Humanistic Studies and Social Researches

Abstract Objective

This review aimed to bring together findings on main factors that drive nurse job satisfaction and to show gender differences in satisfaction levels, stressors, and work outcomes in different nursing settings.

Methods

Narrative review of selected studies found through focused literature search.

Results

Studies showed that high workload, not enough staff, weak supervisor support, and low pay reduced satisfaction. Research indicated that autonomy from task delegation, respectful communication, strong ethical focus on patient-centred care, and good talent management practices increased satisfaction. Gender differences appeared clearly. Data showed that most nurse practitioners were women. Findings indicated that male nurses experienced more workplace bullying yet showed lower intent to leave, and structural empowerment explained part of this effect. Results showed that men had higher burnout depersonalization scores, while women working in emergency departments presented more PTSD symptoms. Evidence indicated that gender equity in nursing education raised esteem and pride among male nurses.



Conclusion

Nurse job satisfaction decreases when resources and support are missing, but it rises with autonomy and ethical patient care. Gender changes how nurses experience work, which shows that men face more bullying and burnout and bullying, while women appear more vulnerable to PTSD and loss of motivation. More research on combined gender effects is needed.

Abstract Background: Performance anxiety is a prevalent issue among nursing students during clinical simulations, potentially hindering learning and skill acquisition. Music intervention has emerged as a potential non-pharmacological approach to mitigate anxiety and enhance performance. This review synthesizes current evidence on the role of music in alleviating anxiety and boosting performance in nursing simulations, with a specific focus on findings from an Asian educational context.

Methods: A comprehensive review of the literature was conducted, focusing on experimental and observational studies that examined the effects of music on nursing students' anxiety levels, physiological stress indicators, self-efficacy, and simulation performance. The review critically appraises a key randomized controlled trial conducted in an Asian setting and integrates its findings with the broader evidence base.

Results: The reviewed evidence consistently demonstrates that music intervention significantly reduces both self-reported anxiety and physiological indicators of stress, including heart rate and mean arterial pressure, during nursing simulations. Furthermore, music exposure is associated with improved performance as evaluated by instructors. However, the impact of music on self-efficacy appears inconsistent across studies. The low-cost, non-invasive nature of music intervention enhances its practical applicability in nursing education.

Conclusion: Music serves as an effective, accessible tool for creating a more supportive learning environment in nursing simulation education. Its implementation can reduce anxiety and improve performance, thereby potentially enhancing clinical competence. Future research should explore optimal music genres, timing, and duration of exposure, as well as the long-term effects of music intervention on clinical practice transitions.