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Self-help and self-censorship: A self-help cultural perspective on organizational silence This paper seeks to explain silence in the workplace through an analytical perspective derived from Judith Butlers work on censorship, and in this way suggest an alternative to explanations in the existing literature on employee silence, which are often tied to the actions and motivations of the individual subject. It is thus argued that self-help books can be seen as indicative of a pervasive culture of self-improvement, which among other things promotes the absence of criticism in the workplace. The empirical point of departure for this argument is the two bestselling self-help books The secret by Rhonda Byrne and The 7 habits of highly effective people by Stephen Covey. Theoretically, the paper applies Butlers notion of ”implicit censorship” where censorship is understood as productive in the sense of being constitutive of language. Hence, in the analysis it is shown how discursive regimes in self-help literature tend to be constructed in such a way, that explicit criticism cannot emerge as a meaningful activity, and is thus implicitly censored.

Nurses' research utilization two years after graduation : a national survey ofassociated individual, organizational, and educational factors

Background. Nurses' research utilization (RU) as part of evidence-based practice is strongly emphasized in today's nursing education and clinical practice. The primary aim of RU is to provide high-quality nursing care to patients. Data on newly graduated nurses' RU are scarce, but a predominance of low use has been reported in recent studies. Factors associated with nurses' RU have previously been identified among individual and organizational/contextual factors, but there is a lack of knowledge about how these factors, including educational ones, interact with each other and with RU, particularly in nurses during the first years after graduation. The purpose of this study was therefore to identify factors that predict the probability for low RU among registered nurses two years after graduation. Methods. Data were collected as part of the LANE study (Longitudinal Analysis of Nursing Education), a Swedish national survey of nursing students and registered nurses. Data on nurses' instrumental, conceptual, and persuasive RU were collected two years after graduation (2007, n = 845), together with data on work contextual factors. Data on individual and educational factors were collected in the first year (2002) and last term of education (2004). Guided by an analytic schedule, bivariate analyses, followed by logistic regression modeling, were applied. Results. Of the variables associated with RU in the bivariate analyses, six were found to be significantly related to low RU in the final logistic regression model: work in the psychiatric setting, role ambiguity, sufficient staffing, low work challenge, being male, and low student activity. Conclusions. A number of factors associated with nurses' low extent of RU two years postgraduation were found, most of them potentially modifiable. These findings illustrate the multitude of factors related to low RU extent and take their interrelationships into account. This knowledge might serve as useful input in planning future studies aiming to improve nurses', specifically newly graduated nurses', RU.