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COVID-19 pandemisinde uzaktan eğitimin ebelik bölümü akademisyenlerinin duygusal emek ile tükenmişlik düzeylerine etkisinin incelenmesi

Year 2023, Volume: 10 Issue: 1, 19 - 27, 01.03.2023
https://doi.org/10.52880/sagakaderg.1159666

Abstract

Amaç: COVID-19 pandemisi dünya genelinde neredeyse tüm okul ve üniversitelerin kapanmasına neden olmuş, özellikle ebelik gibi uygulamalı bölümleri büyük ölçüde etkilemiştir. Bu dönemde en çok etkilenen gruplardan biri de akademisyenlerdir. Bu çalışma ile COVID-19 pandemisinde uzaktan eğitimin ebelik bölümü akademisyenlerinin duygusal emek ile tükenmişlik düzeylerine etkisinin incelenmesi amaçlanmıştır.
Yöntem: Araştırma kesitsel türdedir. Araştırma Ekim–Kasım 2021 tarihleri arasında Google forms üzerinden online veri toplama yöntemi ile gerçekleştirilmiş, akademisyenlere whatsApp grubu üzerinden ulaşılmıştır. Çalışmaya katılmayı kabul eden, online araştırma anket formunu eksiksiz dolduran 73 ebelik bölümü akademisyenleri araştırmanın örneklemini oluşturmuştur.
Bulgular: Akademisyenlerin duygusal emek ölçeği puanı 60,60±9,63, COVID-19 tükenmişlik ölçeği puanı ise 29,17±8,83’dır. Çocuk sahibi olma durumu, mesleki deneyim süresi, kronik hastalık varlığı, COVID-19 geçirme durumu, uzaktan eğitimden memnuniyet durumu, öğrencilerin canlı derse katılım memnuniyeti gibi değişkenler ile ölçek puan ortalamaları arasında istatistiksel açıdan anlamlı bir fark olmadığı saptanmışken, akademisyenlerin yaş grubu, pandemi döneminde ders işleyişinin verimliği konusunda düşünceleri ile COVID-19 tükenmişlik düzeyi puan ortalaması arasında istatistiksel açıdan anlamlı fark olduğu saptanmıştır.
Sonuç: Çalışma sonucunda COVID-19 pandemisinde ebelik akademisyenlerin duygusal emek düzeylerinin yüksek olduğu, COVID-19 tükenmişlik düzeylerinin orta düzey olduğu saptanmıştır. COVID-19 pandemisinde akademisyenin duygusal emek ve tükenmişliğine odaklanan çalışma sayısı çok azdır. Elde ettiğimiz mevcut bulguların doğruluğu için daha çok çalışmaya ihtiyaç duyulmaktadır

Supporting Institution

Çalışmayı destekleyen herhangi bir kurum bulunmamaktadır.

Project Number

Çalışma herhangi bir proje kapsamında yazılmamıştır.

Thanks

Çalışmaya katılmayı kabul eden tüm ebelik bölümü akademisyenlerine teşekkür ederiz.

