Learning environments, reliability enhancing work practices, employee engagement, and safety climate in <scp>VA</scp> cardiac catheterization laboratories
Heather Gilmartin, Edward Hess, Candice Mueller, Brigid Connelly, Mary E. Plomondon, Stephen W. Waldo, Catherine Battaglia
Abstract
OBJECTIVE: To characterize the relationship between learning environments (the educational approaches, cultural context, and settings in which teaching and learning happen) and reliability enhancing work practices (hiring, training, decision making) with employee engagement, retention, and safety climate. DATA SOURCE: We collected data using the Learning Environment and High Reliability Practices Survey (LEHRs) from 231 physicians, nurses, and technicians at 67 Veterans Affairs cardiac catheterization laboratories who care for high-risk Veterans. STUDY DESIGN: The association between the average LEHRs score and employee job satisfaction, burnout, intent to leave, turnover, and safety climate were modeled in separate linear mixed effect models adjusting for other covariates. DATA COLLECTION: Participants responded to a web-only survey from August through September 2020. PRINCIPAL FINDINGS: There was a significant association between higher average LEHRs scores and (1) higher job satisfaction (2) lower burnout, (3) lower intent to leave, (4) lower cath lab turnover in the previous 12 months, and (5) higher perceived safety climate. CONCLUSIONS: Learning environments and use of reliability enhancing work practices are potential new avenues to support satisfaction and safety climate while lowering burnout, intent to leave, and turnover in a diverse US health care workforce that serves a vulnerable and marginalized population.