Effects of workplace incivility and empowerment on newly-graduated nurses’ organizational commitment

Smith, Lesley; Andrusyszyn, Mary Anne; Laschinger, Heather K. Spence

doi:10.1111/j.1365-2834.2010.01165.x

Cited by 160 publications

(160 citation statements)

References 57 publications

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“…The majority of nursing faculty were satisfied with their jobs and felt empowered in their workplaces. Smith, Andrusyszyn, and Laschinger (2010) found the integrated model was supported by the results of a study in which SE, PE, and workplace incivility were predictors of affective commitment in new graduate nurses.…”

Section: Structural and Psychological Empowerment In Nursingsupporting

confidence: 59%

Clinical Instructors’ Perceptions of Structural and Psychological Empowerment in Academic Nursing Environments

Wiens¹,

Babenko-Mould²,

Iwasiw³

2014

J Nurs Educ

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The study purpose was to explore clinical instructors' perceptions of empowerment in academic nursing environments. Clinical instructors (CIs), often parttime faculty, facilitate learning in professional practice environments. However, they also need to function within the academic environment to learn about the curriculum and how students are to be evaluated.The qualitative description method was used to obtain an understanding of CIs' empowerment experiences and to interpret their perceptions within the framework of CO-AUTHORSHIP STATEMENT

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Section: Structural and Psychological Empowerment In Nursingsupporting

confidence: 59%

Clinical Instructors’ Perceptions of Structural and Psychological Empowerment in Academic Nursing Environments

Wiens¹,

Babenko-Mould²,

Iwasiw³

2014

J Nurs Educ

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show abstract

“…Research has shown that SE and PE can be linked to job commitment (Smith, Andrusyszyn, and Laschinger, 2010), decreased job stress and burnout (O'Brien, 2011), job satisfaction and staff retention . It is therefore relevant that the academic organization in Rwanda take the opportunity to gain an understanding of the importance of empowerment components, and the potential positive educational outcomes for faculty, students, nursing staff, and clients in the practice setting.…”

Section: Resultsmentioning

confidence: 99%

“…Job satisfaction and job commitment were positively associated with perceived SE and PE empowerment with public health nurses (Chang, Lui, & Yen, 2008), nurse educators , staff nurses (Laschinger, Finegan, & Wilk, 2009;Smith, Andrusyszyn, & Laschinger, 2010). Job strain and job burnout were reduced when nursing staff was structurally and psychologically empowered in their professional positions (Laschinger, Finegan, Shamain, & Wilk, 2001;O'Brien, 2011).…”

Section: Structural and Psychological Empowerment In Nursingmentioning

confidence: 99%

Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories

Thuss

Babenko-Mould

Andrusyszyn

et al. 2016

International Journal of Nursing Education Scholarship

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Clinical instructors (CIs) play a vital role in students' development by facilitating learning in various health care practice environments. Quality nursing education hinges on the CI's ability to enact his or her professional role. The purpose of this study was to explore Rwandan nursing clinical instructors' experiences of structural and psychological empowerment.A descriptive qualitative method was used to obtain an understanding of CIs empowerment experiences in practice settings. Kanter's (1993) Theory of Structural Power in Organizations and Spreitzer's (1995) Psychological Empowerment Theory were used as a theoretical framework to interpret their experiences. Interview data from 21 nursing CIs in Rwanda were used to complete a secondary data analysis for this study.Most study participants perceived the structural components of informal power, resources, and support while formal power and opportunity were limited, diminishing their sense of structural empowerment. Psychological empowerment for the CIs in Rwanda stemmed from a sense of competence, meaning, impact and self-determination they had for their teaching roles and responsibilities in the practice setting. Implications and recommendations for CIs and administration are suggested to support, recruit and retain clinical instructors.

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“…Learning the skilled knowledge of the practice requires tolerance for error, so a healthy work environment characterized by respect and civility which is supportive to young practitioners is a prerequisite for learning how to be an excellent nurse [12,13] . The challenge for nurse managers is how to connect nurses and patients in relationships that ensure the best care for patients and maximum experiential learning for the nurse while protecting the safety of both [11] .…”

Section: Experiential Learningmentioning

confidence: 99%

A narrative of the attending nurse model implementation

Fulmer

Cathcart

Glassman

et al. 2013

JNEP

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In this clinical practice exchange, we discuss how faculty at the New York University College of Nursing (NYUCN) and nurse executives at NYU Langone Medical Center (NYULMC) partnered with staff nurses to implement an attending nurse model and further describe how the model facilitates collaboration as well as clinical knowledge development in practicing nurses. The attending nurse model hastens the experiential learning essential for practice development by having faculty and nurse executives provide situated learning, teaching and coaching to advanced beginner and competent practicing nurses. The model supports the fact that learning in the patient care setting is inextricably linked to the delivery of patient care and shows how faculty can contribute to effective outcomes for patients. By modeling professional comportment, helping nurses to put language to salient issues, and coaching nurses about how to participate in interdisciplinary rounds, attending nurses help young clinical staff become active participants in interprofessional dialogue. Nurse executives recognize this model as an innovative and cost efficient way to help clinical staff gain essential knowledge and skill of the practice. For faculty, teaching is enhanced by engagement in actual patient situations which are richer and more complex than theoretical models and serve as a reminder of the centrality of the nurse-patient relationship in both the work of the discipline and the organization. Key wordsPractice-academe partnerships, Clinical knowledge development, Situated teaching and coaching, Interprofessional collaboration, Practice innovation OverviewNurses entering practice today are immediately called upon to provide care to patients with complex medical and psychosocial needs. Despite the presence of sophisticated nurse residency programs and precepted experiences, new nurses are challenged because they are expected to collaborate effectively with physician colleagues and other members of the healthcare team as a prerequisite for safe and effective patient care [1] . In order to communicate effectively about the patient's care needs, the nurse must be able to see what is salient in the patient's situation, be able to put language to her assessment, and have the moral agency to live out her role as advocate and often the "voice" for the patient and family.

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Effects of workplace incivility and empowerment on newly-graduated nurses’ organizational commitment

Abstract: Without specific strategies in place to combat incivility and disempowerment in the workplace, attempts to prevent further organizational attrition of new members may be futile.

Cited by 160 publications

References 57 publications

Clinical Instructors’ Perceptions of Structural and Psychological Empowerment in Academic Nursing Environments

Clinical Instructors’ Perceptions of Structural and Psychological Empowerment in Academic Nursing Environments

Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories

A narrative of the attending nurse model implementation

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