References

  • Genç, S.Z., Engin, G., Yardım, T. (2020). Pandemi (Covid-19) sürecindeki uzaktan eğitim uygulamalarına ilişkin lisansüstü öğrenci görüşleri. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 41: 134-158.
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
  • Hu, D., Kong, Y., Li, W., Han, Q., Zhang, X., & Zhu, L. X. (2020). Frontline nurses’ burnout, anxiety, depression, and fear statuses and their associated factors during the COVID-19 outbreak in Wuhan, China: A largescale cross-sectional study. EClinicalMedicine, 24:100424.
  • Li, Q., Guan, X., Wu, P., Wang, X., Zhou, L., & Tong, Y. (2020). Early transmission dynamics in Wuhan, China, of novel coronavirus–infected pneumonia. N. Engl. J. Med., 382, 1199–1207.
  • Koyuncuoğlu, Ö. (2021). Covıd-19 Pandemi Sürecinde Yükseköğretim Kurumlarında Tükenmişlik. Serüven Yayınevi, İzmir.
  • UNESCO (2021). Global Education Coalition. Erişim tarihi: 14.09.2021. https://en.unesco.org/covid19/educationresponse/globalcoalition adresinden erişildi.
  • Luyben, A., Fleming, V., & Vermeulen, J. (2020). Midwifery education in COVID-19-time: Challenges and opportunities. Midwifery, 89, 102776.
  • Wynter, K., Holton, S., Considine, J., Hutchinson, A. M., Munt, R., Williams, R., et al. (2022). The impact of the COVID-19 pandemic on Australian hospital-based nursing and midwifery educators. Collegian, 29(3), 271-280.
  • Ghasemi, F., Zarei, M., Heidarimoghadam, R., & Hosseini, S. M. (2021). Exploring unprecedented problems of academicians during the COVID 19 pandemic and their relationships with fatigue and mental health. Gene Reports, 23, 101098.
  • Kahlon, J.K. (2021). Covid 19: To study, Emotional labor psychological distress, burnout & resilience in teachers. International Journal of Research Publication and Reviews, 2(10): 66-72.
  • Tunguz, S. (2016). In the eye of the beholder: Emotional labor in academia varies with tenure and gender. Studies in Higher Education, 41(1), 3-20.
  • Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.
  • Newcomb, M. (2021). The emotional labour of academia in the time of a pandemic: A feminist reflection. Qualitative Social Work, 20(1-2), 639-644.
  • Rinfret, S. R., McCandless, S., & Grewell, C. (2022). Emotional labor & COVID-19: MPA program director perspectives. Journal of Public Affairs Education, 1-18.
  • Kemaloğlu, N. (2022). Efl Instructors'emotıons And Emotıonal Labor Strategıes Durıng The Covıd-19 Pandemıc In Turkey (Master's thesis, Middle East Technical University).
  • Mitchell, R. (2020). On the Verge of Burnout: Covid-19’s impact on faculty wellbeing and career plans. Erişim tarihi: 24.04.2021. https://connect.chronicle.com/rs/931-EKA-218/ images/Covid%26FacultyCareerPaths_ Fidelity_ResearchBrief_v3%20 %281%29.pdf adresinden erişildi.
  • Basım, H. N., & Beğenirbaş, M. (2012). Çalışma yaşamında duygusal emek: Bir ölçek uyarlama çalışması. Yönetim ve Ekonomi Dergisi, 19(1), 77-90.
  • Yıldırım, M., & Solmaz, F. (2022). COVID-19 burnout, COVID-19 stress and resilience: Initial psychometric properties of COVID-19 Burnout Scale. Death Studies, 46(3), 524-532.
  • Koyuncuoğlu, Ö. (2020). Yükseköğretimde Yeni Normalleşme Senaryoları ve Önerileri. Turkish Studies, 15(6), 635-662.
  • Erol, İ., Çayak, S. (2022). Yükseköğretimde belirsizlik: Covid-19 pandemisi sürecinde ve sonrasındaki yeni dünya düzeninde akademisyen olmak. Yükseköğretim Dergisi, 12(1), 122-142.
  • Marinoni, G., Van’t Land, H., Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU Global Survey Report, International Association of Universities. France.
  • Thomas, C. M., Bantz, D. L., & McIntosh, C. E. (2019). Nurse faculty burnout and strategies to avoid it. Teaching and Learning in Nursing, 14(2), 111-116.
  • Sánchez-Pujalte, L., Mateu, D.N., Etchezahar, E., Gómez Yepes, T. (2021). Teachers’ Burnout during COVID-19 pandemic in Spain: Trait emotional intelligence and socioemotional competencies. Sustainability, 13, 7259.
  • Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327.
  • Doghonadze, N. (2021). Teacher burnout and COVID-19 pandemic. IRCEELT-2021, 250.
  • Sacco, T. L., & Kelly, M. M. (2021). Nursing faculty experiences during the COVID-19 pandemic response. Nursing Education Perspectives, 42(5), 285.
  • Alsaggaf, A. U., Bustani, M., Abid, M., Hakeem, F. F., & Abed, H. (2022). Burnout assessment among academic dental staff during COVID‐19: Data from Arab countries. Journal of Dental Education.1-9.
  • Auger, G. A., & Formentin, M. J. (2021). This is depressing: The emotional labor of teaching during the pandemic spring 2020. Journalism & Mass Communication Educator, 76(4), 376-393.
  • Grace, S. (2021). Exploring Faculty Emotions, Emotional Labor, and Teaching in Higher Education: A Mixed-Method Approach (Doctoral dissertation, The University of Arizona).
  • Zaretsky, R., Katz, Y.J. (2019). The relationship between teachers' perceptions of emotional labor and teacher burnout and teachers' educational level. Athens Journal of Education, 6(2): 127-144.
  • Knapp, K. M., Venner, S., McNulty, J. P., & Rainford, L. A. (2022). The risk of burnout in academic radiographers during the COVID-19 pandemic. Radiography, 28(4), 1010-1015.
  • Čopková, R. (2021). The relationship between burnout syndrome and boreout syndrome of secondary school teachers during COVID-19. Journal of Pedagogical Research, 5(2), 138-151.

Investigation of the effect of distance education on the emotional labor and burnout levels of the academicians of the department of midwifery in the COVID-19 pandemic

Year 2023, Volume: 10 Issue: 1, 19 - 27, 01.03.2023
https://doi.org/10.52880/sagakaderg.1159666

Abstract

Objective: The COVID-19 pandemic has caused the closure of almost all schools and universities around the world, especially affecting applied departments such as midwifery. ne of the most affected groups during this period is academics. In this study, it was aimed to examine the effect of distance education on the emotional labor and burnout levels of midwifery academicians in the COVID-19 pandemic.
Method: The research is cross-sectional. The research was carried out by online data collection method on Google forms between October and November 2021, academics were reached via the WhatsApp group. The sample of the study consisted of 73 midwifery department academics who accepted to participate in the study and filled out the online research questionnaire completely.
Results: The emotional labor scale score of the academicians was 60,60±9,63, and the COVID-19 burnout scale score was 29,17±8,83. While it was determined that there was no statistically significant difference between variables such as having a child, professional experience, presence of chronic disease, having COVID-19, satisfaction with distance education, students' satisfaction with participation in live lessons, and the mean score of the scale, the age group of the academicians during the pandemic period. It was determined that there was a statistically significant difference between their thoughts on the efficiency of their coursework and the mean score of the COVID-19 burnout level.
Conclusion: As a result of the study, it was determined that the emotional labor levels of midwifery academicians were high in the COVID-19 pandemic, and the COVID-19 burnout levels were moderate. The number of studies focusing on the emotional labor and burnout of academicians in the COVID-19 pandemic is very few. More studies are needed for the accuracy of our current findings.

Project Number

Çalışma herhangi bir proje kapsamında yazılmamıştır.

References

  • Genç, S.Z., Engin, G., Yardım, T. (2020). Pandemi (Covid-19) sürecindeki uzaktan eğitim uygulamalarına ilişkin lisansüstü öğrenci görüşleri. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 41: 134-158.
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
  • Hu, D., Kong, Y., Li, W., Han, Q., Zhang, X., & Zhu, L. X. (2020). Frontline nurses’ burnout, anxiety, depression, and fear statuses and their associated factors during the COVID-19 outbreak in Wuhan, China: A largescale cross-sectional study. EClinicalMedicine, 24:100424.
  • Li, Q., Guan, X., Wu, P., Wang, X., Zhou, L., & Tong, Y. (2020). Early transmission dynamics in Wuhan, China, of novel coronavirus–infected pneumonia. N. Engl. J. Med., 382, 1199–1207.
  • Koyuncuoğlu, Ö. (2021). Covıd-19 Pandemi Sürecinde Yükseköğretim Kurumlarında Tükenmişlik. Serüven Yayınevi, İzmir.
  • UNESCO (2021). Global Education Coalition. Erişim tarihi: 14.09.2021. https://en.unesco.org/covid19/educationresponse/globalcoalition adresinden erişildi.
  • Luyben, A., Fleming, V., & Vermeulen, J. (2020). Midwifery education in COVID-19-time: Challenges and opportunities. Midwifery, 89, 102776.
  • Wynter, K., Holton, S., Considine, J., Hutchinson, A. M., Munt, R., Williams, R., et al. (2022). The impact of the COVID-19 pandemic on Australian hospital-based nursing and midwifery educators. Collegian, 29(3), 271-280.
  • Ghasemi, F., Zarei, M., Heidarimoghadam, R., & Hosseini, S. M. (2021). Exploring unprecedented problems of academicians during the COVID 19 pandemic and their relationships with fatigue and mental health. Gene Reports, 23, 101098.
  • Kahlon, J.K. (2021). Covid 19: To study, Emotional labor psychological distress, burnout & resilience in teachers. International Journal of Research Publication and Reviews, 2(10): 66-72.
  • Tunguz, S. (2016). In the eye of the beholder: Emotional labor in academia varies with tenure and gender. Studies in Higher Education, 41(1), 3-20.
  • Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.
  • Newcomb, M. (2021). The emotional labour of academia in the time of a pandemic: A feminist reflection. Qualitative Social Work, 20(1-2), 639-644.
  • Rinfret, S. R., McCandless, S., & Grewell, C. (2022). Emotional labor & COVID-19: MPA program director perspectives. Journal of Public Affairs Education, 1-18.
  • Kemaloğlu, N. (2022). Efl Instructors'emotıons And Emotıonal Labor Strategıes Durıng The Covıd-19 Pandemıc In Turkey (Master's thesis, Middle East Technical University).
  • Mitchell, R. (2020). On the Verge of Burnout: Covid-19’s impact on faculty wellbeing and career plans. Erişim tarihi: 24.04.2021. https://connect.chronicle.com/rs/931-EKA-218/ images/Covid%26FacultyCareerPaths_ Fidelity_ResearchBrief_v3%20 %281%29.pdf adresinden erişildi.
  • Basım, H. N., & Beğenirbaş, M. (2012). Çalışma yaşamında duygusal emek: Bir ölçek uyarlama çalışması. Yönetim ve Ekonomi Dergisi, 19(1), 77-90.
  • Yıldırım, M., & Solmaz, F. (2022). COVID-19 burnout, COVID-19 stress and resilience: Initial psychometric properties of COVID-19 Burnout Scale. Death Studies, 46(3), 524-532.
  • Koyuncuoğlu, Ö. (2020). Yükseköğretimde Yeni Normalleşme Senaryoları ve Önerileri. Turkish Studies, 15(6), 635-662.
  • Erol, İ., Çayak, S. (2022). Yükseköğretimde belirsizlik: Covid-19 pandemisi sürecinde ve sonrasındaki yeni dünya düzeninde akademisyen olmak. Yükseköğretim Dergisi, 12(1), 122-142.
  • Marinoni, G., Van’t Land, H., Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU Global Survey Report, International Association of Universities. France.
  • Thomas, C. M., Bantz, D. L., & McIntosh, C. E. (2019). Nurse faculty burnout and strategies to avoid it. Teaching and Learning in Nursing, 14(2), 111-116.
  • Sánchez-Pujalte, L., Mateu, D.N., Etchezahar, E., Gómez Yepes, T. (2021). Teachers’ Burnout during COVID-19 pandemic in Spain: Trait emotional intelligence and socioemotional competencies. Sustainability, 13, 7259.
  • Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327.
  • Doghonadze, N. (2021). Teacher burnout and COVID-19 pandemic. IRCEELT-2021, 250.
  • Sacco, T. L., & Kelly, M. M. (2021). Nursing faculty experiences during the COVID-19 pandemic response. Nursing Education Perspectives, 42(5), 285.
  • Alsaggaf, A. U., Bustani, M., Abid, M., Hakeem, F. F., & Abed, H. (2022). Burnout assessment among academic dental staff during COVID‐19: Data from Arab countries. Journal of Dental Education.1-9.
  • Auger, G. A., & Formentin, M. J. (2021). This is depressing: The emotional labor of teaching during the pandemic spring 2020. Journalism & Mass Communication Educator, 76(4), 376-393.
  • Grace, S. (2021). Exploring Faculty Emotions, Emotional Labor, and Teaching in Higher Education: A Mixed-Method Approach (Doctoral dissertation, The University of Arizona).
  • Zaretsky, R., Katz, Y.J. (2019). The relationship between teachers' perceptions of emotional labor and teacher burnout and teachers' educational level. Athens Journal of Education, 6(2): 127-144.
  • Knapp, K. M., Venner, S., McNulty, J. P., & Rainford, L. A. (2022). The risk of burnout in academic radiographers during the COVID-19 pandemic. Radiography, 28(4), 1010-1015.
  • Čopková, R. (2021). The relationship between burnout syndrome and boreout syndrome of secondary school teachers during COVID-19. Journal of Pedagogical Research, 5(2), 138-151.
There are 32 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Research Article
Authors

Emine Serap Çağan 0000-0002-3261-0431

Sibel İçke 0000-0002-9580-3505

Project Number Çalışma herhangi bir proje kapsamında yazılmamıştır.
Publication Date March 1, 2023
Acceptance Date January 11, 2023
Published in Issue Year 2023 Volume: 10 Issue: 1

Cite

APA Çağan, E. S., & İçke, S. (2023). COVID-19 pandemisinde uzaktan eğitimin ebelik bölümü akademisyenlerinin duygusal emek ile tükenmişlik düzeylerine etkisinin incelenmesi. Sağlık Akademisyenleri Dergisi, 10(1), 19-27. https://doi.org/10.52880/sagakaderg.1159666

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