INTERNATIONAL JOURNAL OF HEALTH PROFESSIONS

Volume 8, Issue 1, 2021, Pages 112–124, ISSN 2296-990X, DOI: 10.2478/ijhp-2021-0011

Effect of soft skills and emotional intelligence of health-care

professionals on burnout: a Lebanese cross-sectional study
Effekte von Soft Skills und emotionaler Intelligenz auf
Burnout von Fachkräften im Gesundheitswesen: eine
Querschnittsstudie aus dem Libanon
Micheline Sleiman Semaan1,2*, Jana Pierre Abdallah Bassil1,2**,
Pascale Salameh3,4,5
* [email protected]
**shared co-first authorship
1
Lebanese University, Faculty of public health,
1107 Beirut, Lebanon
2
Paris Saclay university, Faculty of medecine,
94270 Le Kremlin-Bicêtre, France
3
Lebanese university, Faculty of Pharmacy,
1107 Beirut, Lebanon
4
National institute of public health - Clinical epidemiology
and toxicology (INSPECT-LB), 1107 Beirut, Lebanon
5
University of Nicosia, Medical School ,
2408 Nicosia, Cyprus

Received 12 July 2021, accepted 4 November 2021

Abstract
Objectives: The main objective of this study is to assess the effect of soft skills and emotional intelligence on burnout among health-care
professionals in Lebanon.
Materials and methods: A cross-sectional study was conducted among health-care professionals working all over Lebanon for a period
of 3 months starting from March till June 2021. In total, 324 out of 345 contacted health-care professionals responded. The survey was
anonymous and administered via social networks as a link to an electronic form. The study included general sociodemographic questions
and validated scales to measure emotional intelligence (Trait Meta-Mood Scale [TMMS-24]), burnout (Maslach Burnout Inventory for Health
Services Survey [MBI-HSS]), and soft skills.
Results: Higher burnout was associated with lower soft skills (β = –0.137). Job satisfaction was negatively associated with burnout (β =
–8.064). Nurses had higher burnout levels than dentists, radiologists, midwives, nutritionists, psychotherapists, and speech therapists (β =
–4.595). Also, people working in Baalbek, Akkar, Beqaa, North and South had lower burnout levels compared to those working in Beirut (β =
–9.015). As for emotional intelligence, no statistically significant association was found with burnout (P = 0.116).
Conclusion: This study showed that soft skills and emotional intelligence can affect job burnout. Additional research should be conducted in
order to support our findings.

Abstract
Ziele: Das Hauptziel dieser Studie ist es, den Einfluss von Soft Skills und emotionaler Intelligenz auf Burnout bei Angehörigen der
Gesundheitsberufe im Libanon zu untersuchen.
Materialien und Methoden: Von März bis Juni 2021 wurde über einen Zeitraum von 3 Monaten eine Querschnittsstudie unter berufstätigen
Angehörigen der Gesundheitsberufe im gesamten Libanon durchgeführt. Insgesamt antworteten 324 von 345 kontaktierten Angehörigen der
Gesundheitsberufe. Die Umfrage war anonym und wurde über soziale Netzwerke verbreitet. Die Fragbogen erhob soziodemografische Angaben
und validierte Skalen zur Messung von emotionaler Intelligenz (TMMS-24), Burnout (MBI HSS) und Soft Skills.
Ergebnisse: Höheres Burnout war mit geringeren Soft Skills (β=-0,137) und Arbeitszufriedenheit (β=-8,064) assoziiert. Pflegekräfte hatten
höhere Burnout-Werte als Zahnärzte, Radiologen, Hebammen, Ernährungsberater, Psychotherapeuten und Logopäden (β=-4,595). Außerdem
hatten Menschen, die in Baalbek, Akkar, Beqaa, Nord und Süd arbeiteten, ein geringeres Burnout-Niveau als diejenigen, die in Beirut arbeiten
(β=-9.015). Bezüglich der emotionalen Intelligenz wurde kein statistisch signifikanter Zusammenhang mit Burnout gefunden (p= 0,116).
Fazit: Zusammenfassend zeigte diese Studie, dass Soft Skills und emotionale Intelligenz das Burnout am Arbeitsplatz beeinflussen können.
Zusätzliche Forschung sollte durchgeführt werden, um unsere Ergebnisse zu untermauern.

Keywords
Soft skills – emotional intelligence – burnout – health-care professionals

Keywords
Soft Skills – emotionale Intelligenz – Burnout – Gesundheitsfachpersonen

Open Access. © 2021 Micheline Sleiman Semaan, Jana Pierre Abdallah Bassil, Pascale Salameh, published by Sciendo.
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
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 INTRODUCTION communication skills, team work skills, critical thinking
and problem solving, entrepreneurship, ethics and
Health professionals, including physicians, nurses, and professional moral skills, leadership skills, and lifelong
pharmacists, play a central role in providing essential learning skills (Ngoo et al., 2015). Thus, many medical
health care for the population. They are frequently schools are focusing on one’s personality and behaviors,
exposed to multiple factors affecting their psychological so that they acquire the essential knowledge to develop
and mental health, which, in turn, affects the quality of their competencies (Choi et al., 2014).
care toward their patients (Junne et al., 2018). Thus, the In Lebanon, many studies focusing on burnout were
mental health and well-being of health-care providers and conducted among pharmacists, medical students, and
its influence on patient safety is gaining more attention nurses, which showed higher burnout rates in comparison
worldwide. with other countries (Lahoud et al., 2019; Talih et al.,
Persistent stress can lead to the burnout syndrome. Burnout 2018, 2016). However, to the best of our knowledge,
is defined as a prolonged response to chronic emotional there is no clear data regarding the effect of emotional
and interpersonal stressors at work (Maslach & Leiter, intelligence and soft skills on burnout. Moreover,Lebanon
2016; Soto-Rubio et al., 2020). Consequently, burnout is facing now, more than ever, an exceptional economical
may lead to absenteeism, psychological problems, and and sanitary situation. This, in addition to the fact that
eventually depression and drug consumption (ibid.). The Lebanese people rarely seek for psychological support,
three major domains of burnout syndrome include: (1) might affect health providers’ well-being (Karam et al.,
emotional exhaustion (EE), (2) depersonalization (DP) 2018).
and cynicism, and (3) professional inefficacy. Exhaustion The main objective of our study is to assess the effect
refers to the feeling of being used up and lacking energy of soft skills and emotional intelligence on burnout
to face another day at work. Cynicism is the negative among health-care professionals in Lebanon. As for the
response toward the job, including a loss of idealism, tested hypothesis, the null hypothesis (H0) is: there is no
and professional inefficacy is the lack of productivity association between soft skills and emotional intelligence
(Maslach & Leiter, 2016). of health professionals with burnout, while the alternative
A meta-analysis conducted among nurses showed that hypothesis (H1) is: there is an association between soft
the prevalence of burnout is 51.98% (Zhang et al., 2018). skills and emotional intelligence of health professionals
Another systematic review showed that overall burnout with burnout.
among physicians is estimated at 67% (Rotenstein et
al., 2018). For pharmacists, burnout depends on their MATERIALS AND METHODS
practice setting, leading to higher burnout rates among
community pharmacists (Mott et al., 2004). Several Study design
studies suggest that emotional intelligence can affect
burnout (van Dusseldorp et al., 2011). A cross-sectional study was conducted among working
The term emotional intelligence was first described by health-care professionals all over Lebanon for a period of
Salovey and Mayer in 1990 as a type of intelligence 3 months starting from March, when our first participant
in which one can control and understand his own and was recruited, till June 2021, when our data collection
others’ emotions as well their ability to guide their ended.
thinking and actions. It was known as the ability model. The questionnaire included three main parts and required
Emotional intelligence was divided into four skills: (1) 7–10 min to complete. It was first written in English and
perceiving emotions, (2) using emotions to facilitate then translated to Arabic in order to target a larger number
thoughts, (3) understanding emotions, and (4) managing of participants.
emotions in order to promote personal and social The first part included sociodemographic questions
growth (Mott et al., 2004). In this context, many studies such as those on age, gender, residence, profession,
highlight the importance of emotional intelligence to and working region. The second part aimed at work
develop personal well-being and the positive association conditions such as working schedule, work type, years
between emotional intelligence and many skills such as of working experience, and job satisfaction. The third
leadership, job satisfaction, high performance, and team part of the questionnaire included the Maslach Burnout
effectiveness, which can be classified under the soft skills Inventory for HealthServices Survey (MBI-HSS) and the
category (Dacre Pool & Qualter, 2012; Brackett et al., Trait Meta-Mood Scale (TMMS-24) to assess emotional
2012; Druskat et al., 2013) intelligence, as well as a soft skill assessment scale using
Soft skills, defined as interpersonal characteristics, are a five-point Likert scale ranging from strongly disagree
widely known as people skills and personal qualities (=1) to strongly agree (=5).
(Robles et al., 2012). The seven main soft skills include:

