.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"385"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the impact of emotional intelligence on job performance with the mediating role of clinical competence in nurses: a structural equation approach.","authors":"Gholamhossein Mehralian, Shima Bordbar, Jamshid Bahmaei, Ali Reza Yusefi","doi":"10.1186/s12912-025-03002-2","DOIUrl":"10.1186/s12912-025-03002-2","url":null,"abstract":"<p><strong>Background: </strong>Emotional intelligence, clinical competence, and job performance are increasingly becoming critical areas of focus for organizations navigating turbulent and complex environments. This study aims to examine the impact of emotional intelligence on job performance, mediated by the clinical competence of nurses working in hospitals affiliated with Jiroft University of Medical Sciences in southern Iran in 2024.</p><p><strong>Methods: </strong>This cross-sectional descriptive-analytical study was conducted on 385 nurses. Standardized questionnaires on emotional intelligence, clinical competence, and job performance were used for data collection. To analyze the data, descriptive tests and structural equation modeling (SEM) using partial least squares (PLS) were employed with the help of Smart PLS3 and SPSS23 software.</p><p><strong>Results: </strong>The results showed that emotional intelligence positively affects nurses' job performance (p = 0.001, β = 0.53). Emotional intelligence also has a positive impact on clinical competence (p = 0.001, β = 0.46). Furthermore, clinical competence was found to positively affect job performance (p = 0.001, β = 0.57). Ultimately, emotional intelligence, through the mediating role of clinical competence, has a significant positive effect on job performance (P < 0.001).</p><p><strong>Conclusion: </strong>Based on the findings, the favourable status of nurses' emotional intelligence and clinical competence can improve their job performance. It is recommended that hospital managers facilitate related training courses and workshops to improve nurses' emotional intelligence and clinical competence, which can, in turn, enhance their job performance.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"384"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the psychometric properties of the Persian version of Psychological Emptiness Scale (PES) among nursing students.","authors":"Mohammad Esmaeelzadeh, Seyyed Abolfazl Vagharseyyedin, Zahra Zamaninasab, Sajede Soleimani","doi":"10.1186/s12912-025-03024-w","DOIUrl":"10.1186/s12912-025-03024-w","url":null,"abstract":"<p><strong>Background: </strong>Psychological emptiness plays a significant role in the mental health of nursing students. However, there is currently no valid Persian instrument for measuring psychological emptiness in Iranian nursing students.</p><p><strong>Aim: </strong>This study aimed to translate and investigate the psychometric properties of the Persian version of the Psychological Emptiness Scale among Iranian nursing students.</p><p><strong>Methods: </strong>In this methodological study, after translating and assessing the face and content validity of the Persian version of the Psychological Emptiness Scale, 400 nursing students were selected through proportional quota sampling from four nursing and midwifery colleges affiliated with Birjand University of Medical Sciences in 2024. The factorial structure of the measure was assessed using exploratory factor analysis. Confirmatory factor analysis was then undertaken. Finally, the reliability, including internal consistency and test-retest reliability, and the convergent and divergent validity of the measure were evaluated.</p><p><strong>Results: </strong>The results of exploratory factor analysis revealed that a three-factor structure accounted for 60.20% of the total variance. The results of the CFA revealed that the three-factor model of the Persian version of the Psychological Emptiness Scale had good or acceptable fit indices. The reliability of the total scale was calculated with a Cronbach's α coefficient of 0.949, McDonald's omega of 0.949, and ICC of 0.840, suggesting acceptable reliability. Results also showed that the convergent and divergent validity of the measure were satisfactory.</p><p><strong>Conclusion: </strong>The findings of this study suggest that the Persian version of the 19-item PES is a reliable and valid instrument for assessing psychological emptiness in Iranian nursing students.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"388"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neonatal nurses' experiences with generative AI in clinical decision-making: a qualitative exploration in high-risk nicus.","authors":"Abeer Nuwayfi Alruwaili, Afrah Madyan Alshammari, Ali Alhaiti, Nadia Bassuoni Elsharkawy, Sayed Ibrahim Ali, Osama Mohamed Elsayed Ramadan","doi":"10.1186/s12912-025-03044-6","DOIUrl":"10.1186/s12912-025-03044-6","url":null,"abstract":"<p><strong>Background: </strong>Neonatal nurses in high-risk Neonatal Intensive Care Units (NICUs) navigate complex, time-sensitive clinical decisions where accuracy and judgment are critical. Generative artificial intelligence (AI) has emerged as a supportive tool, yet its integration raises concerns about its impact on nurses' decision-making, professional autonomy, and organizational workflows.</p><p><strong>Aim: </strong>This study explored how neonatal nurses experience and integrate generative AI in clinical decision-making, examining its influence on nursing practice, organizational dynamics, and cultural adaptation in Saudi Arabian NICUs.