KIM WOODS ONLY

Analyze and critique a qualitative nursing research article from a nursing research journal published within the past 5 years. You must include five scholarly references–the article, the text, and three outside sources.

   

Your qualitative research critique requires an in-depth analysis using the following questions:

   

• Is the study design consistent with its qualitative approach? -Jeanette
• Are the subjects obtained using a method consistent with the qualitative methodology? Jeanette
• Is the setting appropriate for the study?- Jeanette
• Are the data collection methods consistent with the purpose of the qualitative approach? Jeanette

MEDSURG Nursing—November/December 2010—Vol. 19/No. 6 335

Carol Isaac MacKusick, PhD(c), MSN,
RN, CNN, is an Assistant Professor of
Nursing, Clayton State University,
Morrow, GA.

Ptlene Minick, PhD, RN, is Doctoral
Faculty and Associate Professor of
Nursing, Georgia State University,
Atlanta, GA.

Carol Isaac MacKusick
Ptlene Minick

Why Are Nurses Leaving? Findings
From an Initial Qualitative Study on

Nursing Attrition

In the United States, nursing workforce projections indicate the registerednurse (RN) shortage may exceed 500,000 RNs by 2025 (American
Association of Colleges of Nursing [AACN], 2010; Cipriano, 2006; U.S.
Department of Health and Human Services, 2002). In 2008, the national RN
vacancy rate in the United States was greater than 8% (AACN, 2010).
Evidence suggests experiences as a newly licensed RN directly impact indi-
vidual perceptions related to the profession (Cowin & Hengstberger-Sims,
2006). An estimated 30%-50% of all new RNs elect either to change positions
or leave nursing completely within the first 3 years of clinical practice
(AACN, 2003; Aiken, Clarke, Sloane, Sochalski, & Silber, 2002; Cipriano, 2006;
Cowin & Hengstberger-Sims, 2006). While an abundance of data exist regard-
ing the RN who stays at the bedside, few studies have explored the percep-
tions of the RN who decides to leave clinical nursing. Understanding factors
associated with RNs’ practice decisions is the first step necessary in devel-
oping effective nursing-retention strategies.

Purpose
The purpose of this study was to identify the factors influencing the

decision of RNs to leave clinical nursing practice. Nurses who had elected
to leave clinical nursing were interviewed at the setting of their choice.
Previous clinical nursing experience included a variety of clinical practice
settings. For this study, the term clinical nursing is defined as providing
direct patient care in the hospital setting.

Background
Limited data exist about individuals no longer employed in nursing; no

literature was found about the perceptions or decision-making processes of
RNs no longer in clinical practice. A review of the literature was conducted
searching nursing, medical, labor, and psychological/sociological databas-
es. Years of search ended with 2007, the year of the interviews. A broad
search began with GoogleScholar® and was narrowed to include CINAHL,
MEDline, PsycINFO, and LexisNexis. Several issues concerning practice
decisions are associated with the current nursing shortage, including job
dissatisfaction (Aiken et al., 2002; Buerhaus, Donelan, Ulrich, Norman, &
Dittus, 2005), an aging workforce coupled with increased demands
(Auerbach, Buerhaus, & Staiger, 2007), and problematic relationships
among members of the health care team (Aiken et al., 2002). While these fac-
tors may lead to increased nursing attrition, they have not been explored
from the perspective of the former RN. A thorough examination of RNs’ per-
ceptions regarding the decision to leave is necessary. Thus, the purpose of

The nursing shortage
remains problematic, yet
research with nurses no
longer in clinical practice is
scarce. The purpose of this
study was to understand the
factors influencing the deci-
sion of registered nurses
(RNs) to leave clinical nurs-
ing. A phenomenological
research design was chosen
to reveal the complex phe-
nomena influencing the RNs’
decisions to leave clinical
nursing practice. Interviews
were conducted with RNs
who were no longer practic-
ing clinically.

336 MEDSURG Nursing—November/December 2010—Vol. 19/No. 6

this study was to identify factors
influencing the decision of regis-
tered nurses to leave clinical prac-
tice.

In a descriptive correlational
study of new RNs (n=187), investi-
gators found up to half had consid-
ered leaving nursing within the first
year. By the third year, almost one-
third of the new RNs had left nurs-
ing or decreased work hours to
part-time (Cowin & Hengstberger-
Sims, 2006). Lafer (2005) hypothe-
sized the substantial loss of nurses
from patient care is correlated
directly to suboptimal working con-
ditions, stressors placed on RNs,
and low economic benefits com-
pared to other industries.

