Leader Empowering Behaviors and Psychological Empowerment as Perceived by Young Hospital Staff Nurses: A Pilot Study

Introduction: Empowerment has become an important concept in nursing that has gained acknowledgment in theories and practice of leadership and management. A positive organization espouses empowerment to attract and retain employees. While it is not new to nursing, there is little published research on empowerment among nurses in the Philippines. This study aimed to measure young staff nurses’ perception of leader empowering behaviors and psychological empowerment. Methods: This study used a cross-sectional survey design participated by 44 conveniently chosen staff nurses in a private teaching and training hospital in Iloilo City, Philippines. The participants were asked to answer 5-point Likert scale questions utilizing adopted instruments. Descriptive and non-parametric statistical stools were used with Mann-Whitney U test to determine differences and Spearman’s rank correlation to establish relationship between variables. Results: Overall, young staff nurses perceived their leaders’ behaviors to be highly empowering (M=3.89). Staff nurses also had a high level of psychological empowerment (M=4.07). Leader empowering behaviors was significantly related to staff nurses’ perception of psychological empowerment (p=.001). Staff nurses’ level of psychological empowerment were significantly different in terms of employment status (p=.020) and years of work experience (p=.014). Conclusion: This study highlights the positive influence of the empowering behaviors of leaders in enhancing staff nurses’ level of psychological empowerment. It is vital for nurse managers to continually demonstrate leadership behaviors that empower staff nurses at the unit level

Academic Performance and the Role of Self-directed Learning, Self-esteem, and Grit among Nursing Students

Background: understanding the factors affecting academic performance is important to support and promote the academic success of students. While there have been several studies on nursing students’ academic performance, the role of self-directed learning readiness, self-esteem, and grit among Filipino nursing students have not been well documented.Purpose: This study aimed to determine the relationship of self-directed learning readiness, self-esteem, and grit to the perceived academic performance of nursing students.Methods: This correlational research was conducted among undergraduate sophomore nursing students in a higher education institution in the Philippines using adopted research instruments. Spearman’s rho tested the correlation between variables.Results: The results indicated that self-directed learning readiness (rs=.360, p=.000), self-esteem (rs=.301, p=.000), and grit (rs=.186, p=.023) were significantly related to the academic performance of sophomore nursing students.Conclusion: psychological resources such as self-directed learning readiness, self-esteem, and grit contribute to students’ academic performance. Strategies that encourage self-directed learning, increase self-esteem, and cultivate grit are needed to support student's academic success in nursing school

Gender Differences in COVID-19 Anxiety Syndrome Among Filipino Nursing Students

Background: The global COVID-19 outbreak has affected all sectors of society. Nursing students were not exempted. This study examined COVID-19 anxiety syndrome among Filipino nursing students and whether significant differences existed according to gender. Methods: This cross-sectional study used the COVID-19 Anxiety Syndrome Scale (C-19ASS) as the primary tool for data collection. Significant gender differences were tested using the Mann-Whitney U test. Results: Results showed that the composite score in the C-19ASS was 3.92 (SD=.69) indicating a moderate to a high level of anxiety syndrome features associated with COVID-19 among nursing students. The mean scores in the preservation and avoidance factors were 3.94 (SD=.76) and 3.88 (SD=.91), respectively. Female nursing students had a significantly higher (p=.004) COVID-19 anxiety syndrome compared to male nursing students. Conclusion: The global outbreak of COVID-19 brought about extraordinary anxiety syndrome and stressful situations among nursing students. Nursing students, particularly female students, may benefit from additional support and guidance during the COVID-19 pandemic

Influence of self-esteem, psychological empowerment, and empowering leader behaviors on assertive behaviors of staff nurses

Background: Being assertive is essential skill nurses need to learn and develop. While many studies exist on nurses’ assertiveness, there is limited research on the factors associated with Filipino nurses’ assertive behaviors. Objective: This study examined the correlation of self-esteem, psychological empowerment, and leader empowering behaviors on staff nurses’ assertiveness in the workplace. Methods: This cross-sectional study conducted in 2019 involved 223 staff nurses working in two tertiary hospitals in the Philippines. Data were gathered using four validated self-reported scales: self-esteem scale, psychological empowerment scale, leader empowering behavior questionnaire, and workplace assertive behavior questionnaire. Correlational analysis using Pearson’s r was performed to test the relationship between the key variables. Results: The composite scores for the self-esteem, psychological empowerment, empowering leader behaviors, and workplace assertiveness were 32.06 (SD = 3.65), 4.22 (SD = 0.43), 3.86 (SD = 0.51) and 3.61 (SD = 0.55), respectively. Self-esteem (r = 0.216; p = 0.001), psychological empowerment (r = 0.455, p = 0.000), and empowering leader behaviors (r = 0.269; p = 0.000) were significantly correlated with staff nurses’ assertiveness in the workplace. Conclusion: Self-esteem, nurse leadership behaviors, and empowerment play vital roles in staff nurses’ assertiveness. Understanding the factors influencing nurses’ assertiveness is important, and looking into these variables can be beneficial for nursing management when developing strategies to build nurses’ assertiveness. Thus, it is vital to focus on helping nurses nurture healthy self-esteem and initiate empowering conditions at work to aid nurses in setting healthy boundaries and supporting assertive behaviors at work

Knowledge and Attitude toward Lymphatic Filariasis (LF) and Compliance to Mass Drug Administration (MDA) among Households in Two Rural Barangays

This descriptive relational study was conducted to determine the knowledge and attitude toward LF and compliance to MDA among households in two rural barangays in Libacao, Aklan. The respondents of this study were taken using a stratified, systematic random sampling technique that included the 187 eligible household heads who received the twodrug combination during the second treatment round (TR) in 2011. Results revealed that most the respondents are “highly” knowledgeable about LF but there are still misconceptions about the cause and transmission of LF. The respondents also have a “favorable” attitude toward LF’s disease process and its management. However, only about two thirds are “compliant” to MDA which is below the national coverage. Age, sex, civil status, educational attainment, employment status, poverty status, knowledge about LF and attitude toward the disease are not significantly associated with MDA compliance

Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?

