Journal articles: 'Staff wellbeing'

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Knightsmith, Pooky. "Staff wellbeing." SecEd 2016, no. 25 (October 6, 2016): 7. http://dx.doi.org/10.12968/sece.2016.25.7.

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Lauté, Vicky. "Staff wellbeing." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 18, no. 3 (December 2020): 23–29. http://dx.doi.org/10.53841/bpsfpid.2020.18.3.23.

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This paper is about how I try to help my team feel good. I want to help them feel ok, when things at work get difficult. I want to get better, at showing them how to look after themselves. We need to support our staff, because they do a difficult job. Sometimes they have to work very fast. It is important for all of us to stay kind. We need to remember that people using our service, and staff, have had very upsetting times in their lives. Watching our thoughts and letting them go, can help us stay calm. Really noticing how our body feels, can help too. We want to be kind to ourselves and other people. I have written down the reasons why my ideas could help the team. The reasons are from research studies. Staff in my team told me what they thought, about this work.

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Lovett, Nadia, and Trevor Lovett. "Wellbeing in Education: Staff Matter." International Journal of Social Science and Humanity 6, no. 2 (February 2016): 107–12. http://dx.doi.org/10.7763/ijssh.2016.v6.628.

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Cook, Glenda, Sue Tiplady, and Claire Pryor. "Staff wellbeing matters." Nursing and Residential Care 24, no. 8 (August 2, 2022): 1–2. http://dx.doi.org/10.12968/nrec.2022.0042.

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Calcott, Lynnette, and Shirley Raven. "Supporting staff wellbeing." Primary Health Care 21, no. 1 (February 2011): 25–26. http://dx.doi.org/10.7748/phc2011.02.21.1.25.c8304.

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Maben, Jill. "Focus on staff wellbeing." Nursing Standard 27, no. 34 (April 24, 2013): 61. http://dx.doi.org/10.7748/ns2013.04.27.34.61.s52.

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Taylor, Lorna. "Wellbeing of staff teams." Early Years Educator 15, no. 3 (July 2013): viii—ix. http://dx.doi.org/10.12968/eyed.2013.15.3.viii.

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Foster, Sam. "Substantial support for staff wellbeing." British Journal of Nursing 30, no. 5 (March 11, 2021): 325. http://dx.doi.org/10.12968/bjon.2021.30.5.325.

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Sam Foster, Chief Nurse, Oxford University Hospitals, outlines a programme aiming to support the pyschological wellbeing of staff not just in the aftermath of the pandemic response, but for the long term

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Wray, Sarah. "In tune with staff wellbeing." Nursing Standard 27, no. 36 (May 8, 2013): 62–63. http://dx.doi.org/10.7748/ns2013.05.27.36.62.s54.

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Reynolds, Lauren W., Amy J. Bruno, Kelsey M. Ross, Jamie M. Hall, and Josh Reynolds. "Bolstering Staff Wellbeing in Schools." Journal of School Health 90, no. 5 (May 2020): 425–28. http://dx.doi.org/10.1111/josh.12888.

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Foster, Sam. "Just culture and staff wellbeing." British Journal of Nursing 29, no. 6 (March 26, 2020): 381. http://dx.doi.org/10.12968/bjon.2020.29.6.381.

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Hardy, Sheila. "Staff mental health and wellbeing." Practice Management 27, no. 3 (March 2, 2017): 20–23. http://dx.doi.org/10.12968/prma.2017.27.3.20.

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O'Sullivan, June. "Wellbeing." Nursery World 2023, no. 1 (January 2, 2023): 31. http://dx.doi.org/10.12968/nuwa.2023.1.31.

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McCauley, Mathew, Jamie Hacker Hughes, and Helen Liebling-Kalifani. "Wellbeing of military mental health staff." Mental Health Practice 14, no. 4 (December 2010): 14–19. http://dx.doi.org/10.7748/mhp2010.12.14.4.14.c8106.

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Murat, Dilek, Serpil Aytac, and Julian Bondy. "Workplace Wellbeing Among Justice Department Staff." Australian and New Zealand Journal of Organisational Psychology 4 (April 1, 2011): 20–25. http://dx.doi.org/10.1375/ajop.4.1.20.