For a complete understanding
of why RNs leave clinical nursing, a
thorough review of RN perceptions
regarding the decision to leave clin-
ical practice is needed. Achieving
this understanding requires aware-
ness of reasons RNs have elected to
leave clinical nursing. The review of
literature found limited research
about nurses who no longer prac-
tice clinically. Takase, Maude, and
Manias (2005) noted research is
needed concerning reasons RNs
elect to leave clinical practice; this
topic has been overlooked repeat-
edly in development of nursing pol-
icy.

Methodology
The decision to leave clinical

nursing often is conceptualized as
one influenced by multiple factors
that compound over time. A phe-
nomenological research design was
used to provide an in-depth under-
standing of nurses’ decisions to
leave clinical practice. Because the
focus of the research related to the
perceptions of the RNs, and
because no definitive research
exists about this phenomenon, an
interpretive, qualitative study was
deemed appropriate. Interpretive
hermeneutic phenomenology, with
its intent to give meaning to the
experience, was the ideal choice to
guide this study (Benner, 1984;
Heidegger, 1962; Lincoln & Guba,
1985; Patton, 2002).

The research question for this
study was, “What is the experience
of RNs who leave clinical nursing?”
Investigators conducted semi-
structured interviews with nurses

who left clinical practice. The ques-
tions used to guide the interviews
are presented in Table 1.

Methods
Sample selection and recruit-

ment. Purposive sampling was used
for recruitment (Patton, 2002).
Inclusion criteria consisted of
licensed RNs with a minimum of 1
year of clinical practice and no clin-
ical practice in the last 6 months.
RNs with more than 1 year of expe-
rience were chosen as they could
provide information about the fac-
tors leading to their decision to
leave clinical nursing; investigators’
assumption was that the decision
to leave clinical practice was not
related specifically to the initial
shock of becoming a RN (Benner,
1984). RNs in supervisory or educa-
tion roles were excluded, as were
licensed practical nurses or other
health care workers who self-
described as nurse. RNs who
allowed their professional licensure
to lapse were excluded, based on
the belief they may no longer iden-
tify themselves as nurses and thus
may differ from nurses who main-
tain licensure yet do not practice
clinically. RNs who were asked to
surrender licensure by their state
boards of nursing also were exclud-
ed.

Data collection and analysis pro-
cedures. After institutional review
board approval was received from
Georgia State University, study par-
ticipants were recruited. Recruit –
ment was done through the snow-
balling technique (Patton, 2002).

Currently practicing RNs at various
hospitals in the southeastern
United States were contacted by
the primary investigator and asked
if they knew nurses no longer in
clinical practice. The email
described the study, and asked for
these nurses’ help in recruiting
potential participants. Telephone
contact was made with each poten-
tial participant prior to the inter-
view process to ensure study crite-
ria were met. All recruitment was
done over the telephone. An effort
was made to not limit recruitment
to one hospital, but to contact all
known non-practicing RNs who
might be willing to participate in
the study. After providing a brief
description of the proposed study,
the investigator determined a
mutually convenient time and loca-
tion for the interview. Written
informed consent assured nurses’
participation in the study was vol-
untary, anonymity would be provid-
ed (to the fullest extent available),
termination of the interviews was
allowed at any time, and consent
was obtained prior to the first inter-
view. To maintain confidentiality,
participants used a pseudonym
during the interview.

Ten semi-structured interviews
were conducted in 2007. All inter-
views were audiotaped and field
notes were made during the inter-
view process. Interviews were tran-
scribed verbatim, and the record-
ings were compared with the tran-
scription to ensure accuracy.
Participants also received copies of
their transcripts to review for accu-

Table 1.
Interview Questions

1. What does the term bedside nursing mean to you?

2. How do you define the role of the bedside or clinical nurse?

3. Can you explain the relationship that existed between you as the RN and your
patients?

4. Can you talk about the reasons or a situation that may have brought you to the
decision to leave bedside nursing?

5. Can you think of a situation that exemplifies the relationships that you had with
your co-workers while providing direct patient care?

