4.3 Article

Structural and psychological empowerment and its influencing factors among nursing students in Oman

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JOURNAL OF PROFESSIONAL NURSING
卷 39, 期 -, 页码 76-83

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W B SAUNDERS CO-ELSEVIER INC
DOI: 10.1016/j.profnurs.2022.01.003

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Nursing education; Nursing students; Empowerment; Oman; Clinical practice

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This study investigates the empowerment of nursing students and examines the relationship between psychological and structural empowerment. The results show that support received the highest rating from the students, and students who are involved in school organizations have higher scores in different dimensions of psychological empowerment. Age does not have an impact on nursing student experiences or structural empowerment.
Background: This study explored the empowerment of nursing students to contribute to nursing education and recommend ways of increasing the engagement of nursing students in their training. The development of empowerment among nursing students leads to the maximum achievement of learning competencies and enables them to eventually become competent nurses. Purpose: This study examined the relationship between student nurses' characteristics, structural empowerment, and psychological empowerment. Methods: A total of 185 nursing students were recruited through systematic sampling at Sultan Qaboos University, with a 92% response rate. Nursing students' level of psychological empowerment, in terms of meaning, competence, self-determination, and impact, and their level of structural empowerment, in terms of access to opportunity, support, information, and resources were investigated using a self-designed questionnaire. Results: The results showed that access to support was rated as the highest dimension by the students, followed by access to information, informal power, access to opportunity, access to resources, and formal power. The global empowerment mean score was 3.64 (SD = 1.01), and the total structural empowerment score was 20.58 (SD = 3.62). The multivariate multiple regression analysis revealed that students' year level and involvement in school organizations had multivariate effects on the four dimensions of psychological empowerment. Students who were involved in school organizations had higher scores for the dimensions of meaning, competence, and impact than students who were not involved in any school organization. Conclusion: Power can be either developed or acquired, and its definition is expressed based on the achievement objective. Age is not a barrier, as it had little or no impact on nursing student experiences and no correlation with structural empowerment.

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