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Aim. This paper is a report of a study to investigate the effect of organizational characteristics and perceived caring attributes of managers on nurses' job enjoyment. Background. Job satisfaction was the outcome of several studies about organizational or professional practice environments. Study variables predicted 30-60% of the variance in job satisfaction. Job enjoyment, the affective dimension of job satisfaction and manager caring were not variables in previous studies. Methods. We recruited a convenience sample of Registered Nurses ( n = 731) employed by a large healthcare system in the mid-Atlantic region of the United States of America. Participants were primarily staff nurses, female, white, full-time employees and 41 years of age or older. Most had a baccalaureate degree in nursing and 4·5% had an advanced practice license. Participants were surveyed in 2005 using Lake's Practice Environment Scale of the Nursing Work Index, Nyberg's Caring Assessment Scale, the Job Enjoyment Subscale of the Atwood and Hinshaw Job Satisfaction Scale and a demographic data form. Descriptive statistics were used to explore the study variables. Data were analysed using multiple regression. Results. Nursing foundations for quality of care, nurse manager ability, leadership and support of nurses, staffing and resource adequacy and collegial nurse-physician relations explained 30·6% of the variance in job enjoyment. Age, area of practice and job type explained an additional 5·4%. Conclusion. Quantitative measures did not identify a majority of the variables associated with job enjoyment. Research using a qualitative and quantitative methodology with different practice samples may reveal other variables that influence job enjoyment. [ABSTRACT FROM AUTHOR]

Background: Oncology nurses support cancer patients in meeting their self-care needs, often neglecting their own emotions and self-care needs. This study aims to investigate the variations in the five facets of holistic mindfulness among Italian oncology nurses based on gender, work experience in oncology, and shift work., Method: A cross-sectional study was carried out in 2023 amongst all registered nurses who were employed in an oncology setting and working in Italy., Results: There were no significant differences in all five facets of holistic mindfulness ( p ≥ 0.05) according to gender, work experience in the oncology field, and shift work., Conclusion: Could holistic mindfulness be defined as an intrinsic individual characteristic? Surely, more insights will be necessary to better define the holistic trend in oncology nursing.

The Theory of Integrative Nurse Coaching (TINC) has been analyzed according to the method of Walker and Avant. We have found that TINC is a well-constructed mid-range theory in the discipline of nursing. Within the domain of holistic nursing, it is focused on the goal of healing the whole person, synthesizing a large amount of theoretical material related to the concept of healing and placing it within the context of nursing as a discipline. With underpinnings in holistic nursing, it aligns with numerous grand nursing theories via the metaparadigm, healing, and patterns of knowing. It is easily translated into holistic nursing practice, actualized in the role of the nurse coach. It describes a method of holistic nursing practice that is suitable for use in numerous settings, including lifestyle, chronic disease, and end of life, among others. Although there is little published research using the theory, there is potential for application in holistic nursing practice, education, research, policy, and administration. We have identified numerous potential research questions that would test the theory. In this time of global nursing shortage and burnout, it is notable that this mid-range theory explicitly describes how self-care of the nurse enhances client care.

A comprehensive assessment of the knowledge, attitudes, and practices of nursing faculty and students related to complementary and alternative medicine (CAM) of one state in the Mid-Atlantic region of the United States was conducted and information was obtained from faculty about CAM content in their individual courses. Using a descriptive study design, a 32- and a 23-question online surveys were sent through e-mail to faculty and students, respectively. The response rate was: faculty 76% (N=117) versus students 41% (N=578). Positive support was found with regard to the addition of CAM into the nursing curriculum (81% students vs 92% faculty). Faculty provided some CAM didactic content to students on an inconsistent basis. It is unknown what CAM competencies students are expected to achieve. Integrating in the curriculum, experiential learning, a broad view of CAM therapies and holistic concepts, and evidence regarding CAM therapies is necessary. The results informed a plan for a professional development program for faculty., (Copyright © 2011 Lippincott Williams & Wilkins.)