Therapist Well‐Being in the Context of Virtual Care: A Qualitative Study

This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implications Rationale for this study In the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature. Why the new findings matter The findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship. Implications for educational researchers and educators Firstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

Introduction Despite indications that therapeutic interaction is beneficial for patients and for nurses' job satisfaction in acute psychiatric care, research shows a small amount of nurses' time is spent on such activity. Aims This study investigated the actual and potential therapeutic role of the mental health nurse in psychiatric intensive care, where admission is due to violence or aggression. Methods In a mixed-methods concurrent triangulation design, clinician and patient activity was observed using a structured measurement tool, and qualitative interviews were conducted with four practitioners and six patients. Findings were generated using thematic analysis and descriptive statistics. Results Of the directly observed 234 clinician and 309 patient activities, 20.9% and 15.9%, respectively, were classified as therapeutic engagement. Interviews revealed that both clinicians and patients wanted more therapeutic contact, but whereas nurses wanted longer time to spend in individual sessions, patients preferred brief but more frequent interaction with nurses. Discussion This study shows disparity between actual and desirable levels of therapeutic interaction. Apart from organizational constraints, a fundamental problem is the lack of definition or established practices of therapeutic engagement. Implications for Practice There should be more emphasis on therapeutic engagement in nurse education, ward management and clinical supervision.

The impact of the COVID-19 pandemic on dental anesthesiologists has not been examined. This study aimed to determine how the COVID-19 pandemic affected Japanese dental anesthesiologists' professional lives. An online questionnaire related to the effects of COVID-19 on dental anesthesiologists' professional lives was emailed to 351 board-certified dental anesthesiology specialists from the Japanese Dental Society of Anesthesiology. The endpoints of this study were changes in income and job satisfaction as a dental anesthesiologist from 2019 prior to the COVID-19 pandemic. A total of 141 dental anesthesiologists participated in the survey. Most respondents reported no change in income relative to 2019 for 2020 or 2021. Significantly more dental anesthesiologists reported income decreases relative to 2019 for 2020 (39%) vs 2021 (21.3%; P = .001). Very few dental anesthesiologists reported income increases relative to 2019 for 2020 (2.1%) vs 2021 (15.6%; P < .001). Job satisfaction as a dental anesthesiologist remained unchanged for all 3 years. Even though many Japanese dental anesthesiologist specialists lost income because of COVID-19, they maintained their job satisfaction.

BackgroundEnhancing the quality of therapeutic engagement between nurse and service user is related to positive impact on care, safety, and recovery outcomes. Achieving improved therapeutic engagement remains challenging in the acute mental health inpatient setting, characterised by complex social processes and contextual features that constrain behaviour change. The Therapeutic Engagement Questionnaire is an evidence-based tool co-produced with service users and nurses to improve therapeutic engagement. ObjectivesThe objectives of this quality improvement project were to identify the organisational and nursing behaviour changes associated with the Therapeutic Engagement Questionnaire and to understand the active behaviour change ingredients of the improvement tool and how they exert their influence. DesignA qualitative multi-site case study design in which data were collected from study site field notes and document review. SettingFour acute mental health inpatient case study sites in England. MethodsData referencing Therapeutic Engagement Questionnaire-linked behaviour change in project meeting field notes and documents from each study site were analysed using an inductive and deductive approach with thematic analysis. The Capability Opportunity Motivation-Behaviour model was employed as a theoretical framework. FindingsThe therapeutic engagement tool had the capacity to prompt behaviour change across all three components of the behaviour change model: Capability – through nurses sharing good therapeutic engagement practice and use of statements in the questionnaire to build nurses’ knowledge and skills; Opportunity – through organisational barriers being addressed and ward-level practice and culture changes; Motivation – through nurses’ awareness of their influence on service user recovery, nurses’ alertness to their therapeutic work, and connections between the therapeutic engagement tool and nursing core values. However, the tool did not accord with the values of some nurses, reported to be unmotivated by the recognition it gave their profession for contribution to service user recovery. In sites evidencing more prominent behaviour change, senior leader and ward-level agents of change played a valuable facilitative role. ConclusionThe therapeutic engagement tool had the potential to prompt behaviour changes at organisation and ward level and to the ways individual nurses therapeutically engage with service users, helping strengthen therapeutic engagement practice. Leadership at senior organisational and ward level was important to address contextual barriers to change. The project resulted in a conceptual framework to explain and understand the behaviour change techniques and functions linked to the therapeutic engagement tool. Longevity of the behaviour changes and their impact on service user quality of care requires future evaluation. Tweetable abstractA therapeutic engagement tool can prompt organisational and nursing behaviour change in acute mental health inpatient settings.