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AbstractThe aim of this study is to determine the factors that affect the wellbeing at work of a particular group within the Victorian public sector: those who are directly responsible for the delivery of justice to offenders, namely corrections officers. Corrections staff, as front-line workers in the corrections system, have an important role in the rehabilitation and reintegration of offenders. The study is based on data from The People Matter Survey 2005 that sought to measure Victorian public sector employees' perceptions of how well the public sector values and employment principles were applied within their organisations. In this study we used data from 230 employees from Corrections Victoria who participated in the survey and used multilinear regression to analyse the factors affecting the level of workplace wellbeing. This study found that the most important factors affecting workplace wellbeing of the workers are Fair and Reasonable Treatment (FRT), Accountability (AC), and Senior Management (SM). Other findings included that the levels of workplace wellbeing of bullied or harassed staff was less than non-bullied or harassed staff.

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Phung, Viet-Hai, Gary Pritchard, Kristy Sanderson, Fiona Bell, Kelly Hird, Paresh Wankhade, Zahid Asghar, and Niro Siriwardena. "PP42 Perceptions and experiences of wellbeing provision for NHS ambulance staff: a qualitative interview study of wellbeing leads and frontline staff." Emergency Medicine Journal 39, no. 9 (August 23, 2022): e5.37. http://dx.doi.org/10.1136/emermed-2022-999.42.

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BackgroundThe wellbeing of ambulance staff is critical to their safety and safe care delivery. This study examined the perceptions of English NHS ambulance Trust health and wellbeing leads, and the experiences of UK ambulance staff of workplace wellbeing culture and provision.MethodsSemi-structured telephone interviews were undertaken with staff wellbeing leads for eight NHS ambulance trusts in England and with ambulance staff from three NHS ambulance trusts in England, selected to represent services with high, medium or low relative sickness absence rates. Interviews were subsequently transcribed, coded and analysed using Framework Analysis (FA).ResultsWe interviewed eight wellbeing leads and 25 frontline ambulance staff from April-November 2020. Decisions around what was included in or omitted from wellbeing policies sometimes led to conflict between wellbeing leads and their superiors. Ambulance work was perceived as inherently unhealthy because of work stress and the risk of encountering traumatic incidents. Well-being leads understood the adverse impacts of work on mental health for some staff. Ambulance staff wanted empathy, understanding and practical support from managers, but the reality did not always match these needs, because of variability in provision and experiences of health and wellbeing services, poor behaviours or attitudes from line managers, and a stigmatising rather than open organisational culture. COVID-19 not only impacted significantly on staff health and wellbeing, but also challenged how ambulance trusts support them.ConclusionsThe importance of an open organisational culture and the variable availability and experiences of interventions to support staff to stay well at work means that improvements are needed in both to ensure positive staff mental health and wellbeing. Early interventions, improved training for line managers to support staff at work, bespoke wellbeing services and an open culture are key to delivering effective support to ambulance staff, especially in the light of the COVID-19 pandemic.

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Woods, Laura. "The importance of self-compassion for health visitors' wellbeing." Journal of Health Visiting 9, no. 12 (December 2, 2021): 510–15. http://dx.doi.org/10.12968/johv.2021.9.12.510.

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This article presents an extended literature review, undertaken to understand the significance of self-compassion for health professionals' wellbeing and its relevance for the health visiting workforce. The review showed that self-compassion reduces compassion fatigue, burnout, anxiety, stress and depression. Further, self-compassionate employees are more compassionate towards colleagues and patients, and compassionate practice enhances staff wellbeing. Organisational support for wellbeing increases staff members' sense of worth, resulting in improved ownership of their own wellbeing, and group interventions in particular foster self-compassionate work cultures. The review concludes that self-compassion enhances staff wellbeing and recommends that all NHS staff should be provided with the tools to prevent compassion fatigue and burnout.

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Anderson, Jane, and Petia Sice. "Evaluating the possibilities and actualities of the learning process." Learning Organization 23, no. 2/3 (April 11, 2016): 94–120. http://dx.doi.org/10.1108/tlo-02-2014-0004.

