Department of Diagnostic Imaging (Radiology) and Nuclear Medicine, University Hospital San Pedro and Centre for Biomedical Research of La Rioja (CIBIR), 26006 Logroño, Spain.
Platform of Bioethics and Medical Education, Centre for Biomedical Research of La Rioja, 26006 Logroño, Spain.
Int J Environ Res Public Health. 2022 Mar 4;19(5):3012. doi: 10.3390/ijerph19053012.
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.
同理心和终身学习是两种专业能力，它们依赖于专业精神的四项原则：人文主义、利他主义、卓越和责任。在职业健康领域，有证据表明同理心可以预防工作压力。然而，在终身学习方面，证据仍然不足。此外，最近的研究表明，医生和护士的终身学习发展存在差异，并且容易受到与职业角色相关的文化刻板印象的影响。这项研究的目的是确定同理心和终身学习在减少职业压力方面的具体作用。该研究的样本由来自巴拉圭一家公立医疗机构从事门诊咨询工作的 40 名医生和 40 名护士组成，他们对临床工作非常投入。躯体化、疲惫和工作疏离被描述为职业压力的指标，被用作因变量，而同理心、终身学习、性别、学科、专业经验、婚姻状况和家庭负担被用作潜在的预测变量。三个多元回归模型解释了 32%的躯体化的变异性，这是基于同理心、终身学习和婚姻状况的线性关系；73%的疲惫的变异性是基于同理心、躯体化、工作疏离和学科的线性关系；62%的工作疏离的变异性是基于与终身学习、疲惫和学科的线性关系。这些发现表明，同理心和终身学习在预防医生和护士的工作压力方面起着重要作用。然而，这种作用因学科而异。
