Individual Coaching Research Articles

The Ohio State University Dream Team: Innovation for Well-being fellowship and coaching program.

Nearly 70% of faculty experience very high levels of stress. Integrative Nurse Coaching (INC) can help by assisting clients in establishing goals and embarking on new lifestyle behaviors that help to decrease perceived stress, achieve work life integration, and enhance life satisfaction. Our goal was to evaluate a faculty coaching and fellowship program to support faculty well-being while developing innovation competency. We employed an INC paradigm to coach five faculty to build confidence and competence in innovation and enhance well-being. We offered monthly group and individual coaching and used a qualitative research thematic analysis to determine themes important for the fellow and group experiences, identify outcomes, and create recommendations for the future. We identified the following themes as outcomes for our program: (1) enhanced connection, comradery, and support; (2) increased confidence and competence in navigating academia; (3) shift from a fixed mindset to an innovation mindset; and (4) increased ability to identify and manage stress and burnout. Fellows also experienced a shift from focusing on individual needs to addressing the needs of the community at the college. Nurse coaching is an effective strategy to address faculty stress and burnout. Additional research is needed to evaluate the Innovation for Well-being faculty fellowship program and its impact on the academic community.

A pilot clinical skills coaching program to reimagine remediation: a cohort study

Background New approaches are needed to improve and destigmatize remediation in undergraduate medical education (UME). The COVID-19 pandemic magnified the need to support struggling learners to ensure competency and readiness for graduate medical education (GME). Clinical skills (CS) coaching is an underutilized approach that may mitigate the stigma of remedial learning. Methods A six-month CS coaching pilot was conducted at Harvard Medical School (HMS) as a destigmatized remedial learning environment for clerkship and post-clerkship students identified as ‘at risk’ based on objective structured clinical examinations (OSCE). The pilot entailed individual and group coaching with five faculty, direct bedside observation of CS, and standardized patient encounters with video review. Strengths-based coaching principles and appreciative inquiry were emphasized. Results Twenty-three students participated in the pilot: 14 clerkship students (cohort 1) and 9 post-clerkship students (cohort 2). All clerkship students (cohort 1) demonstrated sustained improvement in CS across three OSCEs compared to baseline: at pilot close, at 6-months post pilot, and at 21-24 months post-pilot all currently graduating students (10/10, 100%) passed the summative OSCE, an HMS graduation requirement. All post-clerkship students (cohort 2) passed the HMS graduation OSCE (9/9,100%). Feedback survey results included clerkship students (9/14; 64%) and post-clerkship students (7/9; 78%); all respondents unanimously agreed that individual coaching was “impactful to my clinical learning and practice”. Faculty and leadership fully supported the pilot as a destigmatized and effective approach to remediation. Conclusion Remediation has an essential and growing role in medical schools. CS coaching for remedial learning can reduce stigma, foster a growth mindset, and support sustained progress for ‘at risk’ early clerkship through final year students. An “implementation template” with suggested tools and timelines can be locally adapted to guide CS coaching for UME remediation. The CS coaching pilot model is feasible and can be generalized to many UME programs.

Dietary outcomes of community-based cardiovascular disease preventive interventions: a systematic review and meta-analysis.

We aimed to synthesize available evidence on the effects of community-based interventions in improving various dietary outcome measures. Systematic review and meta-analysis. We searched databases including Medline, EMBASE, PSYCINFO, CINAHL, and the Cochrane registry for studies reported between January 2000 and June 2022. The methodological quality of the included studies was evaluated using the Cochrane risk of bias tools for each study type. For some of the outcomes, we pooled the effect size using a random-effects meta-analysis. A total of 51 studies, 33 randomized and 18 non-randomized, involving 100 746 participants were included. Overall, 37 studies found a statistically significant difference in at least one dietary outcome measure favoring the intervention group, whereas 14 studies found no statistically significant difference. Our meta-analyses indicated that, compared to controls, interventions were effective in decreasing daily energy intake (MJ/day) (MD: -0.25; 95% CI: -0.37, -0.14), fat % of energy (MD: -1.01; 95% CI: -1.76, -0.25), and saturated fat % of energy (MD: -1.54; 95% CI: -2.01, -1.07). Furthermore, the interventions were effective in improving fiber intake (g/day) (MD: 1.08; 95% CI: 0.39, 1.77). Effective interventions use various strategies including tailored individual lifestyle coaching, health education, health promotion activities, community engagement activities and/or structural changes. This review shows the potential of improving dietary patterns through community-based CVD preventive interventions. Thus, development and implementation of context-specific preventive interventions could help to minimize dietary risk factors, which in turn decrease morbidity and mortality due to CVDs and other non-communicable diseases.

