BMC Nursing最新文献

{"title":"Strategies to support Internationally Educated Nurses from non-English speaking backgrounds transition into the Western healthcare workforce: a systematic review.","authors":"Cath Connolly, Jacalyn Mcdonald, Lou Unger, Damon Williams, Grace Cains, Kate Laver","doi":"10.1186/s12912-026-04654-4","DOIUrl":"https://doi.org/10.1186/s12912-026-04654-4","url":null,"abstract":"<p><strong>Background: </strong>The globalisation of the healthcare workforce has led to a growing proportion of Internationally Educated Nurses within health care organisations. While their contributions are invaluable, many face challenges in adapting to new professional environments, highlighting the urgent need for organisations to implement evidence-based strategies to support their successful integration.</p><p><strong>Objective: </strong>The aim of this review was to identify and describe workplace support strategies shown to be helpful in supporting Internationally Educated Nurses from non-English-speaking backgrounds transitioning into the Western healthcare workforce.</p><p><strong>Study design and methods: </strong>A systematic review was conducted including primary research studies reporting qualitative and/or quantitative data. The population of interest was Internationally Educated Nurses from non-English speaking backgrounds who were employed in Western health care settings including Australia, New Zealand, Canada, United States of America and the United Kingdom. The intervention of interest was strategies that could be put in place by the workplace to improve outcomes for the nurse or the workplace. Three databases (Medline, PsycInfo, CINAHL) and grey literature were searched in November 2024. Risk of bias was assessed using corresponding tools from the Joanna Briggs Institute. Results were tabulated and presented in a narrative synthesis.</p><p><strong>Results: </strong>A total of 20 studies were included with most (n = 13) being qualitative. Studies were conducted in a range of countries with nurses from a range of different cultural backgrounds. Nine key approaches were identified to support successful integration, spanning organisational strategies (e.g., anti-racism policies and equitable career pathways), educational programs on cultural competence for all nurses, and structural supports such as tailored orientation and mentoring.</p><p><strong>Conclusions: </strong>We were unable to identify any experimental studies which provided quantitative data on the effects of strategies to support Internationally Educated Nurses. The included studies provided information about a range of different ways to enhance transition.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844802","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":"Psychological distress and Africentric coping strategies among nurses in Ghana: prevalence, correlates and predictors.","authors":"Isaac Nyarko Kwakye, Daniel Adom-Fynn, Charity Odumale Roberts, Adwoa Oforiwa Antwi, Kwabena Opoku-Mensah, Shadrach Edemor Vondee, Nuworza Kugbey","doi":"10.1186/s12912-026-04714-9","DOIUrl":"https://doi.org/10.1186/s12912-026-04714-9","url":null,"abstract":"<p><strong>Background: </strong>Nursing is intrinsically demanding, exposing practitioners to substantial workloads, emotional labour, and systemic healthcare challenges that contribute to significant psychological distress. In Ghana, the compounding effects of structural deficiencies within the healthcare system make nurses particularly vulnerable. However, research on culturally informed coping strategies within this population remains limited. This study examined the association between psychological distress and Africentric coping strategies among 248 nurses in public healthcare facilities in the Central and Greater Accra regions of Ghana.</p><p><strong>Methods: </strong>Data were collected using the Hospital Anxiety and Depression Scale (HADS) and the Africultural Coping Systems Inventory (ACSI). Psychological distress was operationalised as the summed HADS total score (range: 0-42). Descriptive statistics, Pearson correlation analysis, and multiple linear regression models were used to examine associations.</p><p><strong>Results: </strong>The mean HADS anxiety score was 12.22 (SD = 3.14) and mean depression score was 11.27 (SD = 3.06), indicating elevated anxiety and moderate depressive symptoms. Mean ACSI subscale scores were: Cognitive/Emotional Debriefing M = 2.11 (SD = 0.61), Spiritual-Centred Coping M = 2.18 (SD = 0.73), Collective Coping M = 1.96 (SD = 0.58), and Ritual-Centred Coping M = 0.75 (SD = 0.34). Spiritual (r = - .268, p < .05) and collective coping (r = - .587, p < .05) were significantly and negatively associated with psychological distress; cognitive and ritual coping were not. In regression models, only spiritual (β = -2.681) and collective (β = -0.811) coping demonstrated significant negative associations with distress. Demographic factors including gender, marital status, and professional rank were significant predictors of distress.