BMC Nursing最新文献

{"title":"Experiences in practicing physical examination skills among undergraduate nursing students in clinical rotation based on the COM-B system: a descriptive qualitative study.","authors":"Junjie Chen, Wenhui Liu, Chaozhen Tang, Minrui Yu, Ziwen Wang, Chunhua Ma","doi":"10.1186/s12912-025-03592-x","DOIUrl":"10.1186/s12912-025-03592-x","url":null,"abstract":"<p><strong>Purposes: </strong>To explore the experiences of Chinese undergraduate nursing students in practicing physical examination (PE) skills during clinical rotation.</p><p><strong>Methods: </strong>A descriptive-qualitative approach was used. A total of 18 undergraduate nursing students from eight universities were interviewed. The interview outline was developed based on a behavioral system, capability, opportunity, and motivation.</p><p><strong>Results: </strong>Based on the capability, opportunity, and motivation, six themes were extracted from undergraduate nursing students: knowledge and skills of physical examinations, departmental support for nursing students, challenges from patients, students' sense of responsibility, perceived accomplishment of physical examinations, and peer-to-peer communication.</p><p><strong>Conclusion: </strong>This study emphasizes the importance of enhancing undergraduate nursing students' capability, providing opportunities, and fostering their motivation to practice PE skills during clinical rotations. Based on these three dimensions, universities and clinical educators should design effective learning strategies for nursing students to practice PE skills in clinical settings.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"928"},"PeriodicalIF":3.1,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12269101/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144650952","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":"Factors associated with beliefs and implementation of evidence-based practice among nurses: a cross-sectional study.","authors":"Manisha Mehra, C Bellson Raj, Rimple Sharma, Anuj Singh, Surya Kant Tiwari","doi":"10.1186/s12912-025-03596-7","DOIUrl":"10.1186/s12912-025-03596-7","url":null,"abstract":"<p><strong>Background: </strong>Evidence-based practice (EBP) is vital for improving patient outcomes and healthcare quality. However, its integration remains limited in many settings, particularly in developing countries. This study aimed to assess EBP beliefs and implementation among nurses in India and identify associated sociodemographic factors.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted at the All India Institute of Medical Sciences, New Delhi, a tertiary care hospital in Northern India, with 220 nurses completing validated scales measuring EBP beliefs and implementation. The inclusion criteria were nurses working in intensive care units or wards who met the shift requirements and volunteered to participate. Data were collected using self-administered, paper-based questionnaires. Descriptive statistics, cluster analysis, correlation analysis, analysis of variance, and multiple regression were used to analyze data.</p><p><strong>Results: </strong>Cluster analysis revealed that 46.8% (103/220) of nurses had poor EBP beliefs, and 37.7% (83/220) demonstrated good implementation. Factors positively correlated with implementation were resource beliefs (r = 0.155, p = 0.021), EBP value beliefs (r = 0.140, p = 0.038), and difficulty/time beliefs (r = 0.158, p = 0.019). Nurses with > 5 years' experience scored significantly higher on both beliefs (56.27 ± 16.98) and implementation (51.01 ± 12.65) than less experienced nurses (p < 0.001). Multiple regression analysis identified professional experience as a significant predictor of EBP beliefs (β = 0.174, p = 0.023) and implementation (β = 0.262, p = 0.001), after adjusting for other factors. Other sociodemographic variables, including sex, marital status, education, and designation, were not significantly associated with EBP beliefs and implementation.</p><p><strong>Conclusions: </strong>Despite good levels of EBP implementation, nearly half of the nurses exhibited poor beliefs about EBP. Professional experience was the strongest predictor of both EBP belief and implementation. These findings highlight the importance of targeted interventions, such as structured mentorship, continuing education, and hands-on training, to support less-experienced nurses in adopting EBP. Strengthening these competencies may enhance clinical decision-making and ultimately improve patient care.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"929"},"PeriodicalIF":3.1,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12269217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144650953","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":"Development and validation of paternal breastfeeding attitude scale.","authors":"Aysu Buldum, Devrim Alıcı, Duygu Vefikuluçay Yılmaz","doi":"10.1186/s12912-025-03551-6","DOIUrl":"10.1186/s12912-025-03551-6","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study is to develop a valid and reliable instrument for the measurement of fathers' attitudes towards breastfeeding.