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Background: The healthcare system is under increasing pressure to improve service quality and patient outcomes, with nurses playing a crucial role. They are responsible for about 80% of healthcare services in hospitals, and their proficiency directly influences care quality, patient satisfaction, and complication rates. The work environment also significantly impacts nurses' ability to perform these competencies, highlighting the need for a comprehensive understanding of these factors in healthcare delivery. This study aims to assess the relationship between nursing process competency and the work environment among clinical nurses. Methods: This study utilized a cross-sectional correlational design involving 321 clinical nurses from five teaching hospitals in Ardabil, Iran. Data were collected from April to June 2024 using the Competency of Nursing Process Questionnaire (CNPQ) and a work environment questionnaire. Data analysis was conducted using SPSS version 14, employing descriptive statistics and analytical methods, including Independent sample t-tests, ANOVA, and Pearson correlation, to examine relationships between variables. Results: The findings revealed significant relationships between overall competency of nursing process and supportive work conditions, particularly fairness in evaluation (r = 0.388, p < 0.001) and colleague support (r = 0.306, p < 0.001). Hierarchical regression highlighted key predictors, including position (Beta = 0.21, p = 0.03) and fairness and Equality in evaluation (Beta = 0.22, p < 0.001), while implementation of the nursing process negatively impacted competency of nursing process (Beta = -0.56, p < 0.001). Conclusion: The findings highlighted the importance of a positive work environment in improving nursing process competency. To foster a thriving nursing workforce and enhance patient care outcomes, healthcare institutions should implement systems to acknowledge nurses' contributions and encourage open communication that fosters a sense of belonging and value among staff. Additionally, targeted training programs should be provided to focus on the nursing process and skills enhancement, thereby boosting both confidence and competency. Clinical trial number: Not applicable. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to translate and evaluate the psychometric properties of the Persian version of the Innovative Behavior Inventory-20 (IBI-20) among clinical nurses in northwest Iran. Methods: A descriptive survey with psychometric analysis was conducted involving 321 nurses from Ardabil medical training centers. The study employed a stratified proportional sampling method. Data were collected using standard questionnaires, including a demographic profile form and the innovative behavior questionnaire. Descriptive statistics, such as mean, standard deviation, frequency, and percentage, were calculated using IBM SPSS Statistics for Windows, version 26.0. Reliability was assessed through Cronbach's alpha, McDonald's omega, and Coefficient H. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) was performed using IBM SPSS version 26.0 and AMOS version 24.0, with a significance level set at p < 0.05. Results: The findings indicate that the IBI-20 possesses good face validity, content validity, construct validity, convergent and discriminant validity, and reliability. CFA confirmed the accuracy of the tool's six-factor structure, with all factors exhibiting factor loadings greater than 0.3. Internal consistency was excellent, as demonstrated by a high Cronbach's alpha, McDonald's omega, and Coefficient H. The test-retest reliability of the IBI was also robust, with an intraclass correlation coefficient (ICC) of 0.942. Conclusion: Our study validated the Persian version of the Innovative Behavior Inventory-20 (IBI-20) for assessing innovative behaviors among Iranian nurses. The IBI-20 is a vital tool for addressing healthcare challenges. The validation process, including face validity, content validity, and confirmatory factor analysis, demonstrated excellent validity, establishing it as a reliable instrument for evaluating innovative behaviors among nurses. These findings significantly impact nursing practice and research, ultimately enhancing patient outcomes. [ABSTRACT FROM AUTHOR]

Background: When nurses feel that the learning processes in their organization are fair and just, they are more likely to feel confident about sharing their knowledge, expressing their concerns, and contributing to the learning process. Conversely, suppose employees perceive a lack of organizational justice. In that case, they may be less likely to speak up and share their valuable input due to concerns about unfair treatment or possible negative consequences. Objective: Nurses' silence and organizational learning may have a connection yet to be thoroughly investigated. We are exploring whether organizational justice mediates this relationship by improving nurses' perception of it and reducing silence among them. Methods: A study was conducted in Ardabil, Iran, to analyze the correlation between organizational learning, organizational justice, and organizational silence among 319 healthcare professionals from five hospitals. The study utilized three assessment tools: the organizational learning questionnaire, the organizational justice scale, and the organizational silence scale. The collected data were analyzed using IBM SPSS Statistics, and a structural equation model (SEM) was developed using the bootstrap method in AMOS 24.0 to test the proposed model. Results: Our study found a strong positive relationship between organizational learning and organizational justice and a significant negative correlation between organizational learning and silence. Also, there was a significant negative relationship between organizational justice and silence. SEM showed that organizational learning indirectly affects organizational silence through organizational justice as a mediator, explaining 72.3% of all variance in organizational silence. Conclusion: Our findings indicated that organizational learning is positively associated with justice but negatively associated with silence. When nurses experience organizational justice, they are less likely to remain silent. Encouraging nurses to share their opinions and concerns reduces silence and improves working conditions, morale, and patient care. Further research is needed to understand the complex interplay between organizational learning, justice, and silence in nursing settings. [ABSTRACT FROM AUTHOR]

