Factors associated with professional identity, job satisfaction and burnout for occupational therapists working in eating disorders: A mixed methods study

Devery, Helen; Scanlan, Justin Newton; Ross, J. Megan

doi:10.1111/1440-1630.12503

Cited by 31 publications

(41 citation statements)

References 30 publications

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“…These findings are in concordance with discipline‐specific studies within the mental health care field (e.g., Holmberg, Sobis, & Carlström, 2016) as well as findings from studies comparing different professional groups (Scanlan & Still, 2019). Results are also consistent with a study investigating job satisfaction among occupational therapists working in the ED field (Devery et al, 2018). This suggests that job satisfaction levels within specialized ED care is comparable to the general mental healthcare field as a whole.…”

Section: Discussionsupporting

confidence: 91%

“…In a qualitative study among nursing staff on an inpatient ED unit, working directly with patients was identified as the main contributor to job satisfaction, whereas organizational factors were described as the largest source of dissatisfaction (Davey, Arcelus, & Munir, 2014). Job satisfaction levels among occupational therapists working in the ED field are found to be comparable to levels in the field of mental healthcare generally (Devery, Scanlan, & Ross, 2018). These studies were limited by small sample sizes and focused solely on one professional group, despite the multiprofessional nature of ED treatment.…”

Section: Introductionmentioning

confidence: 92%

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Job satisfaction at specialized eating disorder units in Norway

Hage

Rø

2020

Intl J Eating Disorders

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Objective: Patients with an eating disorder are frequently referred to as a particularly challenging group to treat. As a consequence, it is important to understand how working with eating disorders affects workplace well-being. Job satisfaction is a key indicator of workplace welfare. The aims of the current study were to (a) measure overall job satisfaction among healthcare providers working at specialized eating disorder units in Norway, and (b) to investigate possible differences in job satisfaction between professional groups and between staff working fixed versus rotating shifts. Method: This cross-sectional study is part of a larger study investigating work-related well-being at specialized eating disorder units in Norway. The total sample was composed of 186 participants from 11 specialized eating disorder units. Results: Overall, high job satisfaction was found across all professional groups. There were significant differences between daytime and shift workers on several dimensions of job satisfaction. Medical doctors and clinical psychologists scored significantly higher than nursing staff on several aspects of job satisfaction. Discussion: This study suggests high job satisfaction across all professional groups among healthcare providers working at specialized eating disorder units, contrary to commonly-held beliefs that working with eating disorders is very demanding.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 92%

Job satisfaction at specialized eating disorder units in Norway

Hage

Rø

2020

Intl J Eating Disorders

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“…Plus, it pushes us to do more things at once (multitasking)-that is, to attend the meeting while looking at the child's homeworkinevitably increasing fatigue and stress. This is why various studies have found a direct link between reduced professional identity and level of burnout 16,17 : the less you feel like a student or a worker, the less others perceive it, and the more likely you are to experience burnout. The second thing that comes to our mind when we use the words ''office'' and ''school'' is the peculiar relationship we have with our boss/teacher.…”

Section: Sense Of Place (Placeness): the Learning/work Happens In A Dmentioning

confidence: 99%

Surviving COVID-19: The Neuroscience of Smart Working and Distance Learning

Riva

Wiederhold

Mantovani

2021

Cyberpsychology, Behavior, and Social Networking

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The persistence of the coronavirus-caused respiratory disease and the related restrictions to mobility and social interactions are forcing a significant portion of students and workers to reorganize their daily activities to accommodate the needs of distance learning and agile work (smart working). What is the impact of these changes on the bosses/teachers' and workers/students' experience? This article uses recent neuroscience research findings to explore how distance learning and smart working impact the following three pillars that reflect the organization of our brain and are at the core of school and office experiences: (a) the learning/work happens in a dedicated physical place; (b) the learning/work is carried out under the supervision of a boss/professor; and (c) the learning/work is distributed between team members/classmates. For each pillar, we discuss its link with the specific cognitive processes involved and the impact that technology has on their functioning. In particular, the use of videoconferencing affects the functioning of Global Positioning System neurons (neurons that code our navigation behavior), mirror neurons, self-attention networks, spindle cells, and interbrain neural oscillations. These effects have a significant impact on many identity and cognitive processes, including social and professional identity, leadership, intuition, mentoring, and creativity. In conclusion, just moving typical office and learning processes inside a videoconferencing platform, as happened in many contexts during the COVID-19 pandemic, can in the long term erode corporate cultures and school communities. In this view, an effective use of technology requires us to reimagine how work and teaching are done virtually, in creative and bold new ways.

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“…The inherent professional stress of the nurse group, as well as the impact of the epidemic situation, causes clinical nurses to undergo excessive stress, which may produce psychological imbalances and negative psychology, such as tension and anxiety, and further affect job satisfaction and reduce professional identity (Catton, 2020; Chen et al, 2020; Gholamzadeh et al, 2011). Additionally, feeling stressed was associated with higher levels of burnout, characterized by emotional exhaustion, depersonalization, and low personal accomplishment, which might also lead to significant professional consequences (Devery, Scanlan, & Ross, 2018; Sun et al, 2018). In contrast, nurses with high levels of professional identity might perceive their occupation positively, which may improve their ability to resist hardships and pressure, thereby reducing turnover intentions and influencing the nursing outcomes (Mosadeghrad, 2013; Rasmussen et al, 2018; Yan et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

The role of workplace social capital on the relationship between perceived stress and professional identity among clinical nurses during the COVID‐19 outbreak

Zhang

Gao

Tang

et al. 2020

Japan Journal Nursing Sci

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AimWorkplace social capital refers to relationship networks formed by individuals in an organization through long‐term mutually beneficial interactions and cooperation with members. These relationship networks can create value and resources for organizations and individuals. This current study aimed to explore the potential impact of workplace social capital on the association between perceived stress and professional identity in clinical nurses during the COVID‐19 outbreak.MethodsIn this cross‐sectional study, 308 Chinese clinical nurses filled out the Chinese Workplace Social Capital Scale, the Chinese Perceived Stress Scale, and the Chinese Nurse's Professional Identity Scale. Descriptive analysis, independent samples t test, analysis of variance, Pearson correlation analyses, and bootstrap method were performed to analyze the data.ResultsPerceived stress was negatively correlated with professional identity (r = −0.455, p < .001). Workplace social capital was not found to moderate the relationship between perceived stress and professional identity (95% CI −0.03 to− 0.06, p = .47 > .05). Instead, it mediated that relationship (95% CI −0.61 to −0.19, p < .05), and its mediating effect was −0.37.ConclusionsIn the early stages of the COVID‐19 outbreak, workplace social capital among the investigated clinical nurses failed to buffer the negative impact of perceived stress on professional identity, but it did play a part in mediating perceived stress and professional identity. A healthy workplace should be provided to clinical nurses to improve their professional identity, while lowering perceived stress.

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Factors associated with professional identity, job satisfaction and burnout for occupational therapists working in eating disorders: A mixed methods study

Cited by 31 publications

References 30 publications

Job satisfaction at specialized eating disorder units in Norway

Job satisfaction at specialized eating disorder units in Norway

Surviving COVID-19: The Neuroscience of Smart Working and Distance Learning

The role of workplace social capital on the relationship between perceived stress and professional identity among clinical nurses during the COVID‐19 outbreak

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