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This study focuses on how psychological capital, socio-demographic and organizational work-related factors are associated with burnout in this population. This cross-sectional, descriptive correlational study employed the Maslach Burnout Inventory for Health Professionals, the Psychological Capital Questionnaire, and a sociodemographic questionnaire assessing individual and organizational work-related factors as self-report tools. Descriptive statistics, correlations, and regression analyses were performed to assess aspects of the nurses’ work environment, while describing the relationships among the variables.Means and standard deviations were examined across key variables and compared to reports from other studies. Hypotheses predicted psychological capital would be associated with burnout (negatively associated with emotional exhaustion and depersonalization, positively associated with personal accomplishment), and that individual sociodemographic and organizational work-related factors would also be associated with BO. It was further hypothesized that PsyCap would moderate the relationship between work-related factors and BO.
Maslach Burnout Inventory results reveal similar findings to those in the global sample. However, levels of emotional exhaustion and professional accomplishment were greater in our rural nurse sample compared to published values. Higher levels of psychological capital were found to be related to decreases in depersonalization and correlated to greater professional accomplishment. Psychological capital was not found to moderate associations within this study. Intent to stay more than one year had a strong, negative correlation with emotional exhaustion. The findings suggest burnout in this sample resembles that of the global problem and sets a baseline from which psychological capital trainings may be built.
Keywords: youth sport, specialization, overuse injury, burnout, club volleyball.
In this study, 375 female teachers from Nairobi and three towns completed a survey questionnaire with both closed- and open-ended questions. Data analysis was conducted through descriptive and inferential statistics, and content analyses of qualitative data. There were five primary findings. (1) Teachers clearly identified and described stressors that led to work-family conflict: inability to get reliable support from domestic workers, a sick child, high expectations of a wife at home, high workloads at school and home, low schedule flexibility, and number of days teachers spend at school beyond normal working hours, etc.
(2) Work-family conflict experienced was cyclical in nature. Stressors influenced WFC, which led to adverse outcomes. These outcomes later acted as secondary stressors. (3) The culture of the school and school’s resources influenced the level of support that teachers received. The level of WFC support that teachers received depended on the goodwill of supervisors and colleagues.
(4) Work-family conflict contributed to emotional exhaustion, cynicism, and professional efficacy. Time and emotional investment in students’ parents was related to emotional exhaustion; time and emotional investment in students’ behavior, the number of years teaching experience, and number of children were related to professional efficacy. Support from teachers’ spouses enabled teachers to cope with cynicism.
(5) While marital status did not influence WFC, school location did; teachers in Nairobi experienced more WFC than those in small towns. The study highlighted the importance of culture in studies of work-family conflict, as some of the stressors and WFC experiences identified seemed unique to the Kenyan context. Finally, theoretical implications, policy recommendations, and further research directions are presented.
Suicide is one of the leading causes of death worldwide and statistical analysis of suicide by profession reveals that physicians and veterinarians experience abnormally high suicide rates. This paper seeks to provide a comprehensive literature review over what some general theories of suicide are, why these professions exhibit high suicide rates, what assistance is currently being provided, and where do these assistance efforts succeed or fail. Moreover, this paper addresses what advancements may be made within these fields to further combat suicide in physicians and veterinarians. To achieve this, general theories behind suicide, risk factors unique to or heavily prevalent in these professions, and current assistance efforts are read, organized, and summarized.<br/><br/>A summary of these risk factors includes stress and mental health disorders accumulated through school and work, personal and professional isolation, access to lethal substances, suicide contagion, exposure to euthanasia, and the role of perfectionism. There are several assistance efforts in place with the most successful ones being highly personalized, but many are still underutilized. Moreover, the stigma of suicide pervades these professions and is addressed by several researchers as something to combat or prevent. Going forward, it is hopeful that not only will more assistance efforts will be created and provided for physicians and veterinarians suffering from suicidal tendencies, but efforts to reduce the stigma of suicide be implemented and utilized as soon as possible.