Intervention Program of a Job Crafting: Job Crafting Behavior, Work Meaningfulness, Change Attitude, Task and Adaptive Performance Among Nurses
Phase: NA
Conditions: Educational Problems, Work-Related Condition, Nurse's Role
Sponsor: Alexandria University

A Randomized Control Trial of Job Crafting Program Effectiveness on Job 
Crafting Behavior, Work Meaningfulness, Change Attitude, Task and Adaptive 
Performance among Nurses. 
 
 
IRB: 1123 
Date of document: 8-1-2024 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Introduction: 
 
 
 
The work environment for nurses holds significant importance in shaping their job 
satisfaction and overall effectiveness. A meaningful workplace for nurses is 
characterized by tasks that align with a sense of purpose and satisfaction, when nurses 
find purpose in their responsibilities, it enhances their commitment to the profession 
(1,2).  
Meaningful tasks directly contribute to patient care, fostering a sense of 
accomplishment, necessitating flexibility and responsiveness to evolving nursing 
healthcare scenarios. An environment that supports adaptive performance 
acknowledges the dynamic nature of healthcare, promoting continuous learning and 
professional growth (3,4). Therefore, establishing a workplace that emphasizes the 
meaningfulness of tasks and encourages adaptive performance is crucial for nurses to 
deliver high-quality care, find job satisfaction, and sustain a rewarding career in 
healthcare (5). 
 
Job crafting behavior among nurses involves a proactive and intentional approach to 
shaping various aspects of their work roles to better align with their skills, preferences, 
and goals (6). This behavior can be categorized into three main domains. Firstly, 
seeking resources refers to nurses actively seeking opportunities, support, or tools that 
can enhance their job performance and satisfaction. Secondly, seeking challenges 
involves nurses actively pursuing tasks or responsibilities that are stimulating and align 
with their professional growth objectives. Lastly, reducing demands entails efforts to 
mitigate or manage aspects of the job that may be perceived as stressful or 
overwhelming (7,8).  
 
Engaging in tasks that bring positive meaning, involve meaning-making, and align with 
greater good motivations provide nurses with joy and fulfillment, fostering 
commitment to their profession. Meaning-making tasks contribute to a coherent and 
purposeful narrative in their work, connecting to a broader sense of identity. Greater 
good motivations involve tasks that contribute to the welfare of others, fostering 
altruism and positive impacts on patient care (9). The significance of these work 
meaning tasks in nursing is evident in their capacity to elevate job satisfaction, reduce 

burnout, and create a positive and fulfilling workplace. Nurses experiencing meaning 
in their tasks are more likely to exhibit a sense of purpose, positively impacting their 
job performance, job retention, and the quality of patient care they deliver (10,11). 
 
The importance of job crafting in the nursing context is underscored by its impact on 
the meaningfulness of tasks and adaptive performance. When nurses engage in job 
crafting, they are more likely to find their work personally meaningful, as they align 
their roles with their values and preferences. Moreover, job crafting enables nurses to 
enhance their adaptive performance by tailoring their roles to better navigate the 
dynamic and challenging healthcare environment. In doing so, nurses can optimize their 
effectiveness, job satisfaction, and overall well-being in their demanding profession 
(12,13).  
Enhancing job crafting among nurses is imperative for improving their job satisfaction, 
well-being, and patient care outcomes. Despite existing research on job crafting, there 
is a notable lack of studies specifically addressing how to enhance this practice among 
nurses. Job crafting allows nurses to tailor their roles, providing a sense of autonomy, 
stress reduction, and increased engagement. By empowering nurses to adapt to evolving 
healthcare environments and fostering positive team dynamics, job crafting contributes 
to better patient care and the retention of skilled professionals(14-16). Research 
addressing this gap is essential to provide practical guidelines for healthcare 
organizations seeking to implement effective initiatives that enhance job crafting and, 
subsequently, the overall well-being and effectiveness of nursing professionals. 
 