Virtual fundamentals of laparoscopic surgery (FLS) boot-camp using telesimulation: an educational solution during the COVID-19 pandemic.

The Fundamentals of Laparoscopic Surgery (FLS) is an internationally recognized educational and certification program designed to teach the knowledge and skills required for basic laparoscopic surgery. Previously, our institution has organized an FLS boot-camp to teach PGY1 residents the FLS manual skills. During the COVID-19 pandemic, in-person sessions were not possible. The purpose of this study was to utilize telesimulation as an education solution for teaching FLS technical skills to PGY1 residents during the COVID-19 pandemic. A virtual FLS program was established. A complete, easily portable FLS kit was distributed to participantsand instructors to set up an FLS box and connect remotely using telesimulation. The program was delivered by three senior residents using the Zoom™ platform. Participants were split into groups of 3-4 individuals, each receiving three 1-h sessions. Sessions were structured with initial demonstration of tasks followed by individual coaching of participants in 'break-out' rooms. The official FLS exam was administered in-person on the 4th week. Pre- and post-course surveys were administered to participants gauging self-reported proficiency with FLS tasks and overall course feedback. Anonymized FLS exam results were collected. A total of 14 residents participated, and 11 responded to the survey. Participants reported that their overall FLS skills proficiency significantly improved on a 5-point likert scale from 1.5 ± 0.5 pre-course to 4.0 ± 0.5 post-course (mean ± SD). Participants unanimously stated that having the FLS box at home was valuable and enabled them to practice more. On the FLS exam, 13 of 14 participants passed the manual skills component. We developed a telesimulation hands-on FLS course as an alternative to in-person training. The course was practical and effective and was preferred to traditional methods by participants. With ever-expanding technological solutions, virtual telesimulation education is an attractive and underutilized tool, not only in the setting of COVID-19, but also more broadly across current educational programs.

Social Competences and Their Development in Culturally Diverse Teams – the Results of In-depth Group Interviews

Social competences in the workplace have been of interest to researchers for years. They are among the key competences for lifelong learning and relate to all types of behaviour that enable individuals to participate and cooperate effectively – both socially and professionally – in various environments (European Parliament, 2006).
 Employees’ social competences play a vital role in the workplace as they influence relationships within teams. These relationships affect team effectiveness, thus are particularly significant in culturally diverse work environments. In the theoretical part of the article, the author explains the term “social competences,” describes their elements, and discusses their role in the effective functioning of multicultural teams. In the empirical part, she presents the methodology of her study, the results obtained, and the conclusions derived
 from them.
 The study described in the article (two in-depth group interviews) was conducted in 2022, and its participants were managers of different nationalities who work in multinational companies and have been managing culturally diverse teams for a minimum of three years. The Author assumed the preliminary nature of the study and intends to continue it in the future within the area analysed in the article. Based on the review of the literature and the results of her study, the author has demonstrated a vital role played by employees’ social competences in culturally diverse workplaces. In the opinion of the managers who participated in the study, the most important social competences include verbal and non-verbal communication, social intelligence, and building positive interpersonal relations. As far as the most effective ways of developing these competences in members of multicultural teams are concerned, they listed individual trainings, workshops, and coaching.

