eprintid: 3741 rev_number: 12 eprint_status: archive userid: 2 dir: disk0/00/00/37/41 datestamp: 2022-10-03 12:41:16 lastmod: 2023-07-17 23:30:31 status_changed: 2022-10-03 12:41:16 type: article metadata_visibility: show creators_name: Delgado Bolton, Roberto C. creators_name: San-Martín, Montserrat creators_name: Vivanco, Luis creators_id: creators_id: creators_id: luis.vivanco@uneatlantico.es title: Role of Empathy and Lifelong Learning Abilities in Physicians and Nurses Who Work in Direct Contact with Patients in Adverse Working Conditions ispublished: pub subjects: uneat_bm divisions: uneatlantico_produccion_cientifica full_text_status: public keywords: somatization; exhaustion; work alienation; empathy; lifelong learning; nursing; medicine abstract: 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. date: 2022-03 publication: International Journal of Environmental Research and Public Health volume: 19 number: 5 pagerange: 3012 id_number: doi:10.3390/ijerph19053012 refereed: TRUE issn: 1660-4601 official_url: http://doi.org/10.3390/ijerph19053012 access: open language: en citation: Artículo Materias > Biomedicina Universidad Europea del Atlántico > Investigación > Producción Científica Abierto Inglés 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. metadata Delgado Bolton, Roberto C.; San-Martín, Montserrat y Vivanco, Luis mail SIN ESPECIFICAR, SIN ESPECIFICAR, luis.vivanco@uneatlantico.es (2022) Role of Empathy and Lifelong Learning Abilities in Physicians and Nurses Who Work in Direct Contact with Patients in Adverse Working Conditions. International Journal of Environmental Research and Public Health, 19 (5). p. 3012. ISSN 1660-4601 document_url: http://repositorio.uneatlantico.es/id/eprint/3741/1/ijerph-19-03012.pdf