A recent study in 2023 investigated the impact of a Job Crafting Intervention Program 
on Harmonious Work Passion and Career Commitment among Nurses through a 
Randomized Controlled Trial. The findings revealed that, in comparison to the control 
group, the intervention group demonstrated elevated levels of job crafting behaviors 
and reported a significant improvement in harmonious work passion, although no such 
improvement was observed in career commitment. This suggests that training nurses in 
job crafting behaviors can effectively maximize job resources, optimize job demands, 
and enhance their harmonious work passion. In conclusion, the study underscores the 
potential for nurses to benefit from job crafting training, offering a valuable tool for 
dealing with limited job resources and increased job demands, ultimately fostering a 
more harmoniously passionate approach to their work. Consequently, the implications 

for Nursing Management highlight the importance of providing regular training to 
nurses on becoming effective job crafters. This proactive approach can empower nurses 
to navigate challenges related to job resources and demands, promoting a harmonious 
and passionate engagement with their work (13).  
 
The research intervention program focusing on job crafting empowers nurses to actively 
shape their work roles, instilling a sense of autonomy and control. Moreover, the 
intervention seeks to elevate the meaningfulness of nursing tasks, contributing to 
increased job satisfaction and overall well-being among nurses. The positive change 
attitude cultivated through the program addresses the dynamic nature of healthcare 
environments, enabling nurses to adapt more effectively to organizational changes. 
Additionally, the intervention aims to enhance both task and adaptive performance, 
potentially leading to improved patient care outcomes and heightened efficiency within 
hospital settings. The emphasis on employee retention and satisfaction is crucial, as 
empowered nurses are likely to remain in their positions, addressing the persistent 
challenge of retaining skilled healthcare professionals. The positive impact of the 
research extends to supporting hospital settings by contributing to the development of 
strategies that foster a positive work environment, promote teamwork, and enhance 
organizational effectiveness.  
 
Aim of the study: 
To investigate the effectiveness of job crafting intervention program on job crafting 
behavior, work meaningfulness, change attitude, adaptive and task performance among 
nurses at Zagazig university hospitals. 
 
Research hypothesis: 
 
1. After program intervention, nurses will demonstrate an increase in job crafting 
behavior (increasing job Resources, increasing challenging job demands, and 
decreasing hindering     job demands). 
2. Nurses participating in the intervention program will report higher levels of work 
meaningfulness.  
3. The experimental group will demonstrate an increase in positive work attitude and 
decrease in negative work attitude 

4. The experimental group will experience a higher adaptive performance and perform 
higher levels of task performance. 
5. An increase in job crafting behavior is related to and predicts work meaningfulness, 
change attitude, adaptive and task performance among nurses 
Subjects and Methods: 
 
Research design: 
 
  
The 
study 
described 
in 
ClinicalTrials.gov 
with 
the 
identifier 
NCT………..utilized a randomized control trials research design. 
Administrative & Ethical Steps: 
We obtained official written authorization from the Zagazig university hospitals in 
order to carry out our research, following the approval of ethical considerations. Formal 
consent and authorization for the study were also acquired from the Research Ethics 
Committee within the Faculty of Nursing at Zagazig University, Egypt (IRB: ……). 
Patients were duly informed about the study's objectives, and we obtained their 
informed written consent. They were informed of their right to decline participation, 
with the assurance that their decision would not impact their care. Moreover, patients 
were assured that they had the option to withdraw from the study at any point, even 
after initiation, with the assurance of maintaining their privacy and confidentiality. 
Study setting : 
     This study was conducted at the Zagazig University Emergency Hospital, which 
provides a wide spectrum of health services at El Sharkia Governorate in Egypt.  This 
hospital receives emergency cases and injuries 3 days/week from Zagazig City and 
other near areas, giving care for about 7.5 million people, according to the hospital most 
recent statistical data. The hospital is occupied with (185) beds. 
 
Subjects: 
Include staff nurses working in different departments of Zagazig University Emergency 
Hospital. 
 
Sample size : 

 We employed the G* Power version 3.1.9.7 software program to calculate the sample 
size based on the specified parameters.: a total sample size of approximately …, an 
effect size of 0.5, α error probability of 0.05, Power (1-β error probability) of 0.95, two 
groups, three measurements, and a correlation among repeated measures of 0.5. The 
program recommended a minimum sample size of 140 nurses. However, the researchers 
decided to recruit 150 nurses for both the control group and the study group. 
To be eligible for the study, nurses had to be…………………………. 
 
