Search

Naira Delgado,1,2,* Janet Delgado,3,* Moisés Betancort,4,* Helena Bonache,1,* Lasana T Harris5 1Departamento de Psicología Cognitiva, Social y Organizacional, Universidad de La Laguna, San Cristóbal de La Laguna, Spain; 2Instituto Universitario de Neurociencia (IUNE), Universidad de La Laguna, San Cristóbal de La Laguna, Spain; 3Departamento de Filosofía I, Universidad de Granada, Granada, Spain; 4Departamento de Psicología Clínica, Psicobiología y Metodología, Universidad de La Laguna, San Cristóbal de La Laguna, Spain; 5Experimental Psychology, University College London, London, UK*These authors contributed equally to this workCorrespondence: Naira Delgado, C/ Professor José Luis Moreno Becerra s/n, Campus de Guajara, Apartado 456, San Cristóbal de La Laguna, S/C de Tenerife, 38200, Spain, Tel +34 922317527, Email ndelgado@ull.edu.esAbstract: Research on healthcare shows that the relationship between empathy and burnout is complex. The aim of this systematic review and meta-analysis is to clarify the link between different empathic components and burnout components in healthcare professionals. A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidance. The search strategy was applied in PubMed, PsycINFO, CINAHL, Scopus, and Medline, from January 1990 to January 2021. Population included nurses and doctors. Key inclusion criteria were articles addressing the relationship between different components of empathy and professional performance and wellbeing or burn out, or studies using burnout and empathy measures with validity support from commonly accepted sources of evidence. Risk of bias was assessed using the Mixed Methods Appraisal Tool. From 1159 references identified, 22 studies were included in the systematic review, and 5 studies in the meta-analysis. Empathic Concern was significantly correlated with Depersonalization and Personal Accomplishment. Moreover, the links between Perspective Taking, Depersonalization and Personal Accomplishment were statistically significant. In conclusion, exploring and understanding the complex links between empathy and burnout could help healthcare professionals as well as institutions to reduce the risk of suffering burnout.Keywords: burnout, empathy, healthcare professionals, systematic review

[Background] European countries are increasingly harmonising their organ donation and transplantation policies. Although a growing number of nations are moving to presumed consent to deceased organ donation, no attempts have been made to harmonise policies on individual consent and the role of the family in the decision-making process. Little is known about public awareness of and attitudes towards the role of the family in their own country and European harmonisation on these health policy dimensions. To improve understanding of these issues, we examined what university students think about the role of the family in decision-making in deceased organ donation and about harmonising consent policies within Europe., [Methods] Using LimeSurvey© software, we conducted a comparative cross-sectional international survey of 2193 university students of health sciences and humanities/social sciences from Austria (339), Belgium (439), Denmark (230), Germany (424), Greece (159), Romania (190), Slovenia (190), and Spain (222)., [Results] Participants from opt-in countries may have a better awareness of the family’s legal role than those from opt-out countries. Most respondents opposed the family veto, but they were more ambivalent towards the role of the family as a surrogate decision-maker. The majority of participants were satisfied with the family’s legal role. However, those who were unsatisfied preferred to limit family involvement. Overall, participants were opposed to the idea of national sovereignty over consent policies. They favoured an opt-out policy harmonisation and were divided over opt-in. Their views on harmonisation of family involvement were consistent with their personal preferences., [Conclusions] There is overall division on whether families should have a surrogate role, and substantial opposition to granting them sole authority over decision-making. If European countries were to harmonise their policies on consent for organ donation, an opt-out system that grants families a surrogate decision-making role may enjoy the widest public support., Finally, we acknowledge support for the publication fee by the CSIC Open Access Publication Support Initiative through its Unit of Information Resources for Research (URICI).

Supplemental material, sj-doc-1-cet-10.1177_14777509221094483 for The ethical implications of preventing hospital delirium in older adults: A scoping review by Janet Delgado, Ana Toledo Chávarri, Ana María de Pascual y Medina, Beatriz León Salas, María del Mar Trujillo Martín and Pedro Serrano Aguilar in Clinical Ethics

Additional file 1.

The majority of healthcare professionals regularly witness fragility, suffering, pain and death in their professional lives. Such experiences may increase the risk of burnout and compassion fatigue, especially if they are without self-awareness and a healthy work environment. Acquiring a deeper understanding of vulnerability inherent to their professional work will be of crucial importance to face these risks. From a relational ethics perspective, the role of the team is critical in the development of professional values which can help to cope with the inherent vulnerability of healthcare professionals. The focus of this paper is the role of Communities of Practice as a source of resilience, since they can create a reflective space for recognising and sharing their experiences of vulnerability that arises as part of their work. This shared knowledge can be a source of strength while simultaneously increasing the confidence and resilience of the healthcare team.