Peran Supervisi Kepala Sekolah Terhadap Tugas Pokok Guru di SMA Negeri 1 Terara: Penelitian Tindak Sekolah Tahun Pelajaran 2022/2023

This study intends to reveal the problem of the teacher's main tasks objectively regarding "The Role of Supervision of the Principal in the Main Tasks of Teachers in SMA Negeri 1 Terara: Follow-Up Research for the 2022/2023 Academic Year." The purpose of this study is to reveal the supervisory role of the principal in the main tasks of the teacher in planning lessons, studying lesson plans, and implementing lessons. This study uses descriptive qualitative research. The data subjects in this study were 6 (six) teachers of SMA Negeri 1 Terara. Methodologically data was collected using an observation sheet (Observation). Based on the results of the data analysis that has been carried out in the Supervision Role of the Principal on the Main Tasks of the Teacher, it can be concluded that showing the initial conditions of 6 (six) teachers in the observation cycle I was proven by the low results of the average score achieved by the teachers from the three aspects observed, namely 54.5. Then, after conducting individual coaching to 6 (six) teachers. The results of the appointment in cycle II proved to be an increase by achieving a score of 86.3. Judging from the average value of cycle I to cycle II there was an increase in preparing lesson plans, reviewing lesson plans, and learning implementation of the six teachers of SMA Negeri 1 Terara as research subjects.

Experiences and support needs of lifestyle professionals in the use of digital coaching tools for clients with overweight

In the Netherlands, half of the adult population is overweight. Combined Lifestyle Interventions guide overweight clients towards ahealthy lifestyle. In addition to the face-to face sessions with clients, lifestyle professionals can use digital coaching tools to guide their clients remotely. In practice it appears that the digital applications are not fully used. To stimulate the use of digital technology, insight is needed into the experiences and support needs of lifestyle professionals. Data about the use, wishes and support needs regarding the use of digital coaching tools among lifestyle professionals were collected by aquestionnaire and two focus groups. The results of the questionnaires were analyzed descriptively and the focus groups were analyzed thematically. Seventy-nine lifestyle professionals completed the questionnaire. Ten lifestyle professionals participated in afocus group. Both methods showed that professionals have gained experience with video communication, apps and online information. Lifestyle professionals mention that these digital coaching tools support the self-reliance of clients. Online group sessions are perceived as less effective than face-to-face group sessions, because of the lack of interaction between clients. Lifestyle professionals also experience practical barriers in using digital coaching tools. To stimulate the use of digital coaching tools, they need an exchange of experience with colleagues, training and instruction on how to use these tools. Lifestyle professionals consider digital coaching tools to be an added value to individual coaching. They see opportunities for wider use in the future when practical barriers are overcome, and exchange of experience and training are facilitated.

Development and Adaptability of Smartphone-based Dietary Coaching Program for Patients Undergoing Diabetes and Prediabetes with Continuous Glucose Monitoring Device

Objectives: The purpose of this study is to develop program contents for healthy dietary lifestyle in patients with type 2 diabetes and pre-diabetes using continuous glucose monitoring and to analyze their feasibility using the RE-AIM plan evaluation framework.Methods: Data were collected from November 2020 to February 2021. The program was developed through the process of analysis-design-development-implementation and evaluation. It consisted of diabetes-diet education, dietary feedback, individual coaching, and group coaching. Twenty three patients participated the intervention for 4 weeks. Participation rate, achievement level of intervention, health outcome, and accuracy of performance were evaluated.Results: In terms of reach, 77.8% of the participants sent pictures of their meal during 4 weeks. In terms of effectiveness, fat intakes (Z = -1.96, <i>p</i>= 0.049) and BMI (Z = -2.33, <i>p</i>= 0.020) increased significantly after the intervention. Coaching times on the adoption side were 127.5 min per week. Participants and coaching providers showed 100% adherence.Conclusions: These results suggest that dietary coaching program deserves to be applied to community practice for diabetes management.

Mobile App-Based Coaching for Alcohol Prevention among Adolescents: Pre–Post Study on the Acceptance and Effectiveness of the Program “MobileCoach Alcohol”