 
As shown in figure (1), each randomly selected nurses were screened to identify the 
student who met the predetermined inclusion criteria. Three students refused to 
participate and …. were excluded due to lack of inclusion criteria. A comprehensive 
list of the rest …., containing the names and relevant data of all students was compiled.  
The participants were assigned to either the control or study group using a computer-
generated randomization list (…..each). This random assignment ensured fairness and 
minimized bias. ….nurses were withdrawn from either the control or intervention group 
Table 1: Stratified random sample using proportion allocation technique.  
Academic 
Level  
Strata according to the 
department  
The Expected 
population size of 
each stratum  
Proportionate 
sample size in each 
stratum  
1  
 
 
 
2  
 
 
 
 
 
 
3  
 
 
 
 
 
 
4  
 
 
 
 
 
 

Total  
 
 Size of the  
entire population=  
Total sample size = 
150 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Assessed for eligibility (n=2213)
 
 Proportionate sample size (n=140)
 
Excluded 
 
Not meeting inclusion 
criteria(n=11)
 
Refuse to participate (n=3)
 
Randomized= 126
 
(Baseline sample or Total students)
 
Intervention (n=63)
 
Random allocation to intervention group post-
baseline
 
Baseline sample
 
Students completed baseline = 63/63 (100%)
 
Stratified randomization 
Enrollment
 
Intervention (n=63)
 
Completed post-intervention assessment=62
 
Lost or dropped out in first post-test = 1 
 
(Not included in the analyses)
 
Control (n=63)
 
Completed post-intervention assessment=6
 
Lost or dropped out in first post-test = 
 
(Not included in the analyses
 
Control (n=63)
 
Random allocation to control group post-
baseline.
 
Baseline sample
 
Students completed pre-test= 63/63 (100%)
 
 
Computer 
generated 
Randomized 
and Allocated
 
Follow up 1
 

 
 
 
 
 
 
 
 
 
 
 
CONSORT analysis of nurses’ enrollment and recruitment 
process 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Intervention (n=62)
 
Completed post-intervention assessment=60
 
Lost or dropped out in second post-test = 2
 
Control (n=61)
 
Completed post-intervention assessment=6
 
Lost or dropped out in second post-test = 
 
(Not included in the analyses
 
Follow up 
 
Analyzed (n=60)
 
 
 
Analyzed (n=60)
 
 
Analysis
 

Tools of data collection: A questionnaire sheet was used to collect data for this study 
and composed of five parts: 
 
Part (1): This covers staff nurses ' demographic information such as age, department, 
education level, years of experience, and pervious training in job crafting. 
Part (2): Job Crafting questionnaire was developed by Tims, et al. (2012). It  
consisted of  13 items with three subscales  [1] seeking recourses included 6 items e.g.(I 
ask others for feedback on my job Performance), [2] seeking challenges included three 
items, e.g.( I ask for more tasks if I finish my work), and reducing demands by using 4 
items e.g.( I try to ensure that my work is emotionally less intense) . The questionnaire 
was measured on five-point ranging scale from (1) “Never” to (5) “Always”. The total 
score of this tool ranged from 13-65.  Scores ≥[    ]  indicated a higher perception level 
of job crafting behavior,  scores [  ] indicated a moderate level, while scores [   ]  
indicated a low perception level (please reference to level). (please reference if tools 
used with nurse and previous reliability and consistency).  The reliability of the tool 
was measured by Cronbach alpha coefficient and it was ranged from .87 to .92  
 
Part (3): Work And Meaning Inventory(WAM I) 
 
The scale was developed by Steger et al.( 2012),  to reflect weekly  work 
meaningfulness by using the 10-items. The WAMI consists of three facets: positive 
meaning 4 items e.g. (I understand how my work contributes to my life's meaning this 
week), meaning making 3 items e.g. (This week, I viewed my work as contributing to 
my personal growth), and greater good motivations 3 items e.g.( This week, I knew my 
work made a positive difference in the world). All items were scored on a five-point 
Likert scale ranging from 1 (absolutely untrue) to 5 (absolutely true). The total score of 
this tool ranged from 10-50.  Scores ≥[    ]  indicated a higher perception level of work 
meaningfulness,  scores [  ] indicated a moderate level, while scores [   ]  indicated a 
low perception level(please reference to level). (please reference if tools used with 
nurse and previous reliability and consistency).  . The reliability of the tool was 
measured by Cronbach alpha coefficient, it  ranged from .60 to .81 (M = .71). 
Part (4): Change attitude scale:  This dependent variable was measured using 15 items  
from Dunham et.al (1989), to measure the affective, cognitive and behavioral 
dimensions of attitude towards change. It includes two subcategories; positive attitude 

