Burnout and its prevalence among public health nurses in Ireland

2020 ◽  
Vol 25 (8) ◽  
pp. 370-375
Author(s):  
Sinead Hanafin ◽  
Jude Cosgrove ◽  
Patrick Hanafin ◽  
Anne-Marie Brady ◽  
Ciaran Lynch
Keyword(s):  
Public Health ◽  
Doctoral Degree ◽  
Public Health Nurses ◽  
Full Time ◽  
Work Characteristics ◽  
Strongly Correlated ◽  
Physical Conditions ◽  
Oldenburg Burnout Inventory ◽  
Part Time ◽  
Nurses And Midwives

This paper presents the findings from an analysis of survey data which was collected from public health nurses (N = 136) as part of a larger study with more than 4000 nurses and midwives in Ireland. The purpose of the study was to examine the prevalence of burnout using the Oldenburg Burnout Inventory and to compare relationships between burnout, demographic and work characteristics across this group of nurses. Younger PHNs were most likely to report feeling burnout (68%) compared with those aged 51 or over (47%) who reported the lowest levels. PHNs whose highest level of qualification was a primary degree were least likely to report feeling burnout (31%) compared with those who held a Masters / Doctoral degree (54.5%). PHNs who reported working on a fixed-term full-time contract were most likely to report feeling burnout (70%) compared with those who were on a permanent part-time contract (49%). Quantitative analysis, using both descriptive and inferential statistics, was carried out and the findings show that PHNs reported moderate levels of burnout. The findings also show that burnout among PHNs is strongly correlated with the physical demands placed on individuals during work, having constant time pressures, too much being expected of individuals, the work environment being too demanding and dissatisfaction with the physical conditions.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

Supporting Scholar-Practitioners toward Doctoral Degree Attainment

2016 ◽  
pp. 286-299
Author(s):  
Sarah Marie Marshall ◽  
Barbara A. Klocko
Keyword(s):  
Doctoral Students ◽  
Degree Attainment ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Completion ◽  
Dissertation Completion ◽  
Time To Degree ◽  
Part Time Students ◽  
Part Time

This chapter examines the role of practitioner as scholar; overviews doctoral completion statistics and Time To Degree (TTD); reviews the literature on barriers and facilitating factors to dissertation completion with particular focus on part-time students who work full-time; and outlines ongoing departmental strategies for improving doctoral completion rates and reducing the time to degree. The aim of this chapter is to serve as a resource for doctoral students, faculty dissertation advisors, and program directors who wish to strengthen programs and practices to achieve the common goal of timely dissertation completion leading to the earned doctoral degree.

scholarly journals Do Norwegian providers comply with national recommendations when prescribing combined oral contraceptives to starters? A cohort study

BMJ Open ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. e027888
Author(s):  
Julie Ekman ◽  
Finn Egil Skjeldestad
Keyword(s):  
Public Health ◽  
Cohort Study ◽  
Age Groups ◽  
Reproductive Age ◽  
Public Health Nurses ◽  
Prescription Database ◽  
Prescription Pattern ◽  
Lower Extent ◽  
Norwegian Prescription Database ◽  
Nurses And Midwives

ObjectivesTo assess whether changes in patterns of combined oral contraceptive (COC) prescriptions to starters between 2008 and 2016 were in line with changes in national recommendations for use.DesignHistorical prospective cohort study.SettingThe national Norwegian Prescription Database.ParticipantsWomen aged 10–49 years who started COCs between 1 January 2008 and 30 June 2016, in total 285 009 women.Primary outcomeThe proportion of levonorgestrel-containing COC prescriptions to starters.InterventionThe Norwegian Medical Agency recommended levonorgestrel-containing COCs to starters from 2010 onwards.ResultsThe proportion of levonorgestrel-containing COCs prescribed to starters increased from 41% in 2008 to 80% in 2016 with the greatest increase from 2011 to 2012. This prescription pattern comprised all age groups but was observed to a lower extent among older women. Public health nurses and midwifes had the highest compliance with recommendations and prescribed levonorgestrel-containing COCs to 96% of starters aged <20 years in 2016, compared with 75% and 86% among general practitioners and doctors with no specialty.ConclusionAll professions have increased the proportion of levonorgestrel-containing COC prescriptions to starters. Public health nurses and midwives had the highest compliance with the new recommendations. Future studies will examine whether this shift in prescription pattern has prevented venous thromboembolism in women of reproductive age in Norway.

Public Health Nurses' Population Focused Practice

2004 ◽  
Author(s):  
Donna Meagher-Stewart ◽  
Megan Aston ◽  
Nancy Edwards ◽  
Donna Smith ◽  
Eileen Woodford ◽  
...  
Keyword(s):  
Public Health ◽  
Public Health Nurses

Public health players: Enablers and barriers for public health nurses

2005 ◽  
Author(s):  
Jane Underwood ◽  
Andrea Baumann ◽  
Anne Ehrlich ◽  
Jennifer Blythe
Keyword(s):  
Public Health ◽  
Public Health Nurses

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

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