At-risk alcohol use, particularly binge drinking, is widespread among adolescents and young adults in most Western countries. MobileCoach Alcohol is a mobile app-based program for alcohol prevention that provides individualized coaching using a conversational agent. The current study tested the acceptance, use, and evaluation of this newly developed program and explored its potential effectiveness. Longitudinal pre-post study among upper secondary and vocational school students in Switzerland. Within the MobileCoach Alcohol prevention program, a virtual coach motivated participants to deal with alcohol sensitively, and provided feedback on alcohol use and strategies to resist alcohol for a period of 10 weeks. Information was provided in weekly dialogs, within contests with other participants, and interactive challenges. By means of a follow-up survey after the end of the 10-week program, indicators of the use, acceptance, and effectiveness of the program were examined. Between October 2020 and July 2022, the program was advertised in upper secondary and vocational schools. Recruiting schools and school classes was difficult due to the COVID-19 containment measures in place during this period. Nevertheless, the program could be implemented in 61 upper secondary and vocational school classes with a total of 954 participating students. Three out of four students who were present in the school classes participated in the MobileCoach Alcohol program and the associated study. Online follow up assessment at week 10 was completed by 272 program participants (28.4%). Based on program use and evaluations by the participants, the overall acceptance of the intervention was good. The proportion of students who engaged in binge drinking was significantly reduced from 32.7% at baseline to 24.3% at follow up. Furthermore, the longitudinal analyses revealed decreases in the maximum number of alcoholic drinks consumed on an occasion and the mean number of standard drinks per month, whereas self-efficacy to resist alcohol increased between baseline and follow up. The mobile app-based MobileCoach Alcohol program proved to be an attractive intervention, in which the majority of students were interested when proactively recruited at school classes. It allows for individualized coaching in large groups of adolescents and young adults and is promising for reducing at-risk alcohol use.

Creating a Comprehensive Pandemic Response to Decrease Hospitalist Burnout During COVID-19: Intervention vs Control Results in 2 Comparable Hospitals (HOSP-CPR)

BackgroundPhysician burnout increased during the COVID-19 pandemic.ObjectiveTo evaluate the effectiveness of a multimodal workplace intervention designed to reduce hospitalist burnout.DesignParticipants and setting: Our intervention group was composed of internal medicine hospitalists at Providence Portland Medical Center (64 providers including 58 physicians and 6 nurse practitioners). Our control was composed of internal medicine hospitalists at Providence St Vincent’s Hospital (59 physicians and 6 nurse practitioners). Measurements: Two surveys were given during, before, and after a 12-month intervention period (October 2020 and again in October 2021). Surveys included demographics, job satisfaction, the Maslach Burnout Inventory, the Pandemic Experiences Survey, and 2 questions about leaving the job. Interventions: Three hospitalists designated as wellness warriors created weekly COVID group meetings, providing up-to-date information about COVID-19 infection rates, treatments, and work-flow changes. Discussions included coping and vaccine hesitancy, difficult case debriefs, and intensive care unit updates. Individual coaching was also offered. Meeting minutes were taken and sessions were recorded for asynchronous access.ResultsNo site differences in burnout or job satisfaction were evident pre-intervention. Post-intervention, the intervention group reported 32% burnout while controls reported 56% (p = .024). Forty-eight percent of the intervention group reported high wellness support vs. 0% of the controls (< .001). Intervention participants attributed 44% of wellness support to Providence alone, vs. controls at 12% (< .001). Regressions controlling sex, work hours, experience, race, and children in the home showed the intervention’s positive effects on burnout and job satisfaction remained significant (all p < .02).LimitationsFor privacy reasons, all survey responses were anonymous, meaning that individual pre-post changes could not be tracked.ConclusionWe believe the intervention resulted in substantial burnout prevention and is feasible for adoption in most hospitals and clinics.

Measuring nurses' attitudes to family care: a longitudinal mixed method study

In a scenario of demographic changes with an ageing population and an increase in people with chronic illnesses, the family assumes a central role in the care of their family member. Providing nurses with knowledge and strategies of family-centred care may change current standards of practice to a more family-focused approach. To explore nurses' perceptions on the importance of involving families in the project of care and their attitudes before, during and after an implementation of family-centred care. A longitudinal mixed method study was conducted during the implementation of family-centred care in a health district. A training package for the district nurses and individual coaching by an experienced nurse were offered. The Families' Importance in Nursing Care-Nurses Attitudes (FINC-NA) questionnaire was administered pre- and post training and one year later and two focus groups were conducted. All the 19 health district nurses participated in the study; average age 49.3 years, working experience 26.8 years. Statistically significant changes were observed in all four dimensions of the FINC-NA: family as a personal and professional resource, as a partner and a burden. The same results were confirmed by the focus groups. An educational intervention for home care nurses proved to be useful during the implementation of family-centred care. A key aspect was the support offered to nurses in transferring their knowledge and skills to their practice.