towards change with 7 items e.g.(I am happy at the prospect of this change), and 
negative attitude towards change 8 items e.g. (I find it difficult to accept new things). 
All statements were rated on a scale Likert that went from 1 (strongly disagree) to 5 
(strongly agree). Scoring system: The total score of this tool ranged from 15-75.   
The scores were categorized into highly openness to change (positive attitude) 
(participants who scored > 75% on attitude based questions), and (resistance) 
unfavorable negative attitude (participants who scored ≤75% on attitude based 
questions). (please reference to level). (please reference if tools used with nurse and 
previous reliability and consistency).   Cronbach's alphas was (α=.859). 
 
Part (5): Task, Contextual and Adaptive performance scales: was used for 
measuring task and Adaptive performance; task performance was  measured by a scale 
developed by Williams and Anderson (1991). Seven items on task performance were 
measured e.g. (Fulfills responsibilities specified in job description”) They were 
measured on a five-point ranging scale from (1) “Strongly disagree” to (5) “Strongly 
agree”. The total score of this tool ranged from 7-35.  Scores ≥[    ]  indicated a high 
levels of task performance,  scores [  ] indicated a moderate level, while scores [   ]  
indicated a low perception level (please reference to level). (please reference if tools 
used with nurse and previous reliability and consistency).  . Cronbach alpha was 
α=.770. 
 
Adaptive performance: was measured on a five item scale. This originated from the 
preferences of the Elkerliek hospital. A sample item for adaptive performance include: 
“I use the screening in the quality chart to predict risk on delirium”; ”I use the checklist 
in the care chart”;”I use prevention actions and treatment interventions in my daily job”. 
The scale ranges from (1) “Never” to 5“Extremely often”. The total score of this tool 
ranged from 5-25.  Scores ≥[    ]  indicated a high levels of adaptive performance,  scores 
[  ] indicated a moderate level, while scores [   ]  indicated a low perception level 
adaptive performance(please reference to level). (please reference if tools used with 
nurse and previous reliability and consistency).  . Cronbach alpha was α=.909.  
 
Content validity and reliability:  
After the instrument was translated into Arabic, data were collected using a self-
administered questionnaire. A jury of experts (5 professors & 7 assistant professors) 

from academic nursing staff, nursing faculties, Zagazig and Cairo Universities has 
developed the content and face validity. All the necessary adjustments were made 
according to their opinions. 
 
 
Pilot study: 
A pilot study was conducted on 10 % of the research sample (n=8) before using it to 
evaluate its accuracy and feasibility. All nurses participating in the pilot study were 
excluded. An informed consent was received from the entire study sample for inclusion 
in the analysis. Involvement in the study is voluntary. Each participant may decide to 
stop the study and withdraw at any time without consequence. 
 
Field work:  
 
The study was carried out for six months from the beginning of March to the end of 
August 2023 as the following: 
Preparatory phase: It began with a review of national and international resource 
of theoretical and empirical literature on the subject of the study using textbooks, 
articles, magazines, research, and internet search to get a clear picture of all aspects 
related to the study.  
 
Before the program took place, structured interviews were conducted with random 
nurses from all departments. The aim for the structured interview was to distill key 
information on all dependent variables and the control variables. This includes the 
current resources that are used, experienced job demands and overall attitude towards 
the job and organizational change. The structured interview has not been recorded as 
this may have created a respondent bias (Crowther & Lancaster, 2008). The main goal 
of the structured interview was to find best practices of nurses already crafting their 
job. Additionally, the aim was to find examples of what gave nurses energy in their 
work context and what resulted in energy depletion during their job. This could then be 
used to tailor the program to prevent a one-size-fits-all presentation. Furthermore, this 
was aimed at identifying influencers that could aid in stimulating other nurses to craft 
their job. Their congregated, anonymous input was to be used during the intervention, 
resulting in discussion points for all participants of the intervention. Additionally, the 

head nurses of the departments were briefed on the upcoming research. This step was 
included as this may aid in the effectiveness of the intervention as they may stimulate 
and motivate the nurses to part-take in the intervention with motivation and enthusiasm. 
The pre-test forms have been given to nurses to determine their training needs regarding 
job crafting and job crafting behavior among Nurses. The data were gathered during 
morning and afternoon shifts for four days / week. The time each staff nurse needed to 
complete each sheet varied from 25 to 30 minutes. The learning needs of nurses were 
established based on pre-test results. Accordingly, the program's goals have been set 
out and the content developed. 
 
