Sandra Pennbrant

Background: The relationship between work experiences, health, well-being, and job satisfaction is important, especially in high-stress professions like healthcare and social work. While work stress effects are well studied, less is known about how work experiences in early professional life impacts health, well-being, and intention to remain in the profession. Therefore, this study aimed to explore associations between work experiences, health, well-being, and the intention to remain in the profession among healthcare and social work professionals, three years after graduation. Methods: The study had a multicentre, cross-sectional design. As part of a larger longitudinal project on health-promoting factors during education and early careers, 165 of 1,751 invited graduates (from biomedical science, dental hygiene, nursing, occupational therapy, physiotherapy, radiology nursing, and social work) completed an online survey between December 2024 and January 2025. Instruments included the Work Experience Measurement Scale (WEMS), Sense of Coherence (SOC-13), and the Salutogenic Health Indicator Scale (SHIS), alongside questions on general health and well-being, physical activity, daily activity, sleep quality, and intention to remain in the profession. Data were analysed using descriptive statistics, non-parametric tests, and regression analyses. Results: Higher WEMS total scores were associated with better general health, better well-being, and a higher intention to remain in the profession. Supportive work conditions and internal work experiences were most strongly associated with intention to remain in the profession. Autonomy enhanced health and well-being but did not directly affect intention to remain in the profession. Participants aged 30-36 years reported a lower intention to remain in the profession than those in the younger and older age groups. Conclusions: Positive work experiences may be important for supporting health, well-being, and intention to remain in the profession among healthcare and social work professionals three years after graduation. Lower intention to remain in the profession among those aged 30-36 years suggests a potential need for targeted support during this specific stage of working life. The findings support the integration of early-career support, sustainable leadership, and supportive work conditions into workforce strategies across healthcare professions and social work.

Introduction: Socially desirable responding (SDR) encompasses both self-enhancing self-views and strategic self-presentation, yet debate persists regarding whether these tendencies reflect response distortion or substantive self-regulatory traits. Methods: The dataset included 130 individuals (19 with medical In a heterogeneous sample of inmates, nurses, managers, and working adults, we examined the structure and personality correlates of the 16-item short form of the Balanced Inventory of Desirable Responding (BIDR-6). Phase 1 evaluated dimensionality and item functioning using exploratory graph analysis, item response theory, differential item functioning, and confirmatory factor analysis. Results: Results supported the theorized two-factor structure comprising Self-Deceptive Enhancement (SDE) and Impression Management (IM), with largely comparable structural patterns and minimal item bias across groups. Phase 2 examined construct validity within Big Five and HEXACO frameworks. SDE was associated with lower Neuroticism and higher Extraversion and Conscientiousness, whereas IM was positively related to Agreeableness, Conscientiousness, and Honesty–Humility and negatively related to Neuroticism. These associations were largely consistent across correctional and occupational contexts, although modest group differences emerged, particularly for IM. Discussion/Conclusion: Overall, findings indicate that the BIDR-6 captures trait-linked self- and social-regulatory processes that generalize across diverse evaluative environments, supporting interpretations of SDR as more than mere response distortion.

EU regulations mandating expanded clinical training in nursing education have intensified the demand for clinical placements and qualified supervision in Sweden, where nurse shortages are expected to persist for 15 years. The patient-oriented learning model, a work-integrated and student-centred supervision model, can enhance the educational environment during clinical practice. The aim of this study was to describe supervisors’ experiences of applying the supervision model of patient-oriented learning during nursing students’ clinical placements. This qualitative descriptive study included fifteen semi-structured interviews with supervisors, analysed using abductive qualitative content analysis. The analysis resulted in three key aspects that bridged campus-based education and clinical practice. First, engagement depended on management support, preparatory activities, and time. Second, the patient-oriented learning model encouraged structured, student-driven learning that promoted engagement and independence. Third, it fostered collaborative knowledge sharing, enhancing student preparedness and supervisory processes. Challenges included balancing structure and flexibility during busy periods, which affected the model’s use. Despite these issues, supervisors noted the model led to more organised, reflective, goal-oriented supervision, supporting professional identity, competence development, and improved student preparation for future roles. The patient-oriented learning model bridges campus and clinical practice, supporting student learning, professional development, and supervision. A key component is the binder documenting the learning process, aiding planning, reflection, and interplay between theory and practice. The model offers a structured, reflective approach benefiting supervisors and students. Organisational support and adaptation are needed to address inconsistent interpretation and limited preparation time, to support effectiveness of the model while strengthening supervisors’ competence and confidence.

