Francine Nesello Melanda

Physical, psychological and occupational consequences of job burnout: A systematic review of prospective studies

Burnout is a syndrome that results from chronic stress at work, with several consequences to workers’ well-being and health. This systematic review aimed to summarize the evidence of the physical, psychological and occupational consequences of job burnout in prospective studies. The PubMed, Science Direct, PsycInfo, SciELO, LILACS and Web of Science databases were searched without language or date restrictions. The Transparent Reporting of Systematic Reviews and Meta-Analyses guidelines were followed. Prospective studies that analyzed burnout as the exposure condition were included. Among the 993 articles initially identified, 61 fulfilled the inclusion criteria, and 36 were analyzed because they met three criteria that must be followed in prospective studies. Burnout was a significant predictor of the following physical consequences: hypercholesterolemia, type 2 diabetes, coronary heart disease, hospitalization due to cardiovascular disorder, musculoskeletal pain, changes in pain experiences, prolonged fatigue, headaches, gastrointestinal issues, respiratory problems, severe injuries and mortality below the age of 45 years. The psychological effects were insomnia, depressive symptoms, use of psychotropic and antidepressant medications, hospitalization for mental disorders and psychological ill-health symptoms. Job dissatisfaction, absenteeism, new disability pension, job demands, job resources and presenteeism were identified as professional outcomes. Conflicting findings were observed. In conclusion, several prospective and high-quality studies showed physical, psychological and occupational consequences of job burnout. The individual and social impacts of burnout highlight the need for preventive interventions and early identification of this health condition in the work environment.

Frequência de problemas vocais autorreferidos e fatores ocupacionais associados em professores da educação básica de Londrina, Paraná, Brasil

O objetivo deste trabalho foi estimar a prevalencia da percepcao de problemas vocais frequentes em professores da educacao basica e investigar os fatores ocupacionais associados. Estudo transversal, realizado mediante entrevistas de 967 professores atuantes em 20 escolas estaduais de Londrina, Parana, Brasil. A percepcao de problemas vocais frequentes foi de 25,7%. Analises ajustadas mostraram associacao desses problemas com caracteristicas do vinculo de trabalho (≥ 40 horas/semana, percepcao ruim da remuneracao e dos beneficios de saude), caracteristicas do ambiente de trabalho (quantidade de alunos por sala, exposicao a po de giz e micro-organismos), aspectos psicologicos (menor realizacao profissional, baixa oportunidade de expressar opinioes, pior relacionamento com superiores e equilibrio entre vida profissional e pessoal) e situacoes de violencia (insultos e assedio moral). A percepcao de transtornos vocais frequentes afeta um em cada quatro professores da educacao basica e esta associada a diversas caracteristicas da atividade docente, tanto estruturais como referentes ao processo de trabalho.This study aimed to estimate the prevalence of self-reported vocal problems among primary schoolteachers and to identify associated occupational factors, using a cross-sectional design and face-to-face interviews with 967 teachers in 20 public schools in Londrina, Paraná State, Brazil. Prevalence of self-reported vocal problems was 25.7%. Adjusted analyses showed associations with characteristics of the employment relationship (workweek ≥ 40 hours and poor perception of salaries and health benefits), characteristics of the work environment (number of students per class and exposure to chalk dust and microorganisms), psychological factors (low job satisfaction, limited opportunities to express opinions, worse relationship with superiors, and poor balance between professional and personal life), and violence (insults and bullying). Vocal disorders affected one in four primary schoolteachers and were associated with various characteristics of the teaching profession (both structural and work-related).

Fatores associados a piores níveis na escala de Burnout em professores da educação básica

A Sindrome de Burnout resulta do estresse cronico no trabalho e e composta por tres dimensoes: exaustao emocional, despersonalizacao e realizacao profissional. Objetivou-se identificar, em professores da educacao basica de Londrina, no Parana, fatores associados a piores niveis nessas dimensoes. Trata-se de estudo transversal realizado entre agosto de 2012 e junho de 2013. Foram pesquisadas caracteristicas sociodemograficas, ocupacionais, relacionamentos na escola, violencia contra o professor e Sindrome de Burnout por meio da escala Maslach Burnout Inventory (MBI). Pontuacoes > percentil 75 na MBI (exaustao emocional e despersonalizacao) ou < percentil 25 (realizacao profissional) foram consideradas como piores niveis. Foram realizadas analises bivariadas e multiplas por regressao de Poisson. Participaram da pesquisa 804 professores. Apos ajustes, relacionamento ruim/regular com alunos associou-se a piores niveis nas tres dimensoes da escala. Tempo insuficiente para familia/lazer e relacionamento ruim/regular com pais permaneceram significativos para piores niveis de exaustao emocional e de despersonalizacao. Violencia fisica, quantidade de alunos considerada ruim/regular e infraestrutura ruim da escola ainda se mantiveram associadas a piores niveis de despersonalizacao, enquanto oportunidade ruim/regular para expressar opinioes no trabalho associou-se a baixa realizacao profissional. Ambiente de trabalho hostil e outros fatores laborais devem ser priorizados por politicas de prevencao da Sindrome de Burnout em professores.

Nanotechnology as a potential therapeutic alternative for schistosomiasis

Schistosomiasis is a neglected disease that affects millions of people worldwide, recognized as the most important human helminth infection in terms of morbidity and mortality. The treatment of choice presents low bioavailability and water solubility, in addition to the induction of parasite resistance. In this context, researchers have been conducting studies seeking to develop new drugs to ensure safety, quality, and efficacy against this parasitosis. In this scenario, nanotechnology arises including the drug delivery systems in nanoscale: nanoemulsions, liposomes and nanoparticles. These drug delivery systems have been extensively applied for in vitro and in vivo studies against Schistosoma spp. with promising results. This review pointed out the most relevant development scenarios regarding the treatment of schistosomiasis as well as the application of nanotechnology as a vaccine, highlighting the use of nanotechnology as an alternative therapy for both the repositioning of drugs and the use of new pharmaceutical products, with promising results regarding the aforementioned disease.