Effectiveness of Non-Contact Dietary Coaching in Adults with Diabetes or Prediabetes Using a Continuous Glucose Monitoring Device: A Randomized Controlled Trial.

We aimed to evaluate the effectiveness of dietary coaching and continuous glucose monitoring (CGM) in patients with diabetes or prediabetes to improve their behavioral skills and health outcomes. A randomized controlled study with pre- and post-testing was conducted. Data were collected between November 2020 and April 2021. Forty-five patients with diabetes or prediabetes who used a CGM device were enrolled and analyzed. Dietary education, individual coaching and group coaching were provided to participants in the experimental group for 4 weeks. After the intervention, the thigh circumference in men significantly differed between the two groups (z = -2.02, p = 0.044). For women, participants in the experimental group showed greater improvement in eating self-efficacy compared with those in the control group (z = -2.66, p = 0.008). Insomnia was negatively related to the change in eating self-efficacy (r = -0.35, p = 0.018) and increase in thigh circumference (r = -0.35, p = 0.017). Even if used within a short intervention period, non-contact dietary coaching programs can help enhance behavioral skills, such as eating self-efficacy and health outcomes, such as thigh circumference. Moreover, the changed variables can indirectly improve other health outcomes in patients with diabetes or prediabetes.

Professional Development оf Teachers For The Implementation of Quality Scienceand Mathematical Education in the Context of War in Ukraine

The article highlights the possibilities and features of the professional development of teachers of mathematics and natural sciences in the conditions of war in Ukraine. The study is based on the analysis of the results of a survey of more than 200 teachers of the city of Kyiv regarding the provision of high-quality science and mathematics education in the conditions of war. The results of the study outline the directions of professional development of teachers of natural sciences and mathematics: the introduction of integrated education (STEM), psychological support of participants in the educational process, the use of digital and distance learning technologies, topics on life safety, inclusion, teaching methods New Ukrainian school, including the use of formative assessment, implementation of the State Standard of Basic Secondary Education. In the conditions of war, mathematics and natural sciences teachers need programs of professional development in distance, face-to-face and mixed forms of education and individual coaching. Digital technologies can help intensify postgraduate teacher education, and make it mobile, diverse, and adaptable in wartime. Educators believe that quality education can be provided under the conditions of the necessary availability of gadgets, access to the Internet, electronic educational resources, digital and distance technologies, blended learning, monitoring of educational achievements and professional development of teachers and unloading of educational programs. More than 60% of the teachers of Kyiv believe that the quality of science and mathematics education has deteriorated, and 7% point to its improvement. The analysis of interviews and surveys of teachers showed the importance of introducing individual trajectories of teachers' professional development, providing them with psychological and pedagogical support, and consultations in the postgraduate education system. The generalization of the areas of professional development of teachers should be considered in postgraduate pedagogical education for the creation and updating of educational programs for professional development.

Goalkeeping in Modern Football: Current Positional Demands and Research Insights

The goalkeeper (GK) in association football arguably presents a critical playing position within a modern game that often appears to be highly dynamic, unpredictable, and constantly changing. Because of the privilege in using the hands and FIFA’s “back-pass law,” the list of GK tasks extends to a wide range of responsibilities in possession of the ball and when defending the goal and space. With the aim of providing an applied overview of the complex GK demands in the modern football game and consequences for position-specific coaching, the following article presents current practical advances on the various areas of physical, tactical–technical, mental/psychological, and social GK development. To further showcase complex GK tasks and actions, a framework of tactical–technical areas in goalkeeping is introduced and linked to recent empirical research in the field of goalkeeping and coaching. This understanding of position-specific demands may support future development of individualised, athlete-centred training interventions, coaching approaches, and match performance analysis. Along the way, the article offers several avenues for future research contributions to this unique field within football studies and further aims to stimulate readers’ and coaches’ thoughts about various matters related to specialist and individual development coaching.

The proactive personality of young workers – what are the challenges for employers?

