Predicting positive organizational behavior based on structural and psychological empowerment among nurses

Abstract

Background Positive Organizational Behavior (POB) as an application of positive psychology provides the opportunity to nurses to deliver an effective and high-quality service. This study aims to predict positive organizational behavior based on structural and psychological empowerment among Nurses. Method In this descriptive-analytical study, the selected population was the nurses working in university hospitals affiliated to Kermanshah University of Medical Sciences, of which 152 people were selected using quota sampling strategy and according to the set entry criteria. The research data were collected using the standard questionnaires of Kanter’s Structural Empowerment, Spreitzer’s Psychological Empowerment, and Luthans’ Positive Organizational Behavior, and were then entered into SPSS16 software. Results There are significant and direct relationships between the elements of structural empowerment with positive organizational behavior (r = 1.496), and psychological empowerment with positive organizational behavior (r = 1.379). Overall structural and psychological empowerment criteria predict 29% of variance in positive organizational behavior among nurses. Conclusion This study highlights the importance of structural and psychological empowerment as strong predictors for positive organizational behavior.

Psychological Empowerment and Job Stress in Higher Education Institutions in Ecuador

“…This suggests that high levels of psychological empowerment may be achieved when at least one of the three psychological needs is met, leading to higher levels of commitment to organizational activities among motivated and satisfied academic staff, ultimately enhancing individual and institutional performance, achievements, and effectiveness. 42 , 76 , 96 , 97 These results suggest that more attention and research are required from professionals, scholars, and policymakers to address work-related stress issues, particularly in professions with high job demands, as those related to the Education sector.…”

Nurse leaders' work‐related well‐being—Relationships to a superior's transformational leadership style and structural empowerment

“…The participants' experiences of moderate levels of structural empowerment are in line with the findings of previous research (Connolly et al, 2018 ; Moura et al, 2020 ; Trus et al, 2018 , 2017 ). Researchers have also previously acknowledged relationships between structural empowerment and factors associated with work‐related well‐being, for example, lower work stress, emotional burnout and organisational commitment (Fragkos et al, 2020 ; Jafari et al, 2021 ; Zhang et al, 2018 ). In a recent meta‐analysis Zhang et al ( 2018 ), stated that nurses' structural empowerment is negatively correlated with emotional exhaustion, and that this challenge can be alleviated by enhanced structural empowerment.…”

“…The existing literature demonstrates that nurses and nurse leaders only perceive moderate levels of structural empowerment (e.g. Eskandari et al, 2017 ; Jafari et al, 2021 ; Regan et al, 2016 ; Trus et al, 2018 ) Hence, organizations should continue to strive towards improved structural empowerment, which can reduce costs and improve the quality of services (Jafari et al, 2021 ). Moreover, the strong correlation between structural empowerment and work‐related well‐being shown in this study indicates a strong need for policies and structures that enhance nurses' and nurse leaders' structural empowerment in health care organizations.…”

Building Religious Character of Students in Madrasah Through Moral Learning

“…Theory about teacher as a demonstrator is more suitable for use when learning is in class and shows new things, while the habituation that occurs at MTs Thoriqul Ulum is a habit that has been recommended or prescribed by old scholars, so it is not optimal when the theory about the teacher as a demonstrator is used in character formation religious students. 26 The teacher also acts as an educator who must be able to bring students at MTs Thoriqul Ulum to continue to do well such as being responsible, independent, and also able to be disciplined. Character building at MTs Thoriqul Ulum Trawas is more habituation which is less optimal when used such as the teacher's role as a facilitator and demonstrator, these two theories are more suitable within the scope of classroom learning because the habits used in character building at MTs Thoriqul Ulum are Shari'a which is indeed practice is not just theory in class or subject matter.…”