Aims: The purpose was to describe Finnish registered nurses' experiences of rewarding. The aim was to gather detailed information on the rewarding of nurses to help nurse managers and leaders to update existing reward strategy and to develop an effective reward system.
Background: Rewarding has been found positively to influence nurses' occupational well-being and commitment to their work, and the attractiveness of the health care field.
Methods: A series of focused interviews with 10 registered nurses was conducted in 2011. Qualitative content analysis method was used.
Result: The nurses reported positive experiences with rewarding in the form of monetary compensation and other benefits, the positive aspects of nursing work and opportunities for professional development. The experiences of unsatisfactory rewarding generally stemmed from negative emotional experiences, lacking rewards and inequality in rewarding.
Conclusion: It is essential to listen to nurses and to provide appropriate acknowledgement and appreciation of their work in order to develop an effective reward system.
Implications For Nursing Management: It is important to listen to nurses' experiences of rewarding because it enables nurse managers to maintain and increase the attractiveness of nursing and health care work in general.
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http://dx.doi.org/10.1111/jonm.12228 | DOI Listing |
Brain Behav Immun Health
December 2024
Department of Psychology, University of California, Los Angeles, 502 Portola Plaza, Los Angeles, CA, 90095, USA.
Experiences of caregiving-related adversity are common and one of the strongest predictors of internalizing psychopathology (i.e., anxiety and depression).
View Article and Find Full Text PDFPLoS One
January 2025
Department of Psychology, Toronto Metropolitan University, Toronto, Ontario, Canada.
During the COVID-19 pandemic, the use of videoconferencing platforms became ubiquitous in postsecondary education around the world, making it crucial to understand how to maximize the efficacy of synchronous online classes. Given that social information can act as a motivation and improve memory, the current study tested the hypothesis that brief social presence during an online class would act as a social reward that would increase delayed memory for lecture information. Undergraduate students attended a mock synchronous class during which they viewed a pre-recorded science lecture, and social presence was manipulated by having participants turn on their cameras before and after the lecture (high social presence) or having cameras remain off during the entire class (low social presence).
View Article and Find Full Text PDFInt J Clin Health Psychol
January 2025
Department of Psychology, Guangzhou University, 230 Wai Huan Xi Road, Guangzhou Higher Education Mega Center, Guangzhou 510006, China.
Background/objective: Recent years have witnessed a surge of interest in dissecting the anticipatory and the consummatory aspects of anhedonia in terms of temporal dynamics. However, few research has directly examined reward valuation as a function of time in anhedonia.
Method: Using a delay discounting task, this event-related potential study examined the neural representation of rewards available immediately or in six months in a high-anhedonia group ( = 40) and a low-anhedonia group ( = 40) recruited from a nonclinical sample.
Neurosci Biobehav Rev
January 2025
Department of Psychology & Waisman Center, University of Wisconsin - Madison, 1500 Highland Av, Madison WI, 53705.
Extreme and chronic adverse experiences in childhood are linked to disruptions in a wide range of behavioral processes, including self-regulation, increased risk taking, and impulsivity. One proposed mechanism for these effects is alterations in how children learn and use information about rewards and risk in their environment. This type of decision making is a complex and multifaceted process consisting of distinct subcomponents, each of which may have varying effects on behavior.
View Article and Find Full Text PDFUnlabelled: Autism Spectrum Disorder (ASD) is characterized by restricted and repetitive behaviors and social differences, both of which may manifest, in part, from underlying differences in corticostriatal circuits and reinforcement learning. Here, we investigated reinforcement learning in mice with mutations in either or , both high-confidence ASD risk genes associated with major syndromic forms of ASD. Using an odor-based two-alternative forced choice (2AFC) task, we tested adolescent mice of both sexes and found male and heterozygote (Het) mice showed enhanced learning performance compared to their wild type (WT) siblings.
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