School of Physical Therapy, Western University, London, Ontario, Canada.
School of Physical Therapy, Western University, London, Ontario, Canada
BMJ Open. 2024 May 17;14(5):e084744. doi: 10.1136/bmjopen-2024-084744.
Retention of nurses in long-term care (LTC) and home and community care (HCC) settings is a growing concern. Previous evidence underscores factors which contribute to nurses' intentions for retention in these sectors. However, perspectives of nursing students preparing to enter the workforce, and their intentions for short-term and long-term retention, remain unknown. This study aims to explore relationships between short-term and long-term intentions for retention with psychological empowerment, work engagement, career commitment, burnout, prosocial motivation, self-care and personal resilience among students enrolled in nursing educational bridging programs supported by the Bridging Educational Grant in Nursing (BEGIN) program in Ontario, Canada.
This cross-sectional design study will use an open online survey to investigate perspectives of current nursing students enrolled in educational bridging programs on factors relating to psychological empowerment, work engagement, career commitment, resilience, burnout, prosocial motivation, self-care and intentions for retention. Additionally, the survey will collect demographic information, including age, gender, ethnicity, citizenship, income, family status, nursing role, and years of employment and/or education. Open-ended questions will elicit participants' perspectives on financial considerations for career planning and other factors impacting intentions for retention. Descriptive data will be presented for contextualisation of participants' demographic characteristics to enhance generalisability of the cohort. Descriptive statistics will be used to summarise participants' scores on various assessment measures, as well as their short-term and long-term intentions for retention in LTC and HCC after completion of BEGIN. A Pearson's product moment r correlation will determine relationships between intentions for retention and other measures, and linear regression will determine whether any potential correlations can be explained by regression.
This research protocol received ethical approval from a research-intensive university research ethics board (#123211). Findings will be disseminated to nursing knowledge users in LTC and HCC through publications, conferences, social media and newsletters.
长期护理（LTC）和家庭及社区护理（HCC）机构中护士的留存率是一个日益受到关注的问题。先前的证据强调了促成这些领域护士留职意愿的因素。然而，准备进入劳动力市场的护理学生的观点，以及他们对短期和长期留职的意愿，仍然未知。本研究旨在探讨在加拿大安大略省 Bridging Educational Grant in Nursing（BEGIN）项目支持的护理教育衔接课程中注册的护理学生的短期和长期留职意愿与心理授权、工作投入、职业承诺、倦怠、亲社会动机、自我保健和个人适应力之间的关系。
本横断面设计研究将使用开放式在线调查来调查当前注册教育衔接课程的护理学生对与心理授权、工作投入、职业承诺、适应力、倦怠、亲社会动机、自我保健和留职意愿相关因素的看法。此外，调查还将收集人口统计学信息，包括年龄、性别、族裔、公民身份、收入、家庭状况、护理角色以及工作和/或教育年限。开放式问题将征求参与者对职业规划的财务考虑因素和影响留职意愿的其他因素的看法。将呈现描述性数据，以说明参与者的人口统计学特征，从而增强队列的普遍性。将使用描述性统计来总结参与者在各种评估措施上的得分，以及他们在完成 BEGIN 后在 LTC 和 HCC 中的短期和长期留职意愿。皮尔逊积矩相关系数将确定留职意愿与其他措施之间的关系，线性回归将确定任何潜在的相关性是否可以通过回归来解释。
本研究方案已获得一所研究密集型大学研究伦理委员会的伦理批准（#123211）。研究结果将通过出版物、会议、社交媒体和通讯向 LTC 和 HCC 的护理知识使用者传播。
