Well-being, Physical Activity, Recovery, Self Regulation
Conditions
Keywords
educator, occupational well-being, working hours, physical activity, intervention, recovery, break
Brief summary
This controlled quasi experimental intervention study follows the MRC framework for complex interventions (Bleijenberg et al. 2018) aiming to promote educators' individual aspect of occupational well-being. The purpose of this study is: 1) to evaluate the effectiveness of 8-workweek SHINE (= Self-Help INtervention for Educators) on educator's individual aspect of occupational well-being comparing intervention and control groups and 2) to describe the possible associating factors for the effectiveness of the intervention (if any) and 3) to evaluate SHINE's acceptability (utility and usability) within intervention group.
Detailed description
Overall Occupation Well-being (OW) is seen through four aspects of working life: 1) workers's resources and work (individual aspect), 2) work community, 3) working conditions and 4) professional competence (Saaranen et. al 2007). This study focuses in the individual aspect of OW, worker's resources and work and associating factors. This evidence base digital SHINE intervention is conducted in Finland within five different social and health care educational organizations randomly allocated either in intervention group (n=2) or in control group (n=3). Participants are working as qualified full-time educators in these organizations; intervention group (n=39) and control group (n=41). The intervention consists of four components: 1) physical activity, 2) recovery, 3) self-regulation and 4) workplace support designed to promote worker's resources at work. First three of these components are in digital program called, Smart Break SHINE. Educators' does short 3 minute exercises twice/workday (movement and breathing mind/body exercises) and additionally completes weekly reflective wellness actions during working hours. Last component, workplace support, comes from educators' organizations enabling time support and encouraging educators' to conduct these exercises during working hours taking approximately 10-15 min/workday. Control group continues their normal daily routines without this program. Aim of this intervention is to promote educators' individual aspect of occupational well-being, the balance between individual resources and workload factors, during working hours. Main outcome is resource-workload-balance (RSW) and heart rate variability (HRV) and secondary outcomes are general well-being (GW) and overall occupational well-being (OW). Other outcomes are SHINE-components being associating factors in individual aspect of OW, physical activity, recovery, self-regulation and workplace support (condition outcomes). Also the usability and utility of the intervention is studied from the intervention group after using the program 8 workweeks.
Interventions
BEHAVIORALSHINE
Intervention group will use a 8-workweeks the digital Smart Break SHINE program with workplace support (encouragement and time-support) including daily 3 minutes break exercises twice a day; 1) physical exercise - break and 2) body/mind breathing exercise - break earning stars for exercise completed. The program includes weekly self-reflective task of individual well-being during working hours with weekly changing theme (avoiding sitting time, nature benefits, relaxation exercises, increasing physical activity in workplace etc.) earning diamonds for every weekly task completed. Participants self-monitors their weekly individual resources levels asked in every Thursday (1-5, 1= very poor. 5= very good). Program includes e-mail remainders set by participant themselves for suitable time frame These individual well-being actions takes approximately 15 minutes/workday. Control group will receive this program after this study (waitlist protocol).
Sponsors
The Trade Union of Education in Finland (OAJ)
University of Eastern Finland
University of Turku
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
Participants (n=80) are educators working in health and social care education in secondary level education in five different educational organizations, which have similar management systems and providing time-support to implement SHINE during working hours. Organizations are randomly assigned either in intervention group (IG, n=2) receiving SHINE or in control group (CG, n=3) without the program continuing their normal daily routines receiving SHINE for their voluntary use after this study.
