Professional Work Research Articles

Lost in the pandemic: COVID-19's impact on health professions educators.

Minimal research has explored the pandemic's impact on health professions educators (HPEs). Given that health professions educator academies provide centralised support and professional development to HPEs through communities of practice and promoting education at their institutions, it is important to examine how academies met HPEs' needs during the pandemic. This study investigates the COVID-19 pandemic's effects on HPEs and examines how academies supported HPEs' educational roles during the pandemic. Using a mixed-methods approach, the authors surveyed United States educator academy members on changes in HPEs' activities, emphasising clinical and educational tasks and work-life integration. Participants shared their academies' innovations and support responses. Data were analysed using chi-square and content analyses. Twenty percent of 2784 recipients (n= 559) completed the survey. Most respondents indicated the pandemic caused them to spend more time on clinical and education leadership/administration than before the pandemic. HPEs integrated innovative instructional strategies, yet many shifted away from teaching, mentoring and scholarship. Over half were dissatisfied with work-life integration during the pandemic. Females, especially, reported that professional work was compromised by personal caregiving. Academies increased their range of member services; however, they did not fully meet their members' needs, including providing expanded professional development and advocating on HPE's behalf for increased protected time dedicated to educator responsibilities. HPEs faced unprecedented challenges in their personal and professional lives during the COVID-19 pandemic. Neglecting the needs of HPEs amidst global crises poses a substantial threat to the quality of education for upcoming generations of health care professionals.

P080 Supporting shared decision-making about osteoporosis medicines: Combining multiple methods to develop the prototype iFraP intervention

Abstract Background/Aims Shared decision-making (SDM) is a joint process in which a person and healthcare professional work together to reach decisions about care. The iFraP (Improving uptake of Fracture Prevention drug treatments) intervention comprises computerised decision aid (DA), Fracture Liaison Service (FLS) clinician training package, and information resources to support SDM about osteoporosis medicines. This abstract details our multi-method approach to develop this intervention. Methods Intervention development was underpinned by the Medical Research Council guidelines for development of complex interventions. Four studies guided intervention prototype development, including (1) an evidence synthesis of existing osteoporosis DAs to examine quality and effectiveness; (2) a review of patient information about osteoporosis to evaluate quality and optimal language for talking about osteoporosis; (3) a Delphi consensus survey with patients, carers, and health professionals to gain consensus on intervention content, informed by an evidence review of relevant clinical guidelines and behavioural theories; (4) and focus groups and interviews with patients recently attending FLS, FLS clinicians and general practitioners (GPs) to explore current FLS practice, and barriers and facilitators to change. Expert stakeholders and public contributors informed each sub-study. Results Studies one and two informed design of the iFraP computerised DA. Evidence reviews of existing osteoporosis DAs and patient information found that they did not meet patient needs and identified poor readability, variable quality, and unbalanced and confusing content. Public contributors preferred DAs which were individualised, and together with expert stakeholders, supported the development of understandable explanations of osteoporosis and osteoporosis medicines to include in iFraP resources. Study three identified essential components of the FLS consultation which directly informed DA content. Study four identified the need for complementary iFraP information resources, training, and potential barriers to iFraP DA use. Patients expressed that they did not feel adequately prepared for their FLS consultation, leading to the development of an enhanced leaflet to accompany their FLS appointment letter. Patients, FLS clinicians, and GPs all expressed the need for a patient-friendly individualised summary of the FLS consultation, to facilitate consistent information across services and reinforce FLS messaging. This finding informed development of the iFraP Bone Health Record, an individualised, easy-read PDF print-out of the iFraP DA. FLS clinicians identified training needs relating to communicating risk, involving patients in decisions and clinical decision-making. Barriers to use included concerns that the DA would increase consultation duration, and that SDM may undermine their goal to facilitate medicine adherence. Identified barriers to use and training needs informed the content and delivery of the interactive eLearning and role play session, with consideration of theoretically-informed behaviour change techniques. Conclusion The iFraP complex intervention development work demonstrates the use of multiple methods to develop an evidence-based and theoretically-driven intervention in-preparation for testing. Disclosure L. Bullock: None. J. Fleming: None. E.M. Clark: None. S. Leyland: None. S. Thomas: Grants/research support; ST owns Prescribing Decision Support Ltd that developed the iFraP decision aid. C. Gidlow: None. T.W. O'Neill: Grants/research support; TON is supported by the NIHR Manchester Biomedical Research Centre. C.P. Iglesias-Urrutia: None. A. Hawarden: Grants/research support; AH is funded by a Versus Arthritis Clinical Research Fellowship (reference 22726). F. Manning: None. J. Protheroe: None. J. Lefroy: None. S. Ryan: None. R. Horne: None. C.D. Mallen: Grants/research support; CM is funded by the NIHR Applied Research Collaboration West Midlands and the NIHR School for Primary Care Research. C. Jinks: Grants/research support; CJ is part funded by NIHR Applied Research Collaboration (ARC) West Midlands. Z. Paskins: Consultancies; ZP has received consultancy fees from UCB Pharma. Grants/research support; ZP is funded by the National Institute for Health Research (NIHR) [Clinician Scientist Award (CS-2018-18-ST2-010)/NIHR Academy].

