Work–life balance

About: Work–life balance is a research topic. Over the lifetime, 2252 publications have been published within this topic receiving 36240 citations. The topic is also known as: Work Life balance & work-life balance.

Experiences of reduced work hours for nurses and assistant nurses at a surgical department: a qualitative study.

Abstract: There is a shortage of registered nurses in the European Union (EU), and job dissatisfaction and perceived high work–family conflict have been identified as causes of nursing staff turnover. Reducing work hours is an organisational intervention that could have a positive effect on nurses’ and assistant nurses’ job satisfaction, work–life balance, and willingness to stay in the job. An orthopaedic surgery department at a large hospital in Sweden introduced reduced work hours for nurses and assistant nurses in order to improve the working situation. The aim of the study was to investigate the experiences of reduced work hours and no lunch breaks among nurses and assistant nurses at an orthopaedic surgery department at a hospital in Sweden, with a particular focus on recovery and psychosocial working environment. A qualitative design was used in the study. Eleven nurses and assistant nurses working at the particular orthopaedic department took part in the study, and semi-structured interviews were used to collect data. The interviews were analysed by interpretative phenomenological analysis. Four main themes were developed in the analysis of the data: A more sustainable working situation, Improved work–life balance, Consequences of being part of a project, and Improved quality of care. Each theme consisted of subthemes. Overall, reduced work hours appeared to have many, mainly positive, effects for the participants in both work and home life.

Time biases: exploring the work–life balance of single Nigerian managers and professionals

Abstract: This study investigates the overarching ideology of work–life balance (WLB) or conflict as predominantly being a work–family affair. Based on a Nigerian study, and using organisational justice as a theoretical lens, it explores perceived fairness in accessing family-friendly policies by managers and professionals who are single and do not have children – a workgroup conventionally ignored in research on WLB.,Relying on an interpretivist approach, the data set comprises of interviews with 24 bank managers and 20 medical doctors working in Nigeria.,The authors’ findings highlight employers' misconceptions concerning the non-work preferences and commitments of singles as well as an undervaluation by employers of their non-work time. Conceptualised as “time biases”, such time is routinely invaded by the organisation, with profound implications for perceptions of fairness. This fosters backlash behaviours with potential detrimental effects in terms of organisational effectiveness.,The study is limited to investigating the WLB of singles in high-status roles, namely banking and medical careers. Future research may examine the experiences of a more diverse range of occupations. The sample comprises heterosexual, never-married professionals, whose experiences may differ from other categories of single workers, such as childless divorced people, widows, non-heterosexual singles and partners who have no children.,In order to avoid counterproductive behaviours in the workplace, WLB policies should not only focus on those with childcare concerns. Inclusive work–life policies for other household structures, such as single-persons, are necessary for improving overall organisational well-being.,The majority of WLB studies have been undertaken in Western and Asian contexts, to the neglect of the Sub-Saharan African experience. Additionally, research tends to focus on WLB issues on the part of working parents, overlooking the difficulties faced by singles.

The Millennials in Medicine: Tips for Teaching the Next Generation of Physicians

Abstract: The topic of generational differences has received a great deal of attention in the workplace; however, very few papers have addressed the topic of how this new generation, the Millennials, have merged into the health care arena. While medical schools continue to admit the most talented students, the Millennials grew up in an environment that was markedly different than those of most physicians and patients. In many ways, these young physicians fit nicely into the changing environment of health care. They work well in interdisciplinary teams, are technology experts who are easily able to access knowledge, and coordinate patient care. They are known to be team players, safety oriented, optimistic, and civic minded. On the other hand, there are some characteristics of this group that may present challenges to older generations. These individuals were raised in a booming economy and were often showered with praise. Our standard approaches to educating residents are no longer ideal. Our newest learners in the health care arena require novel approaches to feedback, mentoring, teaching and learning, and work–life balance. The purpose of this article is to provide academic medical educators the necessary tools to maximize the education of this generation, which will in turn improve patient care.

Organizational culture in the South African construction industry : effects on work-life balance and individual performance

Abstract: ...........................................................................................ii ACKNOWLEDGEMENTS..........................................................................iii LIST OF TABLES ................................................................................................. xiii LIST OF FIGURES ............................................................................................... xiv LIST OF ACRONYMS .......................................................................................... xvi CHAPTER ONE ...................................................................................................... 1 BACKGROUND TO THE STUDY ........................................................................... 1 1.