Table 4.

Intervention description, evaluation measures, and study findings.

Reference	Intervention description	Evaluation measures	Study findings
Chang et al. (37)	Empowerment-based educational program The authors and two trained lead public health nurses (LPHNs) facilitated a four-week empowerment education program specifically designed for PHNs. The program was conducted once a week for six hours and comprised empowerment classes and group workshops, totaling 24 h of engagement. Additionally, participants were encouraged to apply their newly acquired knowledge to real work situations, fostering feedback exchange and experience sharing.	Organizational empowerment scale, Spreitzer Psychological Empowerment Instrument (PEI), Job Satisfaction Scale, Job Productivity Scale, and Innovative Behavior Scale. They were administered 4 weeks before and after testing in the intervention and control groups.	After 4 weeks, the experimental group reported significantly higher overall levels of psychological empowerment, competence, and impact dimensions compared to the control group.
Dirik and Seren Intepeler (24)	Multi-faceted educational program The program consisted of 10 major training sessions held in the hospital training room, along with three additional intensive training sessions in various units. The main training course spanned 3 months and involved nurse leaders, with each session lasting approximately 45 min. The training covered fundamental knowledge and skills in authentic leadership, empowerment, and patient safety. To enhance learning effectiveness, the format included group work, question-answer sessions, and case studies. Intensive training took place six months after the completion of the main course, addressing the specific learning needs of nurse leaders in each unit. These sessions lasted around 60 min on three occasions and provided supplementary support based on their current learning status. To reinforce learning, participants were provided with workbooks and keychains at the end of the course.	Safety Climate Survey (SCS), Authentic Leadership Questionnaire (ALQ), Conditions of Work Effectiveness Questionnaire-II (CWEQ-II), and Spreitzer Psychological Empowerment Instrument (PEI). Measurements were taken separately for nurse leaders and nurses both before and after the intervention. For nurse leaders, measurements were taken as a follow-up before the main training course, immediately after the main training course, and six months after the main training course (a total of three measurements). For nurses, measurements were taken as a follow-up after the nurse leader’s main training course and six months after the main training course (a total of two measurements).	After the intervention, the meaning score for psychological empowerment among nurse leaders was found to be ≥4, with no significant difference between the mean scores (p = 0.062). However, when examining the subdimensions, a significant difference was observed in the ‘impact’ subdimension (p = 0.041). In terms of nurse followers, the meaning score for psychological empowerment increased from 3.96 to 4.10. A related samples t-test indicated a significant difference between the two measures (p = 0.013). Similarly, significant differences were found within the subdimension of ‘influence’ (p = 0.004).
Engström et al. (38)	The intervention/training program comprised eight group sessions, with each session lasting approximately 1.5 h. The sessions were conducted over nine months. The training target is nursing home nurses. Each group session had a designated facilitator, who was a registered nurse, a sociologist, and a social worker, respectively.	Spreitzer Psychological Empowerment Instrument (PEI), Psychosocial aspects of job satisfaction scale. Measured before and after the intervention.	At post-test, scores for the factors self-determination (intervention group means 5.4, SD 1.0; comparison group means 4.7, SD 1.2, p = 0.039) and impact (intervention group means 5.6, SD 0.8; comparison group means 4.7, SD 1.2, p = 0.015) and the total scale of empowerment (intervention group means 5.9, SD 0.6; comparison group means 5.3, SD 0.8, p = 0.011) were significantly higher in the intervention group than in the comparison group. When compared over time within the respective groups, the results showed no statistically significant differences in empowerment for either the intervention group or the control group.
MacPhee et al. (23)	Nursing Leadership Institute (NLI) program There are two components to the program. Participants are nurse leaders with less than 3 years of experience. The first component is a 4-day offline residential workshop that focuses on instructional leadership content and includes interactive learning sessions. The second component is a 1-year practice that involves an online knowledge network designed to provide support to nursing leaders.	Conditions of Work Effectiveness (II) Scale (CWEQII), Spreitzer Psychological Empowerment Instrument (PEI), and Leader Empowering Behaviors Scale (LEBS). The testing was conducted one year before and after the intervention in both the intervention and control groups. In the intervention group, the first measurement was taken during the NLI workshop, and the second measurement was taken one year after the workshop.	The mean overall level of psychological empowerment in the intervention group increased from 3.89 to 4.05 after one year. A relevant samples t-test revealed a significant difference with t = 3.31, p < 0.01. However, no statistical significance was found in the control group.
Sawyer et al. (29)	Psychoeducational group program The program combines education, therapeutic process, skill development, and social support in nine weekly 90-min sessions. The course incorporates three main approaches: education, self-reflection (providing workbooks for note-taking), and experiential learning. The participants in this program were nurse managers.	Posttraumatic Growth Inventory Scale, Brief Resilience Scale, Self-Reflection and Insight Scale, Self-Compassion Scale, Spreitzer Psychological Empowerment Instrument (PEI), Perceived Stress Scale, Maslach Burnout Inventory Scale, Brief Index of Affective Job Satisfaction. Measured before and after the intervention.	The overall mean score on the Psychological Empowerment Instrument was significantly higher at follow-up than at baseline (5.81 vs. 6.06, t = −2.50, p = 0.03). Meaning scores in the following domains were significantly higher after the intervention: Competence (5.42 vs. 5.96, t = −3.81, p < 0 0.01) and Impact (5.90 vs. 6.19, t = −2.21, p = 0 0.04). There were no statistically significant differences in the mean scores in the domains of Meaning (6.42 vs. 6.38 vs. 6.23) and Self-Determination (5.52 vs. 5.73 vs. 5.69).
