| Sook Bin Im | 2 Articles |
PURPOSE
The purpose was to identify factors which affect nursing students' self-leadership according to their locus of control. METHODS This study was a descriptive research. Participants were 600 D city junior and senior nursing students who had completed clinical training. RESULTS Results showed the following characteristics of students who had high self-leadership: For students with external locus of control the following correlations with self-leadership were found:, general creativity (r=.46), social support (r=.48), academic self-efficacy (r=.29), and communication competence (r=.49). For students with internal locus of control, self-leadership was correlated with general creativity (r=.46), social support (r=.41), academic self-efficacy(r=.36), and communication competence (r=.48). For the nursing students with external locus of control, age (β=−.24, p=.010), satisfaction with campus life (β=.16, p=.027), general creativity (β=−.20, p=.017), and social support (β=−.20, p=.028) had significant effects on their self-leadership: explanatory power of 44% (F=6.53, p < .001). For students with internal locus of control, self-leadership was effected by general creativity (β=.20, p=.011) and social support (β=.19, p=.012): explanatory power was 42%(F=5.96, p < .001). CONCLUSION Applying these findings to the curriculum of nursing students would improve their self-leadership and increase the efficiency of organizational culture and contribute to goal achievement in nursing organizations. Citations Citations to this article as recorded by
PURPOSE
This study was done to identify the influence of nursing work environment and social support on multidimensional organizational commitment among nurses. METHODS The survey was conducted in August 2012 with self-report questionnaire. Participants were 480 registered nurses working in one general hospital. Data were analyzed with descriptive statistics, t-test, ANOVA, Pearson correlation, and multiple regression using SPSS/WIN(16.0). RESULTS The average scores were; for affective commitment 2.84, for continuance commitment 2.48, and for normative commitment 2.57. There were significant relationships between affective, continuance, normative commitment and sub-factors of nursing work environment and social support. The affective, continuance, and normative commitment were all influenced by 'staffing and resource adequacy' and 'nursing foundations for quality of care', sub-factors of nursing work environment. Distinctively, affective commitment was influenced by 'staffing and resource adequacy', nurses' age, 'nurse-doctor relations', 'supervisor's emotional support', 'nurse participation in hospital affairs', 'nursing foundations for quality of care', and 'supervisor's informational support', which explained 30.9% of variance in affective commitment(F=31.57, p<.001). CONCLUSION The findings show that programs which promote supervisors' emotional and informational support are important to enhance nurses' affective commitment. Also, it is necessary to improve nursing work environment to improve nurses' organizational commitment. Citations Citations to this article as recorded by
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