Science watch: Buddy system eases stress, study suggests

2004 ◽  
Author(s):  
Rachel Adelson
Keyword(s):  
Author(s):  
Tobias Augenstein ◽  
Anna Schneider ◽  
Markus Wehler ◽  
Matthias Weigl

Abstract Background Multitasking is a key skill for emergency department (ED) providers. Yet, potentially beneficial or debilitating effects for provider functioning and cognition are underexplored. We therefore aimed to investigate the role of multitasking for ED physicians’ work stress and situation awareness (SA). Methods Two consecutive, multi-source studies utilizing standardized expert observations in combination with physicians’ self-reports on stress and SA were set out in an academic ED. To control for ED workload, measures of patient acuity, patient counts, and ED staff on duty were included. Regression analyses estimated associations between observed proportion of time spent in multitasking with matched ED physicians’ reports on stress (study 1) and SA (study 2). Results ED physicians engaged between 18.7% (study 1) and 13.0% (study 2) of their worktime in multitasking. Self-reported as well as expert-observed multitasking were significantly associated. This confirms the internal validity of our observational approach. After controlling for ED workload, we found that physicians who engaged more frequently in multitasking perceived higher work stress (Beta = .02, 95%CI .001–.03; p = .01). In study 2, ED physicians with more frequent multitasking behaviors reported higher SA (B = .08, 95%CI .02–.14; p = .009). Conclusions Multitasking is often unavoidable in ED care. Our findings suggest that ED physicians’ multitasking increases stress experiences, yet, may facilitate professional’s experiences of situation awareness. Our results warrant further investigation into potentially ambivalent effects of ED providers’ multitasking in effectively sharing time between competing demands while maintaining performance and safety.


2006 ◽  
Vol 243 (12) ◽  
pp. 2657-2664 ◽  
Author(s):  
E. V. Lavrov ◽  
J. Weber
Keyword(s):  

2015 ◽  
Vol 81 ◽  
pp. 100-106 ◽  
Author(s):  
Maria B. Kadiiska ◽  
Shyamal Peddada ◽  
Ronald A. Herbert ◽  
Samar Basu ◽  
Kenneth Hensley ◽  
...  

2017 ◽  
Vol 30 (1) ◽  
pp. 132-132
Author(s):  
Elizabeth Asbury ◽  
Tuija Rasku ◽  
Liz Thyer ◽  
Craig Campbell ◽  
Lisa Holmes ◽  
...  
Keyword(s):  

2001 ◽  
Vol 10 (3-7) ◽  
pp. 750-754 ◽  
Author(s):  
N.G. Ferreira ◽  
E. Abramof ◽  
E.J. Corat ◽  
N.F. Leite ◽  
V.J. Trava-Airoldi

2018 ◽  
Vol 40 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Binta Alleyne-Green ◽  
Alex Kulick ◽  
Kendra P. DeLoach McCutcheon

This study explored the impact of parenting satisfaction and shelter comfort on depression and parenting stress among an urban sample of homeless caregivers residing in New York City. This research provides a new understanding of the impact that parenting satisfaction and shelter comfort has on depression and stress on homeless parents ( n = 201). Linear regression results indicated that parenting satisfaction and shelter environment were the biggest influencers of homeless families experiencing more or less parenting stress. Black parents reported significantly lower rates of parenting stress than their non-Black counterparts. Results also indicated that, as parents become more satisfied with their parenting and feel more comfortable at the shelter, they experienced fewer depressive symptoms. We also found that when parents were satisfied with their parenting, they experienced less parenting stress. Study limitations and future research are also discussed.


2020 ◽  
Author(s):  
Dominique de Quervain ◽  
Amanda Aerni ◽  
Ehssan Amini ◽  
Dorothée Bentz ◽  
David Coynel ◽  
...  

The results of the third survey of the Swiss Corona Stress Study refer to the period from November 11-19, 2020, during which 11,612 people from all over Switzerland participated. Stress levels have increased significantly compared to the first survey during lockdown in April 2020. While the proportion of people reporting maximum stress levels was around 11% during the April lockdown, it rose to 20% in the second pandemic wave in November. The increase in stress was accompanied by an increase in depressive symptoms. The main drivers of psychological stress and depressive symptoms included burden due to a Covid-19-related change in work, school, or education, Covid-19-related financial losses, and fears about the future. These stressors have increased significantly, compared to the time of the April lockdown. Further factors were the fear that someone in the closest circle would become seriously ill or die from COVID-19, as well as the burden of social restrictions and burden from an increase in conflicts at home. While the proportion of respondents with moderately severe or severe (PHQ-9 ≥15) depressive symptoms was 3% before the pandemic, 9% during the April lockdown, and 12% during May, it increased to 18% in November. The risk for moderately severe or severe depressive symptoms was associated with age (with younger people showing the highest risk) and was increased in people experiencing financial losses due to the pandemic. In addition, people from the French-speaking part of Switzerland, which was most affected by the pandemic during the second wave, were at higher risk than people from the rest of Switzerland.


2018 ◽  
pp. 340-357
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin

Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students' and professors' satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.


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