Background:The literature has shown that workaholism acts at the root of burnout, but research regarding these constructs in the nursing profession is scant. Similarly, little attention has been paid to the impact of workaholism on disillusion, which is a dimension of burnout linked to professional vocation.Objectives:Contribute to the ongoing research on the relationship between workaholism and burnout among nurses. Moreover, this study considers disillusion as a dimension to be considered when investigating the relationship between workaholism and burnout, since nursing entails professional vocation.Method:The study followed a cross-sectional design. 614 nurses of six hospitals in South Italy have compiled two Self-report questionnaires: the Dutch Utrecht WorkAholism Scale (workaholism - Italian version) and the Link Burnout Questionnaire (burnout). Part of the group of subjects was diagnosed with both syndromes or considered at risk of developing them. The impact of workaholism on burnout was examined using Structural Equation Models for each variable.Results:More than 26% of the nurses are affected by burnout whereas 21% are workaholics. Working excessively proved to be a good predictor of both psychophysical exhaustion and disillusion.Conclusions:Nurses are at risk of workaholism and burnout. The study shows that workaholism is a predictor of nurses’ burnout, in particular working excessively (a dimension of workaholism) affects their psychophysical well-being and professional vocation.

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Illegal immigration throughout the Mediterranean Sea is an intense and epoch-making phenomenon. This quantitative and qualitative study, based on the framework of the JD-R Model of burnout, described and assessed the risk of burnout among practitioners working in the reception system for illegal immigrants. A sample of Italian practitioners completed the Link Burnout Questionnaire (N = 193) and a semistructured interview (N = 108). The analysis of the questionnaires was carried out via ANOVA and χ2 test. The content of the interviews was examined using T-LAB. Quantitative results showed that the sample was generally at risk of burnout, and about a quarter were at severe risk. Qualitative results highlighted aspects of burnout that are specific to this working context: large workload, mental fatigue, and lack of social support; inability to understand the language and cultural differences of the immigrants; having to deal with organisational problems that come up repeatedly. This study offers coping strategies that can improve organisational health and performance of practitioners working in illegal immigration. Italy’s shape, geographical location, and geo-political role make it a case in point for the whole European continent regarding the sustainability of illegal immigration across the Mediterranean Sea.

In the educational field, the role of the support component of the teacher-student relationship is well known, while the role of the teacher-student relationship on teacher burnout is a more current field of investigation. Several studies on the sources of burnout have recently focused on job satisfaction and teacher-student satisfaction. However, the role of teacher-parent satisfaction is still little explored in this field. Moreover, in the Italian school context, students’ seniority and educational level require further investigation, as the average age of teachers is particularly high compared to their European colleagues. The present study aims to examine in a sample of 882 Italian teachers the presence of burnout and differences in teacher-student and teacher-parent satisfaction between primary (students aged 6–10years) and lower secondary (students aged 11–13years) teachers. A further objective is to test whether teacher-student and teacher-parent satisfaction and seniority can be significant predictors of burnout. Teachers completed the Job Satisfaction Scale (MESI) and the MBI-Educators Survey and the data were then processed using MANOVA and multiple linear regression analysis. The results revealed that 8.2% of the teachers suffered from burnout and lower secondary teachers showed the highest levels of emotional exhaustion, depersonalisation and reduced personal accomplishment. Predictors of emotional exhaustion were job dissatisfaction and seniority, and predictors of depersonalisation were job dissatisfaction and teacher-student dissatisfaction. Finally, predictors of personal accomplishment were also teacher-parent satisfaction and teacher-student satisfaction. The implications of these findings for practice and research are discussed in this article.

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