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Tools for approval, provided that consent is obtained from

participants and their confidentiality and anonymity are
All the scales used were already developed and validated. maintained.
The TMMS-24 was used to assess emotional intelligence.
It is a version of the Trait-Meta Mood Scale (TMMS), Statistical analysis
which was originally developed by Salovey et al. (1995)
and reduced and validated by Fernández-Berrocal et al. SPSS 25 for Windows was used for analyzing the data.
(2004); the scale had a Cronbach α = 0.929. Burnout was Regarding the bivariate analysis, T test, Mann–Whitney
assessed using the MBI-HSS, which comprises 22 items test, analysis of variance (ANOVA), and Kruskal–
regrouped into three subscales: EE, DP, and personal Wallis tests were used to compare the means, whenever
accomplishment (PA) (Ibtissam et al., 2012); it had a the association between a qualitative and a quantitative
Cronbach α = 0.842. The soft skills scale was adapted variable was tested.
from Nikitina and Furuoka (2012); it had a Cronbach α Pearson and Spearman correlations were used to test the
= 0.972. association between two quantitative variables. P-value
<0.05 was considered as significant, and the CI was set
Data collection at 95%. A Cronbach alpha was recorded for reliability
analysis of all the scales.
The study was carried out via an online survey targeting A linear regression was used to assess the effect of soft
health-care professionals from all the Lebanese districts. skills and emotional intelligence on burnout. Variables
The data collection lasted approximately 4 months during with a P-value <0.2 were included in the multivariable
which a questionnaire, developed through a Google form, analyses.
based on our literature search, was sent and completed
online via social networks using the snowball technique. RESULTS

Study population Profile of the participants

The main inclusion criteria were: (1) being a health-care A total of 345 health-care workers participated in this
professional; (2) currently working; (3)having a minimum study; of them, 324 were included, involving 45.1%
working experience of 2 years; and (4) providing their nurses, 32.1% pharmacists, and 8.3% physicians. The
written consent to participate in the study. Of the 345 mean age of the participants was 30.95 ± 8.69 years, and
contacted participants, 21 were excluded, which led to the majority of them were females (80.2%). As for their
a total of 324 participants randomly recruited from all region of residence and work, the majority of them were
over Lebanon, including physicians, nurses, pharmacists, from Mount Lebanon (see Table 1).
and other health-care professionals. Among the excluded
participants, five were not health-care professionals Soft skills
and nine had not been working for 2 years or more, of
which one was not currently employed and others were The soft skills scale was not normally distributed, with a
duplicates. mean ± SD of 138.59 ± 18.33.
Soft skills were significantly associated with profession
Sample size (P = 0 .008), age, working experience in years, emotional
intelligence, and burnout (P < 0.001). A positive, yet
We calculated the minimum required sample size using weak correlation was found between soft skills and
Epi Info version 7.2.4.0. Based on a systematic review emotional intelligence (R = 0.382). As for burnout, a
conducted by Parola et al. (2017), we found that the negative, yet weak correlation was found with soft
prevalence of burnout among health-care professionals skills (R = -0.278; see Table 2).
is estimated at 17.3%. With an acceptable margin of
error of 5%, a design effect and a cluster of 1, and a Emotional intelligence
95% confidence interval (CI), our estimated minimum
requiredsample size was 220 health-care professionals. Emotional intelligence was normally distributed with a
mean ± SD of 87.00 ± 14.99. Emotional intelligence
Ethical considerations was significantly associated with soft skills (R =
0.382) and burnout (R = -0.169; see Table 2).
Taking the fact that this is an observational study, the
Lebanese University ethics committee waived the need

