Burnout Study of Clinical Nurses in Vietnam: Development of Job Burnout Model Based on Leiter and Maslach's Theory

Huong Thi Thu Nguyen,Kazuyo Kitaoka,Masune Sukigara,Anh Lan Thai 한국간호과학회 2018 Asian Nursing Research Vol.12 No.1

Purpose: This study aimed to create a Vietnamese version of both the Maslach Burnout Inventory- General Survey (MBI-GS) and Areas of Worklife Scale (AWS) to assess the burnout state of Vietnamese clinical nurses and to develop a causal model of burnout of clinical nurses. Methods: We conducted a descriptive design using a cross-sectional survey. The questionnaire was hand divided directly by nursing departments to 500 clinical nurses in three hospitals. Vietnamese MBI-GS and AWS were then examined for reliability and validity. We used the revised exhaustion þ1 burnout classification to access burnout state.We performed path analysis to develop a Vietnamese causal model based on the original model by Leiter and Maslach's theory. Results: We found that both scales were reliable and valid for assessing burnout. Among nurse participants, the percentage of severe burnout was 0.7% and burnout was 15.8%, and 17.2% of nurses were exhausted. The best predictor of burnout was “on-duty work schedule” that clinical nurses have to work for 24 hours. In the causal model, we also found similarity and difference pathways in comparison with the original model. Conclusion: Vietnamese MBI-GS and AWS were applicable to research on occupational stress. Nearly one-fifth of Vietnamese clinical nurses were working in burnout state. The causal model suggested a range of factors resulting in burnout, and it is necessary to consider the specific solution to prevent burnout problem.

직무요구와 직무소진(Job Burnout) 그리고 조직공정성 요인간의 관계에 관한 연구

박상언(Sang Eon Park),김민용(Min Yong Kim) 한국경영학회 2006 경영학연구 Vol.35 No.2

Because of highly competitive business environments, many organizations are now introducing new forms of work design and various management reforms such as lean production, organizational downsizing, and business restructuring more than ever before. These initiatives may help to enhance the productivity and competitiveness of the organizations, but simultaneously they may raise levels of job stress, job burnout, and other negative psychological and health-related outcomes among employees. For these reasons, many researchers have focused on the burnout phenomenon which employees experience in their job contexts, and they also have investigated the factors and conditions that contribute to job burnout in a wide variety of service, industrial, and corporate settings. In the nearly three decades since job burnout first entered the management literature, many findings have been cumulated. Specially, many conceptual and empirical studies have shown that burnout has important dysfunctional ramifications, implying substantial costs for both the organizations and individuals. However, according to afore-mentioned research, there may be several job resources that can help to facilitate successful coping with highly demanding jobs, preventing or buffering such potentially harmful effects of these kinds of jobs like job-strain and burnout. Such resources may be located at the level of organization (e.g., salary, job security, career opportunities), interpersonal and social relations (e.g., supervisor and co-worker supports, team climate), and the organization of work (e.g., performance feedback, skill variety, job autonomy etc.).Based on the Equity Theory and Job-Demand Resource Model of burnout, we can also expect that the extent to which employees perceive justice or fairness in their job contexts will have the same attenuating or buffering effect of job resources on their burnout. Although much research has been done on justice perception in the context of organizational reward, performance appraisal and promotion etc., there has been little empirical research that has focused on the role of the justice perception of employees concerning the relationship between job demands and employee burnout.In this respect, the aim of the present study is to test the attenuating effects of justice perception of employees on burnout (i.e., exhaustion and disengagement) and their moderating or buffering role as kinds of job resources in the relationship between the job demands and burnout. The analysis based on data collected from 164 Korean manufacturing workers produced moderately strong evidence in support of our expectations. Most importantly, justice perception affected job burnout negatively. Specifically, we found that the distributive justice which workers felt in the context of their work were negatively related to both dimensions of burnout, i.e., exhaustion and disengagement. In addition, the distributive justice moderated or buffered the negative effects of job demands on the disengagement component of burnout. Meanwhile, interactional justice, which means the quality of interpersonal treatment taken from a supervisor, was negatively related only to the disengagement dimension of burnout, and it did not have any kinds of interaction effect. The implication of these findings for the implementing of high commitment and low-burnout inducing work practices are then discussed. Also, the limitations of this study and future research directions are suggested.

