A structural equation model of empowerment factors affecting nurse practitioners competence

Role competence and patient safety (PS) competence among healthcare professionals are rapidly developing issues due to increasing patient acuity and complexity in the healthcare system. Upon graduation, nurse practitioners (NP) provide autonomous healthcare for populations with complex health needs, thus role and PS competence is imperative. The study aim was to test a hypothesized model of the relationships between educational structural empowerment (SE), psychological empowerment (PE), NP role competence, and PS competence. The sample was drawn from newly graduated NPs from across Canada, accessed through twenty professional nurse organizations. The study survey included socio-demographic questions, the Conditions of Learning Effectiveness Questionnaire, the PE Scale, the NP Competence Survey, and the Health Processional Education in PS Survey. One hundred and ninety Canadian educated NPs who completed their studies in the preceding 2-year time period responded. The study model tested the effect of educational SE on NP role competence and PS competence partially mediated by PE. PE partially mediated the positive relationship for educational SE and PS competence, yet no mediation effect occurred for educational SE and NP role competence. Nurse educators need to consider educational SE strategies as NPs' positive perceptions of role competence have the potential to influence greater levels of PS competence.