6. Have you found career fulfillment in your current position?

7. Can you describe what you would require to return to the practice of clinical
nursing?

8. Why did you decide to participate in this research?

9. Is there anything else you would like to share with me?

MEDSURG Nursing—November/December 2010—Vol. 19/No. 6 337

racy. Upon review of the tran-
scripts, participants were given the
opportunity to meet again with the
researcher to clarify any issues
they deemed important. Interpre –
tation was ongoing during this time,
with the underlying purpose to
identify why RNs decided to leave
clinical nursing. Transcriptions first
were reviewed as a whole with a
basic interpretation derived. From
there, the use of hermeneutics
allowed the researcher to probe fur-
ther into the contextual meanings
present in the interviews
(Geanellos, 2000). Interpretive
analysis was shared with research
colleagues to ensure appropriate
interpretations were being made.
As analysis continued, ideas and
major themes were identified.
These themes were paired with like
themes and recorded appropriate-
ly, and supporting documentation
coded. Themes emerged from the
transcripts as analysis continued.
When a new theme would appear,
previous transcripts were reread to
determine if that theme was identi-
fied in previous interviews. During
analysis, the research team
searched for all possible meanings
related to the decision to leave
nursing to ensure a complete analy-
sis of the data.

Results
Sample. The majority of the par-

ticipants were female (n=8, 80%),
Caucasian (n=7, 70%), and ages 40-49
(n=7, 70%). RNs practiced in a vari-
ety of clinical settings, with 50%
working on medical-surgical nursing
units. Years of clinical practice
ranged from 1 to 18 (M=6.5, SD=5.1),
and number of RN positions ranged
from 1 to 6 (M=2.4, SD=1.4). The
majority of the participants had
practiced in the southeastern United
States (n=7, 70%). Demographics are
summarized in Table 2.

Data analysis. Nurses reported
many positive aspects to practicing
clinically. They identified interac-
tions with patients and families as
being emotionally satisfying, and
the loss of this interaction as their
biggest regret since leaving prac-
tice. Many RNs stated they “felt
guilty” about no longer practicing
clinically, and many nurses cried
during the interviews.

In discussions of the decision

to leave clinical nursing, three
themes emerged: (a) unfriendly
workplace, (b) emotional distress
related to patient care, and (c)
fatigue and exhaustion. Unfriendly
workplace was evidenced by nurses
reporting issues of sexual harass-
ment; verbal or physical abuse
from co-workers, managers, or
physicians in the workplace; and/or
consistent lack of support from
other RNs. The second theme, emo-
tional distress related to the patient
care, was recognized when RNs
spoke of the conflict they felt
regarding patient care decisions.

Often this was marked by a percep-
tion that others ignored patient or
family wishes. The third theme of
fatigue and exhaustion was charac-
terized by the frequent comments
regarding overwhelming emotional
and physical exhaustion.

Unfriendly Workplace
Unfriendly workplace was re –

ported by all RNs in the study.
Participants described being left
alone or ignored as new RNs or
being told to “toughen up” under
the auspices of making them “bet-
ter nurses.” They also relayed inci-
dents of belittling confrontations,
sexual harassment, or gender
abuse with co-workers. RNs de –
scribed perceived lack of support
when they were new to the profes-
sion, and indicated this influenced
their clinical nursing practice and
their decisions to leave clinical
practice.

Tony worked in a surgical inten-
sive care unit and left after 2 years of
clinical nursing. He described his
experience as a nurse as “simply
disappointing.” Tony noted, “Nurses
feed on their own. When I would ask
for help, I was ignored…It was like I
was an inconvenience.” Tony felt
alone and isolated as a new RN.

Tina worked on a medical-surgi-
cal unit after her initial orientation
as a new RN. She had been working
for approximately 2 months on the
night shift when a patient care situ-
ation became chaotic and she went
to find help. Two RNs were in the
break room, and the others “could-
n’t be found.” She said:

I was totally alone…one patient
in what I thought was SVT, one
pulling out all of his lines because he
was disoriented, and one who really
seemed to have a hard time breath-
ing. The RNs in the break room said
they would be there “in a minute.” I
called the supervisor [for help], and
she told me to find my mentor. I
was…all alone, all the time. Yet I was
responsible.

Tina left clinical nursing after 1
year. Both Tony and Tina indicated
they consistently felt they were
alone in their transition as RNs in
an unfriendly workplace.