의과대학 교수들의 탈진: 부산·경남지역 3개 의과대학 교수 탈진 빈도와 양상

서지현,김부경,배화옥,임선주,김경한,Seo, Ji-Hyun,Kim, Bukyung,Bae, Hwa-Ok,Im, Sun Ju,Kim, Kyung Han 연세대학교 의과대학 2014 의학교육논단 Vol.16 No.2

Few studies have examined burnout among the faculty of medical schools in the Republic of Korea. The aim of this study was to determine the level of burnout and its associated factors among the faculty members of three medical schools in the Busan-Gyeongnam area, and to summarise the available literature on burnout. We conducted the survey using a validated questionnaire that incorporated the Maslach Burnout Inventory-Human Services Survey (MBI-HSS) as well as questions about demographic characteristics, working experience, health, lifestyle, most time spent and most difficult work, and suicidal ideation and job quitting ideation of the survey participants. MBI-HSS scores were analysed in the three dimensions of emotional exhaustion (EE), depersonalization (De), and personal accomplishment (PA). Through the survey, the 186 professors, 49% among the total, provided data which were included in the present analysis. More than thirty per cent (37.1%) of the professors reported at least 1 symptom of burnout. For burnout dimensions, 11.8% of the respondents scored high for EE burnout, 25.3% for De, and 14.5% for PA, with 1.6% scoring high on all three dimensions of burnout. High burnout was found to be strongly associated with several of the variables under study, especially hours worked per week, self-rated health, career (range, 4 to 9 years), and age (range, 50 to 59 years). The EE score was highest for the professors who chose 'patient care' as the most difficult type of work. This study showed that just over one-third of professors have at least 1 symptom of burnout and working more hours per week, short length of work (years), and especially suicidal ideation seem to be associated with the burnout of medical school faculty members in the Busan-Gyeongnam area. In summary, a greater risk of burnout of physicians (including medical professors) seems to be associated with specialties at the front line of care, working more hours per week, work-life imbalance, low self-efficacy, depression, and conflicts with colleagues and patients.

초등교사 소진의 유형

김선경,안도현 한국상담학회 2015 상담학연구 Vol.16 No.5

Previous studies on the subtypes of burnout have not been consistent. To resolve such inconsistency and to examine the features of each subtype of burnout, this study clustered the types of burnout among elementary school teachers with three dimensions of burnout (emotion exhaustion, depersonalization, and lack of accomplishment). As a result, five types of burnout were identified: Low-burnout type (LLL), Exhaustion type (HHL), High-burnout type (MHH), Low achievement type (LMH), and Mid-burnout type (MLM). In addition, to examine the feature of each type of burnout, this study compared three factors among each type of burnout. The factors were the degree of workload as a work-related situational factor, students’ problematic behaviors as an education-related factor, and teachers’ guidance self-efficacy as a psychological factor. Exhaustion type (HHL), High-burnout type (MHH), and Low achievement type (LMH) had unique features that may indicate the causes of each burnout. Counselor's intervention strategy for preventing or reducing burnout among teachers was discussed. 소진의 하부 유형이 무엇인지 대한 기존 연구결과는 일관되지 않게 나타나고 있다. 이런 불일치를 해소하고 소진의 하위 유형의 특성을 파악하기 위해, 이 연구는 초등학교 교사의 소진을 정서고갈, 비인간화, 및 성취감결여 등 소진의 3개 차원의 저, 중, 고 수준에 따라 군집했다. 그 결과 ‘저소진형(LLL)’, ‘탈진형(HHL)’, ‘고소진형(MHH)’, ‘저성취형(LMH)’, ‘중소진형(MLM)’ 등의 기존 연구에서 산발적으로 등장한 5개 유형을 모두 확인할 수 있었다. 또한 각 군집의 특성을 파악하기 위해, 교육상황요인(학생들의 문제행동), 업무상황요인(교사들이 지각하는 업무부담), 및 심리적 요인(생활지도 자기효능감)을 통해 각 유형별 특징을 살펴보았다. 분석결과 초등학교 교사의 소진은 탈진형(HHL), 저성취형(LMH), 및 고소진형(MHH)이 그 원인을 추론할 수 있는 고유한 특징을 보였다. 끝으로 각 유형에 해당되는 교사들의 소진을 예방하고, 감소시키기 위한 상담전문가의 개입방향을 논의했다.

