Areas of work-life that contribute to burnout among higher education health science faculty and perception of institutional support

References

• Abouserie, R. (1996). Stress, coping, strategies and job satisfaction in university academic staff. Educational Psychology, 16(1), 49–9. https://doi.org/10.1080/0144341960160104
   Google Scholar
• Awa, W. L., Plaumann, M., & Walter, V. (2010). Burnout prevention: A review of intervention programs. Patient Education and Counseling, 78(1), 184–190. https://doi.org/10.1016/j.pec.2009.04.008
   PubMedGoogle Scholar
• Barkhuizen, N., Rothmann, S., & van de Vijver, F. J. R. (2013). Burnout and work engagement of academics in higher education institutions: Effects of dispositional optimism. Stress & Health, 30, 322–332. https://doi.org/10.1002/smi.2520
   PubMed Web of Science ®Google Scholar
• Bays, J. C. (2022). 40 Simple practices to help healthcare professionals heal burnout & reconnect to purpose (First ed.). Shambhala Publications, Inc.
   Google Scholar
• Bennis, W. G., & Nanus, B. (2007). Leaders: Strategies for Taking Charge (2nd ed.). Harper Collins Publisher.
   Google Scholar
• Blix, A. G., Cruise, R. J., Mitchell, B. M., & Blix, G. G. (1994). Occupational stress among university teachers. Educational Research, 36(2), 157–169. https://doi.org/10.1080/0013188940360205
   Web of Science ®Google Scholar
• Boamah, S. A., Hamadi, H. Y., Havaei, F., Smith, H., & Webb, F. (2022). Striking a balance between work and play: The effects of work–life interference and burnout on faculty turnover intentions and career satisfaction. International Journal of Environmental Research and Public Health, 19(2), 809. https://doi.org/10.3390/ijerph19020809
   PubMed Web of Science ®Google Scholar
• Creswell, J. H., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.
   Google Scholar
• Cunningham, A. T., Felter, J., Smith, K. R., Sifri, R., Arenson, C., Patel, A., & Kelly, E. L. (2023). Burnout and commitment after 18 months of the COVID-19 pandemic: A follow-up qualitative study with primary care teams. Journal of the American Board of Family Medicine, 36(1), 105–117. https://www.jabfm.org/content/early/2023/01/02/jabfm.2022.220226R1.abstract
   Web of Science ®Google Scholar
• Day, A., Crown, S. N., & Ivay, M. (2017). Organisational change and employee burnout: The moderating effects of support and job control. Safety Science, 100(A), 4–12. https://doi.org/10.1016/j.ssci.2017.03.004
   Google Scholar
• Flaherty, C. (2022, July 5). Calling It Quits. Inside Higher Ed. https://www.insidehighered.com/news/2022/07/05/professors-are-leaving-academe-during-great-resignation
   Google Scholar
• Gerding, T., Davis, K., & Wang, J. (2021). An investigation into occupational-related stress of at-risk workers during COVID-19. Annals of Work Exposures and Health, 67(1), 118–121. https://doi.org/10.1093/annweh/wxac076
   Web of Science ®Google Scholar
• Jaschik, S. (2022, May 11). Provosts Stand Firm in Annual Survey. Inside Higher Ed. https://www.insidehighered.com/news/survey/provosts-stand-firm-annual-survey
   Google Scholar
• Leiter, M., & Maslach, C. (1999). Six areas of worklife: A model of the organizational context of burnout. Journal of Health and Human Services Administration, 21(4), 472–489. https://pubmed.ncbi.nlm.nih.gov/10621016/
   PubMedGoogle Scholar
• Lieder, J. P., Shah, G. H., Yeager, V. A., Yin, J., & Madamala, K. (2023). Turnover, COVID-19, and reasons for leaving and staying within governmental public health. Journal of Public Health Management and Practice, 23(1), S54–S63(10). https://doi.org/10.1097/PHH.0000000000001634
   Google Scholar
• Mark, G., & Smith, A. P. (2012). Effects of occupational stress, job characteristics, coping, and attributional style on the mental health and job satisfaction of university employees. Anxiety, Stress, & Coping, 25(1), 63–78. https://doi.org/10.1080/10615806.2010.548088
   PubMed Web of Science ®Google Scholar
• McHenry, K., Koster, M., Ludwig, G., Gao, Y., & Eichmeyer, J. (2023). Assessing Burnout and Well-Being in Higher Education Health Science Faculty. OBM Integrative and Complementary Medicine, 8(1), 17. https://doi.org/10.21926/obm.icm.2301014
   Google Scholar
• Melnyk, B. M., Tan, A., Hsieh, A. P., Gawlik, K., Arslanian-Engoren, C., Braun, L. T., Dunbar, S., Dunbar-Jacob, J., Lewis, L. M., Millan, A., Orsolini, L., Robbins, L. B., Russell, C. L., Tucker, S., & Wilbure, J. (2021). Critical care nurses’ physical and mental health, worksite wellness support, and medical errors. American Association of Critical Care Nurses, 30(3), 176–184. https://doi.org/10.4037/ajcc2021301
   PubMed Web of Science ®Google Scholar
• Minihan, E., Adamis, D., Dunleavy, M., Martin, A., Gavin, B., & McNicholas, F. (2022). COVID-19 related occupational stress in teachers in Ireland. International Journal of Education Research Open, 3, 100114. https://doi.org/10.1016/j.ijedro.2021.100114
   PubMedGoogle Scholar
• Miyasaki, J. M., Rheaume, C., Gulya, L., Ellenstein, A., Schwarz, H. B., Vidic, T. R., Shanafelt, T. D., Cascino, T. L., Keran, C. M., & Busis, N. A. (2017). Qualitative study of burnout, career satisfaction, and well-being among US neurologists in 2016. Neurology, 17(89), 1730–1738. https://doi.org/10.1212/WNL.0000000000004526
   Google Scholar
• Sérole, C., Auclair, C., Prunet, D., Charkhabi, M., Lesage, F., Baker, J., Mermillod, M., Gerbaud, L., & Dutheil, F. (2021). The forgotten health-care occupations at risk of burnout- a burnout, job demand-control-support, and effort reward imbalance survey. Journal of Occupational and Environmental Medicine, 63(7), e416–e425. https://doi.org/10.1097/JOM.0000000000002235
   PubMed Web of Science ®Google Scholar
• Tamrakar, P., Pant, S., & Acharya, S. (2021). Anxiety and depression among nurses in COVID and non-COVID intensive care units. Nursing in Critical Care, 28(2), 272–280. https://doi.org/10.1111/nicc.12685
   PubMedGoogle Scholar
• VanLeeuwen, C. A., Veletsianos, G., Johnson, N., & Belikov, O. (2021). Never-ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic. British Journal of Educational Technology, 52(4), 1306–1322. https://doi.org/10.1111/bjet.13065
   Web of Science ®Google Scholar