</p><p><strong>Conclusion: </strong>These findings highlight the importance of culturally and contextually tailored mental health support that incorporates spiritual resources and peer support networks. The study provides empirical evidence to guide healthcare policy, workplace mental health programming, and culturally responsive nursing practice in sub-Saharan Africa.</p><p><strong>Clinical trial: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844809","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 relationship between digital literacy and clinical decision-making skills among student nurses: a cross sectional study.","authors":"Mohammed Saleh Almalki","doi":"10.1186/s12912-026-04724-7","DOIUrl":"https://doi.org/10.1186/s12912-026-04724-7","url":null,"abstract":"<p><strong>Introduction: </strong>In an increasingly technology-driven healthcare environment, digital literacy and clinical decision-making (CDM) are essential competencies for undergraduate nursing students. This study investigates the relationship between digital literacy and clinical decision-making skills among student nurses.</p><p><strong>Methods: </strong>A cross-sectional correlational design was employed, involving a convenience sample of 201 undergraduate nursing students at Taif University, Saudi Arabia. Data were collected on campus between August and September 2025 via a secure Google Forms link distributed through official university channels. Analysis included descriptive statistics, independent t-tests to examine sex differences, and Pearson's correlation and linear regression to evaluate the relationship between variables.</p><p><strong>Results: </strong>The nursing students possessed a high level of digital literacy (M = 51.00, SD = 8.44) and a high level of clinical decision-making ability (M = 171.30, SD = 12.60). Female students (M = 51.78) scored significantly higher in digital literacy than male students (M = 44.97), with t(199) = 3.65, p < 0.001. A statistically significant positive correlation was found between the two variables (r = 0.389, p < 0.001), indicating that higher digital competency is associated with stronger clinical decision-making skills. Digital literacy was a significant predictor, accounting for approximately 15.1% (R² = 0.151) of the variance in CDM scores. Sex differences were highly significant across both domains. Female students reported significantly higher mean digital literacy scores (51.78, SD = 7.73) compared to their male counterparts (44.97, SD = 7.89; t = -3.87, p < 0.001). Furthermore, a significant disparity was observed in clinical decision-making, where female students scored 172.50 (SD = 12.40) compared to 162.03 (SD = 14.15) for males (t = -3.82, p < 0.001).</p><p><strong>Conclusion: </strong>The findings underscore the critical role of digital literacy in clinical performance. The results suggest a need for targeted educational strategies to bridge sex-based competency gaps within nursing education. This ensures all students are prepared for a digitalized healthcare landscape.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822495","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":"Comparative performance of artificial intelligence models in intensive care nursing questions: an evaluation of ChatGPT, DeepSeek, and Google Gemini.","authors":"Seçil Gülhan Güner, Ziya Tan, Serhat Gülpınar","doi":"10.1186/s12912-026-04702-z","DOIUrl":"https://doi.org/10.1186/s12912-026-04702-z","url":null,"abstract":"<p><strong>Background: </strong>The complexity and rapidly evolving nature of critical patient care in Intensive Care Units underscore the importance of the accuracy and timeliness of nursing decisions, further highlighting the significance of nursing education. This study aims to examine the accuracy of four generative artificial intelligence tools (ChatGPT 5.0 Plus, ChatGPT 5.0, DeepSeek, and Google Gemini) in answering multiple-choice questions related to the intensive care nursing exam, a fundamental area in nursing education.</p><p><strong>Methods: </strong>In the study, the ChatGPT 5.0 Plus, ChatGPT 5.0, DeepSeek, and Google Gemini models were evaluated using a test data set consisting of 55 questions. The questions were classified according to their difficulty levels as easy (n = 16), medium (n = 17), and difficult (n = 22). The models' correct response rates and standard or unique correct/incorrect response distributions were examined. Computer-assisted statistical analysis used the Chi-square, one-way ANOVA, and Post-hoc Tukey tests. The study was reported according to STROBE.</p><p><strong>Results: </strong>According to the study results, the success rates of all models were similar for easy and medium-level questions (70-82%), and the difference between them was not statistically significant (p > 0.05). Under difficult questions, however, the performance of the models diverged significantly, with Google Gemini achieving the highest success rate at 77.27% and DeepSeek showing the lowest performance at 45.45%. The chi-square analysis revealed no statistically significant difference in the correct/incorrect distribution among the models (χ²=3.69; p = 0.296), but at the observational level, Google Gemini had a higher number of unique correct answers (n = 6) compared to the other models. ChatGPT 5.0 was found to have no unique errors.