Staying Engaged and Achieving Promotion: The Role of Collegial Support and Career Reflection and Assessment for Mid-Career Faculty

The challenges and tensions experienced by mid-career faculty (MCF) can lead to frustration, disengagement, or leaving the professoriate altogether, a trend noted by researchers prior to and especially after the pandemic. In this article, we explore the role that collegial support and career reflection and assessment strategies targeting mid-career faculty can play to preserve institutional vitality, support faculty agency, and promote student success. Additionally, we propose initiatives and supports that may assist these faculty members in staying in the academy and staying well as they pursue professional fulfillment and work towards their goals, including promotion to full professorship. We contend that post-secondary campuses should invest in keeping MCF engaged because of the crucial roles they serve on campus.

Employee engagement in shared services in a regional university context

ABSTRACT A reflexive thematic analysis was used to identify factors that enhance and inhibit employee engagement amongst professional staff working in shared services teams in an Australian regional university. With efficient and effective client service delivery expected of people working in a shared services structure, employee buy-in and the need for them to feel engaged are important. However, little is known about the employee experiences of working in a shared services team. Despite this, shared services have become popular in universities by offering cost savings while improving service quality and output. We found that professional staff responded generally positively to working in a shared services team. Moreover, they indicated positive employee engagement when their working experiences responded to specific ‘rules of engagement’ applicable to their shared services environment.

Professional identity and local realities: social work education in Ethiopia

ABSTRACT The three historical eras of social work education in Ethiopia are examined in this article, with particular attention devoted to how each era began, was contextualized, and was integrated with service delivery. Interviews with 28 social work graduates and faculty members were conducted as part of the qualitative research study. Additionally, unpublished documents from ministerial offices and universities were examined. The data are arranged and presented chronologically to offer the experiences in the three periods. The analysis found that various contextualizing strategies for social work education were used through curriculum development, fieldwork, community engagement, and obtaining research outputs. Making social work education more responsive to the national context has been challenging due to a lack of country-specific reading materials and policy frameworks that define professional social work and standards of practice. Further, the absence of social work for 30 years has erased the profession’s identity from public memory. The continued development of social work education and practice in Ethiopia will benefit from the creation of local educational resources and policy frameworks.