Job satisfaction is one of the key factors that significantly influence employee behavior, performance, and productivity within the workplace. It is a key concept in the fields of organizational psychology and business administration, as it is closely linked to several aspects that impact individuals' professional lives. In light of this importance, we established a theoretical research foundation aimed at clarifying some important aspects related to job satisfaction and its associated concepts. The research began by presenting multiple definitions of job satisfaction, which contributed to enhancing a thorough understanding of this concept. Job satisfaction is defined as its relationship to an employee's feelings toward their work, which can be influenced by factors such as the nature of the job, working conditions, and relationships with colleagues and management. Job satisfaction is considered an indicator of an employee's compatibility with their work environment and the impact this can have on performance. By analyzing these definitions, we arrived at a comprehensive understanding of how job satisfaction affects motivation, incentives, and productivity. The research also addressed the importance of job satisfaction in detail, as it is a key driver of personal and professional success. Satisfied employees perform more efficiently and have greater loyalty toward the organization, leading to reduced turnover rates and improved overall morale in the workplace. In addition, job satisfaction helps strengthen social relationships among employees, creating a more positive and collaborative work environment. The research also addressed the classifications of job satisfaction, identifying its various types. Satisfaction can range from high to low, reflecting an employee's overall well-being. The research demonstrated that satisfaction can be divided into several aspects, such as satisfaction with salary, working conditions, relationships with colleagues, and opportunities for professional development. By understanding these types, management can design effective strategies to increase employee satisfaction and improve their productivity. Furthermore, the research addressed the most important theories that attempt to explain the phenomenon of job satisfaction. Among these theories, we presented prominent theories, such as the hierarchy of needs theory, achievement theory, and expectancy theory.

BackgroundTo explore the determinants of job satisfaction and work-life balance satisfaction of family physicians in Canada.MethodsThis is a secondary analysis of the Canadian 2013 National Physician’s Survey using descriptive statistics and binomial logistic regression. An estimated 34,753 family physicians practicing in Canada at the time of survey administration in 2013 were eligible for the survey. The main outcome measures were respondent satisfaction with professional life and satisfaction with work-life balance.ResultsThe survey had a response rate of 17%. Seventy-two percent of respondents were satisfied with their professional lives, and 49% were satisfied with their work-life balance. Male family physicians had lower odds of satisfaction with their work-life balance than their female counterparts (OR = 0.86, 95% CI 0.82–0.92). Family physicians using an electronic medical record had higher odds of dissatisfaction with their professional lives (OR = 1.13, 95% CI 1.05–1.22) and work-life balance (OR = 1.22, 95% CI 1.15–1.30) than those not using an EMR. Family physicians not in a focused practice had greater odds of dissatisfaction (OR = 1.61, 95% CI 1.50–1.72) with both their professional lives and work-life balance (OR = 1.29, 95% CI 1.22–1.37) compared to their colleagues who have one or more areas of clinical focus.ConclusionsCanadian family physicians are more satisfied with their professional lives than with their work-life balance. Novel findings that family physicians with one or more clinical areas of focus are more satisfied with their work and work-life balance satisfaction, and that family physicians using electronic health records are less satisfied with their work and their work-life balance merit further inquiry.