Aim: This study described healthcare professionals' experiences of tasks that contribute to job satisfaction. Design: A qualitative descriptive study was conducted. Methods: Data were collected through a survey questionnaire with an open‐ended question on job satisfaction. 5464 healthcare professionals responded to the questionnaire. Data were analysed through manifest qualitative content analysis. Results: The theme ‘Enhancing healthcare professionals' job satisfaction through coherence, manageability, and meaningfulness’ emerged with the following five categories: Enhancing person‐centred care, Enhancing education, mentorship, and patient communication, Enhancing active participation in organisational development and transformation, Enhancing multi‐professional teamwork and collaborative care, and Enhancing rewards and support. Conclusion: This study emphasises that job satisfaction among healthcare professionals depends on meaningful caring activities, a supportive work environment, and workplace resources. These factors boost resilience, reduce stress, and improve retention and patient care. A resource‐based, salutogenic approach promotes both professional and personal well‐being, fostering healthier, more effective healthcare environments. Patient or Public Contribution: No patient or public contribution.

Background: Trait emotional intelligence (EI) is often assessed using the 30-item Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). However, previous research using item response theory (IRT) modelling has identified several underperforming items. This study aimed to psychometrically evaluate, refine, and optimize the TEIQue-SF using IRT, with the goals of identifying and eliminating underperforming items, and examining whether items in the refined version function differently across sexes. Furthermore, the study sought to further validate the Swedish version of the TEIQue-SF. Methods: This cross-sectional study surveyed 845 first-year students aged 19–59 (87% women) from seven healthcare and social work programs across six universities in southern Sweden. Participants completed the TEIQue-SF and health-related measures for convergent validity. IRT modeling employed the Graded Response Model (GRM) using the 2-Parameter Logistic Model in IRT for Patient-Reported Outcomes (IRTPRO). Marginal reliability and differential item functioning (DIF) were assessed with IRT, internal consistency with Cronbach’s alpha and mean inter-item correlations, and validity through evaluating Direct Discrepancy Dynamic fit index (DDDFI) and bivariate correlations. Results: The IRT modeling identified underperforming items, leading to a refined 12-item TEIQue-SF that effectively captures trait EI with high-quality items. The item selection process is detailed and supplemented. The shortened measure showed a strong correlation with the original (r = .94), demonstrated good reliability, and exhibited uniform DIF for only one item (Item 15). A comparison of confirmatory factor analysis (CFA) model fit statistics using the DDDFI indicated a fair fit for the TEIQue-SF. Consistent with previous research on the TEIQue-SF, both 30-item and 12 item versions demonstrated strong convergent validity with health-related measures within the Swedish context. Conclusions: The 12-item TEIQue-SF is a brief, precise, and valid measure for assessing trait EI while preserving its global conceptual structure. IRT modeling and validity testing against health-related measures confirm that 12-item TEIQue-SF effectively captures trait EI.

Background: Newly graduated healthcare and social work professionals can experience stress and a perceived lack of competence when transitioning from academia to clinical practice, which can lead to health problems or leaving the profession. Globally, creating healthy workplaces remains a challenge. The aim of this study, which had a salutogenic approach, was to explore health-promoting resources and workplace experiences among newly graduated healthcare and social work professionals. Methods: This multicenter cross-sectional study included Swedish healthcare and social work professionals in their second year after graduation, recruited from six universities. Data were collected in March 2023 via a self-reported, web-based survey using validated instruments: the salutogenically oriented 13-item Sense of Coherence (SOC) Scale, the Salutogenic Health Indicator Scale (SHIS), and the 32-item Work Experience Measurement Scale (WEMS), along with questions on health, well-being, lifestyle and social factors at work, including three from the General Nordic Questionnaire (QPSNordic). Data were analyzed in SPSS 28 with nonparametric tests and Spearman correlations. Results: A total of 115 newly graduated healthcare and social work professionals completed the questionnaire. The results indicated that those who expressed they were sure to stay in the profession reported a higher total WEMS score (p < 0.001), as well as higher scores in five out of six dimensions: supportive working conditions (p < 0.001), internal work experience (p < 0.001), autonomy (p < 0.001), time experience (p = 0.006), and management (p = 0.029). Participants who rated their well-being as good scored higher in supportive working conditions (p = 0.025) and the change process (p = 0.008). Those living with children reported higher internal work experience scores (p = 0.019). The results revealed positive and medium-strong to strong correlations between WEMS, SHIS, and SOC total scores. Specifically, there were medium-strong correlations between SHIS and SOC and two dimensions of WEMS: supportive working conditions and time experience, and between SHIS and the change process dimension. Conclusions: This study highlights the importance of salutogenic resources in supporting newly graduated professionals. Factors such as supportive working conditions, autonomy, and internal work experience were linked to well-being and intention to stay in the profession. Understanding these factors can inform workplace interventions to promote retention and health in early career stages.

