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dc.contributor.advisorColwell, Cynthia M
dc.contributor.authorFiore, Jennifer Mae
dc.description.abstractABSTRACT Background: Work stress can develop over time due to strained interactions, increased number of job tasks, and heightened stressors from within the work environment. Hospice workers experience additional stressors such as exposure to frequent death and dying, and managing patient and/or family dynamics. Prolonged periods of stress can lead to burnout as a result of the interaction of emotional exhaustion, depersonalization, and reduced personal accomplishment. For workers, burnout can result in increased absenteeism and health problems, while employers are faced with increased healthcare costs and turnover. Development of coping skills is necessary to provide workers with outlets to manage stress and decrease the potential for job burnout. Objectives: The purpose of the current study was to compare the effectiveness of an online music-based intervention and an online mindfulness-based intervention to decrease hospice workers’ stress and increase professional quality of life. Method: A total of 153 eligible hospice workers were randomly assigned to either the music-based intervention or the mindfulness-based intervention, with equal distribution of discipline representation between groups and were then solicited for participation in the current study. Participants (N=14) were hospice workers providing direct patient care with the music-based intervention group (n=10) and the mindfulness-based intervention group (n=4). The study was offered online so participants could engage in the intervention when needed or as schedules allowed. Results: Due to the overall limited participation and unbalanced treatment groups, it was inappropriate for the researcher to conduct statistical analysis beyond looking at the means and standard deviations of the measures for the purpose of understanding potential clinical significance. Participants in the music-based intervention groups had minimal decreases in mean Stress Overload Scale (SOS) continuous scores, SOS personal vulnerability, and Professional Quality of Life (ProQOL) for secondary traumatic stress, while having a minimal increase in ProQOL compassion satisfaction scores. Participants in mindfulness-based intervention group had only a minimal decrease in SOS personal vulnerability scores, which may suggest that the music-based intervention could be more effective in helping manage hospice workers’ stress and improve professional quality of life, though results are limited due to sample size. Conclusions: Due to the limited engagement in the current study, it is not possible to conclude if either an online music-based intervention or an online mindfulness-based intervention were effective for hospice workers’ stress and burnout. Limited engagement could be related to overall high stress levels, excessive workloads, and little personal experience using online interventions for stress management. The results of this study suggest that repeated practice with a stress management intervention is necessary to see positive outcomes. As evidenced by the limited results of this study, dosage is an important consideration for future studies. Keywords: Worker stress, burnout, Therapeutic Function of Music, online music-based intervention, online mindfulness-based intervention
dc.format.extent136 pages
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectHealth sciences
dc.subjectOnline Mindfulness-based Intervention
dc.subjectOnline Music-based Intervention
dc.subjectProfessional Quality of Life
dc.subjectTherapeutic Function of Music
dc.subjectWork Stress
dc.titleThe Effectiveness of a Music-based Relaxation Intervention and a Mindfulness-based Intervention Delivered Online to Decrease Hospice Workers Stress and Improve Professional Quality of Life
dc.contributor.cmtememberHanson-Abromeit, Deanna M
dc.contributor.cmtememberDvorak, Abbey L
dc.contributor.cmtememberRegister, Dena M
dc.contributor.cmtememberMikinski, Tamara
dc.thesis.degreeDisciplineMusic Education & Music Therapy

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