Burnout of Faculty Members of Medical Schools in Korea

Seo Ji-Hyun,Bae Hwa-ok,Kim Bong Jo,Huh Sun,Ahn Young Joon,Jung Sung Soo,Kim Chanwoong,Im Sunju,Kim Jae-Bum,Cho Seong-Joon,Han Hee Chul,Lee Young-Mee 대한의학회 2022 Journal of Korean medical science Vol.37 No.9

Background: There is no national survey on medical school faculty members’ burnout in Korea. This study aimed to investigate burnout levels and explore possible factors related to burnout among faculty members of Korean medical schools. Methods: An anonymous online questionnaire was distributed to 40 Korean medical schools from October 2020 to December 2020. Burnout was measured by a modified and revalidated version of the Maslach Burnout Inventory-Human Service Survey. Results: A total of 996 faculty members participated in the survey. Of them, 855 answered the burnout questions, and 829 completed all the questions in the questionnaire. A significant number of faculty members showed a high level of burnout in each sub-dimension: 34% in emotional exhaustion, 66.3% in depersonalization, and 92.4% in reduced personal accomplishment. A total of 31.5% of faculty members revealed a high level of burnout in two sub-dimensions, while 30.5% revealed a high level of burnout in all three sub-dimensions. Woman faculty members or those younger than 40 reported significantly higher emotional exhaustion and depersonalization. Long working hours (≥ 80 hours/week) showed the highest reduced personal accomplishment scores (F = 4.023, P = 0.018). The most significant stressor or burnout source was “excessive regulation by the government or university.” The research was the most exasperating task, but the education was the least stressful. Conclusion: This first nationwide study alerts that a significant number of faculty members in Korean medical schools seem to suffer from a high level of burnout. Further studies are necessary for identifying the burnout rate, related factors, and strategies to overcome physician burnout.

상담자 소진: 개관

윤아랑,정남운 한국상담심리학회 2011 한국심리학회지 상담 및 심리치료 Vol.23 No.2

This article reviewed previous studies on counselor's burnout to further understand it. Generally, burnout is assumed to include the three sub-factors: (a) emotional exhaustion, (b) depersonalization, and (c) reduced personal accomplishment. The two perspectives on burnout are available about the burnout (i.e., a state or process). Also, there is inconsistency in the factor structure of burnout; whether burnout is either a simple or complex construct. Many studies have been conducted to examine models regarding burnout occurrence. It is not clearly answered if burnout is the distinguished construct from others including depression, stress, secondary traumatic stress, and chronic fatigue syndrome. Given that burnout is discriminate from others, it is necessary to examine variables related to the burnout, burnout inventories, features of burned-out people, and strategies to overcome burnout. Finally, suggestions for future studies are presented. 본 연구는 상담자 소진에 대한 이해를 촉진하기 위해 기존의 소진 연구들을 전반적으로 리뷰 하였다. 소진은 정서적 고갈, 비개인화, 감소된 개인적 성취감이라는 3가지 요인으로 구성된다는 정의가 가장 일반적으로 받아들여지고 있는데, 이러한 정의 외에 소진의 핵심증상을 중심으로 한 상태정의 및 소진의 변화과정이 중심이 되는 과정정의로 나누어 볼 수도 있다. 더불어, 직무-개인 적합도 모델, 직무요구-자원 모델, 자기평가모델을 중심으로 소진의 발생과정을 설명하고자 하였으며, 소진과 관련한 몇 가지 주제들-다차원 모델에서의 단계모델 대 순차성 모델, 소진개념의 변별성(우울, 스트레스, 이차외상스트레스, 만성피로 증후군)-을 제시하였고, 소진에 영향을 줄 수 있는 다양한 변인들을 개인적 범주와 환경적 범주로 구별하여 제시하였다. 그 중 개인적 범주는 인구 통계학적 변인, 직무 태도변인, 성격변인으로 나뉘고, 환경적 범주는 직무 및 역할특성 변인과 조직 특성변인으로 나누어 설명하였다. 또한 주요 소진 측정도구 및 검토, 소진 연구의 향후 방향에 대해 논의하고 본 고의 의의, 문제점 등을 제시하였다.

