Role of Empathy and Lifelong Learning Abilities in Physicians and Nurses Who Work in Direct Contact with Patients in Adverse Working Conditions
Metadatos
Afficher la notice complèteEditorial
MDPI
Materia
Somatization Exhaustion Work alienation Empathy Lifelong learning Nursing Medicine
Date
2022-03-04Referencia bibliográfica
Delgado Bolton, R.C.; San-Martín, M.; Vivanco, L. Role of Empathy and Lifelong Learning Abilities in Physicians and Nurses WhoWork in Direct Contact with Patients in AdverseWorking Conditions. Int. J. Environ. Res. Public Health 2022, 19, 3012. [https://doi.org/10.3390/ijerph19053012]
Patrocinador
Fundacion Rioja SaludRésumé
Empathy and lifelong learning are two professional competencies that depend on the four
principles of professionalism: humanism, altruism, excellence, and accountability. In occupational
health, there is evidence that empathy prevents work distress. However, in the case of lifelong learning,
the evidence is still scarce. In addition, recent studies suggest that the development of lifelong
learning varies in physicians and nurses and that it is sensitive to the influence of cultural stereotypes
associated with professional roles. This study was performed with the purpose of determining the
specific role that empathy and lifelong learning play in the reduction in occupational stress. This
study included a sample composed by 40 physicians and 40 nurses with high dedication to clinical
work in ambulatory consultations from a public healthcare institution in Paraguay. Somatization, exhaustion,
and work alienation, described as indicators of occupational stress, were used as dependent
variables, whereas empathy, lifelong learning, gender, discipline, professional experience, civil status,
and family burden were used as potential predictors. Three multiple regression models explained
32% of the variability of somatization based on a linear relationship with empathy, lifelong learning,
and civil status; 73% of the variability of exhaustion based on a linear relationship with empathy,
somatization, work alienation, and discipline; and 62% of the variability of work alienation based on
a linear relationship with lifelong learning, exhaustion, and discipline. These findings indicate that
empathy and lifelong learning play important roles in the prevention of work distress in physicians
and nurses. However, this role varies by discipline.