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 Table 1: Sociodemographic characteristics of the sample population. “other professions”) had lower burnout levels than
nurses (β = -4.595). As for burnout among pharmacists
Variable Frequency (%) and physicians, no significant difference was found
Gender compared to nurses (P = 0.283 and 0.631, respectively).
Male 64 (19.8%) Moreover, it is worth noting that people working i n
Female 260 (80.2%) Baalbek, Akkar, Beqaa, North and South had lower
Profession burnout levels compared to those working in Beirut (β
Nurse 146 (45.1%)
Pharmacist 101 (32.1%) = -9.015). As for emotional intelligence, no statistically
Physician 27 (8.3%) significant association was found with burnout (P =
Other1 50 (15.4%) 0.116), as well as with gender and region of residence
Region of residence (see Table 3).
Beirut 58 (17.4%)
Mount Lebanon 214 (66.0%)
North 21 (6.5%) DISCUSSION
South 13 (4.0%)
Nabatieh 7 (2.2%)
Bekaa 9 (2.8%) Key results
Akkar 1 (0.3%)
Baalbek/Hermel 1 (0.3%) This study aimed at testing the effect of soft skills and
Region of work practice emotional intelligence on burnout among health-care
Beirut 128 (39.5%)
Mount Lebanon 155 (47.8%) professionals in Lebanon. The main findings showed
North 12 (3.7%) that better soft skills lead to lower burnout. It is worth
South 14 (4.3%) noting that the bivariate analysis showed a significant
Nabatieh 6 (1.9%)
Bekaa 7 (2.2%) association between burnout and emotional intelligence.
Akkar 1 (0.3%) These results are in line with previous findings which
Baalbek/Hermel 1 (0.3%) showed that health-care professionals with higher
Mean ± SD emotional intelligence experienced less EE and DP (Ünal
Age 30.95 ± 8.69 et al., 2014). Another study conducted in Tehran showed
Working experience in years 8.08 ± 7.96 that emotional intelligence was negatively associated
Working hours per week 41.59 ± 14.29 with EE (Mansoor et al., 2011).
The health and political situation that Lebanon is facing
might demotivate health professionals, leading to high
1
Other: Dentist, radiologist, midwife, dietician, psychologist, psychotherapist, levels of job burnout (Harari et al., 2017). In fact, based
and speech therapist. on previous literature, physicians and nurses are more
likely to experience burnout. A meta-analysis conducted
Burnout by Gómez-Urquizaetal et al. (2017) showed that 30%
of emergency nurses experienced at least one of the
The burnout scale was normally distributed with a mean three Maslach Burnout Inventory subscales. This can be
± SD of 59.04 ± 11.61. explained by the fact that nurses are in direct contact with
Burnout was significantly associated with profession the patient, which automatically puts them under pressure,
(P = 0.010), region of work (P = 0 . 034), job satisfaction in addition to their work schedule and work load.
(P < 0.001), soft skills (R = -0.278), and emotional As for physicians and medical students, a study conducted
intelligence (R = -0.169; see Table 2). in the USA showed that 50%–60% had at least one of the
burnout symptoms (Rothenberger et al., 2017).
In the Arab countries such as Saudi Arabia, Jordan, and
Predicting model for burnout Lebanon, a systematic review showed that high levels of
burnout were reported among nurses (Al-Turki et al.,
Based on the bivariate analysis, variables with a P-value 2010. Elbarazi et al., 2017; Ibtissam et al., 2012).
<0.200 were included in the multivariate analysis in order Furthermore, a systematic review showed that 20%–81%
to predict burnout. These variables were soft skills, emotional of health-care workers experience high levels of EE,
intelligence, job satisfaction, profession, work region, 9.2%–80% experience high DP levels, while 13.3%–
region of residence, and gender (see Table 3). 85.8% have low PA levels (Lahoud et al., 2019). In
Higher burnout was associated with lower soft skills (β = Lebanon,similar results were found in a study conducted
-0.137) and lower job satisfaction (β = 8.064). Dentists, among nurses where job satisfaction was significantly
radiologists, midwives, nutritionists, psychotherapists, associated with burnout and nurses experienced moderate
and speech therapists (grouped together in the variable burnout levels (Ibtissam et al., 2012).

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Table 2: Soft skills, emotional intelligence, and burnout: bivariate analysis/

Soft skills Emotional intelligence Burnout

Variable Mean ± SD/R P-value Mean ± SD/R P-value Mean ± SD/R P-value

Gender
56.515 ± 12.110
Male 141.14 ± 18.36 86.15 ± 17.45 0.653
0.158 59.669 ± 11.430 0.052
Female 137.97 ± 18.30 87.21 ± 14.35

Profession
Nurse 138.10 ± 18.13 87.17 ± 15.56 0.500 60.452 ± 11.082
Pharmacist 136.52 ± 18.44 86.63 ± 15.07 59.584 ± 11.704
0.008 0.010
Physician 135.22 ± 18.57 83.66 ± 15.92 58.481 ± 13.351
Other1 146.04 ± 17.11 89.08 ± 12.49 54.160 ± 10.997
Region work
Beirut 138.72 ± 19.12 86.89 ± 15.85 61.078 ± 11.482
Mount Lebanon 138.65 ± 18.59 0.623 86.89 ± 15.22 0.940 57.503 ± 11.174 0.034
Other2 137.97 ± 14.87 87.78 ± 11.12 58.536 ± 12.950
Region residence
Beirut 138.37 ± 16.56 87.00 ± 13.62 61.603 ± 11.581
Mount Lebanon 138.93 ± 19.76 0.402 86.69 ± 16.00 0.781 58.088 ± 11.366 0.094
Other2 137.46 ± 13.75 88.32 ± 12.01 60.134 ± 12.360
Job satisfaction
Yes 138.50 ± 19.61 86.54 ± 16.34 87.90 ± 56.317 ± 11.133
0.594 0.394 <0.001
No 138.79 ± 15.6 11.96 64.354 ± 10.706
Age R = 0.238 0.000 R = 0.060 0.281 R = −0.19 0.727
Working experience (years) R = 0.222 0.000 R = 0.030 0.596 R = 0.040 0.468
Working hours (week) R = 0.021 0.700 R = 0.046 0.405 R = −0.007 0.893
Emotional intelligence R = 0.382 0.000 - - R = −0.169 0.002
Burnout R = −0.278 0.000 R = −0.169 0.002 - -
Soft skills - - R = 0.382 0.000 R = −0.278 0.000

Other: Dentist, radiologist, midwife, dietician, psychologist, psychotherapist, speech therapist.

1

Other: Akkar, South, North, Beqaa, Baalbek, Nabatieh.

2

Table 3: Burnout’s predicting model.

CI
Variable Standardized β B P-value
Lower Upper
Soft skills −0.216 −0.137 −0.207 −0.067 <0.001
Emotional intelligence −0.087 −0.068 −0.152 0.017 0.116
Job satisfaction −0.329 −8.064 −10.493 −5.635 <0.001
Pharmacist −0.063 −1.576 −4.462 1.310 0.283
Physician −0.027 −1.122 −5.706 3.466 0.631
Other professions −0.143 −4.595 −8.040 −1.151 0.009
Work Mount Lebanon −0.107 −2.496 0.666 1.502 0.075
Work other −0.258 −9.015 −16.379 −1.651 0.017
Residence Mount Lebanon −0.072 −1.776 −5.252 1.701 0.316
Residence other 3.539 5.927 −1.037 12.890 0.095
Gender −0.049 1.434 0.773 1.293 0.379