</p><p><strong>Methods: </strong>An interpretive phenomenological approach, guided by Complexity Science, Normalization Process Theory, and Tanner's Clinical Judgment Model, was employed. A purposive sample of 33 neonatal nurses participated in semi-structured interviews and focus groups. Thematic analysis was used to code and interpret data, supported by an inter-rater reliability of 0.88. Simple frequency counts were included to illustrate the prevalence of themes but were not used as quantitative measures. Trustworthiness was ensured through reflexive journaling, peer debriefing, and member checking.</p><p><strong>Results: </strong>Five themes emerged: (1) Clinical Decision-Making, where 93.9% of nurses reported that AI-enhanced judgment but required human validation; (2) Professional Practice Transformation, with 84.8% noting evolving role boundaries and workflow changes; (3) Organizational Factors, as 97.0% emphasized the necessity of infrastructure, training, and policy integration; (4) Cultural Influences, with 87.9% highlighting AI's alignment with family-centered care; and (5) Implementation Challenges, where 90.9% identified technical barriers and adaptation strategies.</p><p><strong>Conclusions: </strong>Generative AI can support neonatal nurses in clinical decision-making, but its effectiveness depends on structured training, reliable infrastructure, and culturally sensitive implementation. These findings provide evidence-based insights for policymakers and healthcare leaders to ensure AI integration enhances nursing expertise while maintaining safe, patient-centered care.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"386"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing home health nursing competencies in Canada to reflect a dynamic care environment and complex population health needs: a modified eDelphi study.","authors":"Margaret Saari, Chelsea Coumoundouros, John Tadeo, Barbara Chyzzy, Melissa Northwood, Justine Giosa","doi":"10.1186/s12912-025-03045-5","DOIUrl":"https://doi.org/10.1186/s12912-025-03045-5","url":null,"abstract":"<p><strong>Background: </strong>Home health nursing competencies outline the knowledge, skills and attributes home health nurses need for safe and ethical practice. Since the Canadian Home Health Nursing Competencies were first developed in 2010, several important contextual changes have occurred. To ensure competencies reflect current practice contexts, this study aimed to update Canada's home health nursing competencies.</p><p><strong>Methods: </strong>A four-phase modified eDelphi study was conducted using online surveys, consensus meetings and feedback forms. An environmental scan was conducted to identify home health competencies emerging since 2010, to create a comprehensive set of preexisting competencies to serve as the starting point for a 3-round modified eDelphi process. The eDelphi was conducted with a panel of home health nurses (n = 43) to identify core competencies relevant to current home health nursing practice environments. Broader consultations with home health nurses (n = 41) and interdisciplinary home care team members (n = 12) were held to validate eDelphi findings. An advisory working group (n = 24) of home health nursing leaders provided guidance on study decision-making and final recommendations.</p><p><strong>Results: </strong>Three hundred fifty-nine preexisting competencies were consolidated into 96 unique home health nursing competencies. In Round 1 of the eDelphi, home health nurses reached consensus (agreement ≥ 75%) that 94 competencies were relevant to current practice environments and suggested five new competencies. Subsequent eDelphi rounds resulted in 93 competencies being brought forward as both relevant and essential for current home health nursing practice. Further consultations refined recommendations, resulting in a final set of 79 competencies. Qualitative feedback provided insights into the relevance and importance of competencies, opportunities for comprehension improvements, and implementation considerations.</p><p><strong>Conclusions: </strong>The home health nursing competency set generated through this study incorporates core concepts in home health nursing practice, such as evidence-informed practice and interdisciplinary collaboration, along with several new concepts, such as trauma-informed care, data-driven decision-making, and provision of culturally safe care. This updated competency set can be used to inform prelicensure education and professional development opportunities to enhance home health workforce capacity. Future work exploring strategies to support competency uptake in education and home and community care organizations is needed.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"378"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of nurse-led transitional care interventions for adult patients discharged from acute care hospitals: a systematic review and meta-analysis.","authors":"Chizuko Sakashita, Emi Endo, Erika Ota, Hiromi Oku","doi":"10.1186/s12912-025-03040-w","DOIUrl":"https://doi.org/10.1186/s12912-025-03040-w","url":null,"abstract":"<p><strong>Background: </strong>With the guidance of healthcare policy and advances in medical technology, the average length of stay in hospitals continues to decrease. In this context, expectations for nurse-led interventions for patients discharged home are increasing. However, few systematic reviews of nurse-led transitional care have focused on patients discharged from acute care hospitals. This systematic review aimed to assess the effects of nurse-led transitional care interventions on readmission rates, unscheduled outpatient-visit rates, and quality of life (QOL) of adult patients discharged from acute care hospitals, compared with usual care.</p><p><strong>Methods: </strong>Four electronic databases were searched for articles published through October 2023. Individual and cluster randomized controlled trials (RCTs) examining the effectiveness of nurse-led transitional care interventions were included. Independent reviewers performed study selection, data extraction, risk of bias assessment, and certainty of evidence using the GRADE approach.