Experiences of Women Faculty Using Meditative Practices through Workplace Health Promotion in Ontario

Autor/in	Henley, Kelly
Titel	Experiences of Women Faculty Using Meditative Practices through Workplace Health Promotion in Ontario
Quelle	(2023), (155 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-8273-5
Schlagwörter	Hochschulschrift; Dissertation; Women Faculty; Foreign Countries; Health Promotion; Work Environment; Experience; Beliefs; Models; Stress Management; Wellness; At Risk Persons; Barriers; Affordances; Motivation; Self Efficacy; Metacognition; Canada + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frauenakademie; Weibliche Gelehrte; Ausland; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Arbeitsmilieu; Erfahrung; Belief; Glaube; Analogiemodell; Stressmanagement; Stressbewältigung; Well being; Well-being; Wohlbefinden; Risikogruppe; psychologische; Motivation (psychologisch); Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kanada
Abstract	Workplace stress is pervasive and changes to the postsecondary teaching and learning environment have contributed to stress among women faculty and adversely impacted their personal well-being. The purpose of this qualitative study was to understand how the constructs in the health belief model (HBM) play a role in the use of worksite wellness initiatives to manage stress and promote wellness among women postsecondary faculty in Ontario. The research questions were designed based on the HBM to examine the participants' perceptions of severity and susceptibility to workplace stress, perceived benefits and barriers to participation, motivation to participate, and self-efficacy. Women faculty at Ontario colleges and universities who met the sampling criteria of teaching for two or more years and participating in a meditative practice through their workplace wellness program in the last three years were invited to participate in the study. A total of eight faculty participated in semistructured interviews through Zoom. The resulting data were analyzed using a thematic method. Participants reported physical, mental, and interpersonal impacts of workplace stress to varying degrees. Reported benefits of participating included opportunities to take a break, reset, and feel reenergized during the day. Barriers included feeling too busy, lack of consistency in program delivery, and lack of a dedicated space to participate in these offerings within the institution. Implications for positive social change include providing valuable insights to reform existing workplace wellness programs, encourage participation, and develop policies to achieve positive well-being outcomes across the provincial postsecondary system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01