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 In addition, a positive association was found between many health workers were unemployed, which affected
soft skills and emotional intelligence. This replicates our sample size. As for the gender distribution, the
other published data regarding the effect of soft skills majority were females, which reflects the demographic
such as leadership, communication, and job satisfaction characteristics of health workers in Lebanon. Second,
on emotional intelligence (Brackett et al., 2011; Dacre since we used the snowball technique, we could not
et al., 2012). Health-care workers with higher soft skills know the number of health workers that received the
have better self-confidence and improved interpersonal, questionnaire, and thus, we could not calculate the
leadership, and communication skills, which improves response rate. These factors collectively affected the
their capacity to manage their social and personal representativeness of our sample.
emotions, which, in turn, eventually improves their In addition, many factors were not addressed during
emotional intelligence (Harari et al., 2017). According to data collection, such as financial situation and income,
previous literature, nurses improve their mental health, psychological support, and antipsychotics consumption
communication capability, and job productivity after (Fond et al., 2019).
undergoing a communication skills training. Also, 60% A volunteer bias might thus be present since it is
of oncology physicians who attended communication an observational study and participants had the option
skills workshops had the sense of PA (Rothenberger et to refuse participation. In addition, a non-response bias
al., 2017; Elbarazi et al., 2017; Al-Turki et al., 2010). might as well occur, which affects the precision of the
Finally, this study also showed that health-care study by reducing the sample size.
professionals who were satisfied with their job had a Third, the scales used in this study are not validated
significantly lower job burnout. Also, people working in in Lebanon, which might cause some non-differential
Beirut had a higher burnout level comparing to those who information bias. Furthermore, the collected data was
work in Baalbek, Akkar, Beqaa, North and South. This based on self-reported measures, which may lead to an
may be related to the stress experienced by the health-care information bias.
professionals due to the overpopulation in Beirut. Further Despite the previously mentioned limitations, our study
studies are suggested to explain these contextual findings. had many strengths. In fact, the questionnaire was
developed in two languages, targeting a larger number
Clinical implications of participants. Moreover, it mainly included short
questions and the scales were frequently used in the
Since this study confirmed the impact of soft skills and reviewed literature and were validated outside Lebanon.
emotional intelligence on burnout among health-care Regarding the minimum required sample size, it was
professionals in Lebanon, many interventions can be around 220 participants, while our study included
suggested in order to reduce burnout levels. 324 health-care professionals, which increased the
This will consequently reduce work fatigue and improve precision of the outcomes and might have ensured
their mental health and physical well-being. Thus, a good representativeness of the Lebanese health-care
training health-care professionals during their education professionals, especially nurses and pharmacists, thus
will improve their soft skills and emotional intelligence, improving the generalizability of our results. Finally,
and consequently improve their behavior in stressful additional research should be conducted using other
situations and reduce their job burnout. Subsequently, methods in order to support our findings. The authors
during their work journey, many interventions can be assumed that the obtained results are original and similar
addressed, including reducing their working hours, to other recent studies.
increasing their financial income, and providing them
with the needed psychological support (Rahme et al., CONCLUSION
2020).
In conclusion, this study showed that soft skills and
Study limitations and strengths emotional intelligence can affect job burnout. Moreover,
soft skills were significantly associated with emotional
The limitations of this study are as follows: intelligence.
First, regarding participants, the sample mainly included Further studies should highlight the effect of soft skills
nurses and pharmacists with no physicians and other and emotional intelligence of health professionals on
health-care professionals. Moreover, the majority of the burnout in order to improve the mental status of the
participants were from Beirut and Mount Lebanon. This Lebanese health workers and the quality of care toward
might be related to the background of the researchers, in their patients.
addition to the fact that physicians were not cooperative. In addition, continuing education related to improving
In addition, due to the economic situation in Lebanon, emotional intelligence and soft skills should be offered to

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health-care professionals, highlighting their importance Conflict of interest

and their impact on burnout during the current crisis.
Finally, other hypotheses should be tested regarding the None.
effect of burnout, emotional intelligence, and soft skills
on patient care and safety.

Acknowledgment

The authors would like to thank Professor Pascale

Salameh for her help throughout the study.

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APPENDIX
APPENDIX

1. Questionnaire
Soft skills and emotional intelligence: effect on burnout and
competence/‫ اﻟﺘﺄﺛﯿﺮ ﻋﻠﻰ اﻹرھﺎق واﻟﻜﻔﺎءة‬:‫اﻟﻤﮭﺎرات اﻟﻨّﺎﻋﻤﺔ واﻟﺬﻛﺎء اﻟﻌﺎطﻔﻲ‬
Dear health-care professional,
This questionnaire aims to collect information about the effect of soft skills and emotional intelligence on
burnout and competence among health workers. Kindly note that the collected information is completely
anonymous and confidential. It will only take about 7 min of your time. Furthermore, you have the ability to
quit at any time. Thank you for taking part in this.
، ‫ﻋﺰﯾﺰي أﺧﺼﺎﺋﻲ اﻟﺮﻋﺎﯾﺔ اﻟﺼﺤﯿﺔ‬
‫ أﻟﺮﺟﺎء‬.‫ﯾﮭﺪف ھﺬا اﻹﺳﺘﺒﯿﺎن إﻟﻰ ﺟﻤﻊ ﻣﻌﻠﻮﻣﺎت ﺣﻮل ﺗﺄﺛﯿﺮ اﻟﻤﮭﺎرات اﻟﻨﺎﻋﻤﺔ واﻟﺬﻛﺎء اﻟﻌﺎطﻔﻲ ﻋﻠﻰ اﻹرھﺎق واﻟﻜﻔﺎءة ﺑﯿﻦ اﻟﻌﺎﻣﻠﯿﻦ اﻟﺼﺤﯿﯿﻦ‬
.‫ دﻗﺎﺋﻖ‬۷ ‫أﺧﺬ اﻟﻌﻠﻢ أ ّن اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﻌﻄﺎة ﻓﻲ ھﺬا اﻹﺳﺘﺒﯿﺎن ﺳﻮف ﺗﺒﻘﻰ ﺳﺮﯾّﺔ وﻣﺠﮭﻮﻟﺔ اﻟﻤﺼﺪر ﻛﻤﺎ وأن اﻹﺳﺘﻄﻼع ﻟﻦ ﯾﺴﺘﻐﺮق أﻛﺜﺮ ﻣﻦ‬
‫ﺷﻜﺮا ﻟﻤﺸﺎرﻛﺘﻜﻢ‬
ً ‫إﺿﺎﻓﺔ إﻟﻰ أﻧّﮫ ﺑﺈﻣﻜﺎﻧﻜﻢ ﻋﺪم اﻟﻤﺘﺎﺑﻌﺔ ﺳﺎﻋﺔ ﺗﺸﺎؤون‬.

I. Inclusion Criteria: If all the answers to this section are "Yes," Kindly proceed to the next
section/‫ ﻓﯿﺮﺟﻰ اﻻﻧﺘﻘﺎل إﻟﻰ اﻟﻘﺴﻢ اﻟﺘﺎﻟﻲ‬، "‫إذا ﻛﺎﻧﺖ ﺟﻤﯿﻊ اﻹﺟﺎﺑﺎت ﻋﻠﻰ ھﺬا اﻟﻘﺴﻢ "ﻧﻌﻢ‬
1. Are you a health-care professional?/‫ھﻞ أﻧﺖ ﻣﺘﺨﺼﺺ ﻓﻲ اﻟﺮﻋﺎﯾﺔ اﻟﺼﺤﯿﺔ؟‬
Yes – ‫ ﻧﻌﻢ‬No – ‫ﻻ‬
2. Do you have a working permit offered by the Ministry of Public Health?/ ‫ھﻞ ﻟﺪﯾﻚ اذن ﻣﺰاوﻟﺔ ﻣﮭﻨﺔ ﻣﻦ‬
‫وزارة اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ؟‬
Yes – ‫ ﻧﻌﻢ‬No – ‫ﻻ‬
3. Are you registered to your syndicate?/‫ھﻞ اﻧﺖ ﻣﺴﺠﻞ ﻓﻲ ﻧﻘﺎﺑﺘﻚ؟‬
Yes – ‫ ﻧﻌﻢ‬No – ‫ﻻ‬
4. Are you currently employed?/‫ھﻞ اﻧﺖ ﻣﻮظﻒ ﺣﺎﻟﯿﺎ؟‬
Yes – ‫ ﻧﻌﻢ‬No – ‫ﻻ‬
5. Have you been working for 2 years or more?/‫ھﻞ ﻛﻨﺖ ﺗﻌﻤﻞ ﻟﻤﺪة ﻋﺎﻣﯿﻦ أو أﻛﺜﺮ؟‬
Yes – ‫ ﻧﻌﻢ‬No – ‫ﻻ‬
6. Would you like to participate in our study?/‫ھﻞ ﺗﺮﻏﺐ ﻓﻲ اﻟﻤﺸﺎرﻛﺔ ﻓﻲ دراﺳﺘﻨﺎ؟‬
Yes – ‫ ﻧﻌﻢ‬No – ‫ﻻ‬