Background. Most people with long-term spinal cord injury (SCI) have a very inactive lifestyle. Higher activity levels have been associated with health benefits and enhanced quality of life. Consequently, encouraging an active lifestyle is important and behavioral interventions are needed to establish durable lifestyle changes. Objective. The Healthy Active Behavioral Intervention in SCI (HABITS) study was aimed to evaluate the effectiveness of a structured self-management intervention to promote an active lifestyle in inactive persons with long-term SCI. Methods. This assessor-blinded randomized controlled trial was conducted at 4 specialized SCI units in the Netherlands. Sixty-four individuals with long-term SCI (>10 years), wheelchair-user and physically inactive, were included. Participants were randomized to either a 16-week self-management intervention consisting of group meetings and individual counseling and a book, or to a control group that only received information about active lifestyle by one group meeting and a book. Measurements were performed at baseline, 16 weeks, and 42 weeks. Primary outcome measures were self-reported physical activity and minutes per day spent in wheelchair driving. Secondary outcomes included perceived behavioral control (exercise self-efficacy, proactive coping), stages of change concerning exercise, and attitude toward exercise. Results. Mixed models analyses adjusted for age, sex, level of SCI, time since injury, baseline body mass index, and location did not show significant differences between the intervention and control groups on the primary and secondary outcomes (P ≥ .05). Conclusions. A structured 16-week self-management intervention was not effective to change behavior toward a more active lifestyle and to improve perceived behavioral control, stages of change, and attitude.

In this paper we discuss the use of metaphor as an educative tool for reflection. In the instance of this paper we use metaphor to reflect on the personal images of change that were used by some women teacher educators to make sense of their professional lives and practices over the last decade. This last decade in teacher education has seen significant institutional and cultural change. The paper discusses the strengths and limitations of the use of metaphor. The different interpretations of these metaphors illustrates how these women have used metaphor for explaining facets of change in their professional lives. The challenge of professional renewal is apparent in the metaphors in the ways that complexity, change, journeys, and movement are indicated. Reflection on change in professional practice needs to be continuous. Use of metaphor in the way described in this paper encourages that ongoing process.

In this paper we discuss the use of metaphor as an educative tool for reflection. In the instance of this paper we use metaphor to reflect on the personal images of change that were used by some women teacher educators to make sense of their professional lives and practices over the last decade. This last decade in teacher education has seen significant institutional and cultural change. The paper discusses the strengths and limitations of the use of metaphor. The different interpretations of these metaphors illustrates how these women have used metaphor for explaining facets of change in their professional lives. The challenge of professional renewal is apparent in the metaphors in the ways that complexity, change, journeys, and movement are indicated. Reflection on change in professional practice needs to be continuous. Use of metaphor in the way described in this paper encourages that ongoing process.

