Leadership Attributes in Occupational Stress Management, Occupational Stress within the Stroke Rehabilitation Unit - Case Study Example

Leadership Attributes and Skills in Occupational Stress Management Introduction Occupational stress can be described as work-related pressure that can bring about harmful emotional or physical responses (Alves, 2005; Dhamodharan & Arumugasamy, 2011). According to the World Health Organization (WHO), occupational stress is the response that workers may have when presented with work pressures or demands that are not matched with their knowledge or abilities to cope with the challenge (WHO 2014). In many healthcare settings, occupational stress is an issue that receives very little attention mainly because stress perception is highly subjective. Generally, stress relates to a person’s perception of demands being made and their perception regarding their capability to meet these demands. Moreover, individual stress threshold varies depending on their personal characteristics, coping mechanisms, experiences and circumstances. As a result, it is somewhat challenging for leaders within the clinical setting to detect and determine stress levels among clinical staff (McVicar, 2003). Nevertheless, the use of leadership skills and attributes associated with emotional intelligence can play a significant role in addressing issues relating to occupational stress within the clinical settings. This paper critically examines occupational stress as a major issue that requires change within the stroke rehabilitation unit at Bankstown Lidcombe Hospital in New South Wales. Subsequently, it explores relevant leadership skills and attributes that can be used to effect change. Firstly, this paper critically analyses how occupational stress manifests itself within the stroke unit, its effects and why change is required. Secondly, it critically examines the possible barriers to change. Thirdly, this paper discusses the relevant leadership attributes and skills that are required to facilitate the change process. Lastly, this paper will evaluate the change process and outcomes. Occupational Stress within the Stroke Rehabilitation Unit Bankstown Lidcombe Hospital in New South Wales has a comprehensive stroke rehabilitation unit that provides both acute and rehabilitative care to stroke patients. This stroke unit is equipped with a wide range of modern equipment, resources and technologies that enhance the delivery of quality healthcare to stroke patients. It also has a multidisciplinary team of nurses, physiotherapists, neurologist, geriatricians, orthoptists, social workers, occupational therapists, speech pathologist, dieticians and rehabilitation physicians. Health personal working in this unit deal with complex physical, psychological and cognitive issues associated with stroke (Ang et al., 2003). Generally, stroke is a critical condition with high incidence rate that often leaves a large percentage of survivors with physical, psychological and cognitive impairments. Mortality rates among persons who have suffered stroke are also very high. Nevertheless, with the emergence of new therapies and technologies, mortality rates among patients who have suffered stroke has decreased. However, there has been an increase in the number of stroke survivors with physical, psychological and cognitive disabilities. This shift has placed increased demands on health personnel working in the stroke rehabilitation unit (Gillien, 2010). Consequently, healthcare personnel working in the stroke rehabilitation unit are often vulnerable to the risk of excessive stress due to the demanding nature of their work. There are various physical and psychological stressors such as demanding schedule, dealing with critically ailing patients and interpersonal problems with peers and supervisors which predispose staff to high levels stress (McVicar 2003). Although this unit has adequate resources and well-trained health personnel, it lacks an effective platform or mechanism that can help health personnel cope or address stress. Leaders in this unit exert significant efforts towards ensuring that stroke patients receive quality care. However, they exert very little effort towards occupational stress management. Health personnel working in this unit do not receive adequate support that can help them cope effectively with stress. The culture evident in this unit is one where all attention is directed towards stroke patients whereas the mental, emotional and psychological well-being of health personnel is neglected. Over the years, a considerable number of studies have conducted in order to determine the impact occupational stress (Alves, 2005; McVicar 2003). Some studies have reported that occupational stress can contribute to depression, psychological distress, moodiness, sleep disturbances, anxieties and high blood pressure among healthcare personnel (Caufield, Chang, Dollard & Elshaug, 2004; Edwards & Burnard, 2003). On the other hand, other studies have reported that occupational stress may lead to physical injuries at work, reduced productivity, absenteeism, diminished job satisfaction and high turnover amongst staff. Based on these findings, it is plausible to argue that there is need to implement changes in the stroke rehabilitation unit as far as the management of occupational stress is concerned. Failure to implement necessary changes may cause burnout, depression, unproductively, absenteeism and high turnover among staff in this unit (Alves, 2005; Bacharach, Bamberger & Conley, 2006). Barriers to Change Even though there is a strong need to implement change within the stroke unit as far as occupational stress management is concerned, there are certain variables within this setting that may inhibit change. Firstly, lack of financial and resource allocation for occupational stress management may act as a barrier to change. The stroke unit has an annual financial plan which incorporates budget allocations for resources and services geared towards improving the outcomes of stroke patients. However, in the hospital’s financial plan there are no budget allocations for resources or interventions for addressing occupational stress among health personnel in this unit. In order to effectively, address issues pertaining to occupational stress within this unit, it is paramount to have budget allocations for resources and interventions for occupational stress management (Langan-Fox & Cooper, 2011). Secondly, lack of communication on issues pertaining to occupational stress among health personnel in the stroke rehabilitation unit may also inhibit change. Although, health personnel in this department hold weekly meetings where they communicate about rehabilitation goals, patient progress and discharge plans, there is lack of communication in this unit regarding occupational stress (Ang et al., 2003). Most health personnel in this unit do not communicate with their peers or leaders regarding their experiences, well-being, hardships and challenges at work. The lack of communication on such issues is likely to impede on the change process since effective occupational stress management significantly hinges on open and honest communications (Langan-Fox & Cooper, 2011). Leadership Skills and Attributes Over the years, many studies have been conducted in a bid to examine the attributes and skills that leaders require in order to effectively implement positive change that can address occupational stress (Dhamodharan & Arumugasamy, 2011; Roberts, 2013). Some studies have suggested that, attributes and skills linked to emotional intelligence can play a significant role in addressing issues relating to occupational stress within the clinical settings (Khaniyan et al., 2013; Oginska-Bulik, 2005; Sunil & Rooprai, 2009). In order to effectively understand how attributes and skills associated with emotional intelligence can help to address occupational stress, it is foremost crucial to examine what emotional intelligence entails. Based on a critical review of various relevant literatures, it is apparent that there are various definitions and perspectives on what emotional intelligence. Nevertheless, according to Salovey& Mayer (1990) who are considered to be pioneers of this concept, emotional intelligence is a set of abilities that enable one to process emotional information effectively. It encompasses the capacity to effectively identify, express, regulate and use emotions. Goleman (1995) developed a model that suggests that emotional intelligence is a multi-dimensional concept that incorporates five key attributes and skills namely; self- awareness, self-regulation, social skills, empathy and motivation. According to Goleman (1995), self-awareness is the ability to perceive ones internal states and feelings. Secondly, self- regulation involves the ability to manage one’s impulses and feelings. Thirdly, empathy is an attribute that involves awareness, understanding and consideration of other people’s feelings and concerns. Another element of emotional intelligence envisioned in Goleman (1995) is motivation. It involves guiding and facilitating behaviour towards the attainment of goals. Lastly, social skills entail a strong ability to communicate and evoke desirable behavioural responses in others (Goleman 1995; McKenzie 2011). Using Goleman’s (1995) model of emotional intelligence, a number of studies have postulated that the five key attributes and skills embedded in this model can help to facilitates changes pertaining to occupational stress issues (Darvish & Nasrollahi, 2011; Jang & George, 2011; Sherefatmandyari, Moharramzadeh & Amery, 2012). For instance, a study carried out by Khaniyan et al (2013) established that “empathy”, an attribute associated with emotional intelligence can help in predicting or detecting occupational stress amongst staff. As mentioned previously, empathy involves awareness, understanding and consideration of other people’s feelings and concerns. “Social skills”, a skill associated with emotional intelligence was also found to be helpful when it comes to predicting occupational stress(Khaniyan et al, 2013). In essence, the findings of this study suggest that, leaders who portray empathy and social skills are likely to listen and understand the feelings and concerns of their staff. As a result, they can easily detect or predict whether their staffs are experiencing occupational stress. Similarly, Oginska-Bulik (2005) found that¸ attributes and skills linked to emotional intelligence such as self-awareness and motivation among others can play a significant role in perceiving occupational stress and preventing negative outcomes associated with occupational stress. In essence, leaders who have high level of self-awareness are likely to perceive issues within the workplace that can instigate occupational stress. Subsequently, they are able to implement suitable interventions to address these issues. Moreover, based on the findings established by Oginska-Bulik (2005) we can deduce that, “motivation” as skill associated with emotional intelligence can help leaders guide and facilitate desirable behavioural outcomes that minimise occupational stress (Goleman 1995). For instance, leaders who possess the skill of motivation can encourage their staff to undergo certain training in order to improve their coping skills. Change Process and Outcomes The change process at the stroke rehabilitation unit will require leaders to employ skills and attributes associated with emotional intelligence such as self-awareness, empathy, motivation and social skills in order to implement effective occupational stress management. By developing attributes and skills such as self-awareness and empathy, rather than just focusing on delivering care to stroke patients, leaders working in this unit can be able to evaluate and detect issues that may trigger occupational stress amongst staff. For example, during the weekly department meetings they can introduce a session where staff members share experiences, feelings and difficulties that they face at work. Through this session, they can be able to identify issues that trigger occupational stress and subsequently implement suitable interventions for addressing such issues. By employing social and motivation skills associated with emotional intelligence leaders working in this session can encourage staff working in this unit to take part in training or group therapy sessions that allow them to receive on-going support from their leaders and peers and develop positive coping skills (Goleman 1995; Khaniyan et al 2013; Oginska-Bulik, 2005). Through this change process it is expected that, rather than just focusing on patient outcomes, leaders in this unit will also direct significant effort towards occupational stress management. In essence, they will provide avenues and platforms where staff in this unit can communicate and share experiences, feelings and difficulties that they face at work. Moreover, it is expected that suitable interventions such as stress management training and group therapy sessions will be implemented in order to prevent adverse effects associated with occupational stress and equip staff with suitable coping skills. Conclusion This paper has examined occupational stress as a major issue that requires change within the stroke rehabilitation unit at Bankstown Lidcombe Hospital in New South Wales. Based on a critical review of various relevant literatures, it is established that leadership skills and attributes associated with emotional intelligence can play a significant role in facilitating change relating to occupational stress issues within the clinical settings. By developing attributes and skills associated with emotional intelligence such as self-awareness, motivation empathy and social skills leaders working in this unit can be able to evaluate and detect issues that may trigger occupational stress amongst staff. Subsequently, they can be able to implement suitable interventions to prevent adverse effects associated with occupational stress and equip staff with suitable coping skills. References Alves, S.L. (2005). “A Study of Occupational Stress, Scope of Practice and Collaboration in Nurse Anesthetists Practicing in Anesthesia Care Team Settings”. American Association of Nurse Anesthetists Journal 73(6), 443-452. Ang, Y.H, Chan, D.K., Heng, D.M. 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