A Multifaceted Systems Approach to Addressing Stress Within Health Professions Education and Beyond

Enhancing clinical educator well‐being

“…As Coffey et al. explain: ‘While it is indisputable that the nature of the work in health care causes stress, organizations also bear responsibility for accepting and even creating an institutional culture where stress can be worsened by outdated or negative policies and behavioural patterns’ …”

Adult Development in Health Professions Education: The Need for Self‐Care

“…As part of the National Academy of Medicine' s interdisciplinary collaborative effort for dealing with stress, Coffey et al (2017) recently outlined a multifaceted systems approach to health professions education that can begin to reduce the stress and increase the coping abilities of health professionals, beginning with initial education through continuing professional education and development. Nevertheless Coffey et al (2017) argue for educating health professionals to understand their emotions and "to develop emotional intelligence" which they see as "a tool for building a more collaborative, team-based patient-and person-centered workforce, as well as being a tool for improving care for patients and employees facing challenging situations" (p. 5). While all of these ideas sound extremely positive and represent a good beginning point for policy development, such approaches also develop in the wider constantly changing context of national policy changes relating to the Affordable Care Act and a changing national administration that affects health care, and more limited funds in higher education that also affect how education and health care can be conducted.…”

“…Health professions education overall has not adequately addressed the issue of self-care and coping with stress, burnout, and compassion fatigue in the health professions (Zeidner, Hadar, Matthews, & Roberts, 2013). As part of the National Academy of Medicine' s interdisciplinary collaborative effort for dealing with stress, Coffey et al (2017) recently outlined a multifaceted systems approach to health professions education that can begin to reduce the stress and increase the coping abilities of health professionals, beginning with initial education through continuing professional education and development. They emphasize the components of addressing organizational culture; the promotion of health and wellness in the workplace; developing and aligning supportive policies; creating and training positive health and wellness role models.…”

“…While all of these ideas sound extremely positive and represent a good beginning point for policy development, such approaches also develop in the wider constantly changing context of national policy changes relating to the Affordable Care Act and a changing national administration that affects health care, and more limited funds in higher education that also affect how education and health care can be conducted. Nevertheless Coffey et al (2017) argue for educating health professionals to understand their emotions and "to develop emotional intelligence" which they see as "a tool for building a more collaborative, team-based patient-and person-centered workforce, as well as being a tool for improving care for patients and employees facing challenging situations" (p. 5).…”

Utilizing a Systems and Design Thinking Approach for Improving Well-Being within Health Professions’ Education and Health Care

“…Stress and burnout impact all of the health professions, from education to practice, with potentially serious negative consequences for patients, students, trainees, and health care professionals [1,2]. As a result, organizations are taking action to implement stress reduction and well-being initiatives at their institutions.…”