</p><p><strong>Results: </strong>Sixteen RCTs were included. In a meta-analysis of RCTs with readmission rates as the outcome, readmission rates were significantly reduced in the intervention group when the data collection period exceeded 12 weeks (RR 0.67; 95% CI, 0.49-0.92; P = 0.01; I² = 66%; certainty: moderate). The rate of emergency room visits was also significantly reduced in the intervention group (RR 0.63; 95% CI, 0.49-0.81; P = 0.0003; I² = 0%; certainty: high). QOL measured with the SF-36 was significantly higher after 5 weeks (MD 1.27; 95% CI, 0.52-2.02; P = 0.0009, I² = 0%; certainty: low) and after 6 weeks (MD 2.46; 95% CI, 1.67-3.25; P = 0.00001; I² = 19%; certainty: low), both showing a possibility of improvement in the intervention group. However, the number of studies and samples included in the meta-analysis, particularly for readmission rates and QOL, were small, and the results should be interpreted with caution due to differences in subjects, institutions, and types of interventions.</p><p><strong>Conclusion: </strong>Nurse-led transitional care interventions effectively reduced readmission and emergency department visit rates and improved QOL in adult patients discharged from acute care hospitals.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"379"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathways to nurse development and retention: development of an academic/community-engaged partnership.","authors":"Lakeshia Cousin, Courtney Bowen, Linda Behar-Horenstein, Debra Lyon, Kimberly Martinez","doi":"10.1186/s12912-025-03011-1","DOIUrl":"https://doi.org/10.1186/s12912-025-03011-1","url":null,"abstract":"<p><strong>Background: </strong>A looming nursing shortage is anticipated by 2025 due to 30% of faculty retirement and the global shortage of 13 million nurses by 2030. Addressing this crisis requires innovative strategies that prioritize diversity and address health inequities. This study aimed to develop and assess the pilot implementation of a community-engaged program targeting underrepresented high school students in a southeastern state.</p><p><strong>Methods: </strong>Evaluation of a nurse development and retention for underrepresented (URM) high school students. Workshop attendance rates were recorded. Program acceptability was measured using the Client Satisfaction Questionnaire-3 (CSQ-3). Changes in participants' intention to apply to nursing programs were assessed using the General Self-Efficacy Scale (GSE). Registered nurses provided mentoring and offered educational workshops and presentations on nursing career pathways.</p><p><strong>Findings: </strong>Twenty-one African American students from an underserved high school participated. Attendance rates were high, with 81% attending all workshops. Mean CSQ-3 scores demonstrated high program satisfaction (mean = 11). There was a significant increase in GSE scores from 30.81 to 32.57 (p = 0.017), indicating improved self-efficacy to pursue nursing careers.</p><p><strong>Conclusions: </strong>The study demonstrates that a community-engaged nurse development program was effective as potential approach to address the nursing shortage among URMs and promoting workforce diversity. Mentorship-driven initiatives have the potential to inspire and empower URMs to pursue nursing careers. Further research is necessary to evaluate the program's long-term impact on workforce development and its scalability to other communities, contributing to the evidence base for community-centered approaches to address the global nursing workforce crisis and advance health equity.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"381"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing effective interpersonal interactions through soft skills: perceptions of nurse educators.","authors":"Tlabane Delicious Moropa, Lerato Matshaka, Agnes Makhene","doi":"10.1186/s12912-025-02864-w","DOIUrl":"https://doi.org/10.1186/s12912-025-02864-w","url":null,"abstract":"<p><strong>Background: </strong>Student nurses come across various complex interpersonal spheres that require them to show their soft skills. Nursing education pays more attention to developing hard skills but focuses less on the soft skills that contribute to the success of healthcare establishments and the nurses themselves. Thus, the purpose of the study was to explore and describe nurse educators' perceptions of soft skills that enhance effective interpersonal interactions and to develop recommendations to facilitate the incorporation of soft skills in nursing education.</p><p><strong>Methods: </strong>A qualitative, exploratory, descriptive, and contextual research design was used for this study. A purposive sampling method was applied, and 12 online semi-structured individual interviews were conducted with nurse educators from the Higher Education in Johannesburg. Tesch's open coding method was employed for data analysis. The measures of trustworthiness were adhered to throughout the research process, along with the ethical principles.</p><p><strong>Results: </strong>Majority of the nurse educators perceive that teaching soft skills strengthens personal capacity to interact and relate better with others. The analysis of the study revealed five themes (1) Soft skills teaching is perceived by nurse educators as enhancing effective interpersonal interactions. (2) effective communication, (3) teamwork (4) emotional intelligence, and (5) critical thinking.</p><p><strong>Conclusion: </strong>Facilitating soft skills in nursing education is essential in preparing nurse graduates who can foster effective interpersonal interactions with patients and other professionals.