Occupational self-efficacy, job satisfaction and learning potential of the workplace in a sample of diabetes specialist nurses: A structural equation modeling analysis

Diabetes mellitus is a chronic condition, cases of which are expected to continue rising worldwide. Diabetes specialist nurses play an essential role by assisting patients with preventing or delaying disease complications. Research has suggested an association between occupational self-efficacy and job satisfaction among professionals. However, the relationship between these factors among diabetes specialist nurses, as well as the learning potential of the workplace in this context, remains unexplored. This study aimed to explore the relationships between occupational self-efficacy, the learning potential of the workplace and job satisfaction. A cross-sectional study design was used. The study data were collected through a national online survey conducted in Sweden. A total of 157 registered nurses who provide diabetes care to patients were included. Data were obtained through an online survey with a response rate of 28%. All variables were measured using Swedish-translated standardised instruments. The model was constructed and tested using structural equation modeling analysis with the hypothesis that perceived occupational self-efficacy has both direct and indirect effects on diabetes specialist nurses' job satisfaction and is mediated by the learning potential of the workplace. The findings supported the hypothesised model. The total effect of the relationship between occupational self-efficacy and job satisfaction was .547 ( p < .001), comprising both the direct effect (β = .359, p < .0001) between these constructs and the indirect effect (.188, p < .001). The indirect pathways included occupational self-efficacy, which was statistically significantly associated with all three dimensions of the Learning Potential of the Workplace scale: Opportunity to reflect (β = 0.480, p < .0001), Support in learning (β = .226, p < .01), and Time for exploration (β = .330, p < .0001). Both Support in learning and Time for exploration were also statistically significantly associated with job satisfaction (β = .236 and β = .266, respectively, p < .01), thereby contributing to the sum of the indirect effect (.188, p < .001). One dimension, Time for exploration , was identified as a mediator between occupational self-efficacy and job satisfaction, which explained 9% ( p < .01) of the variance in job satisfaction. These results demonstrated the association between occupational self-efficacy and job satisfaction among diabetes specialist nurses. The mediation effect of the Time for exploration dimension underscores the importance of providing sufficient time for workplace learning. This finding suggests that fostering a supportive learning environment could be associated with job satisfaction. Not registered.