Assessing workplace factors that influence staff burnout and identifying recommendations to support staff well-being

Introduction

Burnout and well-being have been previously studied in pharmacists, faculty, and students; yet, studies focused on staff are lacking. Research indicates most higher education staff experience burnout; however, workplace factors contributing to this are not well understood. This study aimed to identify factors influencing staff burnout and identify recommendations to improve staff well-being in pharmacy education.

Methods

Full-time staff were invited to participate in this exploratory study. Focus groups were divided by position type (ie, Administrative Staff, Support Staff, Research Staff) and used a semi-structured interview format. Participants were prompted to discuss workplace factors contributing to their burnout and well-being as well as strategies to improve staff well-being.

Results

Twenty-seven staff participated in five focus groups: 11 Administrative Staff in two focus groups, 13 Support Staff in two focus groups, and three Research Staff in one focus group. Themes identified as influencing staff burnout included feeling valued, workplace relationships, elements of the working environment (eg, autonomy/trust, flexibility), and resources. Administrative and Support Staff emphasized hybrid work and student interaction as factors influencing their well-being, while Research Staff highlighted supervisor and coworker relationships. Factors influencing staff burnout included higher education culture (eg, hierarchies) and unrealistic expectations. Recommendations to foster staff well-being were unique for each group.

Conclusions

Participants identified several workplace factors that contribute to staff burnout and well-being in pharmacy education. These findings advance national and international initiatives focused on prioritizing wellness and reducing burnout, informing the academy of specific areas and strategies to support staff well-being.