Identifying Contextual and Intervening Factors of Nurses' Quality of Work Life to Present a Model

Authors

    Nahid Kiani PhD student, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
    Behrang Esmaeilishad * Assistant prof, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran esmaeili@bojnourdiau.ac.ir
    Roya Afrassiabi Assistant prof, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
https://doi.org/10.61838/jcbl.1.2.4

Keywords:

Quality of work life , intervention conditions , background conditions , nurses

Abstract

The aim of the present study was to identify the contextual and intervening factors of nurses' quality of work life to present a model. This study was applied in terms of purpose and qualitative in terms of method, using the grounded theory approach. The research setting in the qualitative phase included all nurses working in the teaching hospitals of Mashhad, with a total population of 971 individuals. The sampling method was theoretical sampling, and data collection continued until data saturation was reached, which occurred with 20 participants. Data were collected using in-depth and unstructured interviews. Data analysis was conducted through the categorization of open coding, axial coding, and selective coding. Overall, the results indicated that the contextual factors included (group formation, cultural development, and investment opportunities), while the intervening factors included (environmental influences, intra-organizational influences, workload, and lack of resilience), all of which played a significant role in nurses' quality of work life.

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Published

2024-06-21

Submitted

2024-04-17

Revised

2024-05-24

Accepted

2024-06-06

Issue

Section

مقالات

How to Cite

Kiani, N. ., Esmaeilishad, B., & Afrassiabi, R. . (2024). Identifying Contextual and Intervening Factors of Nurses’ Quality of Work Life to Present a Model. Journal of Cognition, Behavior, Learning, 1(2), 68-79. https://doi.org/10.61838/jcbl.1.2.4

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