</p><p><strong>Methods: </strong>This basic research-designed study included two independent participant groups of fathers who resided with their wives and had children aged 0-24 months who were exclusively breastfed. The final draft of the Paternal Breastfeeding Attitude Scale consisted of 32 items, which were scored on a five-point Likert scale.</p><p><strong>Results: </strong>Exploratory Factor Analysis was conducted on the scale comprising 14 items. The Kaiser-Meyer Olkin value of the 14-item Paternal Breastfeeding Attitude Scale (0.864). The Paternal Breastfeeding Attitude Scale sub-dimensions Cronbach's α were (0.85) for \"devaluation (six items)\", (0.75) for \"caring (five items)\", and (0.68) for \"necessity (three items)\". Confirmatory Factor Analysis was conducted on the 14-item scale. The t-tests of all factor loadings obtained from Confirmatory Factor Analysis yielded statistically significant results (p < .05). This model obtained in confirmatory factor analysis was derived through EFA and based on the items belonging to the factors. In this multifactor model, observable variables were grouped under multiple independent dimensions. The model showed acceptable model fit parameters (χ2 = 210.94; RMSEA = 0.08; CFI = 0.94; NNFI = 0.93; SRMR = 0.05; IFI = 0.94).</p><p><strong>Conclusions: </strong>The study demonstrated that the Paternal Breastfeeding Attitude Scale was a valid and reliable instrument for assessing fathers' attitudes toward breastfeeding. Fathers' positive attitudes towards breastfeeding can be promoted through breastfeeding training or counseling provided by women's health nurses.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"918"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12261821/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643867","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":"Learning dynamics during clinical handover: a qualitative study among final year students in Central Region Nursing Colleges, Malawi.","authors":"Lydia Nkhoma, Florence Lungu, Balwani Chingatichifwe Mbakaya, Thokozani Bvumbwe, Griphin Baxter Chirambo","doi":"10.1186/s12912-025-03590-z","DOIUrl":"10.1186/s12912-025-03590-z","url":null,"abstract":"<p><strong>Background: </strong>Numerous learning opportunities exist in clinical handover but accessing them requires effort and careful planning since the primary goal of clinical handover is ensuring patient safety rather than teaching and learning. Clinical handover is the communication of vital information, professional accountability and authority for treatment of the patient from one healthcare provider to another. The study aimed to explore the lived experiences of final-year students in Malawi's Central Region Nursing Colleges on learning during clinical handover.</p><p><strong>Methods: </strong>A descriptive phenomenological study was conducted among final-year students in Central Region Nursing Colleges in Malawi. Purposive sampling technique was used to recruit thirteen participants for the study. Data was collected using face-to-face (f2f) interviews. Data analysis was done manually using Colaizzi's (1978) seven-step approach.</p><p><strong>Results: </strong>Three themes were identified which included clinical handover learning moments, student teaching and learning strategies and facilitators to learning during clinical handover. Student involvement determined the learning moments during clinical handover. Among the most utilised teaching methods during clinical handover were question-and-answer, discussions and lecture method. Factors that facilitated student learning during clinical handover were comprehensive sharing of knowledge and skills and presence of different health professionals.</p><p><strong>Conclusion: </strong>Teaching and learning opportunities that clinical handover offers may be maximised by ensuring student involvement, use of appropriate teaching and learning strategies and the utilisation of comprehensive clinical information and good practices during clinical handovers.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"921"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12261835/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643868","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":"Linking psychological capital to job embeddedness among nurses: evidence from Egyptian public healthcare setting.","authors":"Ayman Mohamed El-Ashry, Mahmoud Abdelwahab Khedr, Mona Metwally El-Sayed, Islam Sameh Abdelhay, Mennat-Allah G Abou Zeid, Bashair Mohamed Elsayed Abdo","doi":"10.1186/s12912-025-03547-2","DOIUrl":"10.1186/s12912-025-03547-2","url":null,"abstract":"<p><strong>Background: </strong>Psychological capital, encompassing hope, self-efficacy, resilience, and optimism, is increasingly recognized as a critical resource in enhancing workplace engagement and retention. In high-stress professions such as nursing, psychological capital may serve as a buffer against job demands. However, limited research exists in Egypt exploring how psychological capital influences job embeddedness, a construct reflecting an employee's attachment to their job and organization.