Debates over the relationship between professional practice, professional standards and professional identity have been a feature of Australian and international educational and political discourse for the last two decades (Ball, 1997; Bodman, Taylor & Morris, 2012; Doecke, Howie & Sawyer, 2006; Power, 1994; Sachs 2001). The discourse is replete with neo-liberal claims about educational reform that supposedly benefits everyone. It invariably includes appealing rhetoric about greater transparency, democratic participation, individual choice, and the freedom for individuals within the system to express themselves openly. Much research has shown that these claims are belied by the increasingly dominant regimes of performativity (Ball, 2003) and audit cultures (Avis, 2003; Power, 1994) that seek to standardise and narrow educators' professional practice. In their quest for professional recognition, teachers and teaching communities are obliged to engage with the twin banner of standardisation and accountability as a measure of whether young Australians are meeting important educational outcomes. Yet, the literature shows that teachers in Australia have engaged with their working practices in different ways (see Gannon, 2012; Parr, 2010). This inquiry investigates how a small number of (mostly) experienced educators in Australia have engaged with this rhetoric and this neo-liberal policy making. It explores and reflects on the actions and professional choices they have made in their day to day professional lives, and the attitudes and emotions that have underpinned these actions. Adopting institutional ethnography (Smith, 2005, 2006) as an important dimension to this research, I map out how educators, individuals and groups act and are acted upon across time and space, drawing attention to the complex negotiations they undertake in their particular educational sites. The study involves interviews with twelve secondary school teachers (most of them with more than 20 years' experience, but some beginner teachers, too) and school leaders in Melbourne and overseas. A multifaceted narrative, this thesis is also informed by references to literature in the fields of philosophy, autobiography (Florio-Ruane, 200 I), poetry, and literary fiction as well as the expected literature in educational theory. One element that draws this perhaps disparate range of literature together is my interest, as both a literature teacher and a researcher, in language. Language, with its creative and educational possibilities, and also its power to control and contain, is centre-stage in this study. Through close attention to the language I use, I make explicit the impact on the research of my own professional and personal background (Mackenzie & Knipe, 2006) and this same close attention to language enables me to explore how my activities, feelings and experiences hooked me into extended social (Smith, 2004, p. 5) in my in the classroom and in conducting this research. I explore these institutional relations and practices reflexively through journal entries and autobiographically as part of the memory work of this study (Haug et aI., 1987). 3 A key focus of this study is to explore the extent to which emotion is an important dimension of the intellectual, critical and relational practices of teachers. This exploration is underpinned by socio-cultural (e.g., Ball, 2003) and dialogic (e.g., Bakhtin, 1981) theory. I challenge traditional psychologistic studies that see emotion located in the individual, a 'natural' phenomenon that one must learn to 'control' (e.g., Boler, 1999; Rose, 1998). This study critically and reflexively teases out some ofthe consequences of practitioners engaging in their work, rather, with a degree of emotionality (Denzin, 1984). Expression of feelings may often be considered 'inappropriate' in neo-liberallandscapes and political agendas that are pre-occupied with standardised learning outcomes and professional performance (see Zembylas, 2003). When teachers repress their feeling, they learn - sometimes at great emotional cost - how to self-regulate emotions and know which ones may be expressed and which may not. While this study shows some examples of this, it also shows the potential for the relational and emotional dimensions of teaching to re-form subjectivities and 're-embody' professional practice. The research accentuates the diverse local, contextual and social factors that shape teachers' everyday in ways that challenge neo-liberal politics of standardisation, regulation and technicism. It illustrates how in any open and democratic society the social world can be a site of debate (Smith, 2004, p. 27), opening up for engagement with all members of a professional community the mUltiple views and intellectual positions that exist in that community. As the narratives from the participants in this study reveal, in educational settings which understand and appreciate the complex interplay of intellectual, emotional and relational dimensions of teachers' work, teachers are best able to commit to a vision of participating, caring and learning. They can forge trusting professional relationships and collaboratively together to create rich and robust professional practice and professional learning that ultimately benefit their students and the futures they hope to build.

Work-life balance and job satisfaction are crucial factors influencing employees’ well-being, productivity, and overall organizational effectiveness, particularly in higher education institutions where academic and administrative demands can impact personal and professional lives. This study investigates the relationship between demographic profiles, work-life balance, and job satisfaction. Analyzing data on sex, marital status, job type, and years of serving, it was found that only sex significantly impacts work-life balance, while the other variables do not significantly affect either work-life balance or job satisfaction. Additionally, the correlation between work-life balance and job satisfaction was weak and non-significant. These findings suggest that job satisfaction is influenced by factors beyond demographics and work-life balance, such as organizational culture and job-related elements. Recommendations include implementing gender-specific policies, adopting a holistic approach to job satisfaction, conducting further research, and using regular employee feedback to enhance the work environment and job satisfaction.

Research This study examines the influence of flexible work policies on job satisfaction in the technology industry. technology industry. Using a qualitative approach, this research investigates employees' perceptions and experiences regarding the implementation of flexible work policies in several leading technology companies. Methods used included in-depth interviews and document analysis, with the participation of 30 employees working in various roles in five different companies. The results show that flexible working contributes positively to increased job satisfaction. Most participants reported that flexibility in choosing their working hours and place improved their work-life balance, which significantly affected their level of job satisfaction. In addition, participants also stated that this policy allows them to work more effectively and efficiently. However, the study also found that there were some challenges faced by employees. For example, some participants had difficulty separating their personal and professional lives, and faced challenges in communication and collaboration with coworkers. Despite these challenges, the majority of participants considered flexible work policies to be an important factor in increasing their job satisfaction. The conclusion of this study states that flexible work policies have a significant impact on job satisfaction in the technology industry. This research provides useful insights for companies in the technology sector looking to implement or refine flexible work policies to improve employee satisfaction and effectiveness. The implications of the findings also provide guidance for further research in the field of human resource management and work policies.