</p><p><strong>Conclusion: </strong>In conclusion, while AI models generally showed similar levels of success in intensive care nursing exam questions, Google Gemini demonstrated superior performance in difficult questions, and DeepSeek showed the lowest level of success among the models. The study provides an essential comparative framework regarding the usability of AI-based learning and assessment tools in nursing education. It offers guidance for the future development of AI-based educational technologies.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822457","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":"Extending Tanner's framework: the digital clinical judgment model for nursing education.","authors":"Gro Gade Haanes","doi":"10.1186/s12912-026-04703-y","DOIUrl":"https://doi.org/10.1186/s12912-026-04703-y","url":null,"abstract":"<p><strong>Background: </strong>Clinical judgment is a core competency across healthcare professions and is commonly conceptualized through Tanner's model, which incorporates four phases of clinical judgment: noticing, interpreting, responding and reflecting. While Tanner's framework has informed assessment and reflection tools, less attention has been paid to how clinical judgment can be facilitated through pedagogical design in digital and blended learning environments.</p><p><strong>Aim: </strong>This article presents the new Digital Clinical Judgment Model (DCJM), a pedagogical model developed to support the teaching and learning of clinical judgment in digital nursing education.</p><p><strong>Methods: </strong>The DCJM was developed using an iterative conceptual synthesis of Tanner's Clinical Judgment Model, educational theories of sociocultural learning, scaffolding and deep learning, as well as from empirical insights into digital nursing education obtained during the COVID-19 pandemic.</p><p><strong>Results: </strong>The DCJM integrates Tanner's four phases of clinical judgment within three interrelated layers of support: pedagogical structure, social and emotional support and technological support. This approach outlines design conditions that enable meaningful engagement in clinical judgment across digital, blended and practice-based learning contexts.</p><p><strong>Discussion: </strong>Clinical judgment should be supported through the design of learning environments rather than an outcome to be assessed. This new approach represents a pedagogical rather than an evaluative perspective.</p><p><strong>Conclusion: </strong>As a conceptually grounded pedagogical model, the DCJM offers educators a theoretically informed and practically applicable framework for designing learning environments that support the development of clinical judgment in contemporary nursing education. Further empirical research is needed to determine its usefulness in practice and its impact on student learning and educational design.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822499","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":"Metaphorical perspectives of pediatric nurses on the use of artificial intelligence in the education of children with chronic diseases.","authors":"Elif Bakır, Tuğçe Torun, Handan Özdemir","doi":"10.1186/s12912-026-04717-6","DOIUrl":"https://doi.org/10.1186/s12912-026-04717-6","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to explore pediatric nurses' perceptions of using artificial intelligence in the education of children with chronic diseases through metaphor analysis.</p><p><strong>Design and methods: </strong>This study was designed as a qualitative descriptive study using metaphor-based content analysis. Sixty pediatric nurses from a university hospital participated. The data were collected using a semi-structured metaphor form and analyzed using content analysis. The metaphors generated by the participants were organized into thematic categories to identify underlying perceptions and attitudes toward artificial intelligence use in pediatric care.</p><p><strong>Results: </strong>Most participants were female (95%), and only 20% reported prior experience with artificial intelligence. A total of 42 distinct metaphors were identified. These metaphors were grouped into five themes: \"providing information and guidance role,\" \"supportive and helpful role,\" \"understanding complexity and multidimensionality,\" \"social-emotional support role,\" and \"technology and mechanical power role.\" The most frequently used metaphor was \"guide,\" followed by private tutor, machine, smart friend, helping hand, translator, compass, school, information pool, lantern, and light.</p><p><strong>Conclusions: </strong>The findings suggest that pediatric nurses generally have positive perceptions of artificial intelligence, though they may underestimate its ethical and safety challenges due to limited training and experience. It is essential to strengthen nurses' artificial intelligence literacy, ethical awareness and decision-support competencies through education and scenario-based training programs to ensure the safe and effective integration of artificial intelligence technologies into pediatric nursing practice.