Background: Working in the perioperative context is complex and challenging due to the impact of ageing and innovations, making new ways of working and collaborating emerging. The continual evaluation in this environment underscores the need for adaptability to technological advancements, and requires substantial allocation of resources for training and education. Educational programs for nurse anesthetists and surgical nurses should prioritize candidates through their unique personality traits and their ability to adapt evolving technologies. Objective: To explore personality characteristics of perioperative healthcare professionals that are instrumental for sustainable employability in technologically advanced environment. Methods: Personality characteristics were identified with the Big Five Inventory, which consisted of 60 items answered on a five-point Likert scale (strongly disagree to strongly agree). 823 perioperative healthcare professionals (360 nurse anesthetists and 463 surgical nurses) and 827 participants of the normative Dutch population completed the online survey. Findings: Specific personality traits were found for nurse anesthetists and surgical nurses when compared to the normative Dutch population. Traits of nurse anesthetists differed significantly on all domains of the Big Five Inventory, with the largest differences found within the dimension negative emotionally (F=3532.39, df=2, p<0.001). The same applied to surgical nurses, in which the largest differences were also found within the dimension negative emotionally (F=4051.66, df=2, p<0.001). Conclusion: This study highlights the role of specific personality traits in maintaining employability among Dutch perioperative healthcare professionals within the rapidly evolving and technologically advanced landscape of healthcare. It contributes to an understanding of sustainable employability in technologically advanced environments and emphasizes the relationship between individual traits and professional excellence, being crucial educational strategies and overall improvement in healthcare.
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BackgroundWorking in the perioperative context is complex and challenging. The continual evaluation in this environment underscores the need for adaptability to technological advancements, and requires substantial allocation of resources for training and education. This study aimed to explore personality characteristics of nurse anesthetists and surgical nurses that are instrumental for sustainable employability in technologically advanced environment.MethodsExploratory, cross-sectional survey study including nurse anesthetists and surgical nurses, both certified and in training, and a sample of the normative Dutch population. Personality characteristics were identified with the Big Five Inventory, which consisted of 60 items answered on a five-point Likert scale (strongly disagree to strongly agree).ResultsSpecific personality traits were found for nurse anesthetists and surgical nurses when compared to the normative Dutch population. Traits of both nurse anesthetists and surgical nurses differed significantly on all domains of the Big Five Inventory, with the largest differences found within the dimension negative emotionally.ConclusionsThis study highlights the role of specific personality traits in maintaining employability within the rapidly evolving and technologically advanced landscape of healthcare. It emphasizes the relationship between individual traits and professional excellence, being crucial educational strategies for overall improvement in healthcare.
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Introduction: Nursing students will come across stressful situations during their internships and will continue to do so in future practice. Because of the impact stress can have on performance, nursing students need to be equipped to work and collaborate in such situations. Careful consideration of the needs and desires of nursing students should be taken in account, in order to create a training environment that fosters students' ability to learn to collaborate under stress. Aim: The aim of this study is to identify viewpoints of undergraduate nursing students towards the learning of collaboration in stressful situations, to understand their needs and desires, and to improve educational designs for training to collaborate in stressful situations. Methods: We conducted a Q-methodology study, a mixed methods approach that studies and charts subjectivity, and uses a by-person factor analytical procedure to create profiles of shared viewpoints. The process of our Q-study is based on the following five steps: Q-set development (54 statements), participant selection (n = 29), Q-sorting procedure, data analysis, and factor interpretation. Results: Q-factor analysis resulted in two prevailing factors that answer our research question. Twenty-five students loaded on these two factors, and factor interpretation resulted in Profile 1 “Practice makes perfect, so let's do it” and Profile 2 “Practice is needed, but it scares me”. Whereas Profile 1 regarded learning to collaborate in stress mainly as a challenge, Profile 2 appeared anxious despite feeling the necessity to learn this. An overarching consensus factor revealed the importance of a learning environment in which mistakes can be made. Discussion: The two described profiles align with the biopsychosocial model of challenge and threat, and could help to recognize and address the individual needs of nursing students when learning to collaborate in stressful situations. Incorporating these profiles in training may guide students towards a more challenge-like appraisal of stressful situations.
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