Educators' Digital Occupational Well-being Intervention During Working Hours (SHINE)

December 11, 2022 updated by: helena Leino-Kilpi, University of Turku

Recognize the Power Within and SHINE - Educators' Digital Occupational Well-being Intervention in Health and Social Care Education

This controlled quasi experimental intervention study follows the MRC framework for complex interventions (Bleijenberg et al. 2018) aiming to promote educators' individual aspect of occupational well-being. The purpose of this study is: 1) to evaluate the effectiveness of 8-workweek SHINE (= Self-Help INtervention for Educators) on educator's individual aspect of occupational well-being comparing intervention and control groups and 2) to describe the possible associating factors for the effectiveness of the intervention (if any) and 3) to evaluate SHINE's acceptability (utility and usability) within intervention group.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

Overall Occupation Well-being (OW) is seen through four aspects of working life: 1) workers's resources and work (individual aspect), 2) work community, 3) working conditions and 4) professional competence (Saaranen et. al 2007). This study focuses in the individual aspect of OW, worker's resources and work and associating factors. This evidence base digital SHINE intervention is conducted in Finland within five different social and health care educational organizations randomly allocated either in intervention group (n=2) or in control group (n=3). Participants are working as qualified full-time educators in these organizations; intervention group (n=39) and control group (n=41). The intervention consists of four components: 1) physical activity, 2) recovery, 3) self-regulation and 4) workplace support designed to promote worker's resources at work. First three of these components are in digital program called, Smart Break SHINE. Educators' does short 3 minute exercises twice/workday (movement and breathing mind/body exercises) and additionally completes weekly reflective wellness actions during working hours. Last component, workplace support, comes from educators' organizations enabling time support and encouraging educators' to conduct these exercises during working hours taking approximately 10-15 min/workday. Control group continues their normal daily routines without this program.

Aim of this intervention is to promote educators' individual aspect of occupational well-being, the balance between individual resources and workload factors, during working hours. Main outcome is resource-workload-balance (RSW) and heart rate variability (HRV) and secondary outcomes are general well-being (GW) and overall occupational well-being (OW). Other outcomes are SHINE-components being associating factors in individual aspect of OW, physical activity, recovery, self-regulation and workplace support (condition outcomes). Also the usability and utility of the intervention is studied from the intervention group after using the program 8 workweeks.

Study Type

Interventional

Enrollment (Actual)

80

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Finland
      • Turku, Finland, 20540
        • Jenni Rinne

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

16 years to 68 years (Adult, Older Adult)

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • Working as qualified educator (at least qualification of EQF 7) in secondary health and social care education
  • Full-time work contract
  • Having at least one-year employment in the organization

Exclusion Criteria:

  • having pacemaker or being pregnant (cause of the HRV measures)

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Prevention
  • Allocation: Non-Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Intervention group (IG)
Participants are educators working in health and social care education receiving 8 work week-SHINE.
Behavioral: SHINE
Intervention group will use a 8-workweeks the digital Smart Break SHINE program with workplace support (encouragement and time-support) including daily 3 minutes break exercises twice a day; 1) physical exercise - break and 2) body/mind breathing exercise - break earning stars for exercise completed. The program includes weekly self-reflective task of individual well-being during working hours with weekly changing theme (avoiding sitting time, nature benefits, relaxation exercises, increasing physical activity in workplace etc.) earning diamonds for every weekly task completed. Participants self-monitors their weekly individual resources levels asked in every Thursday (1-5, 1= very poor. 5= very good). Program includes e-mail remainders set by participant themselves for suitable time frame These individual well-being actions takes approximately 15 minutes/workday. Control group will receive this program after this study (waitlist protocol).
No Intervention: Control group (CG)
Participants are educators working in health and social care education without the program continuing their normal daily routines receiving SHINE for their voluntary use after this study (waitlist).

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change in resource-workload-balance
Time Frame: pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 weeks of enrollment)

Change in resource-workload-balance. 16-item self-reported questionnaire with continuous scale 1-5 (1= very poor - 5= very good).

Questionnaire consists of questions of personal resources at work and workload factors [9-item developed for this study and 7 items from "Occupational well-being of social and health care teachers - index questionnaire" (Saaranen et al., 2007)]
pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 weeks of enrollment)
Change in HRV
Time Frame: pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 weeks)

Change in physical heart rate variability (=HRV). Change in the HRV (try to increase heart rate variability); in the variation in the time interval between consecutive heartbeats in milliseconds (ms).

