Filters

20262
Reset filters

Settings

Author: Sari, TugbaHas files: true

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Article
    The Role of Emotional Intelligence in the Relationship between Burnout and Perceived Quality of Care Among Oncology Nurses
    (Elsevier Sci Ltd, 2026) Sari, Tugba; Calis, Behice Belkis; Pars, Hatice; Guner, Perihan; Çalışkan, Behice Belkıs
    Purpose: This study aimed to examine the relationships between burnout, emotional intelligence, and perceived caring behaviours among oncology nurses and to assess the predictive and mediating roles of these variables in explaining caring behaviours. Methods: A descriptive, cross-sectional study was conducted with 202 oncology nurses in T & uuml;rkiye. Data were collected using validated instruments measuring burnout, emotional intelligence, and caring behaviors. Data analysis employed descriptive statistics, Pearson correlation analyses, multiple linear regression, and structural equation modeling. Results: Emotional intelligence was positively associated with caring behaviours (r = .359, p < .001) and negatively associated with burnout subdimensions. Caring behaviours were inversely related to emotional exhaustion (r = -.258, p < .001), depersonalisation (r = -.397, p < .001), and reduced personal accomplishment (r = -.214, p = .002). In the regression model (R2 = .214, p < .001), emotional intelligence significantly predicted caring behaviours positively ((3 = .218, p = .002), while depersonalisation was a significant negative predictor ((3 = -.288, p < .001). However, emotional intelligence did not mediate the relationship between burnout and caring behaviours (Sobel test p = .332). Conclusion: While emotional intelligence was positively associated with caring behaviours and buffered the impact of burnout-particularly depersonalisation-it did not mediate the relationship between burnout and caring. These findings support the value of enhancing emotional intelligence to improve care quality and nurse well-being, though contextual factors may influence its mediating role.
  • Thumbnail Image
    Article
    Individual Domain Satisfaction Contributing to Nursing Students’ Subjective Well-Being: Family, Education and Health
    (BMC, 2026) Harkin, Sirin; Sari, Tugba
    Introduction and aim Subjective Well-Being(SWB), defined as individuals' level of satisfaction based on their subjective evaluations of their own lives, has been shown to protect individuals from illnesses and help them successfully navigate life transitions. The SWB of nursing students (NSs), who are in a critical transitional phase between adolescence and adulthood, is associated with better physical and mental health, which in turn enhances their ability to provide quality care to patients. This study aims to evaluate the relationship between NSs SWB and their demographic characteristics, as well as satisfaction with family, school, and health-related domains, and to assess the impact of these variables on SWB. Methods The study data were collected from 650 nursing students using a descriptive and cross-sectional design, determined through G*Power analysis. Personal Information Form and Subjective Well-Being Scale were used for data collection. Statistical analyses included Mann-Whitney U and Kruskal-Wallis tests, while multiple logistic regression analysis was used to determine the contribution of variables to SWB. Results First, the SWBS score of NSs was 158 +/- 24, and SWB levels were found to be associated with demographic factors such as age, gender, parental education level, and place of residence (p < 0.05). Second, a democratic family environment and positive family relationships were associated with higher SWB (p < 0.05). Additionally, SWB was linked to perceived physical and mental health satisfaction and satisfaction with educational experiences (p < 0.05). The regression model revealed that independent variables accounted for 32.6% of the variance in the dependent variable. Conclusion and recommendations The SWB level of NSs was moderate and influenced by various factors. These findings underscore the importance of interventions targeting family, school, and health domains in supporting students' academic and personal development. It may be beneficial for educators to consider factors associated with SWB when designing educational content and practices.