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Purpose This paper aims to reflect on the opportunities and challenges of the learning process in practice and explores the case of a local authority school Pilot Wellbeing Programme (PWP) intervention. The aim of the PWP was to create the best workplace conditions and circumstances for people to flourish and mature, both individually and collectively. Findings show that the socio-physical environment plays a significant and leading role in supporting this work, as does the consistent modelling of higher level behaviours including integrity, respect and acceptance by intervention managers and school leadership teams. It was also important that the change processes were continually tailored and nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Emphasis was also placed on encouraging individual involvement and commitment by implementing inclusive measures that fostered trust and openness. Design/methodology/approach The intervention worked to the organisational learning process model. Findings Headteachers (HT) are still playing a key role as caregivers to their staff. Wellbeing is something people in school generally expect to be “done” to them. Personal accountability for one’s own health and wellbeing is still a growth area in schools. Any change processes implemented to support this process need to be continually tailored and respectfully nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Accruing quantitative evidence to support the effects of wellbeing work in schools is painstaking and challenging. Practical implications HT have traditionally taken the role of school staff “caregiver”, overseeing staff wellbeing often to the detriment of their own wellbeing. This situation is becoming unsustainable as HT’ capacity for this kind of work is diminishing. School staff need to accept an increasing role in the maintenance of their own personal–professional wellbeing. Social implications School staff who do not mind their own wellbeing act as a poor model to their pupils who may ultimately emulate their behaviour. Additionally, as staff sickness absence due either directly or indirectly to stress becomes a growing issue in schools, educational standards will be increasingly difficult to attain and maintain. Wellbeing mechanisms need to be put in place now to stem this possibility. Originality/value The intervention is unique in as much as it took a deliberately holistic approach to school staff wellbeing by including all school staff in the change programme. Previous similar programmes have targeted professional staff only, excluding non-teaching classroom staff and school support and maintenance staff.

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Butcher, Isabelle, Rachael Morrison, Sarah Webb, Heather Duncan, Omobolanle Balogun, and Rachel Shaw. "Understanding what wellbeing means to medical and nursing staff working in paediatric intensive care: an exploratory qualitative study using appreciative inquiry." BMJ Open 12, no. 4 (April 2022): e056742. http://dx.doi.org/10.1136/bmjopen-2021-056742.

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Aims and objectivesTo explore what wellbeing means to medical and nursing staff working in a large paediatric intensive care (PIC).DesignExploratory qualitative design using an appreciative inquiry framework.SettingPIC unit; primary, secondary and tertiary.Participants46 nurses and doctors working on PIC.InterventionsA set of images were used together with open-ended questions to prompt staff to discuss what wellbeing means to them. Interviews were audiorecorded and transcribed. Data were analysed thematically.ResultsImages depicting nature, children and groups of adults were selected most. Meanings of wellbeing for PIC staff can be understood through three themes: (1) Being nurtured and supported at work, (2) Importance of nature and (3) Social support independent of work. The first theme considered the importance of being listened to at work as well as staff highlighting the value of being in control at work. Within the second theme, being active in nature and outdoors as well as the importance of being in the present moment was illustrated. Within the final theme, staff expressed the value of having support independent of work and highlighted the importance of spending time with family.ConclusionsThis study provides a unique insight into how individuals working in PIC experience wellbeing and what wellbeing means to them. Understanding how healthcare professionals in PIC settings experience wellbeing and what wellbeing means to them will enable researchers to develop interventions designed to enhance staff wellbeing based on lived experience.

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Powell, Barbara. "Supporting staff wellbeing within the MND team." BMJ Supportive & Palliative Care 2, Suppl 1 (March 2012): A79.2—A79. http://dx.doi.org/10.1136/bmjspcare-2012-000196.231.

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Riva, Elena, Rebecca Freeman, Lauren Schrock, Victoria Jelicic, Cameron-Tosh Ozer, and Ruth Caleb. "Student Wellbeing in the Teaching and Learning Environment: A Study Exploring Student and Staff Perspectives." Higher Education Studies 10, no. 4 (November 18, 2020): 103. http://dx.doi.org/10.5539/hes.v10n4p103.

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Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students’ wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students’ (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.

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Hall, Rosie, and Natalie D. Lopez. "Staff wellbeing initiatives in a multidisciplinary community learning disability service in response to the Covid-19 pandemic." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 18, no. 3 (December 2020): 16–22. http://dx.doi.org/10.53841/bpsfpid.2020.18.3.16.