Poor Relationships and Physical Violence at School Are Associated With More Forms of Psychological Violence Among Brazilian Teachers: A Cross-Sectional Study

Our purpose was to identify individual and work-related factors that are associated with psychological violence (PV) and are related to a higher number of PV forms among teachers. This cross-sectional study included 789 elementary and high school teachers in a municipality in southern Brazil. Data were obtained through interviews and a self-administered questionnaire. PV was characterized by reports of insults from students, humiliation by colleagues or teachers, and threats in the 12 months preceding the study. Factors associated with the number of PV forms were also investigated. Poisson regression models were used for the analyses. More than half (64.1%) of the teachers reported at least one event of PV, 38.3% reported only one form, 21.5% reported two forms, and 4.3% reported all three surveyed forms. After adjustments, poor relationships with superiors or students and having suffered physical violence at school remained associated with at least one PV episode. The same variables were associated with the number of forms of PV, as were age (inverse relationship) and violence outside of school. The higher the number of aggregated factors, the more estimated forms of PV, particularly among the younger teachers. These results highlight the importance of adopting strategies that promote a nonviolent and safe school environment for teachers, which will in turn improve work conditions, the quality of education, and teachers’ health.

Frequency of self-reported vocal problems and associated occupational factors in primary schoolteachers in Londrina, Paraná State, Brazil

O objetivo deste trabalho foi estimar a prevalencia da percepcao de problemas vocais frequentes em professores da educacao basica e investigar os fatores ocupacionais associados. Estudo transversal, realizado mediante entrevistas de 967 professores atuantes em 20 escolas estaduais de Londrina, Parana, Brasil. A percepcao de problemas vocais frequentes foi de 25,7%. Analises ajustadas mostraram associacao desses problemas com caracteristicas do vinculo de trabalho (≥ 40 horas/semana, percepcao ruim da remuneracao e dos beneficios de saude), caracteristicas do ambiente de trabalho (quantidade de alunos por sala, exposicao a po de giz e micro-organismos), aspectos psicologicos (menor realizacao profissional, baixa oportunidade de expressar opinioes, pior relacionamento com superiores e equilibrio entre vida profissional e pessoal) e situacoes de violencia (insultos e assedio moral). A percepcao de transtornos vocais frequentes afeta um em cada quatro professores da educacao basica e esta associada a diversas caracteristicas da atividade docente, tanto estruturais como referentes ao processo de trabalho.This study aimed to estimate the prevalence of self-reported vocal problems among primary schoolteachers and to identify associated occupational factors, using a cross-sectional design and face-to-face interviews with 967 teachers in 20 public schools in Londrina, Paraná State, Brazil. Prevalence of self-reported vocal problems was 25.7%. Adjusted analyses showed associations with characteristics of the employment relationship (workweek ≥ 40 hours and poor perception of salaries and health benefits), characteristics of the work environment (number of students per class and exposure to chalk dust and microorganisms), psychological factors (low job satisfaction, limited opportunities to express opinions, worse relationship with superiors, and poor balance between professional and personal life), and violence (insults and bullying). Vocal disorders affected one in four primary schoolteachers and were associated with various characteristics of the teaching profession (both structural and work-related).

Frecuencia de problemas vocales autorreportados y factores ocupacionales asociados en maestros de la enseñanza básica en Londrina, Paraná, Brasil

O objetivo deste trabalho foi estimar a prevalencia da percepcao de problemas vocais frequentes em professores da educacao basica e investigar os fatores ocupacionais associados. Estudo transversal, realizado mediante entrevistas de 967 professores atuantes em 20 escolas estaduais de Londrina, Parana, Brasil. A percepcao de problemas vocais frequentes foi de 25,7%. Analises ajustadas mostraram associacao desses problemas com caracteristicas do vinculo de trabalho (≥ 40 horas/semana, percepcao ruim da remuneracao e dos beneficios de saude), caracteristicas do ambiente de trabalho (quantidade de alunos por sala, exposicao a po de giz e micro-organismos), aspectos psicologicos (menor realizacao profissional, baixa oportunidade de expressar opinioes, pior relacionamento com superiores e equilibrio entre vida profissional e pessoal) e situacoes de violencia (insultos e assedio moral). A percepcao de transtornos vocais frequentes afeta um em cada quatro professores da educacao basica e esta associada a diversas caracteristicas da atividade docente, tanto estruturais como referentes ao processo de trabalho.This study aimed to estimate the prevalence of self-reported vocal problems among primary schoolteachers and to identify associated occupational factors, using a cross-sectional design and face-to-face interviews with 967 teachers in 20 public schools in Londrina, Paraná State, Brazil. Prevalence of self-reported vocal problems was 25.7%. Adjusted analyses showed associations with characteristics of the employment relationship (workweek ≥ 40 hours and poor perception of salaries and health benefits), characteristics of the work environment (number of students per class and exposure to chalk dust and microorganisms), psychological factors (low job satisfaction, limited opportunities to express opinions, worse relationship with superiors, and poor balance between professional and personal life), and violence (insults and bullying). Vocal disorders affected one in four primary schoolteachers and were associated with various characteristics of the teaching profession (both structural and work-related).