Educators' Digital Occupational Well-being Intervention During Working Hours
Condition: Well-being; Physical Activity; Recovery; Self Regulation
Study type: Interventional

Summary: 
      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.
    

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.
    

Intervention name(s): SHINE
Intervention type(s): Behavioral
Intervention description(s): 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).
Allocation: Non-Randomized
Intervention model: Parallel Assignment
Intervention model description: Participants (n=80) are educators working in health and social care education in secondary level education in five different educational organizations, which have similar management systems and providing time-support to implement SHINE during working hours. Organizations are randomly assigned either in intervention group (IG, n=2) receiving SHINE or in control group (CG, n=3) without the program continuing their normal daily routines receiving SHINE for their voluntary use after this study.
Masking: None (Open Label)
Primary purpose: Prevention
Keywords: educator; occupational well-being; working hours; physical activity; intervention; recovery; break