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In response to the pressure and potential burden on staff members in a busy London Community Learning Disability Service during the Covid-19 pandemic, several staff wellbeing initiatives emerged. These included a weekly wellbeing newsletter, wellbeing sessions, virtual lunches and reflective practice sessions. Through using a responsive approach, the initiatives were adjusted to meet demand and the need of the staff members within the service. Feedback has suggested that in particular, the wellbeing session and newsletter were the most valued and gave staff members a sense of connectedness and belonging and helped to manage anxiety. These initiatives are now ongoing. To increase the reach and potential benefits of the wellbeing initiatives across the service our learning indicates management modelling, protected time and collaboration across disciplines may be important factors.

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Sobel, Daniel. "Boost pastoral outcomes by investing in your staff." SecEd 2021, no. 1 (January 2, 2021): 38–39. http://dx.doi.org/10.12968/sece.2021.1.38.

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Drawing on the excellent work of Cardiff High School and The Marlborough School, Daniel Sobel discusses how ensuring the wellbeing of your students begins with prioritising the wellbeing of your staff

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Blake, Holly, Alisha Gupta, Mahnoor Javed, Ben Wood, Steph Knowles, Emma Coyne, and Joanne Cooper. "COVID-Well Study: Qualitative Evaluation of Supported Wellbeing Centres and Psychological First Aid for Healthcare Workers during the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 18, no. 7 (March 31, 2021): 3626. http://dx.doi.org/10.3390/ijerph18073626.

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Supported wellbeing centres were set up in UK hospital trusts as an early intervention aimed at mitigating the psychological impact of COVID-19 on healthcare workers. These provided high quality rest spaces with peer-to-peer psychological support provided by National Health Service (NHS) staff volunteers called ‘wellbeing buddies’, trained in psychological first aid. The aim of the study was to explore the views of centre visitors and operational staff towards this COVID-19 workforce wellbeing provision. Qualitative semi-structured interviews were undertaken with twenty-four (20F, 4M) employees from an acute hospital trust in the UK. Interviews were digitally recorded and transcribed, data were handled and analysed using thematic analysis. Interviews generated 3 over-arching themes, and 13 sub-themes covering ‘exposure and job roles’, ‘emotional impacts of COVID-19 and ‘the wellbeing centres’. Supported wellbeing centres were viewed as critical for the wellbeing of hospital employees during the first surge of COVID-19 in the UK. Wellbeing initiatives require managerial advocacy and must be inclusive. Job-related barriers to work breaks and accessing staff wellbeing provisions should be addressed. High quality rest spaces and access to peer-to-peer support are seen to benefit individuals, teams, organisations and care quality. Training NHS staff in psychological first aid is a useful approach to supporting the wellbeing of the NHS workforce during and beyond the COVID-19 pandemic.

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Marsh, Sian. "CPD route to wellbeing." Early Years Educator 23, no. 7 (February 2, 2022): 23–24. http://dx.doi.org/10.12968/eyed.2022.23.7.23.

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The value of CPD as a tool for promoting staff wellbeing was one of the big learning points for the early years sector over the past year. We need to learn from that, says Sian Marsh of Best Practice Network.

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Hou, Hanchao, Tan-Chyuan Chin, Gavin R. Slemp, and Lindsay G. Oades. "Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff." International Journal of Environmental Research and Public Health 18, no. 4 (February 4, 2021): 1485. http://dx.doi.org/10.3390/ijerph18041485.