Eligibility
Sex/Gender
ALL
Age
18 Years to 70 Years
Healthy volunteers
Yes
Inclusion criteria
* Working as qualified educator (at least qualification of EQF 7) in secondary health and social care education * Full-time work contract * Having at least one-year employment in the organization
Exclusion criteria
* having pacemaker or being pregnant (cause of the HRV measures)
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in resource-workload-balance | pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 weeks of enrollment) | Change in resource-workload-balance. 16-item self-reported questionnaire with continuous scale 1-5 (1= very poor - 5= very good). Questionnaire consists of questions of personal resources at work and workload factors \[9-item developed for this study and 7 items from Occupational well-being of social and health care teachers - index questionnaire (Saaranen et al., 2007)\] |
| Change in HRV | pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 weeks) | Change in physical heart rate variability (=HRV). Change in the HRV (try to increase heart rate variability); in the variation in the time interval between consecutive heartbeats in milliseconds (ms). Heart rate variability (HRV) 3 minutes measurements are performed in work mornings at rest using Kubios HRV mobile application and a compatible belt-heart rate sensor (Polar H10 or H7). The beat-to-beat RR interval data (i.e. time intervals between successive heart beats) is pre-processed and analyzed at Kubios (Tarvainen et al. 2014; https://www.kubios.com/) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Overall occupational well-being | pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks) | Change in overall occupational well-being With one item: I feel that my personal occupational well-being in this profession compared to the best possible level is (continuous scale 0-5, 0= very poor - 5 = very good) from 'Occupational well-being of social and health care teachers - index questionnaire' (Saaranen et al., 2007). |
| Change in General well-being | pre (week before enrollment) /post (after 8 workweeks) /follow-up (after 12 workweeks) | Change in individual's well-being in general. With 5-item WHO5 well-being index-questionnaire (https://www.corc.uk.net/outcome-experience-measures/the-world-health-organisation-five-well-being-index-who-5/). The WHO-5 consists of five statements, which respondents' rate according to the scale 0-5 (in relation to the past two weeks, 0= at no time- 5= all the time). The total raw score, ranging from 0 to 25, is multiplied by 4 to give the final score, with 0 representing the worst imaginable well-being and 100 representing the best imaginable well-being. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Background variables | pre (week before enrollment) | Background variables: 5-item personal related (age, gender and family relations) 5-item work-related (work experience, remote working and work autonomy and vacations during intervention time) |
| Change of Physical activity_condition | pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks) | Change of physical activity during working hours (etc. less sitting). Intervention's component with 3-item OSPAQ, occupational sitting and physical activity questionnaire (CHAU et al., 2012) including questions of weekly working hours (h) and working days (d) and physical activity at work with percentages during that week (100 % is total activity in workweek consisting, sitting, standing, walking and heavy labour). |
| SHINE Acceptability: usefulness (intervention group) | post 8-workweeks | 9-item The utility and actions for development of SHINE developed for this study is based on Medical Research Council (MRC) guidance for the process evaluation of complex interventions (Moore et al., 2015). Continuous scale 1-5 (1= strongly disagree- 5= strongly agree, 5 indicating better usefulness of the program) and two open-ended questions with no subjective opinions of the best qualities of SHINE and actions for development. |
| SHINE Acceptability: usability (intervention group) | post 8-workweeks | With 10-item SUS-scale (system usability scale) (Brooke, 1996) of the Smart Break SHINE program's usability. Likert scale 1-5 (1= strongly disagree- 5= strongly agree).There is specific formula to o calculate to obtain the overall value of SUS range of 0 to 100, 100 being the best SUS score for occupational well-being program, Smart Break-SHINE. |
| Change of Recovery_condition | pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks) | Intervention's component: 4-item recovery measurement (psychological detachment and relaxation) adapted from Recovery experience questionnaire (Sonnentag & Fritz, 2007). Likert scale 1-5 (1= total disagreement to 5= total agreement, 5 indicating better recovery). Recovery measured during working hours (de Bloom et al. 2015). |
| Change of Self-regulation_condition | pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks) | Intervention's component: 6-item developed for this study based on previous references (etc. Hennessy et al., 2020) with continuous scale 1-5 (1= total disagreement to 5= total agreement, 5 indicating better self-regulation of personal resources at work) |
| Change of Workplace support_condition | pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks) | Intervention's component: 2-item developed for this study from the previous studies indicating the importance providing support towards personal resources during working hours (etc. Arian et al., 2018 and Singh et al., 2019). Continuous scale 1-5 (1= total disagreement to 5= total agreement, 5 indicating better support towards personal resources). |
Countries
Finland
Outcome results
None listed