1989
DOI: 10.1002/1097-0142(19890815)64:4<975::aid-cncr2820640434>3.0.co;2-w
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Job stress and satisfaction among the staff members at a cancer center

Abstract: Although it is evident that working with cancer patients can be stressful, explanations have differed as to why this is so and little attention has been paid to the rewards of this work. One hundred ninety clinical staff members at a comprehensive cancer center representing 91% of eight disciplines studied were interviewed using a semistructured format about the factors influencing their job satisfaction. The fact that the staff members almost uniformly rated their satisfaction as high (8.2 on a scale of 1 to … Show more

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Cited by 25 publications
(23 citation statements)
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“…Supportive colleagues, viewing oneself as a therapeutic agent, and a closer relationship with patients and families could all contribute to increased job satisfaction and decreased burnout. [10][11][12] Our conceptual model of the development of communication skills and their relationship to job satis-faction and burnout has features in common with models used by adult learning theorists such as Schon, Meizrow, and others to explain the processes of professional growth and development in adulthood. [13][14][15][16] These theorists suggest that a learner's ability to identify, conceptualize, and describe a complex task like communication allows the learner to experiment in an intentional way that supports continued skill development, resulting in increased satisfaction with work tasks.…”
Section: Conceptual Model: Communication Is Not "See One Do One Teamentioning
confidence: 99%
“…Supportive colleagues, viewing oneself as a therapeutic agent, and a closer relationship with patients and families could all contribute to increased job satisfaction and decreased burnout. [10][11][12] Our conceptual model of the development of communication skills and their relationship to job satis-faction and burnout has features in common with models used by adult learning theorists such as Schon, Meizrow, and others to explain the processes of professional growth and development in adulthood. [13][14][15][16] These theorists suggest that a learner's ability to identify, conceptualize, and describe a complex task like communication allows the learner to experiment in an intentional way that supports continued skill development, resulting in increased satisfaction with work tasks.…”
Section: Conceptual Model: Communication Is Not "See One Do One Teamentioning
confidence: 99%
“…They seem to be afraid of losing control over the situation when not using these tactics (Webster 1981). Consequently, particularly in cancer care, nurses report a need for communication training programmes in which they learn to communicate effectively on emotional issues and psychosocial aspects, and learn how to integrate these issues usefully in delivering medical or technical care in nursing practice (Peteet et al 1989, Ross et al 1992.…”
Section: Introductionmentioning
confidence: 99%
“…Research suggests the greatest stress among health service personnel is experienced by those involved directly in patient care with a high level of responsibility (Bates & Moore, 1975) and there is now a substantial body of work concerned with identifying specific stressors for staff in oncology (Delvaux et al, 1988;Peteet et al, 1989). Particular attention has been given to the strain of caring for the dying (Vachon, 1987) but any issues which evoke in staff a sense of helplessness or failure or which create uncertainty and/or conflict may be appraised as stressful.…”
Section: The Stress Of Cancermentioning
confidence: 99%
“…Inexperienced staff, particularly those with idealistic goals of treatment and unrealistic expectations of themselves are vulnerable (Peteet et al, 1989) particularly if life outside work fails to relieve stress generated in the job. Job dissatisfaction and feeling unsupported were important predictors of burn-out in clinical nurse specialists (Yasko, 1983).…”
Section: The Stress Of Cancermentioning
confidence: 99%
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