The theme of unfriendly work-
place also was characterized by
stories of gender abuse and sexual
harassment. All participants shared

Table 2.
Demographic Characteristics

of Participants

Age

22-29: 1

30-39: 1

40-49: 7

50-59: 1

Gender

Male: 2

Female: 8

Race

Caucasian: 7

African American: 2

Latina: 1

Highest Level of Nursing Education

ADN: 5

BSN: 5

Highest Level of Other Education

BS/BA other field: 3

MBA: 1

Clinical Experience Setting

Medical-surgical nursing: 5

Critical care nursing: 3

Psychiatric nursing: 1

Labor and delivery: 1

Was Nursing Your First Career?

Yes: 5

No: 5

Currently Employed Outside the
Home?

Yes: 7

No: 3

338 MEDSURG Nursing—November/December 2010—Vol. 19/No. 6

at least one incident of abuse in the
workplace. They indicated the
behavior generally was accepted as
the norm on the units where these
nurses worked, and they did not
feel empowered to stop this cyclic
abuse. John described a situation
when, as a new nurse, he was work-
ing in an intensive care setting.
During one of his routine trips to
the medication room, a male col-
league locked the door and began
to shout to others, “The faggot is in
the med room, come and get him!”
John reported this type of behavior
was viewed as a hazing ritual that
continued for approximately 1 year
after that first incident. This hazing
stopped for one individual when a
new nurse would join the unit, as
the bully could focus on someone
new. John talked about how the
hazing just made him “sad” and
over time “worn down.” He saw
similar behavior with slight varia-
tions repeated with all new RNs,
with no one ever asking for it to
stop. John indicated the manager
was aware of the situation and in
his opinion “turned a blind eye.”
John left nursing about 1 year after
being locked in the medication
room, but says he felt the purpose
of this behavior was to “toughen
up” and “make better” the new
nurse. While some nurses may have
“toughened up,” John left nursing
after slightly less than 2 years of
practice, tired and disappointed in
his chosen profession.

Participants also described sit-
uations of sexual harassment or
hostile behavior from physicians.
Melanie was a new RN working in
labor and delivery when a physi-
cian began throwing medications
and fluids at her while she was in a
patient’s room. When she reported
the incident to the charge nurse,
Melanie was asked, “What did you
do to start it?” Melanie reported
feeling abandoned rather than sup-
ported by her RN colleagues. She
described the situation as “oppres-
sive…you would get caught by
these (physicians)…and it was sup-
posed to be ok.” What bothered
Melanie more than the physical
confrontation by the physician was
the lack of perceived support from
fellow nurses. She indicated it
seemed as if she was working in a
profession wherein nurses were not

willing or able to support one
another. Melanie felt powerless and
abandoned at work.

Alice, another participant,
recalled a similar situation when
she was working in a small, rural
hospital. Some of the physicians
commonly and purposefully intimi-
dated nurses by making sexual
innuendos:

I wouldn’t call it sexual harass-
ment…It was just part and parcel with
what you dealt with when we
were…in the hospital. But it hap-
pened, and it was accepted, and
essentially word got around that if
you make rounds with doctor so and
so [you should] make sure you are
on the opposite side of the bed. You
just sort of, you dealt with it.

In both these cases, the nurses
reported a perceived acceptance of
this behavior by administrators.
This acceptance was seen as even
more debilitating than the harass-
ment itself. The overwhelming lack
of support felt by all the nurses in
many different situations ultimately
led to their decisions to leave clini-
cal practice.

All RNs described situations in
which managers simply did not
address inappropriate behavior.
This indifference and lack of sup-
port allowed a culture of horizontal
hostility (HH) and bullying in the
workplace. Many of these incidents
occurred when the study partici-
pant was a new nurse, yet they
were the reasons nurses cited for
leaving clinical practice even years
later. For many, this type of work
environment was synonymous with
clinical nursing and became the rea-
son they would not return to clini-
cal nursing practice in the future.

Emotional Distress Related to
Patient Care

Overly aggressive treatment,
lack of collaboration between
physicians and staff, and lack of
respect for patient and family wish-
es caused recurrent emotional dis-
tress among the interviewees. RNs
reported situations in which hero-
ics were performed “just as learning
instruments,” and families were
asked to leave the room during pro-
cedures so they would not stop in-
progress treatments that may have
violated a patient’s wishes at end of
life. Nurses talked about going

home and crying, not only about
the loss of their patients but also
the loss of autonomy and respect as
health care professionals in the
institutions in which they worked.
More importantly, they perceived a
lack of support and understanding
by managers and other RNs regard-
ing these issues.