Exploring the Influence of Construction Companies Characteristics on Their Response to the COVID-19 Pandemic in the Chilean Context

The COVID-19 pandemic was a significant disruption to the construction industry around the globe with multiple impacts, such as workforce limitations and contractual conflicts. Multiple studies have explored the impacts of the pandemic in the construction sector so far. However, little is known about how construction companies responded to the pandemic and what companies’ characteristics may have influenced their responses. The objective of this study is to explore the impacts of COVID-19 and how construction companies responded to the pandemic. To do so, semi-structured interviews with experienced professional working in Chile are qualitatively analyzed to leverage their experience. Furthermore, characteristics of construction companies that influenced how companies responded to the pandemic, namely, size, experience, and financial standing, are explored. The results obtained suggest that the focus in responding to the pandemic was taking care of workers’ safety, improving the planning of projects under highly uncertain conditions, and dealing with the financial stress of developing construction projects. When looking at the influence of companies’ experience, size, and economic capacity, experienced and large companies’ responses were related to implementing teleworking and dealing with a limited workforce. Regarding the economic capacity of construction companies, the focus was placed on responding to the pandemic using multiple sources of financing. Differences identified in how construction companies responded to the pandemic emphasizes the importance of understanding attributes that led companies to having better responses to the pandemic and being prepared for the post-pandemic context.

Doubly precarious immigrant academics: professional identities and work integration of a highly skilled precariat in Canadian higher education

Doubly precarious immigrant academics: professional identities and work integration of a highly skilled precariat in Canadian higher education

Australian Hospital Experiences of People Living with Deafblindness or Dual Sensory Impairment: The Report Card.

Gaps abound in the literature about what happens when people living with deafblindness or dual sensory impairment (DBDSI) go to the hospital. Anecdotally, from my lived experiences and professional work, as well as from within communities, stories are told about how hazardous it is to be a patient in an Australian hospital for those living with DBDSI. This paper outlines a quantitative component of a mixed-methods study examining the intricacies of these experiences. The research objective was to discover what hospital interactions looked like for patients living with DBDSI. A constrained question set was used, namely, the Australian hospital experience question set (AHPEQS 2017). It asked patients about key factors in their hospital interactions. The results form a distressing snapshot of care and communication interactions. Experiences of flouting protective conventions, dehumanisation, neglect, discrimination, disparate care, inaccessible consent forms, and a lack of communication predominate. The participants reported experiences from multiple different hospitals, so these findings suggest a broad culture of failing to provide patient-centred care and accessible-to-the-patient communication. The findings showcase the urgency for more research and remedial actions to be undertaken by both professionals and institutions.

Global Hierarchies and Unequal Pressures in the Report-Making of Truth Commissions

Abstract In this analytical essay, we situate truth commissions as relevant sites for International Relations (IR) research, in particular on professional communities and knowledge hierarchies. With an empirical focus on report-making, we argue that there is a need to rethink and revise established professional community concepts. While these concepts stress professional communities’ detachment from mundane pressures, we suggest a “pressure lens” to better grasp the key dynamics of expert knowledge production. Based on in-depth interpretive research on three truth commissions—in Sierra Leone, Kenya, and Tunisia—we set out to identify key dynamics in the report-making of truth commissions that contribute to the gap between high expectations and sobering realities regarding truth commissions as “victim-centred” policy instruments. Understanding the dynamics at play requires us to pay attention to unequal pressures—such as time and funding pressures, powerholder interference, and demands voiced by victims and survivors—that bear on the work of experts and professionals who produce truth commission reports. We argue that these pressures and, crucially, the ways in which they tend to play out under conditions of coloniality, are expressions of global hierarchies that shape professional report-making work.

