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Commentary on: Yang J, Chen Y, Tian Y, Li X, Yu Q, Huang C, Chen Z, Ning M, Li S, He J, Du J, Huang B, and Li Y (2024). Risk factors and consequences of mental health problems in nurses: A scoping review of cohort studies. International Journal of Mental Health Nursing. Advance online publication. https://doi.org/10.1111/inm.13337
Implications for practice and research Implement interventions to reduce workplace bullying, violence and job demands while promoting healthy lifestyles and social support for nurses. Future research should investigate nurses’ mental health in low-income and middle-income countries, explore gender differences and evaluate the effectiveness of mental health interventions.
Mental health issues among nurses are widespread and jeopardise healthcare systems and patient care.
Commentary on: Nerek, A, Wesołowska-Górniak, K, & Czarkowska-Paczek, B (2024). Enhancing feedback by health coaching: the effectiveness of mixed methods approach to long-term physical activity changes in nurses. An intervention study. BMC nursing, 23(1), 196. https://doi.org/10.1186/s12912-024-01815-1
Tailoring interventions for individual motivations and workplace challenges is crucial for promoting physical activity among nurses and improving their well-being. Future research should explore the long-term effectiveness and broader health outcomes of mixed-methods interventions, guiding evidence-based strategies in healthcare practice.
Despite the benefits of regular physical activity, many nurses have low activity levels, leading to higher risks of chronic diseases and absenteeism. Over 30% of nurses are overweight or obese, often due to stressful work conditions and night shifts, increasing the risk of metabolic disorders.
Nurse managers are pivotal to the successful implementation of evidence-based practice (EBP). However, enhancing their skills and competencies remains a critical priority. Assessing the influence of nurse managers' competencies in managing and practicing EBP is essential, as it directly impacts outcomes across all levels of healthcare institutions.
This study explored how leadership, organizational support, and knowledge management influence EBP implementation among nurse managers.
A descriptive correlational study was conducted with a convenience sample of nurse managers in seven Egyptian hospitals. A total of 369 nurse managers completed three validated instruments: EBP Leadership and Organizational Support Scale (EBPLOSS), Knowledge Management Competencies for Nurse Managers (KMQN), and EBP Questionnaire (EBPQ). Descriptive statistics, hierarchical regression, and structural equation modeling (SEM) were applied for data analysis.
Nurse managers reported high levels of perceived EBP leadership (84.7%), organizational support (79.52%), knowledge management (KM) competencies (75.15%), and EBP implementation (74.83%). SEM analysis identified KM competencies as the strongest predictor of EBP implementation, with a direct effect (B = 0.86, p < 0.001) accounting for 86% of the total effect. EBP leadership significantly influenced EBP implementation both directly (β = 0.31, p = 0.02) and indirectly through KM competencies (B = 0.89, p < 0.001). Organizational support showed a minimal direct effect (B = 0.13, p < 0.05) and a slightly negative indirect effect through KM competencies (B = −0.10, p < 0.001).
KM competencies are critical for EBP implementation, mediating the effects of leadership and organizational support. Healthcare organizations should enhance nurse managers' KM skills, foster transformational leadership, and create supportive environments. Future research should address barriers and explore longitudinal relationships in EBP implementation from a managerial perspective.
Commentary on: Michinov E, Robin G, Hémon B, Béranger R, Boissart M. Protective resources against stress among student nurses: influences of self-efficacy, emotional intelligence and conflict management styles. Nurse Educ Pract. 2024 Jan;74:103849. doi: 10.1016/j.nepr.2023.103849. Epub 2023 Nov 22.
Implications for practice and research Educational programmes should include simulations and role playing to enhance student nurses’ self-efficacy and reduce stress. Integrating emotional intelligence training into nursing education aids students in managing emotional demands. Future research should focus on longitudinal studies to uncover causal relationships among factors.
Clinical practice training introduces stress to student nurses due to potential conflicts with patients, families and supervisors.
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