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Aims: Wellbeing literacy is the intentional use of wellbeing relevant vocabulary, knowledge and language skills to maintain or improve the wellbeing of oneself, others and the world. In this study, we operationalize the human aspects of the concept of wellbeing literacy and empirically test its relationship with wellbeing and illbeing. We also assess its incremental variance in wellbeing and illbeing, after controlling for existing and well-established predictors of these constructs within education settings. Methods: We developed and empirically tested the Wellbeing literacy 6-item (Well-Lit 6) scale to assess the concept of wellbeing literacy in the education context. The scale was developed based on a working definition of wellbeing literacy, in combination with the Australian Curriculum, Assessment and Reporting Authority (ACARA)’s definition of literacy. The Well-Lit 6 was administered via a cross-sectional survey to three Australian samples that comprise different elements of Australian education systems: students (N = 1392), parents (N = 584) and school staff (N = 317). Results: Exploratory factor analysis (EFA) suggested the six items of the Well-Lit 6 form an independent construct, empirically distinguishable from other wellbeing-related constructs (e.g., general wellbeing, resilience, and emotion regulation). Convergent analyses showed wellbeing literacy was positively related to wellbeing and negatively related to illbeing. Incremental validity analyses showed wellbeing literacy predicted variance in wellbeing and illbeing after controlling for participant demographics, resilience, and emotion regulation, showing initial evidence of incremental validity. Conclusions: Our results provide preliminary evidence that wellbeing literacy is a distinct construct from wellbeing and illbeing, and it also demonstrates significant unique variance in these constructs over and above resilience and emotion regulation. The Well-Lit 6 is a useful provisional measure of wellbeing literacy, although we suggest a fruitful avenue for future research is to develop a more comprehensive scale of wellbeing literacy that denotes specific facets of communication, allowing a fuller exploration wellbeing literacy, its components, and their antecedents and consequences. We offer further recommendations for future research and discuss limitations with our approach.

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Hancock, Dave. "Improving the wellbeing of you and your staff." Practice Management 32, no. 6 (June 2, 2022): 28–32. http://dx.doi.org/10.12968/prma.2022.32.6.28.

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Advice regularly offered by your doctors to patients about taking more exercise may be relevant to you and many of your colleagues – including those very same doctors. Attaining the RCGP Active Practice Charter could benefit the physical and mental wellbeing of your staff

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Lowes, Lesley, Debbie Carrick-Sen, Lesley Baillie, Christi Deaton, Candy McCabe, Christine Norton, Angela Tod, and Elizabeth Robb. "Valuing the workforce: staff wellbeing and patient care." British Journal of Nursing 24, no. 15 (August 13, 2015): 788. http://dx.doi.org/10.12968/bjon.2015.24.15.788.

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Lester, Leanne, Carmel Cefai, Valeria Cavioni, Amy Barnes, and Donna Cross. "A Whole-School Approach to Promoting Staff Wellbeing." Australian Journal of Teacher Education 45, no. 2 (February 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n2.1.

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Goddard, Charlotte. "staff health & wellbeing: part 3: Levelling up." Nursery World 2021, no. 7 (July 2, 2021): 42–43. http://dx.doi.org/10.12968/nuwa.2021.7.42a.

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Goddard, Charlotte. "staff health & wellbeing: part 10: Getting help." Nursery World 2022, no. 2 (February 2, 2022): 42–43. http://dx.doi.org/10.12968/nuwa.2022.2.42a.

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Goddard, Charlotte. "staff health & wellbeing: part 6: Weighty issue." Nursery World 2021, no. 10 (October 2, 2021): 42–43. http://dx.doi.org/10.12968/nuwa.2021.10.42a.

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Goddard, Charlotte. "staff health & wellbeing: part 8: Covid's legacy." Nursery World 2021, no. 12 (December 2, 2021): 42–43. http://dx.doi.org/10.12968/nuwa.2021.12.42a.

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Goddard, Charlotte. "Staff Health & Wellbeing: Part 7: Getting active." Nursery World 2021, no. 11 (November 2, 2021): 58–59. http://dx.doi.org/10.12968/nuwa.2021.11.58a.

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Goddard, Charlotte. "staff health & wellbeing: part 5: It's personal." Nursery World 2021, no. 9 (September 2, 2021): 42–43. http://dx.doi.org/10.12968/nuwa.2021.9.42a.

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Smit, Dieneke, Bernadette Willemse, Jacomine de Lange, and Anne Margriet Pot. "Wellbeing-enhancing occupation and organizational and environmental contributors in long-term dementia care facilities: an explorative study." International Psychogeriatrics 26, no. 1 (September 20, 2013): 69–80. http://dx.doi.org/10.1017/s1041610213001397.