DIGITAL EDUCATION AS A BASIS FOR IMPROVING THE SOCIAL MECHANISM OF COMMITMENT TO THE PROFESSION OF HIGHER SCHOOL TEACHERS

The processes of cognition of the theory of commitment to the profession of a higher education teacher for the establishment of improved higher education and the accompanying scientific and expert discussions began long before the start of the reformation of the 21st century, however, the total transition to a new form of advanced training and innovative work of universities since 2021 has updated a new round of discussions about how the use of digital technologies is changing the landscape of higher education and the roles and modes of work of professionals. The article, based on a series of semi-structured interviews with teachers from 3 universities, most often of a humanitarian nature, which were collected in two stages from March to April 2021 and a survey of teachers in June 2023, discusses the transformation of the teaching profession in the new conditions after 2015. The key attention is paid to what is happening with the social mechanism of management in the new conditions, how the relationship between the administration and the teaching community is changing. It is shown that in the conditions of “forced bureaucratization” two divergent aspects are emerging. On the one hand, in the conditions of an unprecedented natural experiment on the mass transfer of all work processes into a mixed learning format, traditional forms of manifestation of the social management mechanism are being revived through the self-organization of the teaching community, the emergence of networks of cooperation and mutual support between professionals. On the other hand, teachers note increased administrative control and bureaucratization of the educational process. In some cases, this leads to an aggravation of conflict between the administration and the teaching community and is perceived by the latter as a threat to the social management mechanism. In this way, scientific algorithms are updated in relation to the future of the profession of a higher education teacher. The presented analysis concludes with a discussion of possible measures that can be taken to reduce the potential negative effects of the identified aspects on the entire higher education system.

How to promote workplace inclusion? Needs and meanings through the lens of HR managers

Purpose Although the topic of inclusion has become a hot and unavoidable issue for organizations, research on how this topic is being addressed in companies is still almost nonexistent. How do HR managers promote workplace inclusion? The objective of this study is to answer this research question. Design/methodology/approach The results are based on evidence that emerged during in-depth interviews conducted with 16 human resources professionals from the world of large-scale retail trade, as well as from the analysis of documents and reports produced by the companies in which the interviewed professionals work. Findings The findings reveal that the promotion of corporate inclusion is not only aimed at satisfying the need for belongingness and uniqueness. It is also aimed at satisfying two other types of human needs, namely, the human need to share and the human need to be impactful. In addition, the results reveal that HR professionals promote workplace inclusion through six initiatives that can be traced to two main ways in which inclusion is conceived. Originality/value Even though there is an extensive number of studies aimed at defining and measuring the construct of workplace inclusion, progress has not been made in understanding how HR professionals promote inclusion. This study covers this literature gap by bringing to light the existence of two main meanings associated by HR professionals to workplace inclusion: extensive inclusiveness and narrow inclusiveness.

Physical Activity Levels in Transplant Recipients.

BACKGROUND Physical activity is a key factor in improvement of quality of life. This study aimed to assess the extent of physical activity in solid-organ transplant recipients. MATERIAL AND METHODS The study involved 106 patients, mostly kidney (64.15%) and liver (28.30%) recipients, observed in a Warsaw transplant center. The study group was dominated by women (56.6%), mean age 49.25±14.09 years, the time since transplantation ranged from 1 month to 28 years, with a mean of 93.9±71.83 months. Recipients were educated about physical activity in the immediate post-transplant period and during follow-up visits. The study was conducted in early 2021 and used the long form of the International Physical Activity Questionnaire (IPAQ) validated for Polish patients, consisting of the of 5 parts - physical activity, professional work, travel, housework, recreation, and time spent sitting - containing a total of 27 questions in the main part of the questionnaire and 7 questions in the introductory part determining the typicality of the last 7 days. RESULTS More than half (57.5%) of the transplant recipients reported high levels of physical activity. Patients reported the highest mean physical activity in job-related physical activity (P<0.001). Patients also had high scores for walking and moderate-intensity physical activity, while the lowest mean scores were for leisure-time physical activity, total vigorous-intensity physical activity, and housework-related activity. CONCLUSIONS When undertaking physical activity, patients turn to activities that do not involve intense effort, are less physically demanding, and do not result in high energy expenditure. Employed patients had higher PA levels in all domains.