Implementation phase: ((please insert in table with sessions name, objective, time, 
steps).   
 The training program designed for this study was implemented through twelve 
sessions, from which three theory and nine practical sessions were held in a room at the 
worksite. The sessions were conducted outside of working hours in the hospital These 
sessions lasted 21 hours; 3 theory hours (one hour for each theoretical session); and 9 
practical sessions (two hours for each practical session). Having the whole number of 
nurses at the same time was difficult, so the nurses were classified into five groups each 
group consisting of about 16 nurses. All sessions were repeated to the five main groups 
until 80 nurses completed the entire 21-hours instruction period. 
 
The program includes three main parts;  
the first theoretical part covers knowledge of the job crafting, job crafting theory, Job 
Demands–Resources model, definition work environment, combine work environment 
and JD- R model. Then, based on examples from structured interviews conducted 
before the program, examples of job crafting are provided, as well as examples of a 
work analysis. Success stories of past job crafting behaviors of staff nurses were shared 
and discussed. This was helpful to reflect on the current work performance, and then 
made their own individual job crafting plans.  
 
The second practical part was included to guide the employees on how to craft their 
daily activities and to give them suggestions on craft-able work-related activities as 1- 
increasing job Resources e.g. ask feedback, ask support, ask for help from colleagues 
or your leaders if you need help, participate committees, look for trainings, invest in 

relationships, and clean your desk to work more efficiently. 2- increasing challenging 
job demands e.g. volunteer work for a committee, communication about 
emotional/serious issues to patients and families,  offer to be responsible for making 
the nursing schedule in a certain month, share your head nurse in writing certain 
documents, and stay informed about current and recent research.3- decreasing 
hindering job demands e.g. simplify tasks, work more efficient, let go perfectionism, 
say ‘no’, make clear appointments, checking emails only at certain times during the day 
and make use of relationships. The staff nurses were then asked to conduct a personal 
work analysis, guided by questions in their personal action plan. They were also 
provided with a homework papers for a job crafting exercise. Each staff nurse reviewed 
his/her own job crafting plan individually (20 min); the nurses then shared their 
reflections as a group (30 min), discussed what job crafting would be feasible and 
sustainable to practice (35 min), and, finally, made a modified job crafting plan (35 
min). Thereby aiming to increase 
awareness for the utility of job crafting in their work environment.  
 
The third and last part  
consisted of setting personal goals. These goals were aimed at the three job crafting 
dimensions and had to be SMART5. Complementary, the participants had to formulate 
actions to attain their personal goals. Each staff nurse had one week to attain his or her 
goal with respect to the corresponding job craft dimension of that week. The researchers 
used different teaching approaches to attract the attention of nurses and to inspire them 
to participate, such as seminars, group discussion and brainstorm. The teaching media 
included: power point, white blackboard and a copy of the program which covered 
theoretical and practical information about job crafting, Job Demands–Resources 
model, combine work environment and JD- R model. All data were collected using a 
self-report questionnaire at baseline, post-intervention, and three-month follow-up. 
Evaluation phase: The impact of the educational program was measured during this 
phase; it was carried out immediately after the program was introduced and followed 
up after 3 months of implementation using the same method formats used before the 
program was implemented. 
Administrative and ethical considerations: 
Before the research started, ethical approval was given by the Scientific Research Ethics 
Committee at the Faculty of Nursing-Zagazig University (NO: 056). Participants were 

explained the study objective and protocol, and only those who provided informed 
consent were included. Voluntary participation, autonomy, and confidentiality of the 
information gathered were confirmed. 
 
Statistical design:  
All data were collected, tabulated, and statistically analyzed using version 20.0 of the 
Social Science Statistical Package (SPSS), quantitative data were expressed as mean ± 
SD and range, and qualitative data were expressed as absolute frequencies (number) & 
relative frequencies (percentage). Paired t-test was used to compare normally 
distributed variables between two dependent groups. P.  
Pearson correlation coefficient has been determined to determine the relationship 
between different variables of the sample,(+) sign indicates direct correlation and-) 
(sign indicates reverse correlation, even values close to 1 indicate strong correlation 
and values close to 0 indicate weak correlation. All testing was two-sided. P-value < 
0.05 was deemed statistically significant (S), and p-value < 0.001 was considered 
highly statistically significant (HS), and p-value ≥ 0.05 was considered statistically 
insignificant (NS). 
 
