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This study presents a quantitative analysis of the strategic role of job embeddedness on turnover intention among nurses in selected healthcare centres in urban Accra, Ghana. Focusing on both on-the-job and off-the-job embeddedness, the study aims to develop a predictive model as a complement to evidence-based policies on human resources to help improve the existing retention of nurses in the healthcare sector. A sample of 276 nurses was randomly selected to participate in the study. Structured questionnaires were administered through digital formats to enable selected respondents to provide data for analyses. The authors employed descriptive statistics in SPSS Version 28 to analyse the data, while Structural Equation Modelling with SmartPLS 3.0 was used to assess the relationships among the variables. By adopting an ecosystem and strategic perspective, this paper considers the role of on-the-job embeddedness as a vital stability mechanism in healthcare systems. Conversely, off-the-job embeddedness emerged as a comparatively weaker influence. The results underscore the need to improve organisational embeddedness as a strategic approach to curtail turnover and enhance healthcare service within healthcare facilities in Ghana.

Concerns about nurse attrition are mounting. Despite this, limited empirical evidence exists on how different dimensions of burnout and institutional support interact in this context. This study investigates how burnout influences nurses’ turnover intention (TI) in urban Ghana and examines whether institutional support mitigates this relationship. A cross-sectional survey design was employed to collect data from 245 nurses across five Christian-based hospitals. Primary data is analysed and aided by the Partial Least Squares Structural Equation Modelling (PLS-SEM) in addition to conducting direct evaluation to assess the moderating influences. The findings revealed that emotional exhaustion has a significant impact on TI, whereas depersonalisation has no direct effect. Institutional support also significantly reduces TI. In addition, emotional support strongly moderates the link between emotional exhaustion and TI, while access to resources partially moderates the effect of depersonalisation. The study shows that the negative effects of burnout on TI can be reduced through strong institutional support systems. The outcomes reinforce the applicability of Job Demands-Resources and Social Exchange theories and recommend more investment in both tangible resources and emotional support mechanisms to enhance nurse retention in high-demand urban healthcare ecosystems.

This study was premised on the Community of Inquiry model and a qualitative method approach was used with an online individual semi-structured interview protocol as the data collection instrument to collect and analyse data gathered from the respondents’ individual interviews. A case study design was used with six participants (3 lecturers and 3 students) being sampled. The participants comprising three (3) Mathematics education lecturers, and three (3) Mathematics education students (preservice teachers) either in the first, second or third year of study in Mathematics education. Interviews were conducted online with the participants through Skype and Zoom. A thematic analysis was used to identify themes and patterns. The findings of the study revealed that the participants, understanding the use of social media, have transformed their teaching and learning in higher education institutions. Apart from making the shift from face-to-face teaching to teaching online using a technology-based independent mode to continue teaching in the Covid-era, lecturers have experienced academic well-being through a change in their pedagogy and teaching approaches as Mathematics lecturers. This change has ensured that students are exposed to a more student-centred approach through the use of social media platforms which has enhanced students’ learning of Mathematics. Recommendations are made.

Globalization and rapid technological change have made knowledge a critical determinant of competitiveness in the world’s economy. Online education has been auspicious and adjustable even to students with tight schedules. However several critical success factors need to be improved in order to enhance the effective learner experience. This paper is aimed at uncovering the impact of three critical success factors namely; instructional design, learner interaction and learner technology adaptation on learner experience. Hence, the discretions of 300 students were diagnosed using the Likert scale questionnaire ranging from strongly agree to strongly disagree. The Holm Bonferroni method from R- package version 0.88 (2021 edition), was engaged to reduce the family-wise error (FWER) associated with multiple hypothesis comparison. It was observed that at a 5% level of significance, the alternative hypothesis was acceptable in favor of the null hypothesis and the conclusion was that instructional design, learner interaction, and technology adaptation, have a direct impact on the learning experience of the learner. The adopted models for the three critical success factors were validated by the Fornell and Larcker's (1981) convergent reliability test and tolerable with high composite reliability of 0.71. In accordance with the adopted model, a well instructional design is suggested for compliance.