Purpose: The main purpose of the study was to examine the proactive personality of young workers in Poland. Design/methodology/approach: Data were collected from young workers using an e-questionnaire. The study followed the approach developed by Bateman and Crant. The U Mann-Whitney test was used in the data analysis. The study focused on identifying specific proactive behaviors of young workers. Findings: Young employees with certain professional experience are characterized by highly proactive personality. The male employees showed higher overall levels of proactiveness than their female counterparts. In turn, the particular age of the young employees was not observed to affect their proactive attitudes. Gender-dependent statistical differences were observed in terms of some proactive behavior, which facilitated the formulation of specific recommendations for employers. Research limitations/implications: The study was carried out only in Poland. In the future, the author plans to expand the scope of the study to include countries of varying cultural characteristics and allow international comparisons. Practical implications: Employers are recommended to implement targeted efforts aimed at enhancing proactive employee behavior, particularly among female staff members. These should include the establishment of a proactive work environment and implementation of suitable HRM practices, e.g. in terms of proactiveness-focused career path planning and targeted employee development (individual and team coaching, mentoring, design thinking). Originality/value: The study identifies the proactive personality of young employees and uses the obtained results to formulate recommendations for employers in terms of HRM management that duly accounts for the procreative personality of employees. Keywords: proactive personality, young employees, HRM practices, employer. Category of the paper: Research paper.

The The Efficacy of Teacher-Coach Among Individual and Team Sport in Rural Sibu, Sarawak

The objective of this study is to examine the efficacy of youth sport teacher-coach among individual and team sport in rural zone in Sibu, Sarawak. A total N=300 school sport coach teacher (SSCT) from Sibu rural zone were selected through purposive sampling to participate in this study. They were categorized into individual (N = 75) and team (N = 225) sports coaches Coaching Efficacy Scale II-Youth Sport Team (CES II-YST) questionnaire was used to measure the coaches’ coaching efficacy. Overall, Sibu rural zone coaches who coached individual sports showed that their level of coaching efficacy was higher (M = 3.35, SD = 0.38) for all the subscales, namely character building (M = 4.01, SD = 0.59), motivation (M = 4.04, SD = 0.63), technique (M = 3.35, SD = 0.38), and game strategy (M = 3.93, SD = 0.64) compared with coaches who coached team sports. In summary, individual athletic coaches demonstrate higher levels of coaching effectiveness, and under their guidance, athletes learn sport fundamentals, improve leadership skills, and gain confidence in their physical and mental abilities

A Systematic Review of Self-Management Interventions Conducted Across Global Settings for Depressive Symptoms in Persons with HIV.

Depressive symptoms can affect health outcomes in people living with HIV (PLWH) including adherence to treatment and disease prognosis. Self-management interventions targeting depressive symptoms have been effective in preventing these negative sequelae of depressive symptoms. The processes of self-management include learning skills related to living with the illness needs, accessing resources to manage the illness, and coping with the illness. A systematic literature review was conducted to appraise and synthesize the current evidence of self-management interventions targeting depressive symptoms in PLWH. Following the PRISMA guidelines, an electronic search of 4 databases was conducted. Original studies written in English that used a randomized controlled trial design to test the effect of self-management intervention on depressive symptoms were included. Studies were selected that were published on/before April 19, 2022, thus yielding 13 relevant articles. Risk of bias was assessed using the NIH Quality Assessment Tool for Controlled Intervention Studies and narrative synthesis was used to synthesize the results. 40 to 755 participants were included in the studies, with each using various measures to assess depressive symptoms pre-and post-intervention, and timepoints for assessing depressive symptoms post-intervention varied. While 12 studies showed a significant reduction in depressive symptoms post-intervention, only 4 studies that used individual coaching or technology showed lower depressive symptoms in intervention groups in comparison to the control groups. This review can be used to inform scale-up and dissemination of these interventions to improve depressive symptoms in PLWH.

