Investigating the replicability of the social and behavioural sciences.
Authors: Tyner AH, Abatayo AL, Daley M, Field S, Fox N, Haber NA, Hahn KM, Struhl MK, Mawhinney B, Miske O, Silverstein P, Soderberg CK, Stankov T, Abbasi A, Aberson CL, Aczel B, Adamkovič M, Albayrak N, Allen PJ, Andreychik M, Awtrey E, Axxe E, Azevedo F, Bader MD, Bago B, Bailey J, Bakker M, Banik G, Banks GC, Baskin E, Batruch A, Beatteay A, Behr SM, Berente N, Berry Z, Białkowski J, Bodroža B, Boeschoten L, Bognar M, Bokhove C, Bonfiglio D, Bouwman R, Brady TF, Braithwaite SR, Briceño Jiménez G, Brick C, Bricka T, Briker R, Brown AN, Brown GDA, van Aert RCM, Caldwell K, Capitan S, Capitán T, Chandler J, Charles T, Chartier CR, Chawdhary R, Cheng KJ, Chopik WJ, Clark B, Colvin VE, Comer CC, Costantini G, Coupé T, Cummins J, Czernatowicz-Kukuczka A, de Leeuw J, Dobolyi D, Druckman JN, Duan J, Dujmović M, Dunleavy DJ, Durkee PK, Emery C, Esterling KM, Evans TR, Fedor A, Fernández-Castilla B, Fiala N, Field JG, Fong N, Fonseca MA, Freeman ALJ, Freese J, Geiger SJ, Geng J, Getz LM, Geven LM, Gleibs IH, Gonzales DP, Gooty J, Gourdon-Kanhukamwe A, Greculescu C, Griffin SM, Grigoryan L, Grunow M, Gunby N, Hall B, Hanel PHP, Hannon EE, Harper S, Held MJ, Hickman L, Higgins NC, Hippel S, Hoeppner S, Hong S, Hostler TJ, Inzlicht M, Izydorczak K, Jaeger B, Jankowsky K, Jarke-Neuert J, Jensen M, Jokić B, Jolles D, Jolly P, Jones AM, Juanchich M, Kačmár P, Kapoor H, Keljanovic A, Koirala S, Kołczyńska M, Kouroupaki D, Kühnen U, Landgrave M, Larson MJ, Laulié L, Lawrence ACE, Le Forestier JM, Leahy KE, Lee S, Leslie J, Lewis SC, Limnios C, Lin H, Liu AC, Lloyd JW, Ludvig EA, Lynott D, MacDonald J, Mallik P, Mallinson DJ, Marinazzo D, Martarelli CS, Matacotta J, McBride A, McHugh C, McMillan G, Méndez E, Metzger M, Michaelides MP, Michalak J, Micheli L, Miller JK, Milyavskaya M, Molden DC, Monjaras AG, Moreau D, Morrow A, Moya C, Mudrik L, Mulder LB, Munt KA, Nandi A, Nason K, Nast C, Nave G, Nax HH, Neubauer F, Nguyen PLL, Nichols AL, Nilsonne G, O'Boyle E, Oettinghaus J, Oh J, Oshana A, Ostermann T, Ostrowski RP, Oyebanjo A, Panczak R, Patrianakos J, Pavez I, Pavlov YG, Persson S, Perugini M, Peters K, Pieters C, Ponizovskiy V, Porter ND, Prenoveau JM, Purić D, Purol MF, Puthillam A, Quinn KA, Ramljak M, Reed WR, Ritchie M, Ritzau M, Roche SP, Rodela R, Röer JP, Ropovik I, Rothschild J, Saal J, Safadi H, Samaha J, Sanchez M, Sankaran S, Santos D, Sargent AC, Sauter M, Schmidt K, Schnabel L, Schroeder AN, Schuetz SW, Schuetze BA, Schulte-Mecklenbeck M, Schütz A, Sevigny EL, Shackleton E, Shafranek RM, Shaki S, Shakya S, Sirota M, Sisco MR, Sitnikov MM, Slevc LR, Smalarz L, Smith CT, Snyder JS, Sommet N, Sonmez F, Spellman BA, Stanulewicz-Buckley N, Stock G, Street CNH, Strømland E, Sundelin T, Syed M, Szabelska A, Szaszi B, Szumowska E, Tagat A, Täuber S, Tay L, Thapa S, Thatcher J, Tsaklakidou D, Tummers L, Turkovich E, Tutor MV, Urbanska K, van 't Veer AE, van Assen M, van de Ven N, van den Goorbergh R, Vargo EJ, Vaughn LA, Vazire S, Vermeulen JM, Vo DTH, Volkman V, Wagenmakers EJ, Wagner D, Walasek L, Walter F, Warmelink L, Wei L, Weißflog MI, Weller N, Wichman AL, Wilbiks J, Williams JR, Wolfe K, Wort F, Wright R, Wulff JN, Xue X, Yan VX, Yang Y, Yoon S, Žeželj I, Zhang Y, Ziano I, Zogmaister C, Zupan Z, Zwaan RA, Nosek BA, Errington TM
Journal: Nature
mental health
psychology
open access
Abstract
Recent data confirms the ongoing growing crisis in Canada's nursing workforce. In the most populous Canadian province of Ontario, nurse staffing ratios have consistently increased, with more than 25,000 additional nurses needed to meet the national average (). Despite ongoing efforts to increase the nursing supply, the province is falling further behind each year, with a projected shortfall of 33,000 nurses by 2027–2028 (). Several factors contribute to this deepening shortage, including the aging population, nursing burnout, young female-dominated profession with family responsibilities, population growth, and violence in the health setting (). Furthermore, internationally educated nurses encounter considerable barriers during the onboarding process, including challenges related to credential recognition, bridging requirements, workplace integration, communication norms, and organizational support, which impede their integration into the workforce (). These issues are compounded by provincial budget constraints that restrict adequate compensation for registered nurses, thereby hindering recruitment efforts, reducing job satisfaction, and contributing to high turnover rates (). High turnover rates and unfilled vacancies further exacerbate recruitment and retention efforts, creating a perpetual cycle of strain on Ontario's healthcare system (). Nursing education is undeniably central to developing a sustainable nursing workforce. It is through nursing programs that students are prepared for the rigors of clinical practice and the complexities of providing quality patient care. It is important to note that baccalaureate nursing programs are uniquely positioned as the entry-to-practice pathway in Ontario, where undergraduate students face intensive academic, clinical, and licensing demands that shape their transition into the workforce (). Nursing education is not without its own significant challenges; faculty shortages, insufficient infrastructure, and the lingering effects of the COVID-19 pandemic impact enrollment in nursing programs and licensing rates for graduates (; ; ). These structural challenges are also experienced directly by undergraduate students, who often face heavy workloads, reduced access to faculty mentors, and fewer clinical opportunities. Such conditions create academic and clinical stressors that directly affect students’ well-being and preparedness (). These barriers hinder the growth of the future workforce, further amplifying the shortage. While it is well-established that occupational stressors encountered during nursing education (e.g., clinical pressure, academic demands, and personal struggles) can significantly impact students’ well-being, (; ) less is known about how stressors, in combination with occupational coping self-efficacy, relate to intention-relevant outcomes during training. Occupational coping self-efficacy refers to an individual's confidence in their ability to cope with work-related demands and stressors (). Higher occupational coping self-efficacy may support nursing students’ ability to manage educational and clinical demands and influence how prepared and satisfied they feel during training (). Additionally, other coping resources (e.g., support from family, friends and institutions) play an important role in buffering students against occupational stress (; ). Self-efficacy enables individuals to interpret challenges as opportunities for growth.