A Narrative Inquiry into Professional Quality of Life among Therapeutic Recreation Practitioners working in Long-Term Care Homes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Professional Quality of Life (ProQoL) incorporates positive (e.g., compassion satisfaction) and negative (e.g., compassion fatigue and burnout) aspects of working in healthcare (Stamm, 2010). Although studies have examined ProQoL of frontline staff in long-term care (LTC) homes, the perspective of therapeutic recreation (TR) professionals is largely missing. To address this gap, this paper explores ProQoL with four TR practitioners who work in LTC homes in Ontario, Canada. Participants were invited to explore past and present experiences that contribute to ProQoL in individual interviews and write two personal narratives that embody compassion satisfaction and compassion fatigue. Narrative thematic analysis revealed 3 threads of PQoL among practitioners: fueling the soul through connection and purpose, draining the TR spirit through workplace conflict and role ambiguity, and developing professional valour. Findings suggest that although practitioners derive great fulfilment from their career, workplace culture and conflict are chronic challenges that erode the PQoL of practitioners. Recommendations for future research and practice are offered.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it