Human resources and professional quality of life among hospital nurses during the COVID-19 pandemic
https://doi.org/10.70228/YJHER2024018
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ABSTRACT
A quantitative descriptive design was employed to assess the pandemic's impact on nurse human resources and the hospital nurses’ professional quality of life by using the hospital nursing human resource questionnaire and Work-related Quality of Life Scale-1. Hospital nurses, totaling 384, were exclusively recruited from tertiary hospitals within the region. The majority were female nurses aged 31-40, with the professional title of intermediate-level with a bachelor's degree qualification. They possess extensive professional experience, with most having accumulated over six years of service across various specialized departments within the hospital. The findings revealed that the shortage of nursing staff remained severe, particularly among senior titles and experienced nurses, and the resignation rate among nurses was not significantly affected. The majority of nurses hold a bachelor's degree, which is advantageous for the healthcare system. However, a relatively high proportion of middle and junior-level titles and junior nurses indicated challenges faced by regional nurse teams and posed difficulties for the healthcare system. Regarding the professional quality of life, the results showed no significant difference between the variables being compared when grouped according to the demographic profiles except working hospitals. Consequently, hospital administrators and healthcare system policymakers may look closely and implement strategies to increase the number of nurses, particularly those with senior professional titles, while enhancing hospital leadership and the hospital nurses’ professional quality of life. A Proposed Enhancement Program for the Professional Quality of Life for Nurses was drafted from the results of the study.
Keywords: human resources, professional quality of life, COVID-19 pandemic, hospital nurses
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief