An exploratory study of the role of emotion regulation and emotional intelligence in compassion satisfaction and fatigue among doctors and nurses

Aim: To explore relationships between emotion management strategies (ER), emotional intelligence (EI), and compassion satisfaction (CS) and fatigue (CF) in doctors and nurses at a large National Health Service (NHS) Hospital in the United Kingdom (UK).Objective: To identify predicting variable(s) for compassion satisfaction and fatigue in doctors and nurses.Method: Four hundred and eighty-seven participants completed questionnaires assessing six possible explanatory variables for compassion satisfaction and fatigue: (i) intrapersonal EI (ii) interpersonal EI, (iii) cognitive reappraisal, (iv) cognitive fusion, (v) expressive suppression, and (vi) emotional contagion. Two open-ended questionnaire items assessed the best and worst aspects of doctors and nurses’ roles that might be associated with emotional stress and potentially influence CS and CF. Data Analysis: Descriptive statistics, correlations, regression, and mediation analysis were undertaken. The two open-ended items were analysed using content analysis. Results: Only cognitive reappraisal and intra-personal EI predicted CS positively and CF negatively. Intra-personal EI was the stronger predictor. It predicted CS (β = .29, p < .001) and CF (β = - .35, p < .001) versus cognitive reappraisal CS (β = .27, p < .001) and CF (β = - .15, p < .001). Intrapersonal EI also partially mediated relationships between cognitive reappraisal and CS (b = .59, BCI .298, .927) and between cognitive reappraisal and CF (b = -.72, BCI -1.099, -.378). Content analysis of the two open-ended questionnaire items demonstrated that 54% of the enjoyable aspects of participants’ roles related to direct patient care/contact, while 60% of the least enjoyable aspects related to workplace stress, bureaucracy, lack of support and resources, and workplace politics. This provides contextual support for the main quantitative findings above, and reiterates the importance of supporting development of intrapersonal emotional intelligence skills which does help enhance reappraisal strategies required to manage undesirable effects of workplace stressors like negative emotions e.g. anger or anxiety, that can influence CS and CF. Conclusion: Intrapersonal EI represents an important target variable for possible psychological interventions aimed at enhancing CS and reducing CF in doctors and nurses in clinical settings

Issues Around Aligning Theory, Research and Practice in Social Work Education

Issues Around Aligning Theory, Research and Practice in Social Work Education provides a reflection on social work education with a slant towards an Afrocentric approach, aiming to facilitate strong reflective thinking and to address local realities about social work education on the African continent as well as in broader global contexts. This volume focuses on issues around aligning theory, research and practice in social work education. A significant contribution is made here to the scholarly understanding of opportunities to sustain the academic discourse on social work education. Social work as a profession and a social science discipline is dynamic, and it ought to meet the challenges of the realities of the societies in which it serves, given the history of the changing society of South Africa from apartheid to democracy. Over the years, social work education and training has undergone tremendous curricular changes with the enactment of the White Paper for Social Welfare and the national review, respectively, by the South African Council for Social Services Professions (SACSSP) and the Council on Higher Education (CHE) for the re-accreditation of all Bachelor of Social Work (BSW) programmes in South Africa fulfilling the prescripts of the Higher Education Act (No. 101 of 1997, as amended) and Social Service Professions Act (No. 110 of 1978). It is worth mentioning that the curricular changes will also continue with the current reviewing of Social Service Professions Act (No. 110 of 1978), as amended, which is underway in South Africa. This book is really ground-breaking! The Afrocentric perspective on social work practice contributes to the current discourse on decolonisation of social work teaching and practice. From a methodological perspective, the book is premised on multi-, inter- and trans-disciplining in social sciences. It covers aspects of social work education and practice through research (narrative, qualitative, African methodology, secondary data analysis, etc.), engendering values and ethics, report writing, supervision in fieldwork as well as exchange programmes and international service-learning, addressing a number of concepts such as cultural competency, cultural awareness and sensitivity are addressed

Issues Around Aligning Theory, Research and Practice in Social Work Education

Issues Around Aligning Theory, Research and Practice in Social Work Education provides a reflection on social work education with a slant towards an Afrocentric approach, aiming to facilitate strong reflective thinking and to address local realities about social work education on the African continent as well as in broader global contexts. This volume focuses on issues around aligning theory, research and practice in social work education. A significant contribution is made here to the scholarly understanding of opportunities to sustain the academic discourse on social work education. Social work as a profession and a social science discipline is dynamic, and it ought to meet the challenges of the realities of the societies in which it serves, given the history of the changing society of South Africa from apartheid to democracy. Over the years, social work education and training has undergone tremendous curricular changes with the enactment of the White Paper for Social Welfare and the national review, respectively, by the South African Council for Social Services Professions (SACSSP) and the Council on Higher Education (CHE) for the re-accreditation of all Bachelor of Social Work (BSW) programmes in South Africa fulfilling the prescripts of the Higher Education Act (No. 101 of 1997, as amended) and Social Service Professions Act (No. 110 of 1978). It is worth mentioning that the curricular changes will also continue with the current reviewing of Social Service Professions Act (No. 110 of 1978), as amended, which is underway in South Africa. This book is really ground-breaking! The Afrocentric perspective on social work practice contributes to the current discourse on decolonisation of social work teaching and practice. From a methodological perspective, the book is premised on multi-, inter- and trans-disciplining in social sciences. It covers aspects of social work education and practice through research (narrative, qualitative, African methodology, secondary data analysis, etc.), engendering values and ethics, report writing, supervision in fieldwork as well as exchange programmes and international service-learning, addressing a number of concepts such as cultural competency, cultural awareness and sensitivity are addressed

Attitudes of Students and Practitioners Regarding Ethical Acceptability of Accounting Transactions

This study reports the findings of a study assessing the acceptability differences in decisions made by Certified Public Accounting practitioners (CPA) and students studying to become CPAs. The study responds to researchers’ call for additional research on topics related to accounting decision ethics. Modified managerial and accounting recognition scenarios were used to collect the acceptability of ethical judgments. The analysis employs factor analysis to affirm whether the scenarios are mana­gerial or accounting recognition decisions. The analyses further divides the managerial decisions into either revenue or expense related. The accounting recognition decisions are further divided into those involving an accounting manipulation or inventory related. Students’ acceptability of the accounting transactions was far harsher than the practitioners. However, both students and practitioners considered the accounting scenarios to be unethical. Both students and practitioners judged the managerial revenue scenarios to be ethical but the managerial expense scenarios to be moderately unethical. In addition to the ethical acceptability of accounting transaction, student and practitioner demographic data including age, work experience and academic credentials are investigated to explain the differences