Background: Innovation in nursing involves applying new knowledge to create novel ideas, methods, or technologies, resulting in higher-quality care and improved patient outcomes. Adequate support for innovation is crucial for progress in nursing. This study aimed to translate the Innovation Support Inventory (ISI-12) into Persian and assess its psychometric properties specifically among clinical nurses. Methods: A methodological cross-sectional study was conducted from September 2022 to July 2023 to evaluate the face, content, and construct validity of the ISI-12. Construct validity was assessed through confirmatory factor analysis (CFA) and convergent and discriminant validity evaluation using data obtained from 321 clinical nurses. The test–retest stability and internal consistency of the ISI-12 were also evaluated to assess its reliability. Results: The Persian version of the ISI-12 validation through confirmatory factor analysis has confirmed its fit with the proposed three-factor model. The ISI-12 demonstrated high reliability, as evidenced by a Cronbach's alpha coefficient (α = 0.969), McDonald's omega coefficient (ω = 0.922), coefficient H (H = 0.979), and mean inter-item correlation (ρ = 0.418). Additionally, the stability of the ISI-12 during two weeks among 40 clinical nurses was found to be excellent, with an ICC of 0.951. Conclusion: The Persian version of the ISI-12 is a valid inventory for evaluating the innovation Support of clinical nurses. [ABSTRACT FROM AUTHOR]

Background: Nursing managers have the potential to significantly impact the outcomes of nurses, patients, and organizations. Their competencies for effective performance are crucial. The global nursing workforce is facing a severe shortage of nurses. Dissatisfaction with management is one of the most important reasons for nurses' inclination to leave their jobs. Therefore, this study examines the relationship between nursing managers' competencies, job satisfaction and intention to leave among clinical nurses. Methods: An analytical cross-sectional study was conducted on 354 nurses in five hospitals affiliated with Ardabil University of Medical Sciences from May to August 2023. This research used web-based software to design demographic information forms, nurse manager competency scale, turnover intention, and single-item job satisfaction questionnaires. The significance level for the study was set at p < 0.05. Results: This study revealed that participants had an average score of 3.06 out of 5 in perceived nurse manager competence. Only one-fourth of the participants (25.7%) were satisfied with their current job, and less than half (46.9%) intended to leave. Employee support and development, change and resource management, supervision and quality monitoring, and personal mastery positively influenced nurses' job satisfaction. These competencies hurt employees' intention to leave their jobs. Conclusions: The research findings indicate that nursing managers in Iran have lower competency than in previous studies. Developing and strengthening these competencies is very important, as it significantly improves job satisfaction and reduces nurses' tendency to leave their jobs. Additionally, the results show that nursing managers who excel in supporting and developing staff, resource management, quality supervision, and personal mastery positively impact nurses' job satisfaction. However, these competencies can also help reduce employees' intention to leave their jobs. Retaining and maintaining nurses in the healthcare field is of utmost importance. [ABSTRACT FROM AUTHOR]

Background: Ensuring patient safety is of paramount importance in healthcare services. Sleep disorders not only have detrimental effects on the health of healthcare students but also significantly impair their performance, leading to an increased risk of medication errors. These errors can pose a grave threat to the safety and well-being of patients. It is crucial to address and mitigate sleep disorders among internship healthcare students to safeguard the quality of care and minimize potential patient harm. Objectives: This study aimed to investigate the predictors of Patient Safety Competency (PSC) based on the sleep quality of internship healthcare students. Methods: A study was conducted on 331 students from the Ardabil School of Nursing and Midwifery at Ardabil University of Medical Sciences in northwest Iran from August to December 2022. The participants were selected by stratified random sampling. Data were collected using a demographic information form, the Pittsburgh Sleep Quality Index (PSQI), and the Health Professional Education in Patient Safety Survey (H-PEPSS). The collected data were analyzed using SPSS software version 22.0. Person correlation coefficients were used to examine the relationship between PSC level, its dimensions, and sleep quality, while multiple linear regression was conducted to identify the predictors of PSC. Results: The competency of nurses in patient safety was average in both classroom and clinical settings. However, their ability to work as a team with other healthcare professionals scored the lowest. In addition, the quality of sleep was found to be a predictor of patient safety competency among healthcare students during their internships. Conclusions: It is important to note that healthcare students tend to have moderate patient safety competence (PSC), which is positively correlated with their sleep quality. Therefore, it is vital to identify the key factors that directly affect PSC. This would enable nursing and midwifery faculty administrators to take preventive measures to enhance patient safety competence in both classroom and clinical settings. Additionally, organizing educational workshops that engage students and improve their sleep quality could improve patient care. Practical courses are recommended for health professionals and students in clinical settings to enhance patient safety competencies. Additionally, student internships should receive hands-on training to improve teamwork and rest conditions. [ABSTRACT FROM AUTHOR]

