Effects of nurses’ personality traits and their environmental characteristics on their workplace learning and nursing competence

Takase, Miyuki; Yamamoto, Masahide; Sato, Yoko

doi:10.1111/jjns.12180

Cited by 30 publications

(33 citation statements)

References 58 publications

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“…This finding could help explain the fact that nurses are better than doctors at perceiving the emotions of others and generating empathy in clinical practice (André et al 2017). Many previous studies have analysed personality traits in nursing personnel and noted that a neurotic personality tendency indicates anxiety, depression, hostility, impulsivity, and other similar character traits (Chen et al 2018; Herman et al 2013; Takase et al 2018). Nurses in this study showed a low neurotic personality tendency, which is helpful for harmony among nurses, patients, and doctors and the construction of a cooperative relationship.…”

Section: Discussionmentioning

confidence: 99%

The mediating role of regulatory emotional self‐efficacy on negative emotions during the COVID‐19 pandemic: A cross‐sectional study

Sui

Gong

Zhuang

2021

Int J Mental Health Nurs

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Nurses exposed to coronavirus disease 2019 (COVID‐19) are psychologically stressed. This study examines the characteristics and distribution of negative emotions among Chinese nurses during the COVID‐19 pandemic and explores regulatory emotional self‐efficacy (RESE) as the underlying mechanism in the relationship between nurses' personalities and negative emotions. A cross‐sectional design with convenience sampling was utilized. Three comprehensive tertiary hospitals located in China were selected. Nurses ( n = 339) who cared for COVID‐19 patients were enrolled. Recruitment was conducted between 14 February 2020 and 1 March 2020. Self‐reported questionnaires about personality, RESE, and epidemic‐related negative emotions were completed online. A correlation analysis, structural equation modelling, and the bootstrapping method were used to analyse the data. This study identified a 24.9% incidence of negative emotions in nurses. RESE was a significant mediator explaining the effect of personality on epidemic‐related negative emotions. RESE mediated the effect of introversion–extroversion on depression (β = −0.151, P = 0.015), neuroticism (β = −0.182, P = 0.007), fear (β = −0.142, P = 0.006), anxiety (β = −0.189, P = 0.015), and hypochondria (β = −0.118, P = 0.010); it also mediated the effect of neuroticism on depression (β = 0.313, P = 0.002), neuroticism (β = 0.394, P = 0.003), fear (β = 0.345, P = 0.005), anxiety (β = 0.384, P = 0.003), and hypochondria (β = 0.259, P = 0.004). Nurses caring for COVID‐19 patients displayed negative emotions, particularly emotionally unstable and introverted nurses with a low RESE level. RESE is often essential for interventions because it significantly influences the relationship between personality and negative emotions. In the event of a major outbreak, tailored psychological well‐being education, which includes emotional self‐efficacy strategies, should be provided by organizations to help nurses manage stress related to the outbreak.

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Section: Discussionmentioning

confidence: 99%

The mediating role of regulatory emotional self‐efficacy on negative emotions during the COVID‐19 pandemic: A cross‐sectional study

Sui

Gong

Zhuang

2021

Int J Mental Health Nurs

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“…Ten studies had both formal and informal learning perspectives; for instance, the research conducted by Takase et al (2018) included learning from practice, others, training, feedback and reflection. In addition, six studies (Clarke, 2005; Dang and Chou, 2020; Daryoush et al , 2013; Moon and Na, 2009; Rowden and Conine, 2005; Shah et al , 2019) had formal, informal and incidental learning for the perspectives on workplace learning, whereas one study (Sadeghi, 2020) had formal, informal and non-formal learning.…”

Section: Resultsmentioning

confidence: 99%

“…As seen in Table 3, workplace learning has been investigated by several scholars as a mediator or moderator (Huo and Boxall, 2020; Molino et al , 2013; Nikolova et al , 2014; Reio and Wiswell, 2000; Takase et al , 2018; Tengku Ariffin et al , 2014; Van der Heijden et al , 2016). Socialization-related learning as one kind of workplace learning was a mediator that linked individual curiosity and job performance (Reio and Wiswell, 2000).…”

Section: Resultsmentioning

confidence: 99%

The role and related variables of workplace learning in quantitative research

Park

Woo

Oh³

et al. 2020

ICT

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Purpose The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in quantitative research. Design/methodology/approach Through an integrative review of the literature, the following four roles that workplace learning has played in these studies were identified: workplace learning as an antecedent, a mediator, a moderator and an outcome. Findings This paper synthesized results for workplace learning in 45 studies. A total of 88 variables related to workplace learning were identified after four overlapped variables (autonomy, social support, work engagement and workload) in multiples areas were excluded from a total of 92 variables (56 antecedents, 8 mediators, 7 moderators and 21 outcomes). Research limitations/implications Because this study identified four roles of workplace learning (as antecedent, mediator, moderator and outcome), this study did not focus on the process of learning in the workplace. Additional study is needed to investigate how workplace learning can lead to outcomes and how this process can link workplace learning and its consequences. Originality/value This paper synthesized the antecedents, mediators, moderators and outcomes for workplace learning by integrating the findings in this study. This provided a comprehensive framework that could be used by researchers to continue the empirical research on this topic to develop the dynamics between individual, group, job and organizational variables on the one hand and workplace learning on the other.

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“…Among the internal factors, personal traits should be of particular importance. It is precisely the nurses' personalities that may condition their perseverance in mastering their own skills through shaping a positive attitude towards acquiring them [22]. Personality traits are relatively constant tendencies conditioning human behavior in various situations.…”

Section: Introductionmentioning

confidence: 99%

A Model of Factors Determining Nurses’ Attitudes towards Learning Communicative Competences

Iwanow

Jaworski

Gotlib

et al. 2021

IJERPH

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The aim of the study was to assess the empirical model of factors determining the attitude towards acquiring communicative competences among nurses participating in the program of specialist training courses. Research was conducted using a cross-sectional study. A representative group of 1010 Polish registered nurses that took part in the postgraduate education course answered a self-report survey (three instruments: NEO-PI-R questionnaire, Communication Skills Attitude Scale (CSAS), and Empathy Understanding Questionnaire (KRE II)) from the beginning of March to the end of May 2018, which was evaluated using path analysis. The research results conducted confirmed the soundness of the created theoretical model (χ2 = 0.278, p = 0.598, RMSEA < 0.05). It was proved that acquiring communicative competences in nurses is determined by factors such as professional experience, empathic tendency, and the intensity of agreeableness, whereby these factors are bound with each other creating a homogeneous network. The developed model demonstrated that skills can most effectively be shaped in an individual’s attitude based on positive mentoring in work environment.

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Effects of nurses’ personality traits and their environmental characteristics on their workplace learning and nursing competence

Cited by 30 publications

References 58 publications

The mediating role of regulatory emotional self‐efficacy on negative emotions during the COVID‐19 pandemic: A cross‐sectional study

The mediating role of regulatory emotional self‐efficacy on negative emotions during the COVID‐19 pandemic: A cross‐sectional study

The role and related variables of workplace learning in quantitative research

A Model of Factors Determining Nurses’ Attitudes towards Learning Communicative Competences

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