Sawyer et al. (40)	Psychoeducational group program The program consists of nine 90-min group sessions held once a week for nine weeks. The sessions include an introduction session, two resilience sessions, two insight sessions, one self-compassion session, two empowerment sessions, and a closing session. Mindfulness exercises underpinned the learning and were used throughout each session. The participants in this program are nurse managers.	Posttraumatic Growth Inventory Scale, Brief Resilience Scale, Self-Reflection and Insight Scale, Self-Compassion Scale, Spreitzer Psychological Empowerment Instrument (PEI), Perceived Stress Scale, Maslach Burnout Inventory Scale, Brief Index of Affective Job Satisfaction. Five measurement times were taken: pre-intervention, 1-month post-intervention follow-up, 3-month follow-up, 6-month follow-up, and endpoint.	Among intervention group participants, the overall mean score on the PEI was significantly higher at the endpoint than at baseline (5.41 vs. 5.82, t = −2.86, p = 0.007). Meaning scores in three subdomains were significantly higher after the intervention: Meaning (5.82 vs. 6.20, t = −2.37, p = 0.024), Competence (5.35 vs. 5.97, t = −4.90, p < 0.001), and self-determination (5.30 vs. 5.63, t = −2.08, p = 0.045). There was no significant difference among intervention group participants in the meaning score in the domain of Impact (5.22 vs. 5.49).
Terkamo-Moisio et al. (35)	Continuing Nursing Leadership Education program The program, delivered by a partnership of five universities, lasts for 19 months and includes seven courses, including leadership theory. The courses encompass various learning methods, including web-based learning through Moodle, virtual environments, and face-to-face workshops. The program is designed for nursing leaders.	Conditions of Work Effectiveness Questionnaire (CWEQ-II), Work Empowerment Questionnaire. Three data collection time points were included: the first at the start of CLEP from October 2019 to February 2020, the second at the end of CLEP (first follow-up) during March and April 2021, and the third 8 months after the end of CLEP (second follow-up) from November 2021 to January 2022.	As a result of the intervention, participants’ levels of total psychological empowerment were enhanced.
Yilmaz and Duygulu (36)	Education-based empowerment program The program comprises a total of 34 h, which includes 14 h of theoretical training divided into 7 sessions of 2 h each. Additionally, there are 12 h of group work distributed across 9 sessions of 1 to 1.5 h each. Furthermore, the program includes 8 h of individual work, consisting of 6 sessions of 1 to 1.5 h each. The participants in this program were unit charge nurses and staff nurses.	Spreitzer Psychological Empowerment Instrument (PEI), Hospital Survey on Patient Safety Culture Scale. Data was collected before and after the intervention, as well as for 4 months afterward.	As a result of the intervention, there was a statistically significant increase in the scores on the Psychological Empowerment Scale, specifically on the Competence and Meaning subscales.
Özbaş and Tel (27)	Psychological empowerment program based on psychodrama The training is facilitated by a psychodrama writer and is specifically designed for oncology nurses. The training sessions are conducted once a week, with each session lasting 2 h, and the entire program spans over 10 weeks. The content of the training covers various topics such as group contracting, coping with stress and cognitive distortions, relaxation techniques, problem-solving, self-awareness, empathy, dispute resolution, assertiveness training, and the theme of death. During the training, participants engage in learning through improvisation by setting up specific scenario modules during each session. After each session, participants were allowed to provide feedback, and their awareness of various aspects including communication style, patterns, emotions, thoughts, and behaviors related to the discussed topics by both themselves and other group members was recorded.	Spreitzer Psychological Empowerment Instrument (PEI), Nurse Work Empowerment Scale (NWES), and Maslach’s Burnout Inventory (MBI). Measurements were taken before the intervention, 1 month, and 3 months after the intervention.	The total psychological empowerment scores of nurses in the study group significantly increased after they participated in a psychodrama-based psychological empowerment program.
Xiong et al. (28)	Group psychological counseling method This method includes theoretical teaching and group psychological counseling. For theoretical teaching, psychological experts are invited to teach psychological theories, covering aspects such as stress and health, doctor-patient relationships, etc. This is carried out once every three weeks for a total of two times. For group psychological counseling, psychotherapists are invited to conduct counseling for nurses by using the theories and techniques of group psychological counseling. The theme of the counseling program is “Happy Work,” which contains 6 units. It is conducted once a week, each time for 3 h, and the intervention lasts for 6 weeks.	The Chinese version of Spreitzer’s Psychological Empowerment Instrument (PEI). Data were collected before and one week after the intervention.	After the intervention, the nurses’ scores on impact, competence, self-determination, meaning, and the total score on the psychological empowerment scale were all significantly higher than those before the intervention.
Cheng et al. (41)	Group Psychological Intervention Program The program integrates theoretical training and behavioral training activities. It involves a 5-week team-based psychological intervention, randomly dividing participating male nurses into 5 groups. The intervention occurs 1 or 2 times per week, each lasting 3–4 h. The theme of the intervention is ‘Know Yourself, Be Happy at Work’. Each session has an activity theme, covering topics such as understanding nursing, working together, stress management, emotional control, and thinking about the future. In addition, group members organize regular meetings once a week throughout the process to share their experiences to enhance the intervention’s effectiveness.	The Chinese version of Spreitzer’s Psychological Empowerment Instrument (PEI), The Chinese version of the Nurses’ Professional Identity Scale. Data were collected before and two weeks after the intervention.	The nurses’ scores on impact, competence, self – determination, meaning, and the total score on the psychological empowerment scale after the intervention were all significantly higher compared with those before the intervention.