II. Sociodemographic information/‫اﻟﻤﻌﻠﻮﻣﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﺪﯾﻤﻮﻏﺮاﻓﯿﺔ‬

7. Gender/‫اﻟﺠﻨﺲ‬
Male – ‫ذﻛﺮ‬
Female – ‫أﻧﺜﻰ‬
8. Age/‫اﻟﻌﻤﺮ‬- Kindly write your age in years/‫ﯾﺮﺟﻰ ﻛﺘﺎﺑﺔ ﻋﻤﺮك ﺑﺎﻟﺴﻨﻮات‬

9. Region of residence/‫ﻣﻨﻄﻘﺔ اﻹﻗﺎﻣﺔ‬

Beirut – ‫ ﺑﯿﺮوت‬Mount Lebanon - ‫ ﺟﺒﻞ ﻟﺒﻨﺎن‬North – ‫ ﺷﻤﺎل‬Bekaa – ‫ اﻟﺒﻘﺎع‬South – ‫ ﺟﻨﻮب‬Nabatieh – ‫اﻟﻨﺒﻄﯿﺔ‬
Baalbek/Hermel - ‫ اﻟﮭﺮﻣﻞ‬/ ‫ ﺑﻌﻠﺒﻚ‬Akkar – ‫ﻋﻜﺎر‬
10. Profession/‫اﻟﻤﮭﻨﺔ‬
Physician – ‫ طﺒﯿﺐ‬Nurse - (‫ ﻣﻤﺮض )ة‬Pharmacist – ‫ ﺻﯿﺪﻻﻧﻲ‬Dentist -‫طﺒﯿﺐ اﻻﺳﻨﺎن‬
11. Region of work practice/‫ﻣﻨﻄﻘﺔ ﻣﻤﺎرﺳﺔ اﻟﻌﻤﻞ‬
Beirut – ‫ ﺑﯿﺮوت‬Mount Lebanon - ‫ ﺟﺒﻞ ﻟﺒﻨﺎن‬North – ‫ ﺷﻤﺎل‬Bekaa – ‫ اﻟﺒﻘﺎع‬South – ‫ ﺟﻨﻮب‬Nabatieh – ‫اﻟﻨﺒﻄﯿﺔ‬
Baalbek/Hermel - ‫اﻟﮭﺮﻣﻞ‬/‫ ﺑﻌﻠﺒﻚ‬Akkar – ‫ﻋﻜﺎر‬

III. Professional information/‫ﻣﻌﻠﻮﻣﺎت ﻣﮭﻨﯿﺔ‬

12. Current position at work/‫اﻟﻤﻨﺼﺐ اﻟﺤﺎﻟﻲ ﻓﻲ اﻟﻌﻤﻞ‬
13. Working hours per week/‫ﺳﺎﻋﺎت اﻟﻌﻤﻞ ﻓﻲ اﻷﺳﺒﻮع‬
14. Work experience in years/‫ﺧﺒﺮة اﻟﻌﻤﻞ ﻓﻲ ﺳﻨﻮات‬
15. Are you satisfied with your current job?/‫راض ﻋﻦ وظﯿﻔﺘﻚ اﻟﺤﺎﻟﯿﺔ؟‬
ٍ ‫ھﻞ أﻧﺖ‬
Yes – No
16. Are you confident about your work competence?/‫ھﻞ أﻧﺖ واﺛﻖ ﻣﻦ ﻛﻔﺎءﺗﻚ ﻓﻲ اﻟﻌﻤﻞ؟‬

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IV. Soft skills/emotional intelligence and burnout - ‫اﻟﺬﻛﺎء اﻟﻌﺎطﻔﻲ واﻹرھﺎق‬/‫اﻟﻤﮭﺎرات اﻟﺸﺨﺼﯿﺔ‬

Strongly disagree/‫ أرﻓﺾ ﺑﺸﺪة‬- Disagree/‫أرﻓﺾ‬- Neutral/‫ﺣﯿﺎدي‬- Agree/‫أواﻓﻖ‬- Strongly agree/‫اواﻓﻖ ﺑﺸﺪة‬

