Demanding Profession Research Articles

Health risk classification patterns among Filipino seafarers. Analysis from a pre-employment clinic in the Philippines: a 5-year review.

Seafaring is a demanding profession that exposes individuals to unique health risks and challenges. This study investigates risk classification patterns among seafarers who underwent physical and medical examination at the Nordic Medical Clinic, a pre-employment clinic in the Philippines. The analysis involved data obtained from medical records, including demographic information, diagnoses, medical risk classification, corresponding management, and occupational details. medical risk classification, based on guidelines from the Philippine Department of Labour and Employment, categorised fit to work seafarers into risk class A, B, or C. Descriptive statistics and statistical tests, with a significance level set at p < 0.05, were utilised for data analysis using R Studio (version 4.2.3). The study population consisted of 11,831 seafarers seen at the Nordic Medical Clinic between 2018 and 2022. The results revealed a significant proportion of seafarers falling into higher risk classifications, with risk class C being the most prevalent at 48.16%. Pre-employment medical examinations (PEME) to fit to work duration demonstrated a significant association with risk classification, revealing that lower-risk classes had shorter fit-to-work times compared to higher-risk classes. Moreover, risk classification exhibited uneven distribution across specific demographic and occupational characteristics, with older seafarers, males, married individuals, and those in higher-ranking positions having a higher proportion of risk class C. Our findings highlight the need for comprehensive and customised pre-boarding medical screening standards for seafarers based on factors such as their specific role, vessel type, voyage, contract length, and work location. Moreover, health implementation of health promotion and preventive strategies that are based on the specific occupational and demographic needs of the seafarers are needed.

A Conversation with … Cecilia Aragon PhD, Champion Aerobatic Pilot, on Grace Under Pressure.

A Conversation with … Cecilia Aragon PhD, Champion Aerobatic Pilot, on Grace Under Pressure.

Surface Refractive Surgery Outcomes in Israeli Combat Pilots

Photorefractive keratectomy (PRK) has long been the method of choice for refractive surgery in pilots, and was FDA approved for U.S. Air Force aviators in 2000. We retrospectively reviewed the medical records of 16 male combat pilots (mean age 25.0 ± 5.5 years) who had undergone bilateral laser refractive surgery with surface ablation (alcohol-assisted PRK: 81.25%, transepithelial-PRK: 18.75%), and who had a mean baseline spherical equivalent (SE) of −2.1 ± 0.7 D in the right eye, and −2.0 ± 0.7 D in the left. The mean follow-up was 8.4 ± 6.6 months. On the last visit, the uncorrected visual acuity (UCVA) had improved from 0.75 ± 0.33 logMar to −0.02 ± 0.03 logMar (p &lt; 0.001), and from 0.72 ± 0.36 logMar to −0.02 ± 0.05 logMar (p &lt; 0.001), for the right and left eyes, respectively. The percentages of participants with a right eye UCVA of at least 0.0, −0.08, and −0.18 logMAR (6/6, 6/5, and 6/4 Snellen in meters) were 100%, 37.5%, and 6.2%, respectively, and for the left eye, 93.7%, 43.75%, and 6.2%, respectively. No complications occurred. This is the first study to assess refractive surgery outcomes in a cohort of Israeli combat pilots. Surface refractive surgery effectively improved UCVA and reduced spectacle reliance for the members of this visually demanding profession.

The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers' Mindfulness-Based Strategies for Coping.

Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers' use of mindfulness-based strategies to support coping on trajectories of teachers' stress, exhaustion (emotional, physical, and mental), and coping. Infant and toddler teachers (N = 81) from Early Head Start (EHS) or EHS childcare partnerships (CCP) were randomized to the intervention or usual care control condition. Using ecological momentary assessment, teachers completed twice-weekly reports of stress, exhaustion, coping, and coping strategy effectiveness via smartphones for 40 weeks. Multilevel linear regression modeling, accounting for within-person repeated measures, showed no intervention effects on stress and exhaustion trajectories. Teachers in the intervention reported increased use of mindfulness-based strategies for coping over time as compared to the control group, although frequency of use peaked and then declined. While perceptions of stress and exhaustion did not change, teachers' increased use of mindfulness-based strategies suggests improvements in how teachers managed stress and exhaustion; however, the decline in use of coping suggests the need for ongoing support within the workplace.

