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. 2021 Feb 12:10:45.
doi: 10.15694/mep.2021.000045.1. eCollection 2021.

Learning to be well in the health workplace: an integrated model

Matthew Links  1 , Marise Lombard  2 , Benjamin C Forster  3 , Grant Phelps  4 , Paula Brough  5
Affiliations

Learning to be well in the health workplace: an integrated model

Matthew Links et al. MedEdPublish (2016). .

Abstract

This article was migrated. The article was marked as recommended. Introduction: Problems with the well-being of workers in health is a crisis that directly impacts on health care workers themselves and on the quality of care provided. Academic inquiry has utilised a broad diversity of perspectives. There is an urgent need for theory that guides interventions and mediates between the perspectives taken. Methods: An initial model was generated by mapping concepts from a meta-synthesis of systematic reviews of resilience, burnout, well- being and compassion fatigue. An iterative process identifying and critically applying additional literature refined the model. Results: The final model addressed positive /negative; individual/organisational and focal or global perspectives. It was structured on the Job-demands resources model with stressors mediated by cognitive appraisal, and organisational climate. A cycle of learning in practice was identified as the key to adaptation. The relevant educational domains include learning to be, believe, feel, do, Interact and adapt to maximise well-being. Discussion: An integrated, evidence based learning model of well-being in the health workplace has been developed which may act as a guide for both individuals and organisation to maximise well-being. Implications of the model have been discussed.

Keywords: Job demand-resources; burnout; learning; mindset; organizational psychology; resilience; wellbeing.

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Figures

Figure 1.
Figure 1.. Summary of methods: Phase 1 identification of the literature. Phase 2 generation of an initial model; Phase 3 iterative improvement of the model.
Figure 2.
Figure 2.. Results of the literature search.
Figure 3.
Figure 3.. Variations in perspectives taken. Global perspectives were divided into a matrix of positive versus negative and individual versus organisational.
Figure 4.
Figure 4.. The initial mapping of concepts from phase 1 onto a mind map. Concepts identified in the literature review are mapped onto this framework.
Figure 5.
Figure 5.. Domains of learning relevant to stress and wellbeing. The domains of learning are represented as moving in increasing circles from the personal to the social.
Figure 6.
Figure 6.. A model of learning to be well in the workplace in response to stress.
See this image and copyright information in PMC

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