The general health and wellbeing of an organisation’s workforce, also referred to as employee welfare, remains a crucial component in organisational and leadership planning. At the level of an individual, welfare is often related to one’s level of satisfaction, engagement and dedication. At the organisational level, welfare can be associated with productivity, turnover, and employee relationships. An employee’s welfare, particularly in a caring profession, is often subject to the emotionally demanding needs of their patients, which significantly affects their ability to remain empathic and compassionate towards others, and themselves. Empathy, like any emotional resource, can be exhausted if not replenished often. Compassion fatigue, also known as empathy burnout, is an emotional state experienced by those working in emotionally demanding roles, such as healthcare professionals, police service and social workers. The common symptoms of empathy burnout include depression, anxiety, absenteeism and lethargy. At an organisational level, it is imperative that leadership decisions consider the implications of their profession to the wider workforce, and so develop strategies to prevent empathy burnout. This paper explored the perspectives of employee welfare at a local hospital to develop strategies for change that may assist caring professionals in managing their stress and maintaining levels of empathy. From the exploratory research project, strategies emerged that could be actioned to improve employee welfare across the organisation. These strategies for change included strengthening communication lines to eliminate barriers to support, bolstering the existing employee assistance programme, developing resilience training schemes, and closing the gap between executive leadership and staff. Caring professions are positions/roles including but not limited to nursing, clinicians, physicians, paramedics, mental health employee, caregiving, counsellors, physiologists, orderly and welfare officers.
{"title":"Employee welfare: Developing change strategies to address empathy burnout in caring professions","authors":"S. Turner, Lesley Gill","doi":"10.34074/scop.5004013","DOIUrl":"https://doi.org/10.34074/scop.5004013","url":null,"abstract":"The general health and wellbeing of an organisation’s workforce, also referred to as employee welfare, remains a crucial component in organisational and leadership planning. At the level of an individual, welfare is often related to one’s level of satisfaction, engagement and dedication. At the organisational level, welfare can be associated with productivity, turnover, and employee relationships. An employee’s welfare, particularly in a caring profession, is often subject to the emotionally demanding needs of their patients, which significantly affects their ability to remain empathic and compassionate towards others, and themselves. Empathy, like any emotional resource, can be exhausted if not replenished often. Compassion fatigue, also known as empathy burnout, is an emotional state experienced by those working in emotionally demanding roles, such as healthcare professionals, police service and social workers. The common symptoms of empathy burnout include depression, anxiety, absenteeism and lethargy. At an organisational level, it is imperative that leadership decisions consider the implications of their profession to the wider workforce, and so develop strategies to prevent empathy burnout. This paper explored the perspectives of employee welfare at a local hospital to develop strategies for change that may assist caring professionals in managing their stress and maintaining levels of empathy. From the exploratory research project, strategies emerged that could be actioned to improve employee welfare across the organisation. These strategies for change included strengthening communication lines to eliminate barriers to support, bolstering the existing employee assistance programme, developing resilience training schemes, and closing the gap between executive leadership and staff. Caring professions are positions/roles including but not limited to nursing, clinicians, physicians, paramedics, mental health employee, caregiving, counsellors, physiologists, orderly and welfare officers.","PeriodicalId":203810,"journal":{"name":"Scope: Contemporary Research Topics (Flexible Learning 4)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134565322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The guiding research question of this study was: How do a supervisor and supervisee construct a sense of belonging in their community of practice? In order to answer this question, the researcher used an ethnographic approach (Wolcott, 1994) to examine the interactions of the supervisor with his supervisees. I had multiple incidental encounters with the supervisor from March 2016 to October 2017, and interviewed him once formally. I took field notes as I observed him interact with his supervisees including the focal student in this study from March 2017 to June 2017 approximately four times a week from one to two hours per day. I then focused on one particular supervisee and interviewed him twice about his experience. Then I checked my interpretations with the supervisor and that supervisee. The interviews were semi-structured initially but became open ended as the participants chose to discuss the relevant topics about their experience. The interviews were recorded using a digital recorder and then they were transcribed. Transcriptions were checked with the participants for accuracy. The data were analysed using discourse analytic methods (Gee, 2013). The researcher’s observation notes were reviewed multiple times. Then, the interviews and the observation notes were triangulated (Geertz, 1973) that allowed for the credibility of the findings. The supervisee was a Pakeha Master’s student and his supervisor was also Pakeha, who was doing a PhD himself at the time of study. The program of study was a Master of Professional Practice (MPP hereafter) in a tertiary institute in New Zealand. Otago Polytechnic Human Ethics Committee granted ethics approval to this study.
{"title":"The pedagogies of becoming: The case of supervisor-supervisee interactions in a Masters of Professional Practice Programme in New Zealand","authors":"Benham Soltani","doi":"10.34074/scop.5004015","DOIUrl":"https://doi.org/10.34074/scop.5004015","url":null,"abstract":"The guiding research question of this study was: How do a supervisor and supervisee construct a sense of belonging in their community of practice? In order to answer this question, the researcher used an ethnographic approach (Wolcott, 1994) to examine the interactions of the supervisor with his supervisees. I had multiple incidental encounters with the supervisor from March 2016 to October 2017, and interviewed him once formally. I took field notes as I observed him interact with his supervisees including the focal student in this study from March 2017 to June 2017 approximately four times a week from one to two hours per day. I then focused on one particular supervisee and interviewed him twice about his experience. Then I checked my interpretations with the supervisor and that supervisee. The interviews were semi-structured initially but became open ended as the participants chose to discuss the relevant topics about their experience. The interviews were recorded using a digital recorder and then they were transcribed. Transcriptions were checked with the participants for accuracy. The data were analysed using discourse analytic methods (Gee, 2013). The researcher’s observation notes were reviewed multiple times. Then, the interviews and the observation notes were triangulated (Geertz, 1973) that allowed for the credibility of the findings. The supervisee was a Pakeha Master’s student and his supervisor was also Pakeha, who was doing a PhD himself at the time of study. The program of study was a Master of Professional Practice (MPP hereafter) in a tertiary institute in New Zealand. Otago Polytechnic Human Ethics Committee granted ethics approval to this study.","PeriodicalId":203810,"journal":{"name":"Scope: Contemporary Research Topics (Flexible Learning 4)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126315600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Changing how tourists access the great Kiwi experience: High value or high volume?","authors":"H. Geytenbeek","doi":"10.34074/scop.5004011","DOIUrl":"https://doi.org/10.34074/scop.5004011","url":null,"abstract":"","PeriodicalId":203810,"journal":{"name":"Scope: Contemporary Research Topics (Flexible Learning 4)","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132510611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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