Understanding EFL teachers’ wellbeing: An activity theoretic perspective

Teaching, as a physically, emotionally, and socially demanding profession, subjects teachers to multiple sources of stress and challenge, jeopardizing their wellbeing and adversely affecting their performance in turn. English language teaching is no exception to this unwelcome trend. The study of the factors affecting English as a foreign language (EFL) teachers’ perceived wellbeing in the workplace environment allows us insight into how teacher wellbeing can be enhanced and maintained in the face of challenges. Accordingly, the present study aimed to investigate Iranian EFL teachers’ perceived wellbeing in the workplace environment from an activity theoretic perspective. To that end, the wellbeing of 15 in-service EFL teachers was examined. Data were collected through a narrative frame and semi-structured individual interview and were thematically analysed using NVivo 12 to cast light on the factors that boost or mitigate the participants’ wellbeing. Findings demonstrated how six factors – namely learners, colleagues, institutional authorities, institutional rules and regulations, workload, and the status of EFL teachers – define the participants’ wellbeing. The factors are mapped onto the six key elements of activity theory to display how individual and collective dimensions of educational milieus interact in molding teachers’ wellbeing. Pedagogical implications and avenues for future research are outlined.

An Examination of Emotional Resilience among Athletic Trainers Working in the Secondary School Setting

Purpose: Athletic training is a demanding profession that is a stressor for many practitioners. Emotional resilience allows Athletic Trainers (ATs) to persist in their roles and benefit from long and successful careers. The purpose of this study was to explore the level of emotional resilience of ATs working in secondary school settings and identify factors perceived to contribute to or mitigate one's emotional resilience. Method: A sequential explanatory mixed-method design using a cross-sectional online survey followed by in-depth interviews was used to gather information from 160 (16% response rate) secondary school NATA members - 97 (60.6%) female; 63 (39.4%) male with 13.28+9.46 years of experience. Six individuals (5 female, 1 male) participated in a follow-up semi-structured interview. The Connor Davidson Resilience Scale (CD-RISC) was used to measure perceptions of individual emotional resilience. Open-ended questions were also used to gather information from the participants who agreed to participate in a follow-up semi-structured interview about the factors perceived to both facilitate or reduce emotional resilience. Results: The mean emotional resilience score (79.84 ± 11.38) for the sample was consistent with the average US adult population. Only 14.1% of the sample reported high emotional resilience scores. There was a significant positive correlation between emotional resilience scores and years of experience as an AT (r(158) = .16, P = .048) and age in years (r(158) = .16, P = .048). There was no significant difference between emotional resilience and academic degree earned (F(2,157) = .775, P = .83). The inductive analysis resulted in the following emergent themes that were perceived to facilitate ones’ emotional resilience: social support, communication, self-care, and past experiences. Also, the following emergent themes were perceived to reduce ones’ emotional resilience: emotional responses and role overload. Conclusion: The results of this study help understand secondary school ATs' perceptions of and factors that contribute to their emotional resilience. Strategies are suggested to help ATs develop emotional resilience to manage their occupational stress and reduce feelings of burnout.