</p><p><strong>Objective: </strong>This study aimed to examine the relationship between psychological capital and job embeddedness among nurses working in governmental hospitals in Egypt.</p><p><strong>Design: </strong>A cross-sectional, descriptive correlational design was employed, adhering to the STROBE guidelines.</p><p><strong>Methods: </strong>Data were collected from 431 registered nurses working across two public hospitals over three months. Standardized tools were used, including the 24-item Psychological Capital Questionnaire and the Global Job Embeddedness Scale.</p><p><strong>Results: </strong>Psychological capital showed a significant positive correlation with job embeddedness (r = 0.356, p < 0.001). Regression analysis confirmed PsyCap as a significant predictor of JE (B = 0.317, p < 0.001), accounting for 19.8% of the variance (R² = 0.198). Among PsyCap dimensions, optimism had the strongest individual correlation with JE (r = 0.406, p < 0.001). Conversely, patient load per shift was negatively associated with JE (B = - 0.269, p < 0.001).</p><p><strong>Conclusion: </strong>Psychological capital is a significant linked to job embeddedness among Egyptian nurses. Nurses with higher psychological capital levels are more likely to feel anchored in their roles, whereas high patient loads erode this attachment.</p><p><strong>Nursing implications: </strong>Healthcare institutions should implement programs to develop nurses' psychological capital particularly resilience, optimism, and self-efficacy. In parallel, managing nurse workloads is essential to enhancing retention, improving work satisfaction, and ensuring sustained quality care in challenging healthcare environments.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"917"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12261807/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643869","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":"Unlocking innovation and resilience among emergency nurses through cultural intelligence: insights from a structural equation model.","authors":"Nadia Hassan Ali Awad, Boshra Karem Mohamed El-Sayed, Heba Mohamed Al-Anwer Ali Ashour","doi":"10.1186/s12912-025-03569-w","DOIUrl":"10.1186/s12912-025-03569-w","url":null,"abstract":"<p><strong>Background: </strong>The dynamic, multicultural healthcare environment and increasing worker diversity highlight the importance of cultural intelligence (CQ). High cultural intelligence helps employees seek colleague assistance, enhances resilience, and encourages innovative behavior. This study aims to develop a structural equation model (SEM) to test the impact of culture intelligence as a mediating factor between resilience and innovative work behavior (IWB) among emergency care nurses.</p><p><strong>Methods: </strong>A convenience sample of 276 nurses from four emergency departments in Alexandria participated in a cross-sectional, correlational study. Three validated scales were used to measure the study variables.</p><p><strong>Results: </strong>The study found that nurses had moderate mean scores for culture intelligence (58.94%), resilience (58.40%), and innovative work behavior (61.49%). The structural equation model analysis showed a good fit (CFI = 1.000, IFI = 1.000, RMSEA = 0.063), confirming that culture intelligence mediates the relationship between resilience and innovative work behavior, with a p-value less than 0.05.</p><p><strong>Conclusions: </strong>The study highlights the significant influence of cultural intelligence on resilience and innovative work behavior in emergency nurses. The findings contribute to the growing literature by establishing a model linking these variables, emphasizing the role of cultural intelligence in enhancing resilience and creativity in high-pressure settings. Human resource managers should implement cultural intelligence-focused educational programs and revise recruitment criteria to select nurses with high cultural intelligence traits.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"919"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12261539/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643910","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":"Being a professional nurse until retirement - a qualitative interview study in Germany.","authors":"Lisa Schmedding, Theresa A Forbrig, Johannes Gräske","doi":"10.1186/s12912-025-03591-y","DOIUrl":"10.1186/s12912-025-03591-y","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Nurses are crucial to the global healthcare system, yet there is a growing shortage, exacerbated by demographic shifts and the coronavirus disease 2019 (COVID-19) pandemic. The International Council of Nurses projects a deficit of 13 million nurses worldwide in the near future, contributing to missed nursing care and jeopardizing patient safety. Although extensive research has explored reasons why nurses leave the profession, far less is known about the factors that support their long-term commitment and retention until retirement. Hence, study aimed to identify the factors contributing to long-term retention of nurses in the profession, particularly those who stay until retirement.