Daily self-regulation with biofeedback to improve stress and job satisfaction in a primary care clinic

Abstract

Background: Burnout in healthcare professions is higher than other careers. An undesirable work-life balance has resulted in declining job satisfaction among primary care physicians. Biofeedback devices teach self-regulation techniques, which reduce stress and increase resilience. Objectives: We assessed whether self-regulation with biofeedback is effective at decreasing stress and improving job satisfaction among primary care clinicians and nurses. Methods: Two naturally occurring cohorts of clinicians and nurses were followed over 12 weeks. The treatment group (N = 9) completed 12 weeks of self-regulation with optional clinic-based biofeedback and received peer support for the first half. The control group (N = 9) started a delayed intervention after 6 weeks without peer support. Descriptive and bivariate analyses were conducted. Results: The treatment group averaged one biofeedback session weekly for 6 min and the control group two sessions for 11 min. Adherence differed by age. Subjects also reported using self-regulation techniques without biofeedback. Perceived stress initially increased in both groups with intervention implementation, more so in the treatment group ( P = 0.03) whose stress then decreased but was not significant. Overall and extrinsic job satisfaction similarly increased but were not significance. Conclusion: The initial increase in perceived stress was related to daily biofeedback adherence and clinic responsibilities. Treatment group stress then decreased with self-regulation but was difficult to quantify in a small cohort. Larger studies could increase daily self-regulation adherence by improving biofeedback accessibility for leisurely use. Using self-regulation with biofeedback may be an innovative approach to reduce stress and improve job satisfaction in primary care.

The Influence of Kouzes and Posner's Exemplary Leadership, Self-Regulation, and Job Satisfaction on Teacher Performance in Xyz Tangerang School

“…Relevant research on the influence of Kouzes and Posner's exemplary leadership styles, selfregulation, and job satisfaction on teacher performance has included; the influence of Kouzes and Posner's exemplary leadership that impacted job satisfaction has been exercised by Zufani et al (2017, 225-238); Salleh & Khalid (2018, 208-220) who found that Kouzes and Posner's exemplary leadership had a positive impact on teacher job satisfaction. On the effect of teacher self-regulation variables on job satisfaction, previous research has been conducted by Orlando et al (2021), which states that well-formed self-regulation will result in employee job satisfaction. On the influence of Kouzes and Posner's exemplary leadership variables on teacher performance, previous research has been conducted by Syawal (2021, 704); Abu-Tineh et al (2009, 283); Goewey (2012, 118) who states that Kouzes and Posner's exemplary leadership by school leaders will result in major changes in school progress manifested from teacher performance.…”

At The Heart of Digital Collaboration: Navigating Interpersonal Affective Pathways in Digitalized Work Environments

“…Emotion-aware proactive and reactive technologies are another example of emerging digital media capabilities that use and process affective input to enhance user experience (Harley et al, 2017). Users can also leverage those affective capabilities to improve emotional control, awareness, and well-being (Orlando et al, 2021;. These new affective channels appear designed to improve convergence, rather than conveyance, and yet they are not designed to resemble faceto-face interaction.…”