Background. By utilizing the nursing care process, healthcare professionals can implement nursing knowledge effectively and efficiently, ultimately leading to a significant improvement in the quality of care provided. Objective. This study aimed to assess writing nursing care plan competence among Ardabil nursing students in northwestern Iran. Methods. The study involved 248 nursing students from the second to eighth semesters in three nursing and midwifery schools located in the Ardabil province of northern Iran. The data were collected using a simple random sampling method and included a demographic questionnaire along with a survey questionnaire on nursing care plan writing skills. This was conducted between May and June 2023. Descriptive statistics, Pearson correlation, t-test, ANOVA, and multiple linear regression analyses were conducted for data analysis. Results. The mean score (SD) for writing a nursing care plan in a student survey was 3.35 (0.57) on a scale of 1 to 5. The survey's weighted mean score for each dimension is as follows: data gathering (D) = 3.40 (0.73), identification of client's problems (P) = 3.40 (0.73), sustainable goals (G) = 3.31 (0.77), appropriateness of intervention (I) = 3.30 (0.67), and recognizing outcomes (O) = 3.37 (0.69). This indicates that the students performed well overall. However, the lowest score was in the appropriateness of interventions dimension. Multiple linear regression analysis revealed that four variables, mean score of grade point average (GPA), age, academic term, and time spent studying (hours per day), were significant predictors of the student survey's scores on writing nursing care plans. These variables could predict 61% of the total variance. Implication for Nursing Management. Nursing school administrators can establish programs to improve education and practice in nursing care plan development based on this study. They can use these findings to enhance nursing education and practice for students, which will ultimately lead to better nursing care plans. Administrators should ensure that students have the necessary skills for writing efficient care plans and provide training courses to improve their writing and critical thinking skills. Policies can be implemented to encourage students to increase their study hours and maintain quality care programs. Conclusion. Nursing students are skilled in creating well-written nursing care plans that follow the nursing process. The quality of these plans improves with higher GPAs and longer study hours. To enhance nursing care plans, nursing education should focus on developing skills and allocating sufficient time for studying and practicing. Collaborating with faculty and administrators, as well as using reliable resources, can also help improve the quality of care plans. [ABSTRACT FROM AUTHOR]

Critical thinking is a crucial skill in nursing that nursing students should apply in their work environment. It involves analyzing, evaluating, and interpreting information. It is used in various topics such as disease diagnosis, treatment planning and implementation, monitoring, and evaluation of results, problem-solving, and decision-making in emergencies. This study in Iran aimed to evaluate factors associated with nursing students' critical thinking ability. Following the STROBE guidelines, an analytical cross-sectional study was conducted in Ardabil province, northwest Iran. The study collected data through convenience sampling at nursing schools in Ardabil province, with a sample of 246 nursing students participating. The data collected from a demographic information form and the Persian version of the Nursing Critical Thinking in Clinical Practice Questionnaire were analyzed using SPSS version 22.0 software. The study found that the overall mean score of clinical critical thinking among nursing students was 313.87 ± 25.80 (range = 109–436). Based on this score, most students reported low (63%) or moderate (37%) clinical critical thinking levels. The highest and lowest mean scores between dimensions were related to the intellectual and cognitive (127.99 ± 13.30) and technical (17.25 ± 3.43), respectively. Multiple linear regression analysis revealed that semester and college were predictors of clinical critical thinking among nursing students. The selected predictors accounted for 19.3% of the total variance in clinical critical thinking scores (F = 9.396, p < 0.001). The study results showed that nursing students could have performed better in critical thinking ability. The study suggests that nursing education programs should prioritize teaching critical thinking skills in clinical settings as it is an essential subject in nursing education. With significant changes in nursing clinical environments, enhancing clinical critical thinking can improve nursing student performance clinically. Therefore, one of the crucial learning objectives in a clinical nursing course is to develop clinical critical thinking skills for nursing students. [ABSTRACT FROM AUTHOR]