BURNOUT AMONG NURSING STAFF AND INTENTION TO LEAVE THE PROFESSION: VALIDATION OF THE JOB DEMANDS-RESOURCES MODEL IN HOSPITALS IN QUÉBEC 7,8
Bibliographic record
Abstract
This study examines the role of burnout in the relationship between stress factors related to work and the social environment and intention to leave the profession. Based on a sample of 1,636 nurses, the results suggest that demands indirectly induce depersonalization via emotional exhaustion, whereas resources are associated with a more humane treatment of patients. In addition, psychosomatic complaints and affective professional commitment partly mediate the impact of burnout on intention to leave the profession. If the first case of burnout among nurses reported in the literature dates back over fifty years (Schwartz & Will, 1953), burnout is still afflicting these workers (Aiken et al., 2001; International Council of Nurses, 2006; Kerr et al., 2002), although research programs launched in the mid-70s have shed considerable light on this syndrome (Maslach, Schaufeli & Leiter, 2001). If the relationship to the patient, characterized as emotionally demanding, has long been recognized as a source of chronic stress that plays a determining role in the development of burnout among nurses (Maslach, 1979; Maslach & Jackson, 1982; Williams, 1989), more recent research has documented the impact of a broader range of factors linked to the organization of work, the social environment and the organizational context (for a
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".