 
 
 
 
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Theoretical Framework Job crafting intervention is a training program 
designed to encourage individuals to proactively redesign their jobs by optimizing 
available job resources, managing increased job demands, and adapting to new job 
challenges [34]. Job crafting intervention is based on two main approaches: (1) the 
Wrzesniewski and Dutton approach, which frames job crafting as proactive changes in 
task, relational, and cognitive job aspects [10], and (2) the Tims et al. approach, which 
is based on the Job Demands-Resources (JD-R) theory [7]. Te JD-R theory postulates 
that individuals require a sufcient amount of job resources to efectively cope withthe 
demands they encounter in their work. According to this theory, organizations play a 

crucial role in providing optimal job demands and resources to their employees. 
However, individuals also possess the autonomy to proactively modify their job 
demands and resources, thereby contributing to a better alignment between individuals 
and their jobs. Consequently, this leads to enhanced optimal functioning within the 
workplace [35]. Job crafting, when framed within this context, refers to the ability of 
individuals to change three types of job characteristics: job resources, seeking 
challenge, and job demands [7]. Previous studies have explored the outcomes of job 
crafting intervention and demonstrated its positive efect on enhancing work 
engagement, job performance [29], career satisfaction [36], and well-being [12]. Job 
crafting intervention increases individuals’ awareness of their own preferences and 
needs, empowering them to take action to make changes. Te job crafting intervention 
provides individuals with specifc techniques and tools they can use to identify areas 
where they can make changes to manage their job resources and demands. Moreover, 
job crafting intervention encourages them to formulate a job crafting plan, which 
increases their adherence to job crafting behaviors [37]. Hence, job crafting intervention 
leads to an increase in job crafting behaviors and all related dimensions. Terefore, the 
study hypothesized that 
 
 
 
 
 
 
Subjects and Methods  
3.1. Study Design. Tis study was a two-arm, parallel, openlabel randomized controlled 
trial (RCT) that conforms to the Consolidated Standards of Reporting Trials 
(CONSORT) guidelines [44]. Te study protocol was registered at ClinicalTrials.gov 
(Identifer code: NCT05329805; 15/04/2022). 3.2. Participants and Setting. Tis study 
recruited nurses working 12 hours per shift for 186–195 hours a month at one of the 
universal health insurance hospitals in Port Said Governorate, Egypt. Nurses who were 
licensed staf nurses, worked in a ward, and had at least 6 months of experience were 
included in the analysis. In contrast, nurses who were involved in any other intervention 
program within the last 12 months, working in clinics, or holding an administrative 
position were excluded. Of the 224 invited participants, 58 did not meet the inclusion 
criteria, 62 declined to participate, and 10 were piloted. Ultimately, 94 were included 

and randomly allocated to the intervention group (n ೦ 47) or the control group (n ೦ 
47). Overall, 79 (39 in the intervention group and 40 in the control group) completed 
the intervention up to T2 data collection. Te attrition rate from the baseline (T0) until 
T2 data collection was 15.95%. Figure 1 illustrates the consort fow diagram of the 
participants. 3.3. Sample Size Calculation. A prior sample size was estimated using the 
G∗Power 3.1.9.7 Software [45] for repeated measures analysis of variance (ANOVA) 
design (withinbetween interactions) with efect sizes of 0.26 and was obtained from the 
meta-analysis on job crafting intervention that included healthcare professionals [29] 
(α error ೦ 0.001, power ೦ 0.95). A sample of 72 participants (36 for each group) was 
estimated. Considering the possibility of a 30% attrition rate resulting from high 
dropout/loss to follow-up among Egyptian participants [46], the recruitment target was 
94 participants (47 in each group). 3.4. Randomization and Blinding. An independent 
researcher randomly assigned the participants to the intervention or control group by 
using the “Research Randomizer” web-based program [47]. Te number of groups 
needed and the number of potential participants 
 
 
 
