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Skyvell Nilsson, MariaORCID iD iconorcid.org/0000-0003-0084-4636
Alternative names
Publications (10 of 34) Show all publications
Skyvell Nilsson, M., Gadolin, C., Larsman, P., Pousette, A. & Törner, M. (2024). The role of perceived organizational support for nurses' ability to handle and resolve ethical value conflicts: A mixed methods study. Journal of Advanced Nursing, 80(2), 765-776
Open this publication in new window or tab >>The role of perceived organizational support for nurses' ability to handle and resolve ethical value conflicts: A mixed methods study
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2024 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 80, no 2, p. 765-776Article in journal (Refereed) Published
Abstract [en]

Aim: To explore if and how nurses' perceived organizational support affects their ability to handle and resolve ethical value conflicts.

Design: A mixed methods design with a longitudinal questionnaire survey and focus group interviews.

Methods: A questionnaire survey in six hospitals in two Swedish regions provided data from 711 nurses responding twice (November–January 2019/2020 and November–January 2020/2021). A cross-lagged path model tested the mutual prospective influence between the organizational climate of perceived organizational support, frequency of ethical value conflicts, and resulting moral distress. Four focus group interviews were conducted with 21 strategically selected nurses (April–October 2021). Qualitative data collection and analysis were inspired by Grounded Theory.

Results: A climate of perceived organizational support was empowering, contributing to role security. It prospectively decreased the frequency of ethical value conflicts but not the moral distress when conflicts did occur.

Conclusion: It is important to facilitate the development of perceived organizational support among nurses, but also to reduce the occurrence of ethical value conflicts that the nurses cannot resolve.

Implications for the Profession: By ensuring a shared care ideology, good interprofessional relations within the entire care organization, providing clear and supportive organizational structures, and utilizing competence adequately, healthcare managers can facilitate and support the development of perceived organizational support among nurses. Nurses who are empowered by perceived organizational support are stimulated by and take pride in their work and experience the work as meaningful and joyful.

Impact: The study addressed the question of whether healthcare organizations could support nurses to resolving ethical value conflicts, and thus reduce moral distress. Perceived organizational support is related to factors such as ideological caring alignment and supportive organizational preconditions. This study contributes specific knowledge about how healthcare organizations can empower nurses to effectively resolve ethical value conflicts and thereby reduce their moral distress.

Patient or Public Contribution: No patient or public contribution.

Keywords
focus group interviews, moral distress, nurse turnover, nursing, longitudinal survey, organizational healthcare development, healthcare quality
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-20826 (URN)10.1111/jan.15889 (DOI)001075305100001 ()37775477 (PubMedID)2-s2.0-85173463860 (Scopus ID)
Funder
AFA Insurance, 180085
Note

CC BY 4.0

Available from: 2023-10-05 Created: 2023-10-05 Last updated: 2024-01-12Bibliographically approved
Andersson, A., Brink, E., Yang Hansen, K. & Skyvell Nilsson, M. (2023). Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses: A confirmatory factor analysis. Nurse Education Today, 128, 1-9, Article ID 105889.
Open this publication in new window or tab >>Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses: A confirmatory factor analysis
2023 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 128, p. 1-9, article id 105889Article in journal (Refereed) Epub ahead of print
Abstract [en]

INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.

METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).

RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.

CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.

Keywords
Confirmatory factor analysis, assessment instrument, newly graduated nurses, nursing, professional development, registered nurses, transition, work-integrated learning, workplace learning, WIL
National Category
Nursing Learning
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20305 (URN)10.1016/j.nedt.2023.105889 (DOI)001060765700001001060765700001 ()37364414 (PubMedID)2-s2.0-85163013113 (Scopus ID)
Note