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ABSTRACTBackground:Occupation remains an unmet need in long-term dementia care. To increase residents’ occupation, knowledge of types of occupation related to wellbeing, and organizational and environmental characteristics encouraging involvement in these types of occupation, is indispensable.Methods:In this explorative study, Dementia Care Mapping was used to study involvement in different types of occupation and wellbeing among 57 residents of 10 dementia care facilities. For each type of occupation, mean experienced wellbeing was studied. Occupation types with high mean wellbeing scores were classified as “wellbeing-enhancing occupation.” Care facilities were ranked according to the mean time residents spent in types of wellbeing-enhancing occupation. Using information on staff-to-resident ratio, individual space, and items of the Physical Environment Evaluation Component of Dementia Care Mapping, organizational and environmental characteristics of the facilities were compared to study their relationship with wellbeing-enhancing occupation.Results:Reminiscence, leisure, expression, and vocational occupation had greatest potential to enhance wellbeing, but these types were seldom offered. Much variation existed in the extent to which wellbeing-enhancing occupation was provided. Long-term care facilities that did so more frequently generally had a more homelike atmosphere, supported social interaction through the environment, and had no central activity program.Conclusions:This study suggests that it is possible to engage residents in wellbeing-enhancing occupation, within current means of budget and staff. The physical environment and care organization might play a role, but the key factor seems to equip staff with skills to integrate wellbeing-enhancing occupation into care practice.

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Crawford, Joseph. "Working from Home, Telework, and Psychological Wellbeing? A Systematic Review." Sustainability 14, no. 19 (September 21, 2022): 11874. http://dx.doi.org/10.3390/su141911874.

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The practice of telework, remote work, and working from home has grown significantly across the pandemic era (2020+). These practices offer new ways of working but come with a lack of clarity as to the role it plays in supporting the wellbeing of staff. (1) Background: The purpose of this study is to examine the current literature on wellbeing outcomes and effects of telework; (2) Methods: This study adopts a systematic literature review from 2000–2022 using the PRISMA approach and thematic analysis guided by the United Nations Sustainable Development Goals (Wellbeing, Decent Work, Gender Equality, and Inclusive Production); (3) Results: It was evident that there is a lack of clarity on the actual effects of telework on employee wellbeing, but it appeared that it had a generally positive effect on the short-term wellbeing of staff, and created more flexible and proactive work design opportunities; (4) Conclusions: There is a need for more targeted research into work designs that support wellbeing and productivity of staff, and consider the environmental sustainability changes from reduced office and onsite work and increased working from home.

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Twigg, Jessica, Abigail Methley, Zoe Leighton, Rachel Meehan, and Antonia Kirkby. "Using supervision to improve the wellbeing of administrative staff in a busy Neuropsychology department: A pilot service initiative." Clinical Psychology Forum 1, no. 334 (October 2020): 39–44. http://dx.doi.org/10.53841/bpscpf.2020.1.334.39.

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The following article describes a feasibility study to assess whether supervision sessions could be implemented for administrative staff who work within an outpatient neuropsychology service. It considers the evidence base relating to the psychological wellbeing of administrative staff and outlines the process undertaken, reflections on staff experiences, and practical considerations for other services looking to improve administrative staff wellbeing. Overall, the implementation of supervision sessions was a success leading to recommendations for practice in both the department and the wider profession.

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Cartwright, Ashley, and Jason Roach. "A price paid? A review of the research on the impact of investigating serious crime on the wellbeing of police staff." Police Journal: Theory, Practice and Principles 95, no. 1 (October 20, 2021): 109–26. http://dx.doi.org/10.1177/0032258x211049335.

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Research pertaining to the wellbeing of police focuses on the job at a macro level, neglecting that policing is an occupation made up of thousands of roles. The needs of staff in various roles differs according to the situations that they are exposed to. This paper provides a review of the literature pertaining to the impact of criminal investigation on employees’ wellbeing. Three discernible categories regarding the wellbeing of criminal investigators are revealed and the paper demonstrates that criminal investigation has a negative effect on the wellbeing of staff. The paper concludes with recommendations for future research, training and support.

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Reddacliff, Anne. "Attitude of gratitude: focusing on staff health and wellbeing during Covid-19." Journal of Health Information and Libraries Australasia 2, no. 1 (May 14, 2021): 51–52. http://dx.doi.org/10.55999/johila.v2i1.53.

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One of State Library of Queensland’s health responses to COVID-19 was to form a staff Health & Wellbeing Team. The development of the Team was informed by data from two staff surveys circulated during the COVID-19 pandemic which indicated that some staff were feeling disconnected and disengaged from the workplace. The team was formed with the aim of devising ideas and initiatives to look after staff wellbeing at a time when feelings of vulnerability were high and the effects of up to six months working from home were starting to take their toll.