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This qualitative study used semi-structured expert interviews with 22 nurses in Germany who had at least 30 years of work experience, aiming to explore the personal, organizational, and societal factors that have supported their continued engagement in the profession. A purposive sampling method was used to select participants from various care settings, including acute, long-term, and outpatient care. Data were audio- and video-recorded, transcribed, and analyzed using content-structuring qualitative content analysis. Thematic categories were developed using a structured content analysis approach following Kuckartz, supported by both deductive and inductive coding via the MAXQDA software to identify key themes related to job retention.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The analysis revealed three overarching thematic categories: personal resources and motivations, organizational context and working conditions, and recognition and social value. The first category includes factors such as career choice motives, personal values, and generation-specific influences, all of which are significant contributors to long-term career commitment. The category organizational context and working conditions, including job satisfaction, work-time control, role clarity, and coping strategies, plays a pivotal role in retaining nurses. The third category encompassed the perceived value of nursing work in society, appreciation from patients and peers, and the professional identity fostered by meaningful recognition.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Discussion: &lt;/strong&gt;This study provides valuable insights into the factors that contribute to nurses' decisions to stay in the profession until retirement. While many studies emphasize the challenges and negative aspects of nursing that lead to attrition, this research highlights the positive factors that promote job retention. Addressing these factors, such as improving working conditions, ensuring adequate recognition, and supporting personal values and career motivations, could enhance nurse retention strategies. These findings underscore the importance of retention-focused strategies that enhance meaning in work, professional identity, and workplace culture-shifting the policy lens from attrition","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"926"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265344/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643866","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":"Quality faculty-nursing students' relationship: a systematic review of facilitators, barriers, and impact on students.","authors":"Rita Opoku-Danso, Isaac Tetteh Commey, Dorcas Frempomaa Agyare, Gifty Owusu, Mustapha Amoadu, Susanna Aba Abraham","doi":"10.1186/s12912-025-03580-1","DOIUrl":"10.1186/s12912-025-03580-1","url":null,"abstract":"<p><strong>Background: </strong>Faculty-student relationships are central to the academic and professional development of nursing students. This review aimed to systematically identify and synthesise existing evidence on the facilitators and barriers to quality faculty-nursing student relationships and their impact on student outcomes.</p><p><strong>Method: </strong>A systematic review was conducted following PRISMA guidelines. Comprehensive searches were carried out across major databases including PubMed Central, Embase, Scopus, Web of Science, ERIC, JSTOR, Dimensions.ai, and others. Studies published in English between 2000 and 2025 that focused on faculty-nursing student relationships were included. The quality of the included studies was assessed using Joana Briggs Institute (JBI) critical appraisal tools and mixed-method appraisal tool, and thematic synthesis was employed to analyse and report findings.</p><p><strong>Results: </strong>Thirty-eight studies were included in the final synthesis. Key barriers identified included disrespectful behaviours, ineffective teaching, poor communication, institutional constraints, and discrimination. These factors contributed to psychological distress, disengagement, and reduced academic performance. Facilitators of positive relationships included strong faculty support, caring behaviours, respectful and inclusive interactions, effective communication, and structured learning environments. Positive relationships were associated with improved confidence, motivation, clinical readiness, and professional identity formation. Poor-quality relationships, in contrast, may be linked to emotional distress and negative perceptions of the nursing profession.</p><p><strong>Conclusion: </strong>Findings from the included studies suggest that the quality of the faculty-nursing student relationship plays a critical role in shaping student experiences and outcomes. Strengthening relational practices in nursing education may support student development and promote more inclusive and effective learning environments. Further research is needed to explore interventions across diverse settings.