CC-BY 4.0

Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2024-01-11
Koskinen, M., Hilli, Y., Keskitalo, T., Talvik, M., Sandvik, A.-H., Thorkildsen, K. M., . . . Šteinmiller, J. (2023). Ethical dilemmas faced by healthcare teachers during the COVID-19 pandemic. Nursing Ethics
Open this publication in new window or tab >>Ethical dilemmas faced by healthcare teachers during the COVID-19 pandemic
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2023 (English)In: Nursing Ethics, ISSN 0969-7330, E-ISSN 1477-0989Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. Research aim: This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. Research design: This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and analysed thematically. Participants and research context: Healthcare teachers (n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. Ethical considerations: This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. Findings: Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students’ ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone’s needs, and who gets my time? Conclusions: This study highlights the importance of healthcare teachers’ continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible  © The Author(s) 2023.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
Caring science, COVID-19, ethical dilemma, healthcare teacher, hermeneutics, thematic analysis
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-21186 (URN)10.1177/09697330231215957 (DOI)001107764100001 ()37997900 (PubMedID)2-s2.0-85178350620 (Scopus ID)
Note

CC BY 4.0

Available from: 2024-01-19 Created: 2024-01-19 Last updated: 2024-01-19Bibliographically approved
Hörberg, A., Gadolin, C., Skyvell Nilsson, M., Gustavsson, P. & Rudman, A. (2023). Experienced Nurses’ Motivation, Intention to Leave, and Reasons for Turnover: A Qualitative Survey Study. Journal of Nursing Management, 2023
Open this publication in new window or tab >>Experienced Nurses’ Motivation, Intention to Leave, and Reasons for Turnover: A Qualitative Survey Study
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2023 (English)In: Journal of Nursing Management, ISSN 0966-0429, E-ISSN 1365-2834, Vol. 2023Article in journal (Refereed) Published
Abstract [en]

There is a global nurse shortage, and researchers have made great efforts in trying to unveil the reasons for turnover and how to increase retention. However, such research has had a tendency to study variables related to intention to leave (ITL) or turnover as isolated phenomena. Objective. To simultaneously explore what factors motivate experienced nurses in the workplace and the underlying reasons for strong ITL and high staff turnover within the profession. Design. An inductive qualitative content analysis was used based on data from open-ended survey questions. The data originated from the longitudinal analyses of nursing education/employment/entry (LANE) in work-life study. The qualitative data analyzed in this study were distributed in October 2017-January 2018, to all nurses in three cohorts corresponding to 11-, 13- and 15-year postgraduation. Of the 2,474 nurses answering the survey, 1,146 (46%) responded to one or more of the open-ended questions. Results. The result showed that what motivates experienced nurses, their intention to leave (ITL), and reasons for turnover could be described in the form of five broad categories, namely, organizational characteristics, work characteristics, relationships at work, work recognition, and health issues. There was rarely a one single reason described, rather several reasons needed to be experienced over time for nurses to stay motivated or leave the profession. Conclusions. There is no single reason that makes nurses leave the profession, nor is there one single reason that makes them motivated to stay. Retention and turnover are complex processes and need to be addressed as this, not as a single isolated phenomenon. © 2023 Anna Hörberg et al.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2023
Keywords
article; case report; clinical article; content analysis; employment; health survey; human; human experiment; motivation; nurse; nursing education; occupation; turnover rate; workplace
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-21193 (URN)10.1155/2023/2780839 (DOI)001069026700001 ()2-s2.0-85172791757 (Scopus ID)
Note

CC BY 4.0

Available from: 2024-01-19 Created: 2024-01-19 Last updated: 2024-01-19Bibliographically approved
Rudman, A., Frögéli, E. & Skyvell Nilsson, M. (2023). Gaining acceptance, insight and ability to act: A process evaluation of a preventive stress intervention as part of a transition-to-practice programme for newly graduated nurses. Journal of Advanced Nursing, 1-15
Open this publication in new window or tab >>Gaining acceptance, insight and ability to act: A process evaluation of a preventive stress intervention as part of a transition-to-practice programme for newly graduated nurses
2023 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

Aim:

To investigate how NGNs perceived and applied an intervention for preventing stress-related ill health embedded in a transition-to-practice programme when enter-ing their professional life.

