Yeh Tzu-Pei, Lin Yen-Kuang, Lu Hsin-Yi, Bloomfield Jacqueline, Chen I-Hui
School of Nursing, China Medical University, 100, Jingmao Rd., Sec. 1, Beitun District, Taichung 406040, Taiwan.
Department of Nursing, China Medical University Hospital, 2, Yude Rd., North District, Taichung 404327, Taiwan.
J Nurs Manag. 2025 Jul 28;2025:5815383. doi: 10.1155/jonm/5815383. eCollection 2025.
The benefits of empowering leadership have been documented, but few studies have examined its impacts on nursing staff job well-being and resident outcomes in long-term care (LTC) settings. In this study, we evaluated the effects of an empowering leadership training program, delivered via a flipped learning approach for LTC leaders, on nursing staff and resident well-being. A quasiexperimental pre-post design with a control group was used. Participants were recruited from six residential facilities in central Taiwan, and included 80 staff (40 per group), 186 residents (intervention: 100; control: 86), and 21 leaders (10 in the intervention group and 11 in the control group). A 12-module intervention for LTC leaders comprised e-learning, face-to-face classes, and post-class assignments focused on empowering leadership. Each module lasted 2 h per week. The control group received an educational brochure covering the same topics. Postintervention data were collected 3 months after the intervention. Staff measures included the Leader Empowerment Behavior Scale, Occupational Burnout Inventory Scale, Spreitzer's Empowerment Scale, Minnesota Job Satisfaction Questionnaire, and a single-item about job stress. Resident measures were the SF-36 health survey, WHO Quality of Life Questionnaire, and Customer Satisfaction Scale. Linear mixed models were employed to assess intervention effects. This study complied with the TREND checklist. Compared to controls, the intervention group demonstrated significant improvements over time in staff perceptions of empowering leader behaviors ( < 0.001), psychological empowerment ( < 0.001), job satisfaction ( < 0.001), and reduced burnout ( < 0.001). For residents, significant improvements in psychological health ( < 0.05), quality of life ( < 0.05), and care quality ( < 0.001) were detected in the intervention group. The empowering leadership educational intervention for leaders using a flipped learning approach enhanced nursing staff job well-being and resident health outcomes in LTC settings. This intervention can provide a sustainable model for cultivating empowering leadership to optimize LTC workforce stability and resident care. Further research exploring mechanisms and long-term sustainability is warranted.
赋能型领导的益处已有文献记载，但很少有研究考察其对长期护理（LTC）机构中护理人员工作幸福感和居民结局的影响。在本研究中，我们评估了通过翻转学习方法为LTC领导者提供的赋能型领导培训项目对护理人员和居民幸福感的影响。采用了带有对照组的准实验前后设计。参与者从台湾中部的六个居住设施中招募，包括80名工作人员（每组40名）、186名居民（干预组：100名；对照组：86名）和21名领导者（干预组10名，对照组11名）。针对LTC领导者的一个12模块干预包括电子学习、面对面课程以及侧重于赋能型领导的课后作业。每个模块每周持续2小时。对照组收到一份涵盖相同主题的教育手册。干预后3个月收集数据。工作人员的测量指标包括领导者赋能行为量表、职业倦怠量表、斯普雷itzer赋能量表、明尼苏达工作满意度问卷以及一项关于工作压力的单项指标。居民的测量指标为SF - 36健康调查、世界卫生组织生活质量问卷和客户满意度量表。采用线性混合模型评估干预效果。本研究符合TREND清单。与对照组相比，干预组随着时间推移在工作人员对赋能型领导行为的认知（<0.001）、心理赋能（<0.001）、工作满意度（<0.001）以及倦怠减轻（<0.001）方面有显著改善。对于居民，干预组在心理健康（<0.05）、生活质量（<0.05）和护理质量（<0.001）方面有显著改善。采用翻转学习方法对领导者进行的赋能型领导教育干预提高了LTC机构中护理人员的工作幸福感和居民的健康结局。这种干预可为培养赋能型领导以优化LTC劳动力稳定性和居民护理提供一个可持续的模式。有必要进一步研究探索其机制和长期可持续性。
