Burnout Syndrome Among Health Care Students

Abstract

The aim of this study was to examine the effect of Type D personality, along with other personality traits (resilience and sense of coherence), on burnout syndrome and its counterpart, engagement, among students of nursing, midwifery, and psychology. A cross-sectional study was conducted on 97 university students (91.9% females; M age = 20.2 ± 1.49 years). A Type D personality subscale, School Burnout Inventory, Utrecht Work Engagement Scale, Sense of Coherence Questionnaire, and Baruth Protective Factor Inventory were used. Linear regression models, Student's t test, and Pearson's correlation analysis were employed. Negative affectivity, a dimension of Type D personality, was a significant personality predictor for burnout syndrome (β = .54; 95% CI = [0.33, 1.01]). The only significant personality predictor of engagement was a sense of coherence. Students who were identified as having Type D personality characteristics scored significantly higher on the burnout syndrome questionnaire ( t = -2.58, p < .01). In health care professions, personality predictors should be addressed to prevent burnout.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…They are comprised of students and faculty who share common interests and passions and are typically headed by faculty mentors who are experts in their field. However, learning communities will only be effective if they address the specific objectives of health care education that include: service (Jacobs et al, ; Skodova et al, ; Tackett et al, ), advocacy (Gonzalo et al, ; McBride and Drake, ), research (Aboul‐Fotouh and Asghar‐Ali, ; Burch et al, ), global health (Toohey et al, ), and wellness (Miller, ; Oommen et al, ). Additionally, it is vital that these learning communities ensure that students “learn” and are not simply “taught” by identifying the current level of student achievement, establishing goals for improvement, and periodically evaluating evidences of progress (Mor et al, ; Rowland and Kumagai, ).…”

“…In the early phases of the program, students have reported experiencing greater stress due to a perceived lack of support from educators (Dev et al, 2019), regret in choosing health care as a career (Rodriguez Zivic et al, 2013;Yan et al, 2017;Rotenstein et al, 2016), competitiveness among students (Schubert, 2016;Jackson et al, 2019), poor peer relations (West et al, 2016;McLuckie et al, 2018), and previous history of recreational drug use (Elmore et al, 2016;Yang and Shanks, 2018). The most common reasons identified by students in the later part of the program include extended work hours (Skodova and Lajciakova, 2013;Yan et al, 2017;McLuckie et al, 2018), erratic clinical rotations (Rodriguez Zivic et al, 2013;Kreitzer and Klatt, 2017), acuity of clinical cases encountered during training (Voltmer et al, 2013;Elmore et al, 2016), and even exposure to cynical colleagues (Skodova et al, 2017).…”

“…Adoption of appropriate self-care and self-regulation strategies allow individuals to reflect (Fryer et al, 2016;Oommen et al, 2017;Mestdagh et al, 2018) and regulate (Kipp et al, 2007;Haro et al, 2014;Strombach et al, 2016;Raza et al, 2018) their responses in an appropriate manner. Such behavior has been documented to be particularly useful in developing resiliency (Elmore et al, 2016;Yang and Shanks, 2018) and lowering the risk for the development of stress in health care students (Skodova et al, 2017;Mull et al, 2019).…”

Exploring the relationship between resilience and practice education placement success in occupational therapy students

“…Work‐related stressors across a wide range of health professions, including physiotherapy, social work, pharmacy, dietetics and medicine demonstrate evidence of a spectrum of resilience indicators, including job satisfaction, emotional competence, empathy and tenacity (da Silva Sousa & de Araujo, ). Investigations of social work students on placement highlight the influence of emotional intelligence and levels of supervision on practice education outcomes, whereas medicine and nursing research suggests that personality type, opportunities to discuss difficult clinical events and levels of self‐awareness can impact students’ professional performance and preparation (Houpy, Lee, Woodruff, & Pincavage, ; Kanno & Koeske, ; McCloughen & Foster, ; Skodova, Lajciakova, & Banovcinova, ). Studies from occupational therapy cite the significance of learning styles grade point average, inspirational supervisors, interpersonal skills and academic integrity as contributing factors in practice education performance (Brown et al, ; Yu, Brown, White, Marston, & Thyer, ).…”

“…Resilience is closely intertwined with the notion of professionalism where the ability to manage stress in daily practice reduces the chances of burnout occurring and promotes job satisfaction (Skodova et al, ). The benefits of personal and social competences that facilitate practitioners to manage stress, maintain perspective and interact cooperatively are particularly important in contexts where occupational therapists work as part of an inter‐professional team and may be at risk of professional isolation (Scanlon, Still, Stewart, & Croaker, ).…”