Design:

A qualitative exploratory descriptive design was selected for this study to gain insights and perspectives on the adoption and utilization of the intervention.

Methods:

In this qualitative methodology process evaluation, semi-structured and audio-recorded interviews were conducted with a sample of 49 nurses. Data were collected between December 2016 and July 2017, and were sorted in NVivo 12 Plus, followed by thematic analysis.

Results:

The analysis resulted in three change processes stimulated by the intervention: (a) Building acceptance of being new; (b) Gaining insight into professional devel-opment and health and (c) Practical steps for skills development, healthy habits and better-organized work. In addition to the three themes, barriers that hindered the progression of the processes were also described. Each process influenced the development of the others by stimulating a deeper understanding, motivation to change and courage to act. Several barriers were identified, including the use of cognitively demanding intervention tools, fatigue, high work demands, inconvenient work hours and a hostile social climate on the ward.

Conclusion:

This process evaluation showed that newly graduated nurses used knowledge from the intervention and adopted new behaviours largely in accordance with how the intervention was intended to work.

Impact:

When entering a new profession, it is crucial to receive a well-thought-out, structured and targeted introduction to the new professional role, tasks and work group. Nurses stated that the intervention increased their understanding of the role as new nurses and their insight into how to develop skills that promoted better functioning and recovery. The intervention also stimulated the development of new health behaviour and some new learning strategies.

Keywords
intervention, interviews, introduction, nurses, onboarding, prevention, proactive behaviour, process evaluation, recovery, stress
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-20713 (URN)10.1111/jan.15820 (DOI)001044146500001 ()37550853 (PubMedID)2-s2.0-85167362290 (Scopus ID)
Funder
AFA Insurance, 14007
Note

CC BY 4.0

Available from: 2023-12-29 Created: 2023-12-29 Last updated: 2024-01-15
Viking, T., Skyvell Nilsson, M. & Wernersson, I. (2023). Interprofessional learning through discussions of troubled sex/gender in mental health care: A case study. Journal of Mental Health Training, Education and Practice, 18(3), 206-216
Open this publication in new window or tab >>Interprofessional learning through discussions of troubled sex/gender in mental health care: A case study
2023 (English)In: Journal of Mental Health Training, Education and Practice, ISSN 1755-6228, E-ISSN 2042-8707, Vol. 18, no 3, p. 206-216Article in journal (Refereed) Published
Abstract [en]

Purpose

This study aims to investigate how aspects of the sex/gender were scrutinized in a team’s production of clinical guidelines for psychiatric compulsory care and what the implications were for the final guidelines and for interprofessional learning.

Design/methodology/approach

The study is a case study, where interviews were conducted and a narrative analysis was used.

Findings

The results reflected how sex/gender arose in a discussion about gender differences when using restraining belts. Furthermore, discussions are presented where profession-specific experiences and knowledge about sex/gender appeared to stimulate interprofessional learning. However, the team’s learning about the complexity of sex/gender resulted in guidelines that emphasized aspects of power and focused on the individual patient. Thus, discussions leading to analysis and learning related to gender paradoxically produced guidelines that were gender-neutral.

Originality/value

The study highlights the potential interprofessional learning in discussions of sex/gender and its complex relation in medicine.

Keywords
case study, interprofessional, interprofessional teamwork, professional differences, sex, gender, textual mediation
National Category
Psychiatry Work Sciences
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19776 (URN)10.1108/jmhtep-03-2021-0032 (DOI)000907202800001 ()2-s2.0-85145742287 (Scopus ID)
Note

CC BY 4.0

Available from: 2023-03-20 Created: 2023-03-20 Last updated: 2024-01-11Bibliographically approved
Sterner, A., Eklund, A. & Skyvell Nilsson, M. (2023). Prepared to learn but unprepared for work: A cross sectional survey study exploring the preparedness, challenges, and needs of newly graduated nurses entering a hospital-based transition program. Nurse Education in Practice, 72, Article ID 103782.
Open this publication in new window or tab >>Prepared to learn but unprepared for work: A cross sectional survey study exploring the preparedness, challenges, and needs of newly graduated nurses entering a hospital-based transition program
2023 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 72, article id 103782Article in journal (Refereed) Published
Abstract [en]

The study aims to investigate new graduate nurses the perceptions of educational preparedness, their challenges, and their expectations during their transition to hospital care and introduction to work.