Heart rate variability (HRV) 3 minutes measurements are performed in work mornings at rest using Kubios HRV mobile application and a compatible belt-heart rate sensor (Polar H10 or H7). The beat-to-beat RR interval data (i.e. time intervals between successive heart beats) is pre-processed and analyzed at Kubios (Tarvainen et al. 2014; https://www.kubios.com/)
pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 weeks)

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change in Overall occupational well-being
Time Frame: pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Change in overall occupational well-being With one item: " I feel that my personal occupational well-being in this profession compared to the best possible level is" (continuous scale 0-5, 0= very poor - 5 = very good) from 'Occupational well-being of social and health care teachers - index questionnaire' (Saaranen et al., 2007).
pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Change in General well-being
Time Frame: pre (week before enrollment) /post (after 8 workweeks) /follow-up (after 12 workweeks)

Change in individual's well-being in general. With 5-item "WHO5 well-being index-questionnaire" (https://www.corc.uk.net/outcome-experience-measures/the-world-health-organisation-five-well-being-index-who-5/).

The WHO-5 consists of five statements, which respondents' rate according to the scale 0-5 (in relation to the past two weeks, 0= at no time- 5= all the time). The total raw score, ranging from 0 to 25, is multiplied by 4 to give the final score, with 0 representing the worst imaginable well-being and 100 representing the best imaginable well-being.
pre (week before enrollment) /post (after 8 workweeks) /follow-up (after 12 workweeks)

Other Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change of Physical activity_condition
Time Frame: pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Change of physical activity during working hours (etc. less sitting). Intervention's component with 3-item "OSPAQ, occupational sitting and physical activity questionnaire" (CHAU et al., 2012) including questions of weekly working hours (h) and working days (d) and physical activity at work with percentages during that week (100 % is total activity in workweek consisting, sitting, standing, walking and heavy labour).
pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Change of Recovery_condition
Time Frame: pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Intervention's component: 4-item recovery measurement (psychological detachment and relaxation) adapted from "Recovery experience questionnaire" (Sonnentag & Fritz, 2007). Likert scale 1-5 (1= total disagreement to 5= total agreement, 5 indicating better recovery). Recovery measured during working hours (de Bloom et al. 2015).
pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Change of Self-regulation_condition
Time Frame: pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)

Intervention's component:

6-item developed for this study based on previous references (etc. Hennessy et al., 2020) with continuous scale 1-5 (1= total disagreement to 5= total agreement, 5 indicating better self-regulation of personal resources at work)
pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Change of Workplace support_condition
Time Frame: pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Intervention's component: 2-item developed for this study from the previous studies indicating the importance providing support towards personal resources during working hours (etc. Arian et al., 2018 and Singh et al., 2019). Continuous scale 1-5 (1= total disagreement to 5= total agreement, 5 indicating better support towards personal resources).
pre (week before enrollment) /post (after 8-workweeks) /follow-up (after 12 workweeks)
Background variables
Time Frame: pre (week before enrollment)

Background variables:

5-item personal related (age, gender and family relations) 5-item work-related (work experience, remote working and work autonomy and vacations during intervention time)
pre (week before enrollment)
SHINE Acceptability: usability (intervention group)
Time Frame: post 8-workweeks
With 10-item SUS-scale (system usability scale) (Brooke, 1996) of the Smart Break SHINE program's usability. Likert scale 1-5 (1= strongly disagree- 5= strongly agree).There is specific formula to o calculate to obtain the overall value of SUS range of 0 to 100, 100 being the best SUS score for occupational well-being program, Smart Break-SHINE.
post 8-workweeks
SHINE Acceptability: usefulness (intervention group)
Time Frame: post 8-workweeks

9-item The utility and actions for development of SHINE developed for this study is based on Medical Research Council (MRC) guidance for the process evaluation of complex interventions (Moore et al., 2015).

Continuous scale 1-5 (1= strongly disagree- 5= strongly agree, 5 indicating better usefulness of the program) and two open-ended questions with no subjective opinions of the best qualities of SHINE and actions for development.
post 8-workweeks

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

University of Turku

Collaborators

University of Eastern Finland
The Trade Union of Education in Finland (OAJ)

Investigators

  • Study Director: Helena Leino-Kilpi, PhD, University of Turku

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Helpful Links

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

February 7, 2022

Primary Completion (Actual)

May 29, 2022

Study Completion (Actual)

May 29, 2022

Study Registration Dates

First Submitted

January 12, 2022

First Submitted That Met QC Criteria

March 22, 2022

First Posted (Actual)

April 1, 2022

Study Record Updates

Last Update Posted (Estimate)

December 13, 2022

Last Update Submitted That Met QC Criteria

December 11, 2022

Last Verified

December 1, 2022

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • University of Turku_UTurku

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

No

IPD Plan Description

This data is available only for this study

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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