Collaging as Embodied Method: The Use of Collage in a Study of American Sign Language (ASL) Interpreters' Experiences

This methodological essay describes the generativity of collaborative collaging in a qualitative inquiry project with American Sign Language (ASL) interpreters who serve D/deaf students within a public university. Sign language interpreting is a demanding profession requiring physical endurance, creativity, and quick mental processing to switch between spoken and sign language. Interpreters’ visual communicative culture aligns conceptually with the embodied arts-based, visual, and tactile research technique of collaging. We first introduce collaging scholarship to ground our discussion of using collaging as a method within this case study of ASL interpreters. We then provide an overview of ASL interpreter research and our case study to situate the collaging method used alongside other approaches, asking, “How was collaging a productive method for exploring interpreters’ understanding of their work experiences?” We describe the use of the method and the productivity of interpreters’ collaging for surfacing embodied experiences, fueling collaborative meaning-making, and showing rather than telling aspects of interpreters’ labor in another expressive language. We conclude by identifying the value of collaborative collaging in this case study and for other researchers, issues, and contexts.

Why teachers are leaving and what we can do about it

Teaching has always been a demanding profession, and the demands have only escalated during the COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, &amp; David M. Shannon review research from before and during the pandemic to learn what makes teachers likely to leave the profession and share results from their May 2022 survey of 830 teachers. Around three-fourths of teachers surveyed had considered leaving their positions during the 2022-23 school year, with more than half considering positions outside education. Teachers describe the increased workload, ongoing stress, and lack of support from administrators and parents as factors that led them to consider leaving.

Psychological Impact among Frontline Police Personnel of Kathmandu Metropolitan City in Nepal: A cross-sectional Study

Background: A job of police officer is such that they often have to undergo the mental anguish and pain internally. This study aimed to assess the psychological impact among frontline police personnel of Kathmandu Metropolitan City in Nepal. Methods: A cross-sectional study was conducted among randomly sampled frontline police personnel of Kathmandu Metropolitan City. A self-administered DASS questionnaire was used to assess the psychological impact. Total 373 sample was derived using the formula for proportion. A self-administered DASS questionnaire was used. Data were analyzed on SPSS 20. Results: The prevalence of depression is 67.8%, of these, majority (29%) of the frontline police personnel were moderately depressed, followed by mildly depressed (20.1%), severely depressed (11.3%), and extremely severely depressed (7.5%). Similarly, the prevalence of anxiety is (73.5%) given which mildly anxious (9.4%), and moderately anxious (32.4%), severely anxious (15%), and extremely severely anxious (16.6%). Likewise, that prevalence of stress is (23%) where, the low proportion of them had mild stress (8.6%), moderate stress (6.7%), severe stress (4.8%), extremely severe stress (2.7). Conclusion: Due to their sensitive exposures and nature of work, front-line workers, such as police officers, have grown more prone to depression, anxiety, and stress. Given that policing is a physically, emotionally, and intellectually demanding profession, it is vital to equip officers with adequate psychological assistance.

Initial Motivations for Choosing Teaching as a Career

The objective of the study is to verify the reliability and validity of the Factors Influencing Teaching Choice, as well as to determine the teaching of Early childhood and Primary education students’ motivations and perceptions for the choice of this degree. The sample consisted of 262 student teachers aged between 18 and 27 (83.2% female and 16.8% male). According to degree, 54.2% of the participants were enrolled in Early Childhood Education and 45.8% in Primary Education. The instrument used in the study was the Factors Influencing Teaching Choice, FIT-Choice Scale, adapted to Spanish by Gratacós and López-Jurado. Results evidenced the high reliability and validity of the scale that is similar to the original model, presenting 12 motivational factors and 6 perceptions. The main reasons that lead to choose teaching profession, despite gender differences, are: having influence in the educational children’s process, the intrinsic value of the qualification, the fact that this profession contributes socially, or working with children. Also, students consider that teaching is a demanding profession and they are satisfied with the degree choice. The most important factors influencing the choice of education degree are intrinsic motivations and perceptions as the vocation, in contrast to external reasons such as economic incentives or social recognition.

Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.

Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.