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Lipman, Sam, Gary Gilkes, and Ashley Hanson. "Staff wellbeing: a matter for quality indicators or a concern in its own right?" Journal of Paramedic Practice 13, no. 4 (April 2, 2021): 152–64. http://dx.doi.org/10.12968/jpar.2021.13.4.152.

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Despite assurance measures being developed alongside expanding scopes of practice, poor NHS ambulance staff wellbeing means high-quality job performance and patient care are not guaranteed. The UK's service is struggling to cope with growing demand and is not fully adapting from its historical emergency response role to meet modern-day urgent care needs. This puts unnecessary pressures and risks of stress from exhausting, intense work on to its most valuable resource: staff. Detrimental workplace cultures exacerbate this, along with added target-driven strain from non-evidence-based ambulance quality indicators. With poor support, communication, leadership and mental wellbeing provision, staff are increasingly dissatisfied, demoralised and experiencing a myriad of health problems. Consequences include excessive staff sickness absences and turnover as well as an up to 75% higher suicide risk. Trusts should collaborate to identify and address the causes of demand that cannot be met, and chief executives and boards should work with staff to prioritise structured wellbeing assessment and improvement. Further research is also needed.

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Oxtoby, Kathy. "Recognising And Dealing With Staff Burnout." Practice Management 31, no. 2 (February 2, 2021): 18–21. http://dx.doi.org/10.12968/prma.2021.31.2.18.

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Healthcare workers across the globe are experiencing high levels of stress due to the challenges brought by the pandemic. Kathy Oxtoby outlines some of the signs of burnout and the steps practice managers can take to improve their wellbeing

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Goddard, Charlotte. "staff health & wellbeing: part 9: All's not equal." Nursery World 2022, no. 1 (January 2, 2022): 42–43. http://dx.doi.org/10.12968/nuwa.2022.1.42a.

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Thomas, Gareth. "Investment in staff wellbeing can make all the difference." Nursing Standard 26, no. 35 (May 2, 2012): 32. http://dx.doi.org/10.7748/ns2012.05.26.35.32.p8247.

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Thomas, Gareth. "Investment in staff wellbeing can make all the difference." Nursing Standard 26, no. 35 (May 2, 2012): 32. http://dx.doi.org/10.7748/ns.26.35.32.s43.

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Blakemore, Sophie. "Nurse managers to answer for wellbeing of junior staff." Nursing Management 16, no. 9 (February 3, 2010): 4. http://dx.doi.org/10.7748/nm.16.9.4.s2.

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Ashurst, Adrian. "How to … support staff with mental health and wellbeing." Nursing and Residential Care 19, no. 12 (December 2, 2017): 716. http://dx.doi.org/10.12968/nrec.2017.19.12.716.

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Goddard, Charlotte. "staff health & wellbeing: part 4: Body and soul." Nursery World 2021, no. 8 (August 2, 2021): 42–43. http://dx.doi.org/10.12968/nuwa.2021.8.42a.

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Boddy, Bethany. "NHS Staff Survey 2021: Learning from the findings." Journal of Health Visiting 10, no. 5 (May 2, 2022): 216–18. http://dx.doi.org/10.12968/johv.2022.10.5.216.

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Smith, Phil, and Susan Ross. "Understanding complex systems: A reflective account of promoting wellbeing within health and social care." FPOP Bulletin: Psychology of Older People 1, no. 159 (July 2022): 17–24. http://dx.doi.org/10.53841/bpsfpop.2022.1.159.17.

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Abstract:

This paper offers an insight into the approach utilised by two Clinical Psychologists in the NHS Lanarkshire Psychological Therapies for Older People team, in their attempt to understand, and respond to, resident and staff wellbeing within the complex care home system during the pandemic. We highlight relevant staff wellbeing literature with a focus on those in health and social care. We then describe our approach which has been informed by various theories, such as compassionate leadership, organisational change, and psychological safety. We define our ideas for improving staff and resident wellbeing at a systems level, framed in psychological theory and quality improvement goals. We offer our reflections throughout, which we hope will be useful to others working in similar complex systems.

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Journal articles on the topic 'Staff wellbeing'

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