초등교사의 교사소진 및 교사효능감에 대한 잠재프로파일 분석: 영향요인 탐색 및 유형에 따른 교직만족도 비교

홍유정,이병윤 한국교육심리학회 2024 敎育心理硏究 Vol.38 No.3

이 연구는 교사소진과 교사효능감 수준에 따른 초등교사의 잠재프로파일을 살펴보고자 하였다. 또한 잠재프로파일 분류에 영향을 미치는 교사의 개인 내적 요인과 환경적 요인과 함께 프로파일별 교직만족도의 차이가 어떻게 나타나는지 검증해보고자 하였다. 이를 위해『서울교원종단연구 2020』1차년도 자료를 활용하였으며 3단계 접근법에 기반한 잠재프로파일 분석을 적용하였다. 연구 결과, 초등교사의 교사소진과 교사효능감은 ‘저소진-고효능감’, ‘중소진-중효능감’, ‘고소진-저효능감’, ‘고소진-고효능감’의 4개 잠재프로파일로 나타났다. 잠재프로파일 분류에 영향을 미치는 요인을 살펴보면, 교직경력이 짧을수록, 관계갈등이 높을수록 소진이 높은 유형으로 분류될 가능성이 컸으며, 업무갈등이 높은 교사는 효능감이 높은 유형에 속할 가능성이 높아졌다. 환경적 요인으로는 학교의 구성원 간 관계가 좋을수록 소진이 낮은 유형으로, 교사 등 구성원의 의견을 경청하는 학교 자율성이 높을수록 학교목표가 숙달 지향적일수록 소진은 낮고 효능감은 높은 유형으로 분류되는 경향이 나타났다. 또한 교직만족도는 유형별 평균 차이가 통계적으로 유의미하였으며, ‘저소진-고효능감’에서 ‘고소진-고효능감’ 순으로 낮게 나타났다. 이와 같은 내용을 토대로 초등교사의 교직활동의 질을 높이기 위한 시사점을 도출하였다. 교육적 함의 : 이 연구는 교직경력, 갈등 인식, 학교 구성원과의 관계, 학교 자율성 및 학교목표구조 등 다양한 요소들이 이러한 유형과 어떠한 관련성이 있는지 종합적으로 살펴보았다. 그 결과 교사가 건강한 정서 상태를 유지하고 자신의 교수 능력을 믿고 학생 지도에 책임감 있게 수행하는 환경을 조성하는 것이 중요함을 확인할 수 있었다. 더불어 교사가 교내 다른 구성원들과 신뢰를 바탕으로 긍정적인 관계를 유지하고, 업무를 합리적으로 배분하고 처리하며, 민주적이고 자율적인 근무 환경을 구축하는 것의 가치를 이야기하였다. This study examined elementary school teachers’ latent profiles based on teacher burnout and efficacy levels. Additionally, it sought to verify how individual intrapersonal and environmental factors affecting the classification of latent profiles influenced the differences in job satisfaction among these profiles. We used data from the first year of the “Seoul Teachers Longitudinal Study 2020” and applied a three-step latent profile analysis. The results revealed four latent profiles of elementary school teachers’ burnout and efficacy: “low burnout-high efficacy,” “medium burnout-medium efficacy,” “high burnout-low efficacy,” and “high burnout-high efficacy.” Examining the factors influencing latent profile classification revealed that teachers with shorter career lengths and higher relational conflicts were more likely to be classified as high burnout types, whereas teachers with higher task conflicts were more likely to fall into types with both high burnout and high efficacy. Environmental factors include relationships among school members, where better relationships correlate with lower burnout types, higher school autonomy that listens to the opinions of teachers correlates with lower burnout and higher efficacy types, and school goals oriented towards proficiency also correlate with lower burnout and higher efficacy types. Additionally, the difference in average job satisfaction across profiles was statistically significant, decreasing from “low burnout-high efficacy” to “high burnout-high efficacy.” Implications were drawn for enhancing the quality of teaching activities for elementary school teachers. Educational Impact and Implications : This study comprehensively examined how various factors, such as teaching career, conflict perception, relationships with school members, school autonomy, and school goal orientations, are related to teacher types based on teacher burnout and teacher efficacy. The results confirmed the importance of creating an environment in which teachers maintain a healthy emotional state, believe in their teaching abilities, and provide student guidance responsibly. Additionally, it emphasizes the value of teachers maintaining positive relationships with other school members based on trust, reasonably distributing and handling tasks, and establishing a democratic and autonomous working environment.