Collaboration and health promotion for the health care system – evaluation of the WOL healthcare

Abstract Background Health care and social services are industries with special challenges: Constant emotional demands, the shortage of skilled workers is noticeable (in Germany) and special organizational stresses, not only since the Corona pandemic. This study evaluates the Working out Loud (WOL) program for healthcare, which aims to create a learning culture for interdisciplinary collaboration and network-oriented learning and increases growth-oriented thinking at organizational level. Methods The sample consists of 51 participants. From 16 persons data could be analyzed in the pre-post-design of the 10-week intervention accompanied by individual coaching. All respondents work in the health care system in Germany. Dependent variables were collected with validated scales for psychological safety, psychological flexibility, cooperative learning, emotional energy, engagement and voice behavior. Results Effects of moderate strength were shown for all variables: psychological safety (Mt1= 4.86, Mt2 = 5.45 t(15) =-1.86, p =.083, d = 0.46), psychological flexibility (Mt1= 3.57, Mt2 = 3.82 t(15) = -2.12, p = .051, d = 0.53), cooperative learning (Mt1= 4.63, Mt2 = 4.81 t(15) = -2.18, p =. 045, d = 0.54), emotional energy (Mt1= 2.70, Mt2 = 2.75 t(15) = -0.82, p = .423, d = 0.20), engagement (Mt1= 2.87, Mt2 = 3.05 t(15) = -1.65, p = .119, d = 0.41)and voice behavior (Mt1= 3.84, Mt2 = 4.05 t(15) = -1.64, p = .120, d = 0.41). Correlations are shown for psychological safety with emotional energy (r = .426, p = .012) and job satisfaction (r = .612, p = .000). Conclusions The 10-week WOL Healthcare program can strengthen employees in the important area of health promotion and care. The program serves as behavioral prevention and, by empowering individuals, brings about job crafting structural prevention in the workplace. The intervention follows a bottom-up principle, it is an approach for health promotion in the healthcare sector, that can strengthen patient's safety. Key messages • Evidence for the effectiveness of a health promotion intervention for health care workers. • Organizational learning promotes workers health.

The Effect of Healthy Lifestyle Changes on Work Ability and Mental Health Symptoms: A Randomized Controlled Trial.

Objective: The effects of lifestyle interventions on the prevention of a decline in work ability and mental health are not well known. The aim of this randomized controlled trial was to examine the effects of healthy lifestyle changes on work ability, sleep, and mental health. Methods: Workers aged 18–65 years, who were free from cardiovascular diseases, diabetes, and malignant diseases, and did not use medication for obesity or lipids were included (N = 319). Based on their cholesterol balance, participants were classified into medium-risk and high-risk groups and were randomized into four arms: group lifestyle coaching (N = 107), individual lifestyle coaching (N = 53), the control group for group coaching (N = 106), and the control group for individual coaching (N = 53). The intervention groups received eight sessions of mostly remote coaching for 8 weeks about healthy diet, physical activity, other lifestyle habits, and sources/management of stress and sleep problems, and the control groups received no intervention. In individual coaching, the coach focused more on individual problem solving and the possibilities for motivation and change. The intention-to-treat principle was applied, and missing data on the outcomes were imputed using multiple imputation. Results: After the completion of the intervention, the risk of depressive symptoms was lower by 53% (95% CI 1–77%) in participants who received individual lifestyle coaching compared with the control group. The intervention had no beneficial effects on anxiety, work ability, sleep duration, or daily stress. In subgroup analyses, group lifestyle coaching had beneficial effects on depressive symptoms and work ability in participants with less tight schedules or less stretching work, whereas individual lifestyle coaching lowered the risk of depressive symptoms in those with fewer overlapping jobs, less tight schedules, or less stretching work. Conclusion: Short but intensive remote lifestyle coaching can reduce depressive symptoms and improve work ability, and time-related resources at work may improve mental health in the context of individual lifestyle intervention. However, further randomized controlled trials are needed to confirm the findings.

Преуспяващото лидерство – реалност или утопия?

The article examines the conditions for leadership and team thriving. The goal is to detail and extend a theory of ‘thriving leadership’ based on an analysis of Bulgarian and international research in this field. Leadership theories are analyzed in support of thriving leadership, examining in detail its layers – individual (coaching, communication, leadership, emotions and change), team (leadership as a dynamic phenomenon of group dynamics, global cross-cultural and virtual teams, and the question of meaning and purpose) and organizational (The “Bulgarian dream” and B-Corporations movement). The author's thrive matrix is presented, explaining the internal conditions for personal leadership thriving.