Aims: To determine the prevalence and severity of urinary incontinence (UI) in a group of female nurses and midwives, and to examine the relationship between UI, work and intention to leave current job.
Methods: An electronic survey "Fit for the future" was distributed to nurses and midwives in NSW, Australia between May 2014 and February 2015. UI was investigated using the International Consultation on Incontinence UI-Short Form. Examined work characteristics included: work role, location, setting, contract, shift, job satisfaction, and plans to leave current job. Logistic regression modelling was performed to determine whether the severity of UI had an independent effect on intention to leave.
Results: Of 5041 survey responses, 68.5% answered the question on urine leakage. Of the included female sample (n = 2,907) the prevalence of UI was 32.0% (95% CI: 30-34%): of these 40.5% experienced moderate and 4.4% "severe or very severe" symptoms. UI was more likely to be reported in nurses or midwives working part-time or days only (not shifts). Those with "severe or very severe UI" were more likely to indicate an intention to leave at 12 months (OR: 2.68; 95% CI: 1.18-6.06) than those with slight or moderate symptoms, after accounting for age, body mass index, parity, pelvic organ prolapse, anxiety, depression, work contract, shift, and job satisfaction.
Conclusions: UI is a condition of high prevalence and significant severity in female nurses and midwives. In this workforce, severe UI was associated with intentions related to future employment.
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http://dx.doi.org/10.1002/nau.23202 | DOI Listing |
J Adv Nurs
January 2025
Nursing Practice Development Unit, Princess Alexandra Hospital, Woolloongabba, Queensland, Australia.
Aims: To evaluate the implementation process of a novel program focused on improving interactive (dialogic) feedback between clinicians and students during placement.
Design: Quantitative cross-sectional hybrid type 3 effectiveness-implementation study driven by a federated model of social learning theory and implementation theory.
Methods: From June to November 2018, feedback approaches supported by socio-constructive learning theory and Normalisation Process Theory were enacted in four clinical units of a healthcare facility in southeast Queensland, Australia.
Aim: To discuss inter-organisational collaboration in the context of the successful COVID-19 vaccination programme in North Central London (NCL).
Design: An action research study in 2023-2024.
Methods: Six action research cycles used mixed qualitative methods.
Reprod Health
January 2025
Reproductive Health, Nursing and Midwifery Care Research Center, Midwifery Group, Mashhad University of Medical Sciences, Mashhad, Iran.
Background: Endometriosis is a benign and chronic gynecological estrogen-dependent condition. Research findings have highlighted its impact on different aspects of women's lives. Enhancing quality of life and supporting the well-being of those affected is advised.
View Article and Find Full Text PDFAppl Nurs Res
February 2025
School of Nursing and Midwifery, La Trobe University, Australia. Electronic address:
Aims: This study aims to translate, cross-culturally adapt, and conduct initial psychometric testing of the EBP-COQ Prof© to Bahasa Indonesia.
Background: The availability of evidence-based practice competency tools evaluating nurses' knowledge, skills attitudes and adoption in the context of Indonesian nursing practice are limited. A valid tool in EBP that measures nurses' self-perceived competency in knowledge, skills, attitudes, and utilization was used in this study for translation and psychometric validation.
Appl Nurs Res
February 2025
School of Health and Biomedical Sciences, Royal Melbourne Institute of Technology (RMIT), Bundoora West Campus, PO Box 71, Bundoora, VIC 3083, Australia. Electronic address:
Background: Registered nurses are ethically and professionally obligated to foster sustainable and respectful workplaces. However, when transitioning to academia, many nurses encounter unexpected challenges, including hierarchical and individualistic environments that contrast with the collaborative ethos of clinical practice.
Method: This qualitative study explored the experiences of 11 registered nurses from six Australian universities as they transitioned into academic roles.
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