상담자 소진(burnout)에 대한 체험분석

윤은주 한국상담학회 2009 상담학연구 Vol.10 No.4

This study aimed to explore the experiences and the resolution tactics for the burnout in counselors. The common psychological variables of burnout and the general procedure of emotional resolution have been studied. In the experiential analysis, people who experience the phenomena go into their own experiences, understand the meaning of the subject experiences, and search for the effective strategy to overcome the phenomena. The current study involved 11 counselors who had the experience of more than 3 years. These collaborative researchers were divided into two groups and each group tried to reach to an agreement. The summary of results is as follows: 1. The common emotional variables during burnout in counselors were guilty conscience, emotional burden, and anger. 2. The psychological procedures of burnout in counselors could be categorized in 6 sequential steps as: the recognition of burnout, perceptional analysis, triggering emotions by self-judgement, triggering behaviors by physical and psychological burnout, burnout, and finally, the resolution of burnout. The results of this study signify the followings. 1. The perceptional analysis has been identified as the significant step of burnout in counselors. Accordingly, it has been suggested that perceptional arbitration is required to prevent and resolve the burnout. 2. The significance of this study is in the fact that it is based on the experiential analysis where the counselors report and analyze the mentalities and cognition observed during their own burnout experiences. 3. The experiential analysis entails the vivid understanding of the counselors' own burnout and self-examination motivating and facilitating the comprehension and resolution of burnout. 이 연구의 목적은 상담자의 소진 유발 과정에서 나타나는 심리적 공통요인과 정서 대처과정이 어떤 것인지를 탐색해 보는 데 있다. 연구방법으로는 이 연구의 목적에 따라 양적 접근이 아닌 현상을 체험하는 상담자가 자신의 체험 속으로 직접 들어가 주관적 체험에 대한 의미를 이해하고 그 현상에 효율적으로 대처하는 전략을 찾는 방법인 체험분석을 사용하였다. 연구 대상은 3년 이상의 경력을 지닌 상담자 11명이었다. 이들은 공동연구자의 자격으로, 2개 집단으로 나뉘어져 집단합의과정을 거쳤다. 이 연구의 결과는 첫째, 상담자가 소진하는 과정에서 체험하게 하는 감정적 공통 요인은 자책감, 부담감, 화남으로 나타났다. 둘째, 상담자가 소진하는 심리과정은 소진 유발 상황인식단계, 인지적 해석단계, 평가에 따른 감정유발단계, 신체적․정서적 소모 및 태도유발단계, 소진단계, 소진대처단계의 6단계로 개념화할 수 있었다. 이 연구의 의의는 첫째, 소진 과정에서 인지적 해석과정이 중요한 단계임을 확인하였다. 이에 상담자의 소진대처방법을 위해 인지적 중재가 포함되어야 할 것이다. 둘째, 이 연구는 상담자가 체험하는 소진에 포함된 정서와 사고를 자신의 언어로 보고하고 분석한 체험연구였다는 데 의의가 있다. 마지막, 체험분석 방법은 상담자에게 자신의 소진에 대한 살아있는 이해를 하게하고, 그 과정에서 자기성찰을 이루도록 함으로써, 자신의 소진에 대한 동기유발, 이해와 대처에 도움을 주었다.

Mentorship and self-efficacy are associated with lower burnout in physical therapists in the United States: a cross-sectional survey study

Matthew Pugliese,Jean-Michel Brismée,Brad Allen,Sean Riley,Justin Tammany,Paul Mintken 한국보건의료인국가시험원 2023 보건의료교육평가 Vol.20 No.-

