What do we know about emotional labour in nursing? A narrative review

Nurses have to manage their emotions and the expression of emotion to perform best care, and their behaviours pass through emotional labour (EL). However, EL seems to be an under-appreciated aspect of caring work and there is no synthetic portrait of literature about EL in the nursing profession. This review was conducted to synthesise and to critically analyse the literature in the nursing field related to EL. Twenty-seven papers were included and analysed with a narrative approach, where two main themes were found: EL strategies and EL antecedents and consequences. Hence, EL is a multidimensional, complex concept and it represents a nursing competence to provide the best care. Moreover, nurses have a high awareness of EL as a professional competence, which is a fundamental element to balance engagement with an appropriate degree of detachment to accomplish tasks for best practice, and to provide high-quality patient care

Academic Arrhythmia: Disruption, Dissonance and Conflict in the Early-Career Rhythms of CMS Academics

Starting a career on the margins of the neoliberal business school is becoming increasingly challenging. We contribute to the understanding of the problems involved and to potential solutions by developing a theoretically-informed approach to the rhythms of academic life and drawing on interviews with 32 Critical Management Studies (CMS) early-career academics (ECAs) in 14 countries. Bringing together Lefebvre’s rhythmanalysis (and his concepts of polyrhythmia, eurhythmia and arrhythmia), Zerubavel’s sociology of time, and identity construction literature, we examine the rhythm-identity implications of the recent HE changes. We show how the dynamics between the broader pressures, institutional strategies, and our interviewees’ attempts to reassert themselves are creating a vicious circle of arrhythmia – a debilitating condition characterized by rhythmic disruption, dissonance and conflict. Within the circle, identity insecurity and regulation, CMS ECAs’ identity work, and arrhythmia are mutually co-constructive, so that it is hard for individuals to break out. We consider the possibilities and limitations of individual coping strategies and, drawing out lessons for business schools, advocate for more collective and structural solutions. In so doing, we contribute to the reimagining of business schools as more eurhythmically polyrhythmic places where ECAs of all intellectual orientations have the time to learn and develop