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Medical and healthcare · programme 03

Prevent caregiver burnout

Look after those who care for others, without making them feel guilty.

Why this programme

Unsocial hours, emotional load, understaffing: burnout threatens care teams more than any others. This programme opens a space to talk about it as a team, spot the warning signs in yourself and in colleagues, and learn about the support available. The tone remains respectful, never flippant.

It represents an erosion in values, dignity, spirit, and will—an erosion of the human soul.

Christina Maslach and Michael P. Leiterpsychologists, burnout specialists (Maslach Burnout Inventory)The Truth About Burnout: How Organizations Cause Personal Stress and What to Do About It (Jossey-Bass), 1997

What your teams experience

  1. The anonymous barometer: everyone enters their energy level on their phone, and the screen projects the department’s weather report.
  2. Early warning signs: recognise, in fictional testimonies, the first signs of burnout.
  3. The resource box: match each difficulty with the help available within the organisation.
  4. The team gesture: each team chooses a mutual support practice to put in place in its department.

Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.

What the company gains

Open conversation about workload, colleagues who look out for one another, and support resources finally known to everyone.

35 to 54%

Between 35 and 54 percent of U.S. nurses and physicians have substantial symptoms of burnout.

National Academies of Sciences, Engineering, and MedicineTaking Action Against Clinician Burnout: A Systems Approach to Professional Well-Being, 2019

Staging written for you

In your client area, a form specific to this programme collects your content: it is built into the challenges and cinematic sequences, exactly as you provide it. The look uses your logo and your colours. Teams are formed on the spot or based on your organisation chart.

Follow-up, up to D+30

Your follow-up dashboard stays with the programme, from the order to the final results.

  • After the session: the session report, with the gap between the opening and closing measures.
  • At D+7: a reminder asks a few key questions again, and the D+7 report shows what has been retained.
  • At D+30: a second reminder, and the D+30 report shows what holds over time.

Follow-up: before, during, after

The sources of this programme

The published research that this programme's games, measures and debriefs refer to. You can check every reference.

  1. Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113. 10.1002/job.4030020205
  2. Organisation mondiale de la santé (2019). Burn-out an "occupational phenomenon": International Classification of Diseases (CIM-11, QD85) (rapport). www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases
  3. Panagioti, M., Panagopoulou, E., Bower, P., et al. (2017). Controlled interventions to reduce burnout in physicians: A systematic review and meta-analysis. JAMA Internal Medicine, 177(2), 195-205. 10.1001/jamainternmed.2016.7674
  4. West, C. P., Dyrbye, L. N., Erwin, P. J., & Shanafelt, T. D. (2016). Interventions to prevent and reduce physician burnout: A systematic review and meta-analysis. The Lancet, 388(10057), 2272-2281. 10.1016/S0140-6736(16)31279-X
  5. Dall'Ora, C., Griffiths, P., Ball, J., Simon, M., & Aiken, L. H. (2015). Association of 12 h shifts and nurses' job satisfaction, burnout and intention to leave: Findings from a cross-sectional study of 12 European countries. BMJ Open, 5(9), e008331. 10.1136/bmjopen-2015-008331
  6. Rogers, A. E., Hwang, W.-T., Scott, L. D., Aiken, L. H., & Dinges, D. F. (2004). The working hours of hospital staff nurses and patient safety. Health Affairs, 23(4), 202-212. 10.1377/hlthaff.23.4.202
  7. Aiken, L. H., et al. (2002). Hospital nurse staffing and patient mortality, nurse burnout, and job dissatisfaction. JAMA, 288(16), 1987-1993. 10.1001/jama.288.16.1987
  8. Hall, L. H., Johnson, J., Watt, I., Tsipa, A., & O'Connor, D. B. (2016). Healthcare staff wellbeing, burnout, and patient safety: A systematic review. PLoS ONE, 11(7), e0159015. 10.1371/journal.pone.0159015
  9. Salyers, M. P., Bonfils, K. A., Luther, L., Firmin, R. L., White, D. A., Adams, E. L., & Rollins, A. L. (2017). The relationship between professional burnout and quality and safety in healthcare: A meta-analysis. Journal of General Internal Medicine, 32(4), 475-482. 10.1007/s11606-016-3886-9
  10. Liu, J., Gan, Y., Jiang, H., et al. (2019). Prevalence of workplace violence against healthcare workers: A systematic review and meta-analysis. Occupational and Environmental Medicine, 76(12), 927-937. 10.1136/oemed-2019-105849
  11. Wu, A. W. (2000). Medical error: The second victim. BMJ, 320(7237), 726-727. 10.1136/bmj.320.7237.726
  12. Seys, D., Wu, A. W., Van Gerven, E., et al. (2013). Health care professionals as second victims after adverse events: A systematic review. Evaluation & the Health Professions, 36(2), 135-162. 10.1177/0163278712458918
  13. Shapiro, J., & Galowitz, P. (2016). Peer support for clinicians: A programmatic approach. Academic Medicine, 91(9), 1200-1204. 10.1097/ACM.0000000000001297
  14. Edrees, H., Connors, C., Paine, L., Norvell, M., Taylor, H., & Wu, A. W. (2016). Implementing the RISE second victim support programme at the Johns Hopkins Hospital: A case study. BMJ Open, 6(9), e011708. 10.1136/bmjopen-2016-011708
  15. Sonnentag, S., & Fritz, C. (2007). The Recovery Experience Questionnaire: Development and validation of a measure for assessing recuperation and unwinding from work. Journal of Occupational Health Psychology, 12(3), 204-221. 10.1037/1076-8998.12.3.204
  16. Heckemann, B., Zeller, A., Hahn, S., Dassen, T., Schols, J., & Halfens, R. (2015). The effect of aggression management training programmes for nursing staff and students working in an acute hospital setting. A narrative review of current literature. Nurse Education Today, 35(1), 212-219. 10.1016/j.nedt.2014.08.003
  17. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
  18. Howard, G. S. (1980). Response-shift bias: A problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
  19. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. 10.2307/2666999
Further reading (3 references)

