探索矛盾型领导与护士职业成熟度之间的联系：组织学习的中介作用。

Exploring the link between Paradoxical leadership and nurses' career maturity: the mediating role of organizational learning.

作者信息

Atalla Amal Diab Ghanem, Mostafa Wafaa Hassan, Ali Mohamed Saad Saleh

机构信息

Department of Nursing Administration, Faculty of Nursing, Alexandria University, Alexandria, Egypt.

Department of Nursing Administration, Faculty of Nursing, Damanhour University, El-Behira, Egypt.

出版信息

BMC Nurs. 2025 May 19;24(1):559. doi: 10.1186/s12912-025-03179-6.

DOI:10.1186/s12912-025-03179-6

PMID:40389994

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12087127/

Abstract

BACKGROUND

Paradoxical leadership, which strikes a balance between control and flexibility, is becoming more and more acknowledged as being essential for promoting nurses' career maturity, adaptation, and continuous development in today's complicated healthcare environments. Nevertheless, little is known about the processes that connect leadership traits to professional development, especially the part played by organizational learning.

AIM

This study aimed to evaluate nurses' professional maturity and perceived paradoxical leadership, to investigate their relationship, and to determine the mediating role of organizational learning in this relationship.

DESIGN

Following STROBE criteria, a descriptive cross-sectional design was employed.

METHODS AND TOOLS

A descriptive cross-sectional study was carried out at a general hospital in Egypt with 380 nurses. Participants filled out the Organizational Learning Scale, the Career Maturity Questionnaire, and the Paradoxical Leadership Scale (PLS). Following STROBE principles, data were analyzed using ANOVA, Pearson correlation, and structural equation modeling (SEM).

RESULTS

High degrees of organizational learning, professional maturity, and paradoxical leadership were noted by nurses. All of the factors showed significant positive relationships with one another. Both career maturity (β = 0.144, p = 0.004) and organizational learning (β = 0.136, p = 0.007) were directly impacted by paradoxical leadership. Additionally, organizational learning moderated the association between leadership and career maturity (indirect effect = 0.0245; total effect = 0.756) and had a direct influence on career maturity (β = 0.180, p < 0.001). An excellent fit was shown by the model fit indices (CFI = 1.000, IFI = 1.000, RMSEA = 0.073).

CONCLUSION

Nurses' career maturity is greatly increased by paradoxical leadership, with organizational learning serving as a crucial mediating factor. Enhancing these elements through learning programs and leadership development can benefit nurses' career development and patient outcomes.

CLINICAL TRIAL NUMBER

Not relevant.

摘要

背景

在当今复杂的医疗环境中，矛盾式领导在控制与灵活性之间取得平衡，越来越被认为对促进护士的职业成熟度、适应性和持续发展至关重要。然而，对于将领导特质与专业发展联系起来的过程，尤其是组织学习所起的作用，人们知之甚少。

目的

本研究旨在评估护士的职业成熟度和感知到的矛盾式领导，调查它们之间的关系，并确定组织学习在这种关系中的中介作用。

设计

遵循STROBE标准，采用描述性横断面设计。

方法和工具

在埃及一家综合医院对380名护士进行了描述性横断面研究。参与者填写了组织学习量表、职业成熟度问卷和矛盾式领导量表（PLS）。遵循STROBE原则，使用方差分析、Pearson相关性分析和结构方程模型（SEM）对数据进行分析。

结果

护士们表现出高度的组织学习、职业成熟度和矛盾式领导。所有这些因素之间都呈现出显著的正相关关系。矛盾式领导直接影响职业成熟度（β = 0.144，p = 0.004）和组织学习（β = 0.136，p = 0.007）。此外，组织学习调节了领导与职业成熟度之间的关联（间接效应 = 0.0245；总效应 = 0.756），并对职业成熟度有直接影响（β = 0.180，p < 0.001）。模型拟合指数显示拟合良好（CFI = 1.000，IFI = 1.000，RMSEA = 0.073）。