Projecte: 2015PID-UB/026, Presentamos en esta comunicación una propuesta de promoción del autoconocimiento como competencia básica en el Grado de Trabajo Social de la Universidad de Barcelona, elaborada a partir de los resultados de la evaluación del trabajo de promoción del autoconocimiento que se realiza actualmente y del análisis de los planes docentes, contenidos y metodología de las asignaturas del grado. Nuestra propuesta pretende contribuir a la mejora de este trabajo de promoción del autoconocimiento de forma transversal, así como a visibilizar su importancia como competencia básica en la formación de Trabajo Social y de otras profesiones., Proyecto de innovación docente Tejiendo identidades profesionales. Autoconocimiento y Trabajo Social, 2015PID-UB/026

El dia 22 de febrer de 2017 es va realitzar la V Jornada d'Innovació Docent Trans@net, que amb el títol De fils conductors a Trans@net. Repensem la innovació docent al Grau de Treball Social, va tenir com a objectiu reflexionar col·lectivament sobre l'experiència d'innovació docent del grup i els reptes en relació a la qualitat i la innovació docent al Grau de Treball Social de la Universitat de Barcelona. A continuació es presenta de manera resumida els principals continguts i resultats de la jornada amb l’objectiu de difondre i compartir la experiència del grup i animar a altres professors del grau de treball social i d’altres titulacions a innovar i millora la qualitat de la seva docència., Programa de Millora i Innovació Docent del Vicerectorat de Política Docent i Lingüística de la Universitat de Barcelona. Grup d'Innovació docent consolidat (GINDOC-UB/126)

Projecte: 2015PID-UB/026, La investigación cuyos resultados se presentan en esta comunicación, tiene como objetivo el análisis del trabajo de promoción del autoconocimiento, que de forma transversal se realiza en el Grado de Trabajo Social de la Universidad de Barcelona en el marco del Proyecto de innovación docente Tejiendo identidades profesionales. Autoconocimiento y Trabajo Social del Grupo Trans@net. Este análisis del trabajo de promoción del autoconocimiento puede contribuir a la mejora de esta iniciativa de innovación docente, así como a visibilizar la importancia de su incorporación como competencia profesional básica en la formación de Trabajo Social y de otros grados universitarios., Proyecto de innovación docente Tejiendo identidades profesionales. Autoconocimiento y Trabajo Social, 2015PID-UB/026 de la Universidad de Barcelona

Treball Finals de Grau de Treball Social, Facultat de Pedagogia, Universitat de Barcelona, curs: 2016-2017, Tutora: Tomasa Báñez Tello, [cat] La educación universitaria de grado, además de proporcionar a los futuros profesionales una formación sólida y rigurosa a nivel teórico y metodológico, debería ofrecerles oportunidades para desarrollar competencias básicas y transversales, que como el autoconocimiento puedan contribuir a la construcción de su identidad personal y profesional. En el caso del Trabajo Social, el autoconocimiento ha sido reconocido a nivel internacional como una competencia profesional básica, ya que, además de contribuir a la definición y desarrollo de la identidad personal y profesional de los/as trabajadores/as sociales, favorece la realización de una práctica profesional reflexiva y responsable. La investigación cuyos resultados se presentan en este documento, tiene como objetivo el análisis del trabajo de promoción del autoconocimiento, que de forma transversal se realiza en el Grado de Trabajo Social de la Universidad de Barcelona en el marco del Proyecto de innovación docente Tejiendo identidades profesionales. Autoconocimiento y Trabajo Social (2015PID-UB/026) del Grupo Trans@net. La metodología de la investigación ha sido cualitativa y ha incluido el análisis de contenido de los diseños de las actividades de autoconocimiento elaborados por el profesorado, así como de las fichas de seguimiento en las que el alumnado participante en estas actividades valora las mejoras en cuanto a su autoconocimiento. Por otra parte, y con el objetivo de profundizar en el análisis, se han realizado entrevistas a 12 de los estudiantes participantes en las actividades de autoconocimiento. Los resultados de este análisis muestran la valoración positiva que el alumnado participante en las actividades realiza en cuanto a la profundización de su autoconocimiento y autoconciencia, a nivel personal y en relación a la realización de una práctica profesional reflexiva y responsable del trabajo social. No obstante, también se han puesto en evidencia los déficits en cuanto a la conexión y complementariedad del trabajo de las diferentes dimensiones del autoconocimiento, así como las dificultades organizativas y de contexto para promover el autoconocimiento de manera transversal en el itinerario formativo del alumnado. Este análisis del trabajo de promoción del autoconocimiento, puede contribuir a la mejora de esta iniciativa de innovación docente, así como a visibilizar la importancia de su incorporación como competencia profesional básica en la formación de grado de trabajo social de la Universidad de Barcelona., [eng] The university degree education, in addition to providing future professionals with a solid and rigorous theoretical and methodological education should offer them opportunities to develop basic and transversal competences that, like self-knowledge, can contribute to the construction of their personal and professional identity. In the case of Social Work, self-knowledge has been recognized at the international level as a basic professional competence because, in addition to contributing to the definition and development of the personal and professional identity of social workers, it favours the realization of a reflective and responsible professional practice. The research whose results are presented in this document, aims to analyse the work of promoting self-knowledge, which is carried out transversally in the Degree of Social Work of the University of Barcelona in the framework of the Teaching Innovation Project Weaving professional identities. Self-Knowledge and Social Work (2015PID-UB/026) of Trans@net Group. The methodology of the research has been qualitative and has included the content analysis of the designs of the self-knowledge activities developed by the teaching staff, as well as the follow-up records in which the students participating in these activities value the improvements in their self-knowledge. On the other hand, and in order to deepen the analysis, interviews were conducted with 12 of the students participating in self-knowledge activities. The results of this analysis show the positive evaluation that the students participating in the activities carry out in terms of deepening their self-knowledge and self-awareness on a personal level and in relation to the realization of a reflective and responsible professional practice of social work. However, the deficits in the connection and complementarity of the work of the different dimensions of self-knowledge, as well as the organizational and context difficulties to promote self-knowledge in a transversal way in the students' training itinerary have also become evident. This analysis of the work to promote self-knowledge can contribute to the improvement of this initiative of teaching innovation, as well as to make visible the importance of its incorporation as a basic professional competence in the social work degree of the University of Barcelona.