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"380"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of nursing care based on transition theory on maternal role performance and parental self-efficacy in primiparous women: a randomized controlled study.","authors":"Ebru Özcan, Serap Temiz","doi":"10.1186/s12912-025-03054-4","DOIUrl":"10.1186/s12912-025-03054-4","url":null,"abstract":"<p><strong>Aim and objectives: </strong>This study aims to evaluate the impact of individualized nursing care, grounded in Meleis' Transition Theory, on maternal role performance and parental self-efficacy in primiparous women.</p><p><strong>Background: </strong>Research indicates that care practices informed by theoretical frameworks, particularly those focused on the transition to motherhood, can positively influence women's adaptation to their new maternal roles.</p><p><strong>Design: </strong>A randomized, single-blind controlled trial was conducted with women meeting the inclusion criteria. Results were reported following the CONSORT 2010 guidelines. The study was registered with ClinicalTrials.gov under registration number NCT05866588.</p><p><strong>Methods: </strong>A total of 99 primiparous women participated in the study, with 49 in the experimental group and 50 in the control group. The experimental group received nursing care based on Meleis' Transition Theory, which included 8 educational and counseling sessions-4 prior to birth and 4 after-spanning from the 28th-32nd week of pregnancy through the 4th month postpartum. Data were collected using the Personal Information Form, the Being a Parent for the First Time Scale, and the Parental Self-Efficacy Scale. Statistical analyses included t-tests, chi-square tests, Mann-Whitney U tests, and regression analysis.</p><p><strong>Results: </strong>The nursing care provided to the experimental group led to statistically significant improvements in maternal role satisfaction, perceptions of life changes, and parental self-efficacy compared to the control group (p < 0.05).</p><p><strong>Conclusions: </strong>Nursing care based on Meleis' Transition Theory enhanced maternal role satisfaction, increased parental self-efficacy, and improved maternal adaptation in primiparous women. It is recommended that nurses apply Transition Theory to support a healthy transition to motherhood in this population.</p><p><strong>Relevance to clinical practice: </strong>This study provides evidence for the effectiveness of individualized nursing care in facilitating a healthy transition to the maternal role and offers valuable insights for the nursing literature.</p><p><strong>Trial registration: </strong>Clinical Trial Registry NCT05866588 [Registration date 2023/05/01 (Retrospectively registered)].</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"377"},"PeriodicalIF":3.1,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11972511/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Status and influencing factors of clinical nurses' disaster nursing competency: a multicenter cross-sectional study.","authors":"Di Zhu, Yingjin Li, Qiuju Chen, Juqing Ke, Yinyin Fan, Xiaojuan Sheng, Ling Yuan, Yan Chen","doi":"10.1186/s12912-025-03026-8","DOIUrl":"10.1186/s12912-025-03026-8","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to assess the competency of clinical nurses in disaster nursing in Jiangsu Province, China.</p><p><strong>Background: </strong>Clinical nurses represent the largest proportion of the healthcare workforce and often serve as the primary responders in disaster management. Their competencies in disaster nursing play a pivotal role in ensuring the quality and accuracy of disaster-related care. However, evidence regarding the disaster nursing competency of clinical nurses remains limited. Therefore, this study aims to assess the current status of clinical nurses' disaster nursing competencies and analyze the factors influencing it to provide actionable strategies to enhance their disaster nursing competence.</p><p><strong>Methods: </strong>This was a cross-sectional study, which used a convenience sampling method to recruit clinical nurses from 121 hospitals in Jiangsu Province, China. Data were collected using a sociodemographic questionnaire and a nurse's disaster nursing competencies evaluation tool. Descriptive statistics, t-test, one-way analysis of variance (ANOVA) and multiple stepwise regression analysis were used to exploring factors influencing clinical nurses' disaster nursing competencies.</p><p><strong>Results: </strong>In total, 1073 participants completed the survey. The mean total disaster nursing competency score for clinical nurses was 221.41 ± 38.62 out of 275. Multiple stepwise regression analysis showed that professional titles, adaptability of existing knowledge and skills to disaster scenarios, prior disaster nursing training, and participation in disaster rescue and emergency drills significantly influenced the disaster nursing competency of the clinical nurses (F = 50.626, p<0.001, R² = 15.6%).</p><p><strong>Conclusions: </strong>Clinical nurses in China need more disaster nursing education, especially in the areas of prevention and preparedness. In addition, focusing on developing the practical skills of clinical nurses in disaster relief, developing a more systematic disaster education and training programme, and conducting regular disaster training and emergency drills for nurses at different levels should be considered as novel ways to improve the disaster nursing competency of clinical nurses in China.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"376"},"PeriodicalIF":3.1,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11971766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}