A. Soft skills: Are you able to/‫ ھﻞ أﻧﺖ ﻗﺎدر ﻋﻠﻰ‬:‫اﻟﻤﮭﺎرات اﻟﻨﺎﻋﻤﺔ‬
• Deliver idea clearly with confidence, both in written and oral forms/ ‫ ﻓﻲ ﻛﻞ ﻣﻦ‬، ‫ﺗﻘﺪﯾﻢ اﻟﻔﻜﺮة ﺑﻮﺿﻮح وﺑﻜﻞ ﺛﻘﺔ‬
‫اﻷﺷﻜﺎل اﻟﻤﻜﺘﻮﺑﺔ واﻟﺸﻔﻮﯾﺔ‬
• Practice good listening skills and give response/‫ﻣﻤﺎرﺳﺔ ﻣﮭﺎرات اﻻﺳﺘﻤﺎع اﻟﺠﯿﺪ واﻻﺳﺘﺠﺎﺑﺔ‬
• Give presentation clearly with confidence, according to the level of the audience/ ‫ﺗﻘﺪﯾﻢ ﻋﺮض واﺿﺢ ﺑﺜﻘﺔ‬
‫ﺣﺴﺐ ﻣﺴﺘﻮى اﻟﺠﻤﮭﻮر‬
• Use technology during presentation/‫اﺳﺘﺨﺪام اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ أﺛﻨﺎء اﻟﻌﺮض‬
• Negotiate and reach a consensus/‫اﻟﺘﻔﺎوض واﻟﺘﻮﺻﻞ إﻟﻰ ﺗﻮاﻓﻖ‬
• Communicate with people from different cultural background/‫اﻟﺘﻮاﺻﻞ ﻣﻊ أﻧﺎس ﻣﻦ ﺧﻠﻔﯿﺎت ﺛﻘﺎﻓﯿﺔ ﻣﺨﺘﻠﻔﺔ‬
• Expand one's own communicative skill/‫ﺗﻮﺳﯿﻊ ﻣﮭﺎرات اﻟﺘﻮاﺻﻞ اﻟﺨﺎﺻﺔ ﺑﺎﻟﻔﺮد‬
• Use non-oral skills/‫اﺳﺘﺨﺪام اﻟﻤﮭﺎرات ﻏﯿﺮ اﻟﺸﻔﻮﯾﺔ‬
• Identify and analyze problems in a complex situation and make justifiable evaluation/ ‫ﺗﺤﺪﯾﺪ وﺗﺤﻠﯿﻞ‬
‫اﻟﻤﺸﺎﻛﻞ ﻓﻲ ﻣﻮﻗﻒ ﻣﻌﻘﺪ وإﺟﺮاء ﺗﻘﯿﯿﻢ ﻣﺒﺮر‬
• Expand and improve one's thinking skills such as to explain, analyze, and evaluate a discussion/ ‫ﺗﻮﺳﯿﻊ‬
‫وﺗﺤﺴﯿﻦ ﻣﮭﺎرات اﻟﺘﻔﻜﯿﺮ ﻟﺪى اﻟﻤﺮء ﻣﺜﻞ ﺷﺮح وﺗﺤﻠﯿﻞ وﺗﻘﯿﯿﻢ اﻟﻤﻨﺎﻗﺸﺔ‬
• Find ideas and alternative solutions/‫إﯾﺠﺎد أﻓﻜﺎر وﺣﻠﻮل ﺑﺪﯾﻠﺔ‬
• Think out of the box/‫اﻟﺘﻔﻜﯿﺮ ﺧﺎرج اﻟﺼﻨﺪوق‬
• Make conclusions based on valid proof/‫اﺳﺘﻨﺘﺎج ﺑﻨﺎء ﻋﻠﻰ دﻟﯿﻞ ﺻﺤﯿﺢ‬
• Keep going and give full attention to the given task/‫اﻻﺳﺘﻤﺮار وإﻋﻄﺎء اﻻھﺘﻤﺎم اﻟﻜﺎﻣﻞ ﻟﻠﻤﮭﻤﺔ اﻟﻤﻌﯿﻨﺔ‬
• Understand and adapt oneself to the culture of the community and new working environment/ ‫ﻓﮭﻢ ﺛﻘﺎﻓﺔ‬
‫اﻟﻤﺠﺘﻤﻊ وﺑﯿﺌﺔ اﻟﻌﻤﻞ اﻟﺠﺪﯾﺪة واﻟﺘﻜﯿﻒ ﻣﻌﮭﺎ‬
• Identify business opportunities/‫ﺗﺤﺪﯾﺪ ﻓﺮص اﻟﻌﻤﻞ‬
• Estimate business plan/‫ﺗﻘﺪﯾﺮ ﺧﻄﺔ اﻟﻌﻤﻞ‬
• Create, explore, and seek business and job opportunities/‫إﻧﺸﺎء واﺳﺘﻜﺸﺎف واﻟﺒﺤﺚ ﻋﻦ اﻷﻋﻤﺎل وﻓﺮص اﻟﻌﻤﻞ‬
• Be self-employed/‫ان ﺗﻌﻤﻞ ﻟﺤﺎﺳﺒﻚ اﻟﺨﺎص‬
• Understand the effects of economic, environmental, and sociocultural factors on the professional
practice/‫ﻓﮭﻢ آﺛﺎر اﻟﻌﻮاﻣﻞ اﻻﻗﺘﺼﺎدﯾﺔ واﻟﺒﯿﺌﯿﺔ واﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﺜﻘﺎﻓﯿﺔ ﻋﻠﻰ اﻟﻤﻤﺎرﺳﺔ اﻟﻤﮭﻨﯿﺔ‬
• Analyze and make decisions in solving ethics-related issues/ ‫ﺗﺤﻠﯿﻞ واﺗﺨﺎذ اﻟﻘﺮارات ﻓﻲ ﺣﻞ اﻟﻘﻀﺎﯾﺎ اﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻷﺧﻼﻗﯿﺎت‬
• Practice ethical behavior and have a sense of responsibility toward society/ ، ‫ﻣﻤﺎرﺳﺔ اﻟﺴﻠﻮك اﻷﺧﻼﻗﻲ‬
‫واﻣﺘﻼك ﺣﺲ اﻟﻤﺴﺆوﻟﯿﺔ ﺗﺠﺎه اﻟﻤﺠﺘﻤﻊ‬
• Lead a project/‫ﻗﯿﺎدة ﻣﺸﺮوع‬

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• Understand and act interchangeably as a group leader and a group member/ ‫اﻟﻔﮭﻢ واﻟﻌﻤﻞ ﺑﺎﻟﺘﺒﺎدل ﻛﻘﺎﺋﺪ‬
‫ﻣﺠﻤﻮﻋﺔ وﻋﻀﻮ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ‬
• Contribute to teambuilding and work/‫اﻟﻤﺴﺎھﻤﺔ ﻓﻲ ﺑﻨﺎء اﻟﻔﺮﯾﻖ واﻟﻌﻤﻞ‬
• Supervise team members/‫اﻹﺷﺮاف ﻋﻠﻰ أﻋﻀﺎء اﻟﻔﺮﯾﻖ‬
• Search and manage relevant information from various sources/ ‫اﻟﺒﺤﺚ ﻋﻦ اﻟﻤﻌﻠﻮﻣﺎت ذات اﻟﺼﻠﺔ وإدارﺗﮭﺎ ﻣﻦ‬
‫ﻣﺼﺎدر ﻣﺨﺘﻠﻔﺔ‬
• Receive new ideas and capable of self-learning/‫ﺗﻠﻘﻲ أﻓﻜﺎر ﺟﺪﯾﺪة وﻗﺎدرة ﻋﻠﻰ اﻟﺘﻌﻠﻢ اﻟﺬاﺗﻲ‬
• Develop an inquiring mind, and thirst for knowledge and learning/‫ﺗﻨﻤﯿﺔ ﻋﻘﻞ ﻣﺘﺴﺎﺋﻞ وﻣﺘﻌﻄﺶ ﻟﻠﻤﻌﺮﻓﺔ واﻟﺘﻌﻠﻢ‬
• Build good relations and have good interaction with other people and work with them effectively to
achieve common goal/‫ﺑﻨﺎء ﻋﻼﻗﺎت ﺟﯿﺪة واﻟﺘﻔﺎﻋﻞ اﻟﺠﯿﺪ ﻣﻊ اﻵﺧﺮﯾﻦ واﻟﻌﻤﻞ ﻣﻌﮭﻢ ﺑﻔﺎﻋﻠﯿﺔ ﻟﺘﺤﻘﯿﻖ اﻟﮭﺪف اﻟﻤﺸﺘﺮك‬
• Understand and switch between the roles of the group leader and a team member/ ‫اﻟﻔﮭﻢ واﻟﺘﺒﺪﯾﻞ ﺑﯿﻦ أدوار‬
‫ﻗﺎﺋﺪ اﻟﻤﺠﻤﻮﻋﺔ وﻋﻀﻮ اﻟﻔﺮﯾﻖ‬
• Recognize and respect the attitudes, behaviors, and beliefs of other people/ ‫إدراك واﺣﺘﺮام ﻣﻮاﻗﻒ وﺳﻠﻮﻛﯿﺎت‬
‫وﻣﻌﺘﻘﺪات اﻵﺧﺮﯾﻦ‬
• Contribute to the planning and coordinate the group work/‫اﻟﻤﺴﺎھﻤﺔ ﻓﻲ ﺗﺨﻄﯿﻂ وﺗﻨﺴﯿﻖ اﻟﻌﻤﻞ اﻟﺠﻤﺎﻋﻲ‬