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"925"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265132/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643908","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":"The benefits and boundaries of psychological safety in simulation-based education: an integrative review.","authors":"Anine Madsgaard, Alette Svellingen","doi":"10.1186/s12912-025-03575-y","DOIUrl":"10.1186/s12912-025-03575-y","url":null,"abstract":"<p><strong>Background: </strong>Psychological safety has been highlighted as essential for student learning in simulation-based education (SBE). The pedagogical literature emphasizes that such learning situations must challenge learners and make them experience that something is at stake. Therefore, this study aimed to analyse how psychological safety in SBE is assured in recent research.</p><p><strong>Methods: </strong>The study employed an integrative review method. Databases were systematically searched for articles, and 2071 records were screened, of which 13 studies met the inclusion criteria.</p><p><strong>Findings: </strong>The findings of the study resulted in two themes related to psychological safety in SBE. Theme 1 demonstrates that psychological safety is warranted because simulation is an unsafe learning environment, while theme 2 illustrates that psychological safety is implemented to optimise students' learning during SBE.</p><p><strong>Conclusion: </strong>This study reveals that establishing psychological safety in SBE is crucial due to the potential for students to feel anxious and stressed. Psychological safety in SBE is more nuanced than in traditional work environments in which the concept originated and is not merely about eliminating all discomfort during learning situations. Additionally, psychological safety is necessary for a challenging learning environment in which students feel safe enough to risk failure and be exposed to dilemmas, thereby facilitating learning opportunities.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"922"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12261705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643909","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":"Mediating role of organizational climate in the relationship between caring behavior and psychological resilience of community hospital nurses in China: a cross-sectional study.","authors":"Yani Tian, Zige Tan, Fang Liu","doi":"10.1186/s12912-025-03567-y","DOIUrl":"10.1186/s12912-025-03567-y","url":null,"abstract":"<p><strong>Background: </strong>Community hospital nurses worldwide operate as frontline responders in resource-constrained environments. In such settings, sustaining humanistic caring ability, a cornerstone of patient satisfaction and overall service quality, is increasingly challenged by both external organizational factors and the internal psychological resilience of the nursing staff. This study addresses that gap by examining how organizational climate mediates the relationship between nurses' psychological resilience and their caring behaviors, offering actionable insights for healthcare systems globally to safeguard the quality of nursing care in community hospitals.</p><p><strong>Objectives: </strong>The purpose of this study is to explore the factors influencing the caring behaviors of nurses in community hospitals, and to investigate the mediating influence of organizational climate on the correlation between caring behavior and psychological resilience among community hospital nurses.</p><p><strong>Method: </strong>This study utilized a cross-sectional design and recruited 231 nurses from 20 community hospitals in four main urban areas of Chongqing through convenience sampling. Nurses who met the inclusion criteria completed an online survey using self-report scales for caring behavior, psychological resilience, and organizational climate between November 2022 and March 2023. The potential mediating effect was examined using the Process Macro and bootstrap methods.</p><p><strong>Results: </strong>Caring behavior was positively correlated with psychological resilience and organizational climate (r = 0.446, p < 0.001; r = 0.429, p < 0.001, respectively). Furthermore, the psychological resilience of nurses has a significant direct effect on their caring behavior (B = 0.34, p < 0.001). Organizational atmosphere could mediate the indirect path from psychological resilience to caring behavior (B = 0.22, p < 0.001).</p><p><strong>Conclusion: </strong>Organizational climate partially mediated the relationship between psychological resilience and caring behavior. Moreover, years of service and professional title emerged as key factors that can enhance caring behavior by fostering a supportive organizational climate and bolstering nurses' psychological resilience. Thus, targeted interventions aimed at optimizing the organizational environment and strengthening resilience may provide an effective strategy for improving caring behavior among community hospital nurses.</p><p><strong>Clinical trail number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"920"},"PeriodicalIF":3.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12261749/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643906","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}