These actions caused many
participants to question their pro-
fessional roles. Rose talked about
her work in the neonatal intensive
care unit. Babies were sicker each
passing year. Previously, they
would have died almost immediate-
ly, but now were kept alive through
advances in medical technology.
Many times Rose believed this
delivery of care was pointless.

We were playing God…keeping
babies alive…causing undue hope
for the parents, and all the while pre-
tending like it was ok, when we
knew, I knew, it wasn’t…yet no one
else seemed to agree with me.

As Rose continued to watch
(and participate in) what she con-
sidered to be futile treatment, she
began to perceive her situation as
hopeless and her role as helpless.

Almost every nurse talked
about the distress caused by inap-
propriate use of advancing tech-
nologies. Many believed prolonging
life was prolonging suffering, and it
did not represent the type of nurs-
ing they wanted to practice. None
indicated a solution existed to deal
with the perceived ethical prob-
lems. Many relayed stories of fre-
quently crying at or about work.
Nurses reported their feelings of
hopelessness and emotional dis-
tress were associated with calling in
sick, searching for another position,
or considering leaving clinical nurs-
ing altogether. As Ruth said,

I remember near the end…I was
crying, crying almost every day, even
at work, and I turned to a co-worker
and said, ‘I just don’t think it should
be like this.’ I mean, what kind of job
do you have where you cry every
day? That is when I knew, when I had
to look for another job.

Ruth’s story of crying epito-
mizes the experiences of many par-
ticipants. The emotional burdens of
nursing increased to the point that
the only apparent solution was to
leave clinical practice. For these
nurses, a pattern first developed of

MEDSURG Nursing—November/December 2010—Vol. 19/No. 6 339

missing work, and then ultimately
tendering their resignations when
the stressors of providing care
became too much.

Fatigue and Exhaustion
Working in an unfriendly work-

place and being exposed to emo-
tionally distressing dilemmas on a
frequent basis was followed typical-
ly by insurmountable fatigue and
exhaustion. Alice describes being
“bone tired” the 6 months before
deciding to quit. Olivia said she
sometimes felt “too tired to go on”
and “tired all the time.” Melanie
stated she “bordered on burnout,
all because I cared.” Increased
absenteeism was common during
this time as participants believed
they simply “couldn’t do one more
thing.” Others noted they purpose-
fully would not answer the tele-
phone for fear of being called into
work. Alice stated,

You are always on. Thinking and
working. And it is not that you are
always on when you are there….You
are on when you get home. It takes
hours, sometimes days, to relax after
a particularly bad day…I am para-
noid about phone calls these days. I
hated to answer the phone to say no,
to not go in, but I hated to say yes,
knowing what that phone call would
mean.

Alice’s fear of phone calls sim-
ply underscored her overwhelming
fatigue from constantly working,
and feeling it was never enough.
Knowing a telephone call could
mean she would be asked to work
on a non-scheduled day increased
her inability to rest on her days off,
contributing even further to her
fatigue. When Alice went to work
after being called in on her day off,
she reported those days were
always harder and more demand-
ing because, inevitably, others were
not at work as scheduled, or the
patient census suddenly had taken
a sharp increase. These were the
days Alice said she simply “couldn’t
do one more thing.” She reported
being both emotionally and physi-
cally drained during these times,
and her recovery from these inci-
dents took longer each time they
occurred.

Melanie’s story supported
Alice’s descriptions:

If you are doing a good job, it is

mentally as well as physically
exhausting, demanding… you are
going to burn out, as no one supports
you, stands by you…you are always
working, always on your feet, always
thinking. It doesn’t end…ever…your
brain is always in overtime.

Melanie, like many of the RNs,
felt she was always “on,” never hav-
ing time to recuperate from the
daily stressors of working as a bed-
side clinician.

Haley described the fatigue and
exhaustion best when she noted
nursing is a profession only another
nurse understands. She said nurs-
ing simply cannot compare to other
professions because, “After all, who
is going to die if the weather man
tells you it isn’t going to rain and it
does?” One interpretation of this is
that the constant vigilance required
in clinical nursing frequently is
overlooked and under recognized,
providing holistic patient care is
emotionally and physically de –
manding, and all demands increase
exponentially when a lack of cama-
raderie exists. Alternatively, Haley
felt totally responsible for her
clients. She believed no one under-
stood what she was experiencing;
she was all alone. Many partici-
pants said nursing was simply “too
much,” indicating the levels of
stress and exhaustion ultimately
drove them from clinical practice.
Scholars have recognized emotion-
al or mental fatigue, coupled with
physical fatigue, may be represen-
tative of the syndrome of burnout
(Maslach, 1982; Trossman, 2007;
Vahey, Aiken, Sloane, Clarke, &
Vargas, 2004).