B. Emotional intelligence scale/‫ﻣﻘﯿﺎس اﻟﺬﻛﺎء اﻟﻌﺎطﻔﻲ‬

• I pay a lot of attention to my feelings/‫ﻛﺜﯿﺮا‬
ً ‫أھﺘﻢ ﺑﻤﺸﺎﻋﺮي‬
• I am usually very conscious of what I feel/‫ﻋﺎدة ﻣﺎ أﻛﻮن ﻣﺪر ًﻛﺎ ﺟﺪًا ﻟﻤﺎ أﺷﻌﺮ ﺑﮫ‬
• I usually spend time thinking about my emotions/‫ﻋﺎدة ﻣﺎ أﻗﻀﻲ اﻟﻮﻗﺖ ﻓﻲ اﻟﺘﻔﻜﯿﺮ ﻓﻲ ﻣﺸﺎﻋﺮي‬
• I think my emotions and state of mind deserve to be paid attention to/ ‫أﻋﺘﻘﺪ أن ﻣﺸﺎﻋﺮي وﺣﺎﻟﺘﻲ اﻟﺬھﻨﯿﺔ‬
‫ﺗﺴﺘﺤﻖ اﻻھﺘﻤﺎم‬
• I allow my feelings to affect my thoughts/‫أﺳﻤﺢ ﻟﻤﺸﺎﻋﺮي ﺑﺎﻟﺘﺄﺛﯿﺮ ﻋﻠﻰ أﻓﻜﺎري‬
• I constantly think about my state of mind/‫أﻓﻜﺮ ﺑﺎﺳﺘﻤﺮار ﻓﻲ ﺣﺎﻟﺘﻲ اﻟﺬھﻨﯿﺔ‬
• I often think about my feelings/‫ﻛﺜﯿﺮا ﻣﺎ أﻓﻜﺮ ﻓﻲ ﻣﺸﺎﻋﺮي‬
• I pay a lot of attention to the way I feel/‫ﻛﺜﯿﺮا ﺑﻤﺎ أﺷﻌﺮ ﺑﮫ‬
ً ‫أھﺘﻢ‬
• My feelings are clear to me/‫ﻣﺸﺎﻋﺮي واﺿﺤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ‬
• I can usually define my feelings/‫ﯾﻤﻜﻨﻨﻲ ﻋﺎدة ﺗﺤﺪﯾﺪ ﻣﺸﺎﻋﺮي‬
• I nearly always know how I feel/‫أﻧﺎ أﻋﺮف داﺋ ًﻤﺎ ﻣﺎ أﺷﻌﺮ ﺑﮫ‬
• I usually know how I feel about people/‫ﻋﺎدة ﻣﺎ أﻋﺮف ﻣﺎ أﺷﻌﺮ ﺑﮫ ﺗﺠﺎه اﻟﻨﺎس‬
• I often become aware of my feelings in different situations/‫ﻏﺎﻟﺒًﺎ ﻣﺎ أدرك ﻣﺸﺎﻋﺮي ﻓﻲ اﻟﻤﻮاﻗﻒ اﻟﻤﺨﺘﻠﻔﺔ‬
• I can always say how I feel/‫ﯾﻤﻜﻨﻨﻲ داﺋﻤﺎ أن أﻗﻮل ﻛﯿﻒ أﺷﻌﺮ‬
• I can sometimes say which emotions I am experiencing/‫أﺳﺘﻄﯿﻊ أﺣﯿﺎﻧًﺎ ﺗﺤﺪﯾﺪ اﻟﻤﺸﺎﻋﺮ اﻟﺘﻲ أﺷﻌﺮ ﺑﮭﺎ‬
• I can manage to understand my feelings/‫أﺳﺘﻄﯿﻊ أن أﻓﮭﻢ ﻣﺸﺎﻋﺮي‬
• I usually have an optimistic outlook, although I sometimes feel sad/ ‫ ﻋﻠﻰ‬، ‫ﻋﺎدة ﻣﺎ ﯾﻜﻮن ﻟﺪي ﻧﻈﺮة ﻣﺘﻔﺎﺋﻠﺔ‬
‫اﻟﺮﻏﻢ ﻣﻦ أﻧﻨﻲ أﺷﻌﺮ ﺑﺎﻟﺤﺰن أﺣﯿﺎﻧًﺎ‬

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 • Even when I feel sad, I try to think about pleasant things/ ‫ أﺣﺎول اﻟﺘﻔﻜﯿﺮ ﻓﻲ أﺷﯿﺎء‬، ‫ﺣﺘﻰ ﻋﻨﺪﻣﺎ أﺷﻌﺮ ﺑﺎﻟﺤﺰن‬
‫ﻣﻤﺘﻌﺔ‬
• When I am sad, I think about all life’s pleasures/‫ أﻓﻜﺮ ﻓﻲ ﻛﻞ ﻣﻠﺬات اﻟﺤﯿﺎة‬، ‫ﻋﻨﺪﻣﺎ أﻛﻮن ﺣﺰﯾﻨًﺎ‬
• I try to have positive thoughts even when I feel bad/‫أﺣﺎول أن ﺗﻜﻮن ﻟﺪي أﻓﻜﺎر إﯾﺠﺎﺑﯿﺔ ﺣﺘﻰ ﻋﻨﺪﻣﺎ أﺷﻌﺮ ﺑﺎﻟﺴﻮء‬
• If I think about things too much and end up complicating them, I try to calm myself down/ ‫إذا ﻓﻜﺮت ﻓﻲ‬
‫ أﺣﺎول ﺗﮭﺪﺋﺔ ﻧﻔﺴﻲ‬، ‫ﻛﺜﯿﺮا واﻧﺘﮭﻰ ﺑﻲ اﻷﻣﺮ ﺑﺘﻌﻘﯿﺪھﺎ‬
ً ‫اﻷﺷﯿﺎء‬
• I am concerned about having a good state of mind/‫أﻧﺎ ﻗﻠﻖ ﺑﺸﺄن وﺟﻮد ﺣﺎﻟﺔ ذھﻨﯿﺔ ﺟﯿﺪة‬
• I have a lot of energy when I feel happy/‫ﻟﺪي اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﻄﺎﻗﺔ ﻋﻨﺪﻣﺎ أﺷﻌﺮ ﺑﺎﻟﺴﻌﺎدة‬
• When I am angry, I try to change my state of mind/‫ أﺣﺎول ﺗﻐﯿﯿﺮ ﺣﺎﻟﺘﻲ اﻟﺬھﻨﯿﺔ‬، ‫ﻋﻨﺪﻣﺎ أﻛﻮن ﻏﺎﺿﺒ ًﺎ‬