Physician Coaching by Professionally Trained Peers for Burnout and Well-Being

Physician burnout is problematic despite existing interventions. More evidence-based approaches are needed. To explore the effect of individualized coaching by professionally trained peers on burnout and well-being in physicians. This randomized clinical trial involved Mass General Physician Organization physicians who volunteered for coaching from August 5 through December 1, 2021. The data analysis was performed from February through October 2022. Participants were randomized to 6 coaching sessions facilitated by a peer coach over 3 months or a control condition using standard institutional resources for burnout and wellness. The primary outcome was burnout as measured by the Stanford Professional Fulfillment Index. Secondary outcomes included professional fulfillment, effect of work on personal relationships, quality of life, work engagement, and self-valuation. Analysis was performed on a modified intention-to-treat basis. Of 138 physicians enrolled, 67 were randomly allocated to the coaching intervention and 71 to the control group. Most participants were aged 31 to 60 years (128 [93.0%]), women (109 [79.0%]), married (108 [78.3%]), and in their early to mid career (mean [SD], 12.0 [9.7] years in practice); 39 (28.3%) were Asian, 3 (<0.1%) were Black, 9 (<0.1%) were Hispanic, 93 were (67.4%) White, and 6 (<0.1%) were of other race or ethnicity. In the intervention group, 52 participants underwent coaching and were included in the analysis. Statistically significant improvements in burnout, interpersonal disengagement, professional fulfillment, and work engagement were observed after 3 months of coaching compared with no intervention. Mean scores for interpersonal disengagement decreased by 30.1% in the intervention group and increased by 4.1% in the control group (absolute difference, -0.94 poimys [95% CI, -1.48 to -0.41 points; P = .001), while mean scores for overall burnout decreased by 21.6% in the intervention group and increased by 2.5% in the control group (absolute difference, -0.79 points; 95% CI, -1.27 to -0.32 points; P = .001). Professional fulfillment increased by 10.7% in the intervention group compared with no change in the control group (absolute difference, 0.59 points; 95% CI, 0.01-1.16 points; P = .046). Work engagement increased by 6.3% in the intervention group and decreased by 2.2% in the control group (absolute difference, 0.33 points; 95% CI, 0.02-0.65 points; P = .04). Self-valuation increased in both groups, but not significantly. The findings of this hospital-sponsored program show that individualized coaching by professionally trained peers is an effective strategy for reducing physician burnout and interpersonal disengagement while improving their professional fulfillment and work engagement. ClinicalTrials.gov Identifier: NCT05036993.

The benefit, harm, and complication of humor in social work: A qualitative inquiry

Summary The use of humor in social work is an underrecognized and underexplored area of practice despite its potential to heal, harm, and complicate communication. To date, very minimal scholarship has been published on humor in social work. Therefore, this qualitative study sought to examine how social workers use, perceive, and experience humor. Data were gathered from 22 participants who identified as social workers via an online survey. Data also included learning artifacts (e.g., discussion board posts, humor therapy treatment plans) from 19 graduate-level social work students who completed a humor in social work course in the northeast region of the United States. Both datasets were analyzed thematically. Findings Participants perceived social workers as using humor in clearly distinct ways, as a tool to promote generative growth, and as a weapon to harm already marginalized populations. In total, participant responses highlight the complexities of humor, including its subjective and dynamic nature, which can lead to multiple and sometimes conflicting experiences. Applications The findings suggest that social workers view humor positively, yet they engage in its use without adequate training, strategy, and reflection, sometimes violating professional ethics. Results further indicate that social workers will continue to employ humor in their professional work to the benefit and detriment of those around them. To support reflective and informed practice, additional research is needed on the use and misuse of humor in social work.