There has been growing recognition of the importance of interprofessional education (IPE) in preparing healthcare professionals for collaborative and patient-focused practices. While allied health professional programs have included IPE in their curricula for years, there is limited evidence of its impact on graduates' professional lives and its contribution to improved patient care. Faculty from eight accredited allied health programs were invited to complete a web-based survey. Most participants (n=190) reported already implementing IPE in their programs. Three-quarters of participants (n=143, 75%) reported they were not measuring the impact of IPE on graduates' professional lives. Among those that do measure it, one-third reported that IPE had "a great deal" or "a lot" of impact (n=17, 36.2%) on the professional lives of their graduates. Similarly, most participants (n=158, 84%) reported not assessing IPE's impact on overall patient care. Among those who did consider the effect on patient care, more than one-third (n=14, 45.2%) of the respondents indicated that IPE had "a great deal" or "a lot" of impact on patient care. Our results show that few programs measure IPE's effect on professional practice, with even fewer assessing its impact on patient care. Future research should prioritize longitudinal studies evaluating IPE's effectiveness in clinical settings and its connection to interprofessional practice in health settings.

This study explores the work-life balance (WLB) and job satisfaction among college teachers in Bihar, focusing on the differences between public and private institutions. Recognizing the increasing demands placed on educators, the research aims to assess how these pressures impact their personal and professional lives. A structured questionnaire was distributed to 400 college teachers, with a response rate of 85%, yielding 340 valid responses. Descriptive statistics, correlation analysis, and regression analysis were employed to analyze the data. The results indicate that teachers in public institutions experience significantly higher levels of work-life balance (mean = 4.00) and job satisfaction (mean = 4.30) compared to their private institution counterparts (mean work-life balance = 3.50; mean job satisfaction = 3.70). Furthermore, a strong positive correlation (r = 0.60, p &lt; 0.01) between work-life balance and job satisfaction was found, while workload was negatively associated with both constructs (work-life balance: r = -0.48, p &lt; 0.01; job satisfaction: r = -0.40, p &lt; 0.01). The study concludes that improving work-life balance is crucial for enhancing job satisfaction among college teachers, particularly in private institutions. Recommendations include institutional policy changes aimed at workload management and increased support for teachers. This research contributes to the ongoing discourse on educator well-being and emphasizes the need for targeted interventions to promote a healthier work-life balance in the academic sector.

This study was conducted to reveal the relationships between physical education teachers&amp;rsquo; narcissistic behaviors and job satisfaction. This research was designed in a correlational survey model, 195 physical education teachers, 41 females, and 154 males were selected by the simple random sampling among the physical education teachers working in Kırıkkale and Osmaniye provinces, participated in the study voluntarily. In the study, &amp;ldquo;Personal Information Form&amp;rdquo; was used to determine the demographic characteristics of the participants, &amp;ldquo;Narcissistic Personality Inventory-13 (NPI-13)&amp;rdquo; was used to determine the demographic characteristics of the participants, and the &amp;ldquo;Job Satisfaction Scale&amp;rdquo; was used to determine the level of job satisfaction. In the analysis of the data, it was decided whether the descriptive statistics (standard deviation, frequency, arithmetic mean) met the conditions of the parametric tests or not by looking at the Skewness and Kurtosis values and the Levene test results. Since the skewness and kurtosis values obtained in the study were between (-1) and (+1), the applicability of the parametric tests was decided and T-test, One-Way analysis of variance (ANOVA) Pearson correlation coefficient, and simple linear regression analysis were used. As a result of the study, it was determined that the narcissistic behaviors of physical education teachers were moderate and their job satisfaction was high. It was found that there is no significant relationship between narcissistic behaviors and job satisfaction p &amp;gt; 0.05. It was determined that the narcissistic behaviors showed a significant difference between the variables of educational status, age, and status of taking part in sportive activities p &amp;lt; 0.05. The results obtained from this research; showed that physical education teachers&amp;rsquo; narcissistic behavior levels did not differ significantly according to gender and branch type, but it was concluded that there was a significant difference according to the variables of educational status, age, the status of taking part in sportive activities and the levels of narcissistic behavior did not affect the job satisfaction of physical education teachers in their professional lives.