Important factors associated with sick leave after allogeneic haematopoietic stem cell transplantation—a 1-year prospective study

Purpose This study examines sick leave (SL) and factors associated with full-time SL 1 year after allogeneic haematopoietic stem cell transplantation (allo-HSCT) in patients of working age from 2009 to 2016 (n = 122). Methods Questionnaire data were collected on admission to the allo-HSCT unit, at 7 months and 1 year after allo-HSCT. Associations between factors and SL were analysed using logistic regression analyses. Results One year after allo-HSCT, 76% of participants were on SL, with 36% on full-time SL. In univariable analyses, chronic graft-versus-host-disease (cGvHD) (OR 3.07; 95% CI 1.34–7.07; p = 0.01), having symptoms of depression at 7 months (OR 4.81; 95% CI 1.69–13.69; p = 0.00) and low levels of vocational satisfaction at 7 months after treatment (OR 3.27; 95% CI 1.27–8.41; p = 0.01) were associated with full-time SL 1 year after allo-HSCT. cGvHD (OR 3.43; 95% CI 1.35–8.73; p = 0.01) and having symptoms of depression at 7 months after allo-HSCT (OR 3.37; 95% CI 1.2–11.58; p = 0.02) remained significant in multivariable analysis. Conclusion The majority of allo-HSCT survivors were on SL 1 year after treatment, and cGvHD, low vocational satisfaction and depressive symptoms were associated with full-time SL 1 year after allo-HSCT. Implications for Cancer Survivors Healthcare professionals need to be observant of and manage the consequences of cGvHD and patients’ symptoms of depression in order to support them appropriately in their return-to-work process.

Preferencias y habilidades vocacionales de las Ingenierías Ambiental, Forestal y Seguridad Laboral e Higiene Ambientals

Este estudio buscó definir el perfil vocacional de las Ingenierías en Seguridad Laboral e Higiene Ambiental, Forestal y Ambiental, para construir y aplicar un instrumento de preferencias vocacionales e identificardiferencias según carrera, sexo, rendimiento académico y satisfacción vocacional. Participaron 10 docentes y 373 estudiantes (media de edad 21.27 años, 67.51%mujeres). Se implementó una metodología mixta. En la fase cualitativa se elaboró el perfil vocacional. Para ello se aplicó el Instrumento de recolección de información sobre tareas, intereses y habilidades según carrera (Alfaro-Barquero y Chinchilla-Brenes, 2017) y se validó la información con grupos focales. En la fase cuantitativa, se aplicaron la escala de Evaluación de la Satisfacción Vocacionaly la escala de habilidades del Instrumento de Tareas, intereses y habilidades (Alfaro-Barquero y Chinchilla-Brenes, 2016, 2017), dos escalas del SDS de Holland (1994) y se construyeron y aplicaron las escalas de tareas e intereses para Seguridad Laboral, Forestal y Ambiental. Se evaluaron las cualidades psicométricas de los instrumentos con estadísticas descriptivas y análisis factoriales, obteniéndose adecuados indicadores psicométricos en la mayoría de los casos. El análisis de varianza evidenció que los estudiantes con mayor satisfacción vocacional obtienen mejores puntuaciones en intereses, tareas y habilidades. Asimismo, se hallaron diferencias significativas según sexo, carrera y promedio ponderado. Abstract This study was developed with the aim to define the vocational profile of Occupational Safety and Environmental Hygiene Engineering, Forestry Engineering and Environmental Engineering, to build and apply a vocational preferences test, and also, identify differences according to career, sex and vocational satisfaction. In the sample participated 10 teachers and 373 students (average age 21.27 years, 67.51{\%} women). A mixed methodology was implemented. In the qualitative phase, the vocational profile was elaborated. For this purposethe "Instrumento de recolección de información sobre tareas, intereses y habilidades según carrera" (Alfaro-Barquero and Chinchilla-Brenes, 2017) was appilied. Then the information about vocational profile was validated with focus groups. In the quantitative phase, the "Evaluación de la SatisfacciónVocacional" scale and the skills scale taken of the "Instrumento de Tareas, intereses y habilidades" (Alfaro-Barquero and Chinchilla-Brenes, 2016, 2017), two scales of SDS (Holland, 1994) were applied, and also new scales for these professions were built and applied. The psychometric qualities of all instruments were evaluated with descriptive statistics and factor analysis, obtaining adequate psychometric indicators in the majority of cases The analysis of variance showed that students with higher vocational satisfaction obtain better scores in interests, tasks and abilities. Likewise, significant differences were found according to sex, career and weighted average.

Pre-service music teachers' satisfaction: person–environment fit approach

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.