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822475","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":"Core competencies of clinical nursing educators in the AI era: a qualitative study.","authors":"Ting Luo, Yuhang Chen, Xueqin Gan, Chaoya Hu, Xiaoxia Lin, Shuxia Deng, Qian Yang","doi":"10.1186/s12912-026-04686-w","DOIUrl":"https://doi.org/10.1186/s12912-026-04686-w","url":null,"abstract":"<p><strong>Background: </strong>As artificial intelligence (AI) becomes increasingly integrated into healthcare and nursing education, existing competency standards and training systems for clinical nursing educators are no longer sufficient to meet the demands of technology-enabled teaching. This study aimed to explore the lived experiences and perceived competency demands and training needs of clinical nursing educators in the AI era, and to provide empirical evidence to inform competency framework development and training-system optimization.</p><p><strong>Methods: </strong>A descriptive phenomenological qualitative study was conducted in four tertiary hospitals in Chengdu, China, between July and September 2025. Fourteen clinical nursing educators were recruited using purposive sampling. Data were collected through semi-structured interviews and analyzed using Colaizzi's seven-step method.</p><p><strong>Results: </strong>Five themes and 17 subthemes were identified. The core competency framework comprised four key domains: professional foundation and specialized technical skills, communication and humanistic care, AI tool application, and research translation. Training-system optimization involved four interrelated areas: systematic training design, incentive and support mechanisms, specialty-based and tiered teaching design, and the educational value and practical challenges of integrating AI into clinical teaching. These findings suggest that clinical nursing educators require both foundational teaching competencies and new AI-related capabilities.</p><p><strong>Conclusions: </strong>Clinical nursing educators in the AI era require a competency-based development pathway that integrates pedagogical, clinical, technological, and research capabilities. Hospitals and nursing education institutions should establish tiered training programs, practice-oriented assessments, and supportive organizational policies to strengthen educator preparedness and facilitate the intelligent transformation of clinical nursing education.</p><p><strong>Trial registration: </strong>This is a qualitative study, not a health care intervention trial, so no trial registration is applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822436","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":"Association between psychological resilience and psychological distress in Chinese psychiatric nurses: a cross-sectional study.","authors":"Zhaoqin Wang, Fengying Zu, Yanhong Zhang, Ying Gao, Chao Zhou","doi":"10.1186/s12912-026-04716-7","DOIUrl":"https://doi.org/10.1186/s12912-026-04716-7","url":null,"abstract":"<p><strong>Background: </strong>Psychiatric nurses in China face high psychological and occupational strain. Understanding the factors influencing their mental health is essential. This study aimed to determine the positive rate of psychological distress among Chinese psychiatric nurses and to examine the associations of psychological resilience and other psychosocial factors with psychological distress.</p><p><strong>Methods: </strong>A cross-sectional study was conducted from October 2024 to January 2025. Using an online survey, 436 psychiatric nurses from six hospitals in Jiangsu Province, China, were recruited. Data were collected using a general information questionnaire, the 12-item General Health Questionnaire (GHQ-12), and the Connor-Davidson Resilience Scale (CD-RISC). Chi-square tests, Spearman correlation, and multivariate logistic regression were employed for analysis.</p><p><strong>Results: </strong>Of 436 nurses invited, 412 provided valid responses (response rate: 94.5%). The positive screening rate for psychological distress (GHQ-12 score ≥ 3) was 38.38%. Multivariate logistic regression analysis showed that among Chinese psychiatric nurses, higher psychological resilience (OR = 0.948, 95% CI: 0.931-0.965, p < 0.001) was associated with lower odds of psychological distress. In contrast, more frequent weekly night shifts (≥ 3 vs. ≤ 2; OR = 2.452, 95% CI: 1.212-4.959, p = 0.013) and poorer self-rated health status (per level increase; OR = 1.711, 95% CI: 1.274-2.299, p < 0.001) were associated with a greater odds of psychological distress.</p><p><strong>Conclusion: </strong>Psychological resilience, night shift frequency, and self-rated health status are significantly associated with psychological distress among Chinese psychiatric nurses. Interventions aimed at building resilience, optimizing work schedules, and promoting health may help protect their mental well-being.