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职业物理治疗师教育中的教师工作与生活平衡:混合方法研究
Catherine M Andrea1,2,3, Megan B Flores1,2,3, Katherine F Wilford1,2,3
1Catherine M. Andrea is the assistant professor of Doctor of Physical Therapy Program at the University of St. Augustine for Health Sciences, University Blvd, St. Augustine, FL ( candrea@usa.edu ). Please address all correspondence to Catherine M. Andrea.
Journal, physical therapy education
|May 22, 2024
概括
物理治疗师教育课程的教师经历了工作与生活平衡 (WLB) 的挑战,受到工作职责,领导力和个人界限的影响. 了解这些因素对于优化教师福祉和职业满意度至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 职业健康 职业健康 职业健康
- 劳动社会学工作的社会学.
背景情况:
- 专业物理治疗师 (PT) 教育课程的教师面临着工作与生活平衡 (WLB) 和倦怠的风险日益增加.
- 现有的文献提供了有限的洞察力,在PT教育中感知到教师的WLB.
- 不断变化的教育环境给WLB教师带来了独特的挑战.
研究的目的:
- 探索专业物理治疗师 (PT) 教育课程的全职教师对工作与生活平衡 (WLB) 的看法.
- 在这个学术环境中确定影响教师WLB的关键因素.
主要方法:
- 采用混合方法方法,将定量调查与定性焦点小组结合起来.
- 总共有239名全职PT教师回应了在线工作/非工作干扰和增强调查 (W/NW尺度) 和教师特征提示.
- 16名教师参加了焦点小组讨论,以更深入地探讨WLB细微差别,使用专题分析进行分析.
主要成果:
- 调查数据显示W/NW尺度维度中位数在2到3之间 (共5个),这表明干扰/增强程度适度.
- 根据性别,定义的工作量和求职状态 (P ≤ .016) 观察到W/NW规模得分的显著差异.
- 定性分析揭示了三个主要主题:隐含/明确的工作职责,领导力和个人界限,WLB的"ebb和流"作为一个总体概念.
结论:
- 本研究提供了关于PT教育中WLB的教师生活经验的全面观点.
- 结果突出了影响教师WLB的人口,工作和个人因素的相互作用.
- 结果可以为领导力策略提供信息,以增强教师WLB并支持更健康的工作与生活融合.
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