Aim: This study aimed to describe patients, relatives and nurses' experiences of specialised palliative home care.Design: Integrated literature review.Methods: The review was performed using the PRISMA 2020 Statement. The searches were conducted in Cinahl, PubMed and Scopus.Results: Eighteen articles were selected. An overall theme ‘co‐creation for personalised home care’ emerged, based on three categories: ‘Safe and secure care’, ‘Care based on wishes and needs’ and ‘Relatives' caring role’. Patients, relatives and nurses' experiences showed that co‐creation was an important strategy for achieving goals and enabling patients to remain at home despite illness and limited life expectancy.Conclusion: Co‐creation becomes a prerequisite for personalised home care and enabled through collaboration and learning between patients, relatives and nurses.Patient or Public Contribution: This article is an overview of how patients, relatives and nurses experience care at home, supported by a specialised palliative care unit, and the result showed that co‐creation enables personalised care.

Extensive research shows nurses’ work environment to be particularly stressful. This study develops, explores, and psychometrically tests a new profession-specific questionnaire identifying generalised and specific resistance resources, that make it possible to measure resources to manage work-related stress. An exploratory study design was employed. The questionnaire development was inspired by the MEASURE approach and the salutogenic theory of health. Building on the results from a literature review of nursing research and salutogenesis, supplemented by twelve interviews with hospital nurses, an item pool was generated. The first version was pilot-tested in a group of nurses who were studying to become specialist nurses. The second version of the questionnaire was psychometrically tested on a sample of registered nurses in close patient care (n = 475), analysed using confirmatory factor analysis to test seven predefined domains of the questionnaire. The analysis revealed a first order seven-domain model of 21 items: job satisfaction, professional role, work motivation, commitment, belonging in the workplace, factors and conditions for remaining in the profession, and workload. The structure of the questionnaire indicates its usefulness in clinical practice for measuring resistance resources.

Extensive research shows nurses’ work environment to be particularly stressful. This study develops, explores, and psychometrically tests a new profession specific ques-tionnaire identifying generalized and specific resistance resources, that make it possible to measure resources to manage work-related stress. An exploratory study design was em-ployed. The questionnaire was developed inspired by the MEASURE approach and the salutogenic theory of health. Building on the results from a literature review of nursing re-search and salutogenesis, supplemented by twelve interviews with hospital nurses, an item pool was generated. A first version was pilot tested in a group of nurses who were studying to become specialist nurses. A second version of the questionnaire was psycho-metrically tested on nurses in close patient care (n = 475), analysed using Principal Com-ponent Analysis as the extracting technique to identify the underlying structure of the questionnaire. The Principal Component Analysis revealed a four-component model of 19 items. “Manageability as a resource for handling the workload” was the strongest compo-nent, accounting for 21 % of the explained variance. “Contacts with patients as resources for nurses’ job satisfaction” (17.8 %). “Professional attitudes are labelled as resources to nursing” (15 %). “Colleagues are important resources for remaining in the nursing profes-sion” (11 %). The structure of the questionnaire indicates its usefulness in clinical practice for measuring resistance resources.

The nursing profession is close to clinical practice and vital to the student's professional development. Innovative learning activities and models are sought to improve clinical placements. A student-centered supervision model based on patient-oriented care was introduced in a medical ward. The aim of this study was to describe nursing students’ experiences of learning with a student-centered supervision model based on patient-oriented care during their clinical placement. A qualitative descriptive study involving interviews with 12 nursing students analyzed through inductive qualitative content analysis was conducted in accordance with COREQ. The findings revealed that the nursing students viewed learning as personal, knowledge, and professional development. Their learning experiences can be seen as a process in which the scaffolding is gradually reduced in line with each student's ability to act independently and establish a professional identity. The model can enhance structure and support in the practice setting to maximize learning.