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822462","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 a scenario-based interactive E-book in enhancing nursing students' health literacy: a quasi-experimental study.","authors":"Pei-Ling Tseng, Chen-Yin Tung","doi":"10.1186/s12912-026-04715-8","DOIUrl":"https://doi.org/10.1186/s12912-026-04715-8","url":null,"abstract":"<p><strong>Background: </strong>Health literacy is essential for safe and effective nursing practice, yet traditional teaching methods may not fully address students' needs. This study evaluated a scenario-based interactive e-book integrating multimedia elements (e.g., videos, quizzes, and case-based activities) delivered through a digital learning platform to enhance nursing students' health literacy performance.</p><p><strong>Methods: </strong>A quasi-experimental design was conducted with 55 fourth-year nursing students from a Taiwanese university. Students were assigned to an experimental group (n = 28) that received a structured, instructor-guided e-book intervention within a course session or a control group (n = 27) that received traditional teaching. The 26-item Health Literacy Performance Scale, demonstrating strong validity and reliability, was administered three weeks before and immediately after the intervention. For educational parity, the control group accessed the e-book after data collection.</p><p><strong>Results: </strong>Generalized Estimating Equations revealed no significant effects of time or time × group interaction. However, after adjusting for age, the main effect of group was significant (p = .015). Post hoc analysis showed that the experimental group scored higher on the post-test (p = .035), particularly in interpreting health education materials, assessing care needs, and correctly using medication, suggesting improved application of health literacy skills in clinical contexts.</p><p><strong>Conclusions: </strong>Findings indicate that the scenario-based e-book effectively improved nursing students' health literacy performance. This study highlights the value of integrating interactive, scenario-based digital learning tools into nursing education to support the development of practical communication and decision-making competencies.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822477","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":"Job resources, job demands, and their relationships with thriving, burnout, and work-life conflict among Swedish nursing staff.","authors":"Karin Myrberg, Annica Björkman, Maria Engström","doi":"10.1186/s12912-026-04693-x","DOIUrl":"10.1186/s12912-026-04693-x","url":null,"abstract":"<p><strong>Background: </strong>Nursing staff working in healthcare are exposed to high job demands, leading to turnover, stress, and decreased motivation. Work-life balance, empowered structures, and thriving have been shown to contribute positively to their psychosocial work environment. This study examined the relationships between job demands, job resources, and the outcomes of thriving, burnout, and work-life conflict among nursing staff.</p><p><strong>Methods: </strong>A cross-sectional descriptive correlational design was employed, involving 192 nursing staff within somatic in-patient care. Data were collected using the Copenhagen Psychosocial Questionnaire, the Thriving scale, and the Conditions of Work Effectiveness Questionnaire II. Descriptive statistics, Pearson's correlation coefficients, and multiple regression analyses were conducted to assess the relationships between job demands, job resources, and outcomes.</p><p><strong>Results: </strong>Job resources, quantified as structural empowerment, showed a positive relationship with thriving and negative relationships with both burnout and work-life conflict. Among job demands, quantitative demands, emotional demands, and work pace demonstrated negative relationships with thriving and positive relationships with burnout and work-life conflict. All resources and demands remained statistically significant in multiple regression models except for emotional demands and work pace on thriving. Regarding interaction effects, structural empowerment moderated the relationship between work pace and both thriving and burnout but did not moderate the relationship with work-life conflict. The interaction between structural empowerment and emotional demands was also statistically significantly positively related to thriving.</p><p><strong>Conclusion: </strong>The findings of this study underscore the value of adopting strategies that enhance access to empowering job resources, through both top-down and bottom-up approaches, to improve staff well-being. Recognizing and addressing the complex relationships between job demands, resources, and staff outcomes is important for meeting the diverse needs and staffing challenges in healthcare settings.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13141581/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822438","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}