Learning activities during practice placements: developing professional competence and social work identity of social work students

ABSTRACT Social work is a demanding profession requiring a range of skills, competencies, and knowledge. Students are expected to learn about these practice related issues through immersion in real world experiences during their practice placement. A cross-sectional, retrospective survey was used to explore Finnish social work students’ (N = 95) experiences of learning activities employed by their supervisors during the practice placement, and the usefulness of these activities for developing professional competence and a sense of social work identity. Findings confirmed that students received a wide range of learning opportunities during their placement, but that there was considerable variation in the regularity of learning activities. The most useful learning activities included a collaborative working relationships and activities involving the student and their practice teacher, such as feedback, reflecting on work, feelings and values, observing others, and being assisted to learn new skills. In contrast, providing theoretical perspectives and linking theory to practice were regarded as least useful. Students with a lower overall learning activity score, were less likely to develop an understanding of social work identity during their placement. These results contribute to a growing evidence base, which can inform social work academics and practice teachers about learning activities that need to be offered to promote practice competence and professional identity of students, in preparation for professionally qualifying.

Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being

The COVID-19 pandemic drastically changed the working life of teachers when schools all over the world went into lockdown. As teaching already is known to be a demanding profession, we aimed to study how teachers dealt with teaching during lockdown, and what kind of job demands and resources were relevant for different teachers. We conducted a cross-sectional mixed method study (questionnaire and interview) amongst 307 Dutch teachers (86% female). Cluster analyses revealed three types of teachers: ‘relaxed’, ‘worried and stressed’, and ‘happy work-a-holic’ teachers. Pro-active, supportive supervisors and connectedness with colleagues proved to be crucial job resources during the lockdown.

Utjecaj kompetencija voditelja projekta na uspješnost upravljanja projektima

Project management (PM) has been a demanding profession in construction industry due to its dynamic nature originating from the uncertainties in budget, technology, and development processes, which put emphasis on the necessity for highly capable project managers. This study develops an extensive PM success model and investigates the influence of project manager’s competencies on the PM success. The resulting model reveals that the project manager’s competencies can play a big role in determining the PM success in construction projects. Leadership is identified as the most influential project manager competency followed by responsibility and commitment. Researchers and senior industry practitioners such as managers or boards of directors are expected to benefit from the developed model by recognizing the influences of project managers on the PM success and taking notice of the recommendations provided.

Students’ experiences of reflective practices as pedagogy in early childhood higher education

ABSTRACT Early childhood education is a demanding profession, and teachers’ stress is inversely associated with the quality of their interactions with young children. In order to provide stress management tools to preservice teachers prior to entry into the field, there has been growing interest in the use of reflective practices as part of higher education pedagogy. There is initial evidence that reflective practices have the potential to positively influence preservice teachers’ well-being and teaching practice. Instructors at two universities incorporated the use of reflective practices, including journaling, in-class discussions, and mindfulness, into their early childhood courses. Students from these courses were invited to participate in focus groups regarding their experiences with the use of reflective practices as part of their course’s pedagogical approach; 21 students participated (n for Course 1 = 13, n for Course 2 = 8). Using constant comparative analysis, two primary themes emerged: 1) participants described important aspects of the process and structure of using reflective practices as part of their course, and 2) participants reported how reflective practices supported their social-emotional understanding and well-being. Implications for using reflective practices, including rich descriptions, examples, and practice suggestions, as part of early childhood higher education pedagogy are discussed.

Job satisfaction and risk of burnout in special needs nursery school teachers

Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate.&#x0D; &#x0D; Keywords: burnout syndrome; job satisfaction; social climate

A Psychoeducational Group Intervention for Nurses: Rationale, Theoretical Framework, and Development.