Discussion
Study participants believed

they had to leave clinical nursing
practice; this was the only recourse
for them in basically untenable situ-
ations. Most participants felt a lack
of support in the workplace at
many levels, and these RNs were
most troubled when the lack of sup-
port arose from their peers. This
also extended vertically to feelings
that management and physicians
did not support the RN in clinical
practice.

For many years, HH and moral
distress have been identified as per-
vasive problems that may lead to
job dissatisfaction, nurse burnout,

and nursing attrition (Longo &
Sherman, 2007; Murrells, Robinson,
& Griffiths, 2008). Despite recogni-
tion of HH in the nursing workplace,
the cycle of abuse has led some per-
sons to leave a profession about
which they were once excited. The
moral dilemmas and conflicts
encountered by many nurses have
left such indelible marks on their
perceptions of nursing that they
hesitated to return to clinical nurs-
ing. Study participants originally
believed they could make a valu-
able contribution through clinical
nursing, yet they believed they
never could return to nursing prac-
tice in that context. All the nurses
expressed guilt about not working
clinically, but none were willing to
return to clinical practice.

A lack of support was docu-
mented initially by Kramer (1974)
as a primary reason for nurses to
leave professional practice. Lack of
support, HH, and moral distress all
have been documented subse-
quently as associated with job dis-
satisfaction and nursing attrition
(Longo & Sherman, 2007; Patrick,
2000; Vahey et al., 2004; Young,
Stuenkel, & Bawel-Brinkley, 2008).
The findings from the current study
also suggest retention efforts
should focus on work environ-
ments, including recognizing and
then eliminating HH and vertical
indifference. The combination of
these two elements ultimately led
each interviewee to leave clinical
nursing.

Limitations of the study include
a relatively small sample size.
Although participants reported dif-
fering levels of abuse, it is unknown
if this finding would be replicated
on a larger scale. The reason some
RNs consider abuse acceptable in
clinical practice also is unclear.
Further research is needed to
explore the power differential
among RNs, its relation to percep-
tions of HH and vertical indiffer-
ence, and its ultimate impact on
nursing turnover or intent. No
other research has explored RNs’
potential vulnerability or resiliency
to perceptions of HH and vertical
indifference. Full understanding of
reasons for RNs’ departure from
clinical nursing will enable nurse
managers to implement effective
strategies to retain current staff.

340 MEDSURG Nursing—November/December 2010—Vol. 19/No. 6

Nursing Implications
With increasing medical tech-

nology demands, increased acuity
of patients, and the complex phe-
nomena of the nursing shortage,
retaining experienced nursing staff
at the bedside is of utmost impor-
tance (Aiken et al, 2002). Medical-
surgical nurses may benefit from a
recognition that perceptions of the
workplace appear to cause some
RNs to leave nursing. Recognizing
when colleagues appear to be dis-
tressed, frustrated, or socially iso-
lated, especially as new RNs, may
help retain future nurses. Effective
mentoring programs that fully sup-
port the transition into nursing
practice from both professional and
social development perspectives
may ease this transition, and assist
in long-term retention strategies.
Developing cultures that embrace
diversity, have a zero tolerance pol-
icy for HH, and provide support net-
works for nurses experiencing emo-
tional distress may enhance reten-
tion of the nurse in clinical practice.

This study provides broad con-
ceptualizations of why nurses
leave clinical practice. Exploring
these concepts in more detail is
necessary and will benefit every
nurse, every patient, and every
family, and ultimately improve
quality of care.

References
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Sochalski, J., & Silber, J.H. (2002).
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tion. The Journal of the American
Medical Association, 288(16), 1987-
1993.

American Association of Colleges of Nursing
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American Association of Colleges of Nursing
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Additional Readings
Buchan, J. (2006). Evidence of nursing short-

ages or a shortage of evidence? Journal
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Duffield, C., Pallas, L.O., Aitken, L.M., Roche,
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tics, work attitudes, and intentions to
work. American Journal of Nursing,
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