Background: Previous research has raised questions about new graduate nurses’ (NGNs) preparedness for work in the clinical setting, and transition programs have been implemented to smooth the transition process. Information about NGNs’ expectations of both transition programs and their introduction to work when first entering the nursing profession is scarce.

Design: A cross-sectional survey design was used. Method: NGNs enrolled in a regional transition program in six hospitals were recruited from three-cohorts during September 2021, January 2022 and September 2022. After responding to a survey both a qualitative and quantitative approach was used when analyzing responses.

Results: Quantitative and qualitative findings derived from 248 NGNs responses showed that 65% of the NGNs perceived that nursing education in general prepared them for clinical work, that they were prepared for and committed to workplace learning but require support from a well-designed transition program as well as from colleagues and managers in their ward unit.

The conclusion is that the preparation provided by nursing education as well as organizational factors in the healthcare workplace influence new graduate nurses’ readiness for clinical work, the challenges they perceive, and their needs for learning and supp

Keywords
New graduate nurse, Transition, Introduction, Nursing education, Hospital work environment
National Category
Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-20791 (URN)10.1016/j.nepr.2023.103782 (DOI)001079646600001 ()37717407 (PubMedID)2-s2.0-85171441432 (Scopus ID)
Note

CC-BY 4.0

Available from: 2023-09-19 Created: 2023-09-19 Last updated: 2024-01-26Bibliographically approved
Sterner, A., Skyvell Nilsson, M. & Eklund, A. (2023). The value of simulation-based education in developing preparedness for acute care situations: An interview study of new graduate nurses’ perspectives. Nurse Education in Practice, 67, 1-7, Article ID 103549.
Open this publication in new window or tab >>The value of simulation-based education in developing preparedness for acute care situations: An interview study of new graduate nurses’ perspectives
2023 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 67, p. 1-7, article id 103549Article in journal (Refereed) Published
Abstract [en]

Aim

This study aimed to explore how new graduated nurses experience a one-day simulation based education, contributing to providing care in acute situations two months after completion.

Background

Simulation-based education is often offered to new graduated nurses as part of important workplace learning. Simulation-based education is a valid learning and teaching strategy and is suggested as a measure to improve nurses’ ability in acute situations. However, studies are often conducted as pre-post evaluations immediately after completion of a simulation. Thus, knowledge of the clinical impact of simulation-based education on actual acute care situations could benefit both research and practice.

Design/method

During the winter of 2021–2022, 14 semi-structured interviews were conducted with newly graduated nurses two months after they completed the simulation-based education and the interviews were analyzed using thematic analysis.

Results

The results are presented in three themes: a structured and shared strategy to handle acute situations, a developed role in acute situations and a more comprehensive understanding of acute situations. The results revealed that simulation-based education can contribute to the ability to care in acute situations in terms of action readiness and broad contextual understanding.

Conclusion

Simulation-based education can help develop the ability to care for patients in acute situations. However, differences in participant experiences must be acknowledged and processed in order for the implementation and outcome to be successful.