Nursing is a demanding profession with constant stressors, which makes nurses vulnerable to the detrimental effects of high stress, burnout, and compassion fatigue. There is a need for a multidimensional group intervention facilitated by a licensed mental health professional to improve mental health and well-being in nurses. An intervention called RISE, which is an acronym for resilience, insight, self-compassion, and empowerment, was developed to promote self-care, protect against burnout, and improve indicators of well-being among nurses. We explain the rationale, theoretical framework, and development of RISE. RISE is based on an integrative theoretical framework of mindfulness, acceptance and commitment therapy, and cognitive-behavioral therapy. It consists of eight psychoeducational group sessions with topics related to the four RISE themes of resilience, insight, self-compassion, and empowerment. RISE is a contribution to the literature on well-being interventions for nurses. It will further the understanding of effective interventions to mediate the detrimental effects of stress and burnout in nursing and to improve the mental health and well-being of nurses amid the complex interplay of factors at the individual, unit, and organizational levels. As an approach that combines education with therapeutic process and support to improve coping and well-being inside and outside of the workplace, RISE addresses the underlying causes and effects of high stress, burnout, and compassion fatigue.

Maintenance of health is as important as maintenance of certification

Vascular surgery is a demanding profession. Vascular surgeons work hard, from medical school, through residency and fellowship training, and most are still working hard years and decades into their careers. They take pride in their work and in always putting the well-being of their patients as their highest priority, often at the expense of their own. One of the consequences of this lack of self-care is burnout. Occupational burnout is a serious condition commonly found in many industries and professions, including medicine.

Resilience, Stress and Well-Being in Undergraduate Nursing Students in China and the UK

To test the differences of resilience, stress and well-being and explore the correlations between nursing students in China and United Kingdom. Globally nursing is considered a demanding profession and increasing attention has been placed on the psychological well-being and resilience of undergraduate nursing students. Limited international comparative research of the interaction between resilience, stress and well-being has been reported. A cross-sectional correlational design was adopted with a purposive sample of 444-second year nursing students, recruited from two universities, located in the United Kingdom and China. Resilience, stress and psychological well-being were assessed via self-reported questionnaires (Connor Davidson Resilience Scale; WHO 5 well-being Index; The Perceived Stress Scale) and a demographic inventory. Findings show the average scores of resilience revealed for UK and Chinese nursing students (26.70±5.11 and 25.18±5.61), stress (20.94±3.87 and 21.54±3.64) and well-being (15.43±4.38 and 14.93±4.00) respectively. Differing levels of resilience between the two countries affected by age and intention to leave was reported. The interaction between resilience and stress influences the psychological well-being of the undergraduate nursing students in both countries. Nursing students are experiencing stress, which is affecting their psychological well-being, but resilience is a protective factor. Intervention studies are required to ensure student nurses, especially younger students, are equipped with strategies to cope with stress during their education. The high prevalence of stress among nursing student is of concern. In response, educational, government and employing hospitals should develop measures and policies to support student nurses to help reduce stress and enhance resilience.

Effect of chronic work stress on autonomic function among nurses of tertiary care center of Central India

Background: Stress is a fundamental and inevitable experience in modern work. Nursing is a demanding profession by its inherent nature, and it promotes mild mental morbidity and physical disease. Chronic work stress may lead to deranged autonomic function in nurses, resulting in increased chances of cardiac illness. Aim and Objective: The objective of this research was to see whether work stress is linked to autonomic dysfunction. Materials and Methods: The present study comprised 30 nurses working at a tertiary care center for more than 10 years. Autonomic cardiovascular regulation was measured using sympathetic stimulation generated by prolonged handgrip and the heart rate response to the Valsalva technique (Ewing et al., 1973) and compared to non-working healthy females. The work stress was measured using a modified occupational stress inventory. Results: No sympathetic abnormalities were found in the nurses. Borderline abnormal parasympathetic reactivity (VR = 1.11–1.20) was found in 67% of nurses. About 76.6% of nurses were found with moderate occupational stress score (OSS) and 23.3% were having high OSS. Conclusion: It is concluded that chronic stress reduces vagal tone. Subjects with low vagal tone showed increased cardiosympathetic drive during stressful work situations.