Capacity building in burns and mental health care

Cleary, Michelle; West, Sancia; Haik, Josef; Greenwood, Melanie; Toohey, Therese; Kornhaber, Rachel

doi:10.1016/j.burns.2019.01.008

Cited by 4 publications

(1 citation statement)

References 34 publications

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“…Although initiatives to promote well-being are multiple and broad, they still fall short of cultivating faculty mental health, and a multi-layer approach similar to the WHO framework or protracted from its main concepts remains necessary [ 65 ]. Should universities consider the mental health of faculty a priority, investment in physical and human resources for this purpose needs to be put forward and profit from several initiatives in this regard that have been previously set in the governmental [ 240 , 241 , 242 ], health [ 243 , 244 , 245 ], and business [ 246 , 247 ] sectors. An overview of suggested strategies for overall mental health improvement in academics as built on planning, institutional capacity, and faculty role is presented below.…”

Section: Strategies To Promote Mental Well-being Among Academicsmentioning

confidence: 99%

Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review

Hammoudi Halat,

Soltani,

Dalli

et al. 2023

JCM

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In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work–life balance among academics and suggesting effective interventions to improve their mental health outcomes.

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