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To assess the relationship between paradoxical leadership and nurses' positive attitudes towards artificial intelligence in hospital settings through a strengths mindset as a mediator.
A cross-sectional survey conducted from January to March 2024.
The study included 239 nurses from four hospitals in Port Said, Egypt. To measure the study constructs, three well-established scales were utilised: the Paradoxical Leadership Scale, the Strengths Mindset Scale and the Positive Attitudes Towards Artificial Intelligence Scale. Structural equation modelling was applied for data analysis.
The analysis revealed a significant positive relationship between nurse managers' paradoxical leadership and nurses' positive attitudes towards artificial intelligence. Additionally, a strengths mindset partially mediated the relationship between paradoxical leadership and nurses' positive attitudes towards artificial intelligence.
The study findings suggest that developing paradoxical leadership behaviours—such as managing current work processes while simultaneously driving the exploration of new initiatives—among nurse managers can foster a strengths mindset in nurses, which in turn promotes a more positive attitude towards the integration of artificial intelligence in healthcare.
This study enhances the understanding of how paradoxical leadership influences nurses' acceptance of artificial intelligence, underscoring the pivotal role of a strengths mindset in this process.
This study suggests that healthcare policymakers seeking smoother integration of artificial intelligence technologies among nurses should prioritise leadership development programmes that equip nurse managers with paradoxical leadership skills and implement training initiatives to strengthen nurses' mindsets.
The study was reported in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology checklist.
No patient or public contribution.
School nurses are sometimes the sole healthcare professionals in schools, highlighting their significant role in delivering emergency care and the vital necessity of their competence in emergency nursing care. The scope of practice and ongoing professional development are hypothesized to play significant roles in enhancing these competencies.
Investigate the direct and indirect effects of the scope of current practice and the importance of training on the emergency nursing care competency of school nurses, with career growth serving as a potential mediator.
A multi-center cross-sectional study was conducted with a convenient sample of 219 school nurses. Data were collected using the career growth of nurses' scale, the emergency nursing care competency scale for school nurses and the scope of school nursing practice tool. Mediation analysis was used to explore the direct and indirect effects of studied variables.
Mediation analysis indicated that the scope of current practice had a significant direct effect on career growth (β = 0.179) and emergency nursing care competency (β = 0.389). The importance of practice also had significant direct effects on career growth (β = 0.164) and emergency nursing care competency (β = 0.220). Additionally, career growth significantly mediated the relationship between both the scope of current practice (β = 0.110) and the importance of practice (β = 0.120) with emergency nursing care competency.
The findings emphasis the critical role of career growth as a mediator between the scope and importance of practice and emergency nursing care competency among school nurses. Expanding the scope of practice and emphasising the importance of professional activities can enhance career growth and improve emergency nursing care competencies.
Nurses scope of practice and clear career advancement through mentorship, advanced certifications, further education and enforcing policies mandating regular emergency care is crucial. Establishing a regulatory framework to define and expand the scope of practice for school nurses is also important.
No patient or public contribution.
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