Background: Assessing the academic performance of students is imperative for nursing educators. While it is commonly accepted that performance in quizzes is linked with final examination performance, little published empirical data is available among nursing student samples. Purpose: The purpose of this study was to determine the relationship between performance in regular short lecture quizzes and long quiz on the final examination performance of nursing students in a nursing course. Likewise, this study ascertained whether there is a significant relationship between perceived performance and actual performance in the final examination of the course. Methods: A descriptive-correlational study design was used. All 138 second-year nursing students enrolled in the Community Health Nursing course were included in this study. Grades in short quizzes, long test, and final examination were analyzed, and a one item global scale was utilized to determine students’ perceived performance in the final examination. Pearson’s r was employed to determine the relationship between variables. Results: Results revealed that performance in regular short lecture quizzes (p=0.000) and long quiz (p=0.000) were significantly correlated with final examination performance. Moreover, there was a significant relationship between perceived performance and actual performance in the final examination (p=0.000). Conclusion: This study suggests that early performance in the lecture course can significantly influence students’ performance in the final assessment of the course. Nurse educators are encouraged to be proactive in identifying students who are at risk of performing poorly early in the course so that prompt remediation and guidance may be provided to students who are not performing well

A Qualitative Description of Millennial Nurse Administrators’ Perspectives on Leadership and their Practice Environment

Introduction: Millennial nurses are beginning to accept leadership roles and will soon take over governance in the nursing profession and healthcare industry. This study aimed to describe the perspectives on leadership and their practice environment of millennial nurse administrators working in tertiary hospitals in Iloilo City, Philippines. Methods: Eight (8) millennial nurse administrators were purposively chosen. Through a qualitative descriptive inquiry by Sandelowski (2000), data were gathered using semi-structured interviews and analyzed employing qualitative content analysis. Results: Twelve (12) meaningful categories were derived directly from the interview transcripts. Millennial nurse administrators perceive leadership by way of (1) directing, (2) guiding, (3) empowering and (4) modeling to staff. They viewed their practice environment as (5) having a harmonious relationship while (6) maintaining professional relationship among the healthcare team members, (7) upholding standards and (8) ensuring client satisfaction as a measure of quality care. Millennial nurse administrators shared feelings of being (9) overwhelmed at the start yet (10) fulfilling in the end. Lastly, they had challenges in (11) dealing with older staff and in (12) assuming the full responsibility and accountability of their unit. Conclusions: Considering the complexities in the healthcare profession, millennial nurse administrators cope with the responsibilities brought by their position as major key players to ensure that unit operations abide with practice standards. Millennial nurse administrators must be provided with understanding, support, and mentoring, to enhance their leadership competencies as they progress into higher leadership positions

Gen Z Nursing Students' Usage, Perception and Satisfaction With Facebook for Educational Purposes: Tool for Learning or Distraction

Introduction: Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. However, little is known about this generation, particularly among nursing students and how they use Facebook for academic purposes. The purpose of this study was to determine nursing students’ usage, perception, and satisfaction with Facebook for educational purposes. Methods:A descriptive, cross-sectional research design was used. A total of 113 conveniently chosen nursing students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results: Results indicated that majority of nursing students moderately (M=3.58) use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of (M=4.36) and were highly satisfied (Mean=3.95) with using Facebook for educational purposes. The main challenge reported by 81.42% of nursing students in the use of Facebook was distraction from other Facebook contents. There was a significant positive relationship between usage and perception (p=.000) likewise between satisfaction and recommendation in the use of Facebook for educational purposes (p=.000). Conclusions:While Facebook showcases promising potential as a learning tool, challenges associated with its use in nursing education must be properly addressed. Careful consideration and thoughtful planning are necessary for nursing schools to maximize the advantages of Facebook as a supplemental tool for learning

New Normal in Nursing Education: Sophomore Students’ Expectations of and Readiness for Online Learning in the Era of COVID-19 Pandemic

Background: The global disruption of the COVID-19 outbreak in education has resulted in a new normal in how education is delivered. Traditional face-to-face nursing education has suddenly transitioned into a remote and online learning environment to help mitigate virus transmission. Students’ anticipations and how set they are in this new learning platform should be investigated. Objective: This study determined the expectations of and readiness for online learning of sophomore nursing students in one nursing school in a developing country. Methods: This study employed a cross-sectional research design. The Student Expectations of Online Learning Survey (SEOLS) and Online Learning Readiness Scale (OLRS) were the instruments used to gather data administered online. Descriptive statistics and non-parametric statistical tests were used in the data analysis. Results: Nursing students had high proficiency with technology but more than one-fourth had an unstable Internet connection. Nursing students generally had high expectations of and readiness for online learning. Although high, expectations about social interactions in the online learning environment obtained the lowest mean score among the five subscales of the SEOLS. Readiness for online learning significantly differed based on family income status and Internet stability. Bivariate analysis indicated a significant positive correlation between students’ expectations and readiness for online learning

Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?

The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand.  The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program