Place, publisher, year, edition, pages
Elsevier, 2023
Keywords
Nursing, Simulation, New graduate nurse, Acute care, Transition program
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-19637 (URN)10.1016/j.nepr.2023.103549 (DOI)000920415400001 ()36642012 (PubMedID)2-s2.0-85146260778 (Scopus ID)
Note

CC BY 4.0

Available from: 2023-02-10 Created: 2023-02-10 Last updated: 2024-01-12Bibliographically approved
Sterner, A., Skyvell Nilsson, M., Jacobsson, M. & Eklund, A. (2022). Ability to Care in Acute Situations: The Influence of Simulation-Based Education on New Graduate Nurses. Journal of Emergency Nursing, 48(5), 515-524
Open this publication in new window or tab >>Ability to Care in Acute Situations: The Influence of Simulation-Based Education on New Graduate Nurses
2022 (English)In: Journal of Emergency Nursing, ISSN 0099-1767, E-ISSN 1527-2966, Vol. 48, no 5, p. 515-524Article in journal (Refereed) Published
Abstract [en]

Introduction:

Simulation-based education is frequently used in transition programs for new graduate nurses. Simulation-based education is implemented as a measure to practice nursing skills, gain experience, and prepare nurses for caring in challenging situations, such as acute situations. However, concerns about the data supporting the use of simulation are obtained from small studies that do not use validated measurement scales.

Objective:

This study aimed to explore the influence of simulation-based education on new graduate nurses’ perceivedability to provide care in acute situations.

Methods:

A total of 102 new graduate nurses participated in simulation-based education as a mandatory part of an introductory program. They completed a premeasurement and a postmeasurement using the Perception to Care in Acute Situations scale. The Wilcoxon signed-rank test and the paired samples ttest were used to test the statistical significance of outcomes for the simulation-based education, with the alpha set at 0.05.Cohen’s d formula was used to calculate the effect size.

Results:

The Wilcoxon signed-rank test on the total scale score showed that simulation-based education resulted in a statistically significant change in the nurses’ perceptions of their abilityt o care in acute situations (N ¼ 99; Z ¼ 7877; P < .001). The paired samples

t test showed that the mean posteducation scorewas significantly higher (P < .001) in the total score. Cohen’sd formula (-1.24) indicated a large effect size on the total score.

Discussion:

Simulation-based education can provide an effective means of improving new graduate nurses’ perceivedability to provide care in acute situations. 

Keywords
Simulation, Nursing, Transition, New graduate nurse
National Category
Nursing Learning
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-19387 (URN)10.1016/j.jen.2022.05.005 (DOI)2-s2.0-85135918445 (Scopus ID)
Note

CC BY 4.0

Available from: 2022-11-29 Created: 2022-11-29 Last updated: 2023-01-25
Gadolin, C., Larsman, P., Skyvell Nilsson, M., Pousette, A. & Törner, M. (2022). How do healthcare unit managers promote nurses' perceived organizational support, and which working conditions enable them to do so?: A mixed methods approach. Scandinavian Journal of Psychology, 63(6), 648-657
Open this publication in new window or tab >>How do healthcare unit managers promote nurses' perceived organizational support, and which working conditions enable them to do so?: A mixed methods approach
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2022 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 63, no 6, p. 648-657Article in journal (Refereed) Published
Abstract [en]

Healthcare unit managers are pivotal to promote nurses' Perceived Organizational Support and hence to ensure nurses' health and well-being, as well as high-quality care. Despite this fact, there is a dearth of studies addressing how healthcare unit managers act and organize their work to promote nurses' Perceived Organizational Support and which working conditions enable them to do so. Through a mixed methods approach, comprising qualitative interviews and quantitative surveys among healthcare unit managers and nurses, this paper underscores that healthcare unit managers' availability to their nursing staff was essential for their ability to promote nurses' Perceived Organizational Support, and that responsive support from the care unit managers' superior management, administration, and managerial colleagues constituted enabling working conditions. Superior manager support strongly promoted the care unit manager's own Perceived Organizational Support, which, in turn, was positively correlated with nurses' organizational climate of Perceived Organizational Support.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
Healthcare administration, healthcare leadership, human resource management, mixed methods, organizational climate, psychosocial working conditions
National Category
Occupational Therapy
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-18841 (URN)10.1111/sjop.12851 (DOI)
Funder
AFA Insurance, 180085
Available from: 2022-09-29 Created: 2022-09-29 Last updated: 2023-03-20Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0084-4636

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