C. Burnout scale/‫ﻣﻘﯿﺎس اﻹرھﺎق‬

• I feel emotionally drained from my work/‫أﺷﻌﺮ ﺑﺎﻻﺳﺘﻨﺰاف اﻟﻌﺎطﻔﻲ ﻣﻦ ﻋﻤﻠﻲ‬
• I feel used up at the end of the workday/‫أﺷﻌﺮ ﺑﺄﻧﻨﻲ ﻣﺴﺘﻨﻔﺪ ﻓﻲ ﻧﮭﺎﯾﺔ ﯾﻮم اﻟﻌﻤﻞ‬
• I feel fatigued when I get up in the morning and have to face another day on the job/ ‫أﺷﻌﺮ ﺑﺎﻹرھﺎق‬
‫ﻲ أن أواﺟﮫ ﯾﻮ ًﻣﺎ آﺧﺮ ﻓﻲ اﻟﻌﻤﻞ‬
ّ ‫ﻋﻨﺪﻣﺎ أﺳﺘﯿﻘﻆ ﻓﻲ اﻟﺼﺒﺎح وﻋﻠ‬
• I can easily understand how my patients–colleagues feel about things/-‫ﯾﻤﻜﻨﻨﻲ ﺑﺴﮭﻮﻟﺔ ﻓﮭﻢ ﺷﻌﻮرﻣﺮﺿﺎي‬
‫زﻣﻼﺋﻲ ﺗﺠﺎه أﻣﻮر ﻣﻌّﯿﻨﺔ‬
• I feel I treat some patients–colleagues as if they were impersonal objects/ ‫أﺷﻌﺮ أﻧﻨﻲ أﻋﺎﻣﻞ ﺑﻌﺾ‬
‫زﻣﻼﺋﻲ ﻛﺄﻧﮭﻢ أﺷﯿﺎء ﻻ ﺑﺸﺮ‬-‫ﻣﺮﺿﺎي‬
• ً ‫اﻟﻌﻤﻞ ﻣﻊ اﻟﻨﺎس طﻮال اﻟﯿﻮم ﯾﻤﺜﻞ ﺿﻐ‬
Working with people all day is really a strain for me/ ‫ﻄﺎ ﺣﻘﯿﻘﯿًﺎ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻲ‬
• I deal very effectively with the problems of my patients–colleagues/ ‫أﺗﻌﺎﻣﻞ ﺑﺸﻜﻞ ﻓﻌﺎل ﻣﻊ ﻣﺸﺎﻛﻞ‬
‫زﻣﻼﺋﻲ‬-‫ﻣﺮﺿﺎي‬
• I feel burned out from my work/‫أﺷﻌﺮ ﺑﺎﻹرھﺎق ﻣﻦ ﻋﻤﻠﻲ‬
• I feel I’m positively influencing other people’s lives through my work/ ‫أﺷﻌﺮ ﺑﺄن ﻣﺎ أﻗﻮم ﺑﮫ ﯾﺆﺛﺮ إﯾﺠﺎﺑﯿًﺎ‬
‫ﻋﻠﻰ ﺣﯿﺎة اﻵﺧﺮﯾﻦ ﻣﻦ ﺧﻼل ﻋﻤﻠﻲ‬
• I’ve become more hard toward people since I took this job/ ‫ﻟﻘﺪ أﺻﺒﺤﺖ أﻛﺜﺮ ﻗﺴﻮة ﺗﺠﺎه اﻟﻨﺎس ﻣﻨﺬ أن ﺗﻮﻟﯿﺖ‬
‫ھﺬه اﻟﻮظﯿﻔﺔ‬
• I worry that this job is hardening me emotionally/‫ﻲ ﻋﺎطﻔﯿًﺎ‬
ّ ‫أﺷﻌﺮ ﺑﺎﻟﻘﻠﻖ ﻣﻦ أن ھﺬه اﻟﻮظﯿﻔﺔ ﺗﻘﺼﻮ ﻋﻠ‬
• I feel very energetic/‫أﺷﻌﺮ ﺑﻨﺸﺎط ﻛﺒﯿﺮ‬
• I feel frustrated by my job/‫أﺷﻌﺮ ﺑﺎﻹﺣﺒﺎط ﺑﺴﺒﺐ وظﯿﻔﺘﻲ‬
• I feel I’m working too hard on my job/‫أﺷﻌﺮ أﻧﻨﻲ أﻋﻤﻞ ﺑﺠﺪ ﻓﻲ وظﯿﻔﺘﻲ‬
• I don’t really care what happens to some patients–colleagues/ -‫ﻻ أھﺘﻢ ﺣﻘًﺎ ﺑﻤﺎ ﯾﺤﺪث ﻟﺒﻌﺾ اﻟﻤﺮﺿﻰ‬
‫زﻣﻼﺋﻲ‬
• Working with people directly puts too much stress on me/ ‫اﻟﻌﻤﻞ ﻣﻊ اﻟﻨﺎس ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﯾﻀﻊ اﻟﻜﺜﯿﺮ ﻣﻦ‬
‫ﻲ‬
ّ ‫اﻟﻀﻐﻂ ﻋﻠ‬
• I can easily create a relaxed atmosphere with my patients–colleagues/ ‫ﯾﻤﻜﻨﻨﻲ ﺑﺴﮭﻮﻟﺔ ﺧﻠﻖ ﺟﻮ ﻣﺮﯾﺢ ﻣﻊ‬
‫زﻣﻼﺋﻲ‬-‫ﻣﺮﺿﺎي‬

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INTERNATIONAL
INTERNATIONAL JOURNAL
JOURNALOF
OFHEALTH
HEALTHPROFESSIONS
PROFESSIONS

• I feel happy after working closely with my patients–colleagues/ ‫أﺷﻌﺮ ﺑﺎﻟﺴﻌﺎدة ﺑﻌﺪ اﻟﻌﻤﻞ ﻋﻦ ﻛﺜﺐ ﻣﻊ‬
‫زﻣﻼﺋﻲ‬-‫ﻣﺮﺿﺎي‬
• I have accomplished many worthwhile things in this job/ ‫ﻟﻘﺪ أﻧﺠﺰت اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﮭﺎ ّﻣﺎت اﻟﺠﺪﯾﺮة ﺑﺎﻻھﺘﻤﺎم ﻓﻲ‬
‫ھﺬه اﻟﻮظﯿﻔﺔ‬
• I feel like I’m at the end of my rope/‫أﺷﻌﺮ وﻛﺄﻧﻨﻲ اﺳﺘﻨﺬﻓﺖ ﻛﻞ ﻗﺪراﺗﻲ‬
• In my work, I deal with emotional problems very calmly/‫ﻓﻲ ﻋﻤﻠﻲ أﺗﻌﺎﻣﻞ ﻣﻊ اﻟﻤﺸﺎﻛﻞ اﻟﻌﺎطﻔﯿﺔ ﺑﮭﺪوء ﺷﺪﯾﺪ‬
• I feel patients–colleagues blame me for some of their problems/ ‫زﻣﻼﺋﻲ ﯾﻠﻮﻣﻮﻧﻨﻲ ﻋﻠﻰ‬-‫أﺷﻌﺮ أن اﻟﻤﺮﺿﻰ‬
‫ﺑﻌﺾ ﻣﺸﺎﻛﻠﮭﻢ‬

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