 
 
were input into the program, which generated two sets of 94 
unique, sorted numbers arranged from the least to the greatest and allocated randomly 
to either Group 1 (representing the control group) or Group 2 (representing the 
intervention group) in a 1 :1 ratio. Te allocation sequence was concealed by using 
opaque sealed envelopes. Blinding was not feasible in this study because the 
intervention provided was an educational program, which made the blinding of the 
researcher or the participants to the group allocation difcult [48]. Nevertheless, to 
minimize the risk of bias, the data collection and analysis were performed by authors 
(SM, MS, and MZ) were not involved in providing the intervention program conducted. 
3.5. Intervention. Te job crafting intervention program was developed according to the 
Michigan Job Crafting Exercise [37] and was operationalized on the basis of the JD-R 
theory principles [49]. Te intervention aimed to train the participants in maximizing 
their job resources, optimizing the increased job demands, and adapting new job 
challenges, which may be useful in enhancing their harmonious work passion and 

career commitment. Prior to the intervention program, potential participants and 
nursing managers with diferent levels were interviewed to understand the work context, 
which included the following: what does good performance mean from their point of 
view, what hinders them from doing so, what helps them to provide high-quality care, 
what tasks represent challenges, and why they did not assume such challenges. Tis 
information was utilized to prepare a tailored intervention and customized examples in 
creating the intervention. Five-expert committee included two nursing administration 
professors, one nursing manager, and two staf nurses with master’s degrees were asked 
for suggestions on the content and structure of the intervention materials. Te 
intervention materials were modifed based on their suggestions and sent back to the 
committee for approval. Ten the intervention materials were pilot tested to ensure their 
quality and clarity. Tereafter, the intervention was conducted, consisting of a 2-day 
workshop, 3 weeks of job crafting implementation, and a refection session. Te 
workshop consisted of four 60–90-minute sessions with 2 sessions per day and 30 min 
rest between sessions over 2 days. In session 1, the researcher introduced the theoretical 
background. In session 2, the JDR model was discussed in detail, and the participants 
were requested to share their personal job crafting experiences. In session 3, they were 
invited to participate in the Michigan Job Crafting Exercise [37], which included job 
analysis, personal analysis, and job-personal analysis. As a result ofcompleting the 
exercise, each participant was expected to be aware of the following: resources that 
could be increased, the idea that demands could be decreased without interrupting the 
work, and areas that represent a challenge to them. In the fourth session, the participants 
were invited to prepare their own “Personal Crafting Plan.” Table 1 details the content 
of the workshop. At the end of the workshop, each participant received a booklet of the 
teaching material, which was developed according to an intensive literature review [8, 
10, 37, 49–51] and the nurses’ needs that were identifed through interviews. 
Furthermore, a list of job crafting activities was distributed. Tis list was developed by 
the researchers according to a previous job crafting study [31, 32, 52] and input from 
interviews. Tis list contained four sections. Te frst section included a set of points to 
increase job resources, such as “Asking for help from your colleague or your leaders if 
you need it” and “Clean your desk to work more efciently.” Te second section included 
a set of points to increase challenging job demands, such as “Ofer to be responsible for 
making the nursing schedule in a certain month” and “Share your head nurse in writing 
certain documents e.g., lab-ray or sterilization.” Te third section includes a set of points 

to decrease hindering demands, such as “Checking emails only at certain times during 
the day” and “Encourage patient to perform daily morning care by himself.” Te fourth 
section included fve potential nursing situations with suggested job crafting activities. 
Each situation was accompanied by activities that can increase resources, increase 
challenging demands, and decrease hindering demands. Giving a list of job crafting 
activities makes it easier for nurses to practice job crafting [32]. After fnishing the 
workshop, the participants were asked to engage in job crafting activities for 3 weeks 
guided by the job crafting activity list and the plan developed by the researchers. Te 
participants were then asked to target activities related to increasing resources, 
optimizing job demands, and seeking challenges in weeks 1, 2, and 3, respectively. 
During this 3-week intervention period, the participants were invited to a WhatsApp 
group, which was formed to encourage, guide, share experiences, and send reminders 
twice weekly to engage in the assigned behaviors. After completing the 3-week 
intervention program, a refection session was held. In this session, participants were 
asked to evaluate their success, obstacles, solutions, and future plans for how they can 
craft their job. At the end of the session, the researcher expressed appreciation to each 
group member. 3.6. Control Group. In the control group, the participants received only 
the content provided in the frst and second sessions. Tey neither participate in the 
Michigan Job Crafting Exercise nor prepare the Personal Crafting Plan. Unlike the 
intervention group, the control group was not required to participate in the 3-week job 
crafting intervention or the refection session