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Background: Worldwide, turnover intention in nurses is at the alarming rate. Although there are studies that will guide in reducing the turnover intention, the mediating relationships between the variables or the underlying mechanisms are not fully known. Aim: For this purpose, this study examined how cognitive flexibility, emotion management, and burnout affect turnover intention. Methodology: This is a cross-sectional study design involving 341 clinical nurses in Turkey. Descriptive analysis, Pearson correlation, and Hierarchical multiple linear regression analysis, and the SPSS macro-PROCESS (model 6) for testing a sequential mediating model were used. Results: There was a strong positive correlation between turnover intention and burnout, a weak negative correlation between turnover intention and cognitive flexibility, and a moderate negative correlation between turnover intention and emotion management (p ≤ .01). Emotion management and burnout, which are significant variables, together explained 31% of the variance in turnover intention. Emotion management and burnout mediated the relationship between cognitive flexibility and turnover intention. Conclusion: Interventions to reduce turnover intention in nurses may include improving emotion management skills, increasing cognitive flexibility, and preventing burnout. [ABSTRACT FROM AUTHOR]

Introduction: Nurses should have sufficient knowledge and skills for care, and they are also expected to be able to provide compassionate care and fulfill ethical principles. In fact, a decrease in compassion may lead to a decrease in the importance given to ethical values. Objectives: The study was conducted to determine the level of compassion and ethical sensitivity of nurses and to identify the relationship between compassion level and ethical sensitivity. Methods: A cross-sectional study carried out with 689 nurses working in a university hospital in Turkey between January-March 2020. The study data were collected using individual information form, the Compassion Scale, and the Ethical Sensitivity Questionnaire. Mann-Whitney U-test, Kruskal-Wallis test, Spearman's correlation test and multiple linear regression analysis were used to evaluate the data. Results: It was determined that compassion and ethical sensitivity levels of the nurses were partially high, and that as the compassion levels of nurses increased, the level of ethical sensitivity also increased. Besides, it was determined that the nurses' levels of kindness, common humanity, and mindfulness, which are sub-dimensions of compassion, are factors that significantly affect the ethical sensitivity and that these factors explain 8% of the total variance at the ethical sensitivity level (R=0.283, R²=0,080, F=9,899, p<0.01). Conclusions: It was determined that nurses' compassion and ethical sensitivity levels were partially high, as their level of compassion increased, their ethical sensitivity also increased, and compassion is an important predictor in ethical sensitivity. Practices to increase the compassion level of nurses should be prioritized. [ABSTRACT FROM AUTHOR]

Objectives: This study was designed as a descriptive trial aimed at identifying learning needs of patients hospitalized at a university hospital and understanding whether these learning needs vary depending on certain patient characteristics. Methods: The study sample consisted of 1190 patients/caregivers hospitalized at all departments except for the psychiatry clinic, who were planned to be discharged from the hospital. Data were collected using Patient Information Form and the Patient Learning Needs Scale (PLNS). Results: The evaluation of responses to the PLNS and its subscales revealed that the mean scores were 26.93±10.62 for drugs; 26.15±11.43 for activities of living; 19.78±5.54 for community and follow up; 16.86± 5.47 for feelings related to condition; 34.3±6.99 for treatment and complications; 28.20±7.40 for enhancing quality of life; and 13.64±6.54 for skin care. The PLNS total mean score was 165.95±45.44. Conclusion: According to the evaluation of the PLNS total score, patient learning needs vary depending on age, gender, occupation, level of education, the departments at which the respondent is treated, and whether the respondent is the patient him/herself or the caregiver. [ABSTRACT FROM AUTHOR]