Swedish school counsellors − demographics, professional practices, educational background and working life history

ABSTRACT This article presents findings from a survey conducted on all school counsellors in Sweden. The focus of the article is on Swedish school counsellors’ demographics, professional practice, educational background, working life history and professional autonomy. The survey was web-based and contained 91 questions of both quantitative and qualitative nature. The results show that Swedish school counsellors are predominantly experienced female social workers with academic education in social work and several years’ experience of social work in areas other than school. Employment as a school counsellor is not an entry-level job. The professional practice of Swedish school counsellors predominately focus on remedial work with individual students. Their professional practice focus to a lesser extent on preventive and health promoting work despite the prominent position that preventive and health promoting work are given in the Swedish school act and in the national guidelines. The professional focus of Swedish school counsellors raises questions whether the emphasis on individual remedial work is to be interpreted as a lack of organizational awareness and resources, or if it is an expression of a professional ‘heritage’ from school counsellors prior experience of professional social work within other welfare areas were remedial work are custom. We argue that the focus on remedial work makes it valid to describe the character of Swedish school counsellors’ professional practice as a reflection of Swedish social services in general.

Areas of professional life and job satisfaction of nurses.

Job satisfaction among nurses is closely related to work environment as well as organizational and professional commitment. Satisfaction is a concept derived from Latin, where "satis" means "enough," as much as is needed to fully satisfy expectations, needs, aspirations, in such a way that there is no room for complaint. Job satisfaction, on the other hand, is formulated as a positive attitude of employees toward the duties of the job, the work environment and other employees. The aim of this paper was to demonstrate how the different areas of nurses' professional life, i.e., workload, control, rewards, community, sense of justice and values, correlate with their perceived job satisfaction. A cross-sectional study was conducted in a group of 509 nurses working in a public hospital in Poland. Data were collected using a survey questionnaire, which consisted of a section containing sociodemographic data and standardized instruments: The Minnesota Satisfaction Questionnaire (MSQ) and The Areas of Worklife Survey (AWS) developed by Maslach and Leiter. Correlations were made using Spearman's rho coefficient. The calculations also used stepwise linear regression analysis after checking certain assumptions, including checking the assumption of normality of residuals and the Durbin-Watson Test. The mean score for the 20 items of the MSQ questionnaire ranged from 3.05 to 3.43 on a 5-point Likert scale. Support from the interdisciplinary team, which concerned assessing the quality of the social environment in the workplace, cooperation and showing positive feelings received the highest rating among respondents (3.51 ± 0.76). The sense of fair treatment at work averaged 3.26 ± 0.58. The area of value conflict within the organization itself or between the employee's values and those of the organization, respondents rated an average of 3.26 ± 0.65. The mean score for all areas of professional work in the surveyed group was 3.09 ± 0.45. As satisfaction in particular areas of work life increases, so does the level of satisfaction in such aspects of work as achievement and a sense of fairness. The higher the level of satisfaction in the area of control, the more the sense of satisfaction with independence increases. The higher the satisfaction of respondents in the areas of values, workload and control, the higher the level of satisfaction with working conditions occurs.

Organizational and Work Psychology and its contribution to a cooperative in the highlands of Paraíba: An intersection between management and sustainability

This work, which is the result of the curricular unit: Management processe concerns the basic internship, which took place in a solid waste cooperative. This report presents the theoretical background, which is essential to guide the practice, the methodology, the results of the intervention carried out and the final considerations. Based on on-site visits, permeated by observation and interviews with the leader of the square and the cooperative members, an institutional diagnosis was made and, based on this, a demand survey was carried out. Interpersonal relationships with a view to the well-being of workers and the growth of the organization, and the underlying interference of emotions, stood out as the main demand for intervention at the time. This experience provided contact with the field of Organizational and Work Psychology, reflecting the possibilities for professional work in this area.