Purpose This study investigated the prevalence of burnout in physical therapists in the United States and the relationships between burnout and education, mentorship, and self-efficacy. Methods This was a cross-sectional survey study. An electronic survey was distributed to practicing physical therapists across the United States over a 6-week period from December 2020 to January 2021. The survey was completed by 2,813 physical therapists from all states. The majority were female (68.72%), White or Caucasian (80.13%), and employed full-time (77.14%). Respondents completed questions on demographics, education, mentorship, self-efficacy, and burnout. The Burnout Clinical Subtypes Questionnaire (BCSQ-12) and self-reports were used to quantify burnout, and the General Self-Efficacy Scale (GSES) was used to measure self-efficacy. Descriptive and inferential analyses were performed. Results Respondents from home health (median BCSQ-12=42.00) and skilled nursing facility settings (median BCSQ-12=43.00) displayed the highest burnout scores. Burnout was significantly lower among those who provided formal mentorship (median BCSQ-12=39.00, P=0.0001) compared to no mentorship (median BCSQ-12=41.00). Respondents who received formal mentorship (median BCSQ-12=38.00, P=0.0028) displayed significantly lower burnout than those who received no mentorship (median BCSQ-12=41.00). A moderate negative correlation (rho=-0.49) was observed between the GSES and burnout scores. A strong positive correlation was found between self-reported burnout status and burnout scores (rrb=0.61). Conclusion Burnout is prevalent in the physical therapy profession, as almost half of respondents (49.34%) reported burnout. Providing or receiving mentorship and higher self-efficacy were associated with lower burnout. Organizations should consider measuring burnout levels, investing in mentorship programs, and implementing strategies to improve self-efficacy.

보육교사의 소진 경험과 극복 과정에 관한 근거이론적 접근

윤소영,임민정 한국영유아교원교육학회 2022 유아교육학논집 Vol.26 No.3

This study aims to systematically analyze the phenomenon of burnout experienced by childcare teachers through the grounded theory approach and to derive a contextualized theoretical framework for the factors of burnout and the process of overcoming it. For this purpose, individual interviews were conducted with 16 current childcare teachers who had experience overcoming burnout the burnout experience and overcoming process were analyzed inductively according to Strauss and Corbin's grounded theory procedure(1998). As a result, the experience and overcoming of burnout of childcare teachers were derived through open coding into the categories of 'factors of burnout, job reality, symptoms of burnout, strategies of overcoming voluntary burnout, external factors, and results of overcoming burnout', and paradigm models and step-by-step processes for overcoming burnout were formed through axial coding. Overall, the process of experience and overcoming burnout was described based on the core category of live as a continuously developing childcare teacher,' and a situational model that integrates the results of the study was presented. The process of overcoming burnout experienced by childcare teachers provided opportunities for personal maturity and growth, and served as an opportunity for the development of teacher professionalism. On the other hand, potential concerns have been raised that if unresolved tasks remain, the burnout situation may repeat. Based on the results of this study, support measures to help childcare teachers prevent and overcome burnout were discussed. 본 연구는 근거이론 접근을 통해 보육교사들이 경험한 소진의 현상을 체계적으로 분석하고 소진의 요인과 극복 과정에 대한 맥락화된 이론적 틀을 도출하고자 하였다. 이를 위해 소진 극복의 경험을 지닌 16명의 현직 보육교사들을 대상으로 개별 면담을 수행하고, Strauss와Corbin(1998)의 근거이론 절차에 따라 소진 경험과 극복 과정을 귀납적으로 분석하였다. 연구결과, 보육교사의 소진 경험과 극복은 개방코딩을 거쳐 ‘소진의 요인, 직무 현실, 소진의 증상, 자발적 소진 극복 전략, 외부 영향 요인, 소진 극복의 결과’ 범주로 도출되었고, 축코딩을 통해 패러다임 모형과 단계별 극복 과정이 구성되었다. 종합적으로 소진 경험과 극복의 과정은‘지속적으로 발전 가능한 보육교사로 살아가기’ 핵심범주를 토대로 기술되었으며, 연구결과를통합한 상황모형이 제시되었다. 보육교사들이 경험한 소진 극복의 과정은 개인적 성숙과 성장의 기회를 제공하고 교사 전문성 발전의 계기로 작용하였다. 반면 극복되지 않은 미해결과제가 잔존할 경우 소진 상황이 반복될 수 있는 잠재적 우려도 제기되었다. 이러한 연구결과를 토대로 보육교사의 소진 예방과 극복을 돕는 지원 방안이 논의되었다.