Other research we drew on to design this programme.

  1. Rotenstein, L. S., Torre, M., Ramos, M. A., Rosales, R. C., Guille, C., Sen, S., & Mata, D. A. (2018). Prevalence of burnout among physicians: A systematic review. JAMA, 320(11), 1131-1150. 10.1001/jama.2018.12777
  2. Woo, T., Ho, R., Tang, A., & Tam, W. (2020). Global prevalence of burnout symptoms among nurses: A systematic review and meta-analysis. Journal of Psychiatric Research, 123, 9-20. 10.1016/j.jpsychires.2019.12.015
  3. Wendsche, J., & Lohmann-Haislah, A. (2017). A meta-analysis on antecedents and outcomes of detachment from work. Frontiers in Psychology, 7, 2072. 10.3389/fpsyg.2016.02072
Shared foundations (15 references)

The mechanics of all our sessions (team play, the debrief, the before-and-after measure, spaced reminders) and the research that also underpins the other programmes in the same specialty or sector.

  1. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231-245. 10.1177/0018720812448394
  2. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
  3. Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making: Biased information sampling during discussion. Journal of Personality and Social Psychology, 48(6), 1467-1478. 10.1037/0022-3514.48.6.1467
  4. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x
  5. Reason, J. (2000). Human error: Models and management. BMJ, 320(7237), 768-770. 10.1136/bmj.320.7237.768
  6. Edmondson, A. C. (1996). Learning from mistakes is easier said than done: Group and organizational influences on the detection and correction of human error. Journal of Applied Behavioral Science, 32(1), 5-28. 10.1177/0021886396321001
  7. Tucker, A. L., & Edmondson, A. C. (2003). Why hospitals don't learn from failures: Organizational and psychological dynamics that inhibit system change. California Management Review, 45(2), 55-72. 10.2307/41166165
  8. Okuyama, A., Wagner, C., & Bijnen, B. (2014). Speaking up for patient safety by hospital-based health care professionals: A literature review. BMC Health Services Research, 14, 61. 10.1186/1472-6963-14-61
  9. Dekker, S. (2007). Just Culture: Balancing Safety and Accountability. Ashgate (ouvrage).
  10. Organisation mondiale de la santé (2021). Global Patient Safety Action Plan 2021-2030: Towards Eliminating Avoidable Harm in Health Care (rapport). iris.who.int/handle/10665/343477
  11. Hughes, A. M., Gregory, M. E., Joseph, D. L., et al. (2016). Saving lives: A meta-analysis of team training in healthcare. Journal of Applied Psychology, 101(9), 1266-1304. 10.1037/apl0000120
  12. Weaver, S. J., Dy, S. M., & Rosen, M. A. (2014). Team-training in healthcare: A narrative synthesis of the literature. BMJ Quality & Safety, 23(5), 359-372. 10.1136/bmjqs-2013-001848
  13. Neily, J., Mills, P. D., Young-Xu, Y., et al. (2010). Association between implementation of a medical team training program and surgical mortality. JAMA, 304(15), 1693-1700. 10.1001/jama.2010.1506
  14. King, H. B., Battles, J., Baker, D. P., et al. (2008). TeamSTEPPS: Team Strategies and Tools to Enhance Performance and Patient Safety. In K. Henriksen et al. (dir.), Advances in Patient Safety: New Directions and Alternative Approaches, vol. 3 : Performance and Tools. Agency for Healthcare Research and Quality (rapport). www.ncbi.nlm.nih.gov/books/NBK43686/
  15. Cook, D. A., Hatala, R., Brydges, R., et al. (2011). Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. JAMA, 306(9), 978-988. 10.1001/jama.2011.1234

Before you book

How is a Corporate Solutions experience different from team building?

It starts from a business objective, not an activity: onboarding new hires, preventing a risk, bringing your commitments to life. It is staged for your company, with your content, your figures and your brand. Your teams play in person, on their phones, while a big screen tells the story and a facilitator runs the room. And it is followed up: the session report, then the D+7 and D+30 reminders in your client area.

Do we need to install an app?

No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.

Is there a limit on the number of participants?

No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.

Demo

See “Prevent caregiver burnout” in action.

Thirty minutes on your premises. You play a challenge and see the report at the end.

Request a demo