Enhancement of Secondary Science Teacher’s Professional Knowledge in Learning Pedagogical Content Knowledge through Involving in Professional Learning Community

The qualitative research study explored Bangladeshi secondary science teacher’s experiences working in a professional learning community (PLC) in terms of enhancing professional knowledge in learning pedagogical content knowledge (PCK). The research questions that guided this study are: (1) What are the learning experiences of the secondary science teachers regarding their involvement in a Professional Learning Community (PLC) as a means of professional learning for enhancing their Pedagogical Content Knowledge (PCK)? (2) How do Secondary Science teachers apply their learning from Professional Learning Communities (PLC) to their teaching plans and practices through the Content Representation (CoRe) framework? (3) How do secondary science teachers use the knowledge gained from participation in a professional learning community (PLC) to design and implement effective teaching strategies in their classrooms? The study is based on a constructivist approach to learning, which views knowledge construction as a socially mediated process. Therefore, teachers’ experiences were collected as qualitative data through analyzing teachers’ lesson plans and self-reflective journals. As a result, the findings showed teacher’s enhanced professional knowledge working in a PLC in sizing up the topic, identifying the importance of the topic, exploring self-content knowledge relevant to the topic, knowing what learners might think, identifying contextual factors choosing the topic and examples, selecting more appropriate teaching-learning and assessment strategies. The findings of this study are expected to provide insights into how PLCs can be utilized to enhance secondary science teacher’s PCK knowledge. This study is significant as it contributes to the literature on professional development for science teachers and offers practical recommendations for improving science teacher’s professional knowledge in learning PCK. Teacher’s World: Journal of Education and Research, 49 (1), 155-174

Who is the ‘I’? An exploration of social work professional written discourse and implications for social work education

ABSTRACT This paper brings together two areas of importance to social work education, professional identity and professional writing; identity is often viewed as central to social work practice and education, whilst writing as marginal. However, given that social work is a ‘writing intensive’ profession, writing is a key site of the enactment of professional identity and practice, meriting significant attention. Using the notion of ‘voice’ this paper explores professional identity in writing by analyzing two datasets: 1) a corpus of 1 million words of professional social work writing, exploring the use of I and my perspectival phrases; 2) interviews with 71 social workers exploring perspectives on professional voice in written discourse. Textual analysis indicates six key functions of the social worker I, with an emphasis on the professional voice as reporter, rather than evaluator or analyst. Thematic interview analysis offers insights into the complexity of voice, indicating the contested positioning of the social worker I. We call for critical attention to be paid to voicing in written discourse in social work education and ongoing professional development, indicating ways in which findings and data from this article could be used as resources for pedagogy and debate.

The influence of COVID-19 pandemic on the mental health of pharmacists as frontline health care providers in Nepal

BackgroundDue to COVID-19, pharmacists have been exposed to a variety of dangers that have an impact on their mental health. The study highlights that impact of COVID-19 and work led to burnout among them. Thus, it is necessary to offer mental health services. AimsTo assess the impact of COVID-19 on the work of pharmacy professionals and ascertain the extent of the influence of burnout on mental health among pharmacists working as frontline health providers in Nepal. MethodsPharmacists from Province 2, 3, and 5 in Nepal participated in a self-administered questionnaire that assessed mental health and wellbeing and burnout using 16-item OLBI. Data was collected from January 2023–March 2023. Independent sample t-test, one-way ANOVA, Pearson's correlation, and linear regression were employed to identify any significant connections between burnout and mental health and wellbeing. ResultsOut of 243 participants, COVID-19 pandemic and work was found to have a negative impact on the mental health and wellbeing of a 33.7% of pharmacists. Participants reported having financial issues in 41.6% of cases and 9.5% considered leaving the profession and were concerned about the provision of service quality and making mistakes at work. A strong and meaningful positive relationship and linear regression were observed between exhaustion, disengagement, burnout, mental health and wellbeing. Pharmacists working part-time (p < 0.050) in hospital settings experienced burnout as a result of insufficient training, extended working hours, and stress both on and off the job. ConclusionsPharmacists are to prioritize a healthy work-life balance, which includes avoiding prolonged shifts >8 h, regular physical exercise and promote open communication among colleagues to address workplace concerns.