Healing the Healer: Exploring UK-based doctors’ and nurses’ nutrition and dietary behaviours within the workplace

Sum, Kiu 2024. Healing the Healer: Exploring UK-based doctors’ and nurses’ nutrition and dietary behaviours within the workplace. PhD thesis University of Westminster Life Sciences https://doi.org/10.34737/wq300

TitleHealing the Healer: Exploring UK-based doctors’ and nurses’ nutrition and dietary behaviours within the workplace
TypePhD thesis
AuthorsSum, Kiu
Abstract

Medical doctors and nurses (DNs) play a crucial role in the National Health Service (NHS), but their occupational demands can negatively affect their health. Shift work, common in the medical field, has been linked to various health issues for DNs, including sleep disturbances, weight gain, cognitive performance decline, and cardiovascular health concerns. Nutrition has been identified as a key factor in managing these risks. However, limited research has been conducted on the dietary intake and nutritional behaviour of DNs during shift work. This thesis aims to address this gap by exploring the current diet and nutritional practices and the impact of shift work on DNs’ food consumption and dietary behaviours using a mixed-method approach.

The qualitative study, conducted between 2020 – 2021, involved online semistructured interviews with practising DNs undertaking shift work (n=16) from various occupational grades and specialities across the UK. Thematic analysis was performed on the collected data. The findings demonstrate the detrimental impacts of shift work on DNs’ poor nutrition and health and wellbeing. Factors influencing DNs' diet during shifts are complex, with clinical responsibilities often being prioritised and at the forefront, thus often missing eating opportunities. Consequently, DNs frequently eat on the go. Hence, food accessibility and availability are significant in DNs’ dietary decisions. Caffeine consumption is common among DNs to sustain energy during shifts due to its easy accessibility and availability. Night shifts pose challenges for maintaining a healthy diet and often lead to DNs making unhealthy food choices. Despite these challenges, DNs highly value their meals after their shifts as their main meal of the day. Workplace culture, staff shortages, and limited access to food facilities outside standard hours are additional barriers to good workplace nutrition.

Building on the qualitative findings, a quantitative analysis using the UK Biobank dataset (n=5,777) was conducted to compare the differences in dietary intake among UK DNs with different shift work patterns. The results indicate limited consumption of fruits, vegetables, fish, and dietary fibre, while all DN shift workers have a high intake of meat, tea, coffee, and alcohol. The data reported a significant difference between doctors and nurses, with doctors consuming more than nurses in unprocessed red meat portions per week (2.176 ± 1.429 vs 2.053 ± 1.443) (p<0.001), cups of coffee per day (1.57 ± 3.859 vs 1.30 ± 3.60) (p<0.001), and overall alcohol intake per week (63.146g ± 48.570 vs 40.261g ± 48.242) (p<0.001). Meanwhile, nurses had a higher average consumption than doctors in portions of fruit (2.840 ± 2.489 vs 2.657 ± 2.796) and vegetables (2.415 ± 2.036 vs 2.349 ± 2.104) (p<0.001), cups of tea (3.14 ± 3.560 vs 2.18 ± 3.972) and water (2.60 ± 3.568 vs 1.40 ± 4.229) (p=0.000). Various shift work factors influence dietary intake, such as working hours, night shift length and frequency, and consecutive night shifts. Longer working hours and more night shifts were associated with poorer dietary behaviour, including reduced vegetable and meat intake but increased tea and coffee consumption. Between doctors and nurses, doctors consumed less fruit when working over 30 hours per week (p=0.037) and on consecutive (p=0.020) and night shifts (p=0.048). In other types of food, doctors consumed more than nurses in vegetables, meat, fish, milk, and coffee across different shift patterns. Whereas nurses consumed more water than doctors (p<0.001) and when measured against the average length of night and consecutive night shifts (p=0.002)

This thesis provides novel and valuable insights into the dietary intake and nutritional behaviours of DNs during shift work. Findings underscore the need for DNs to prioritise good nutrition, particularly highlighting the importance of considering workplace factors, such as regulations and cultures, in improving workplace nutrition during shifts. Further research is warranted to explore effective strategies for supporting and promoting DNs' workplace nutrition through changes in the healthcare setting. But also explore how other confounding factors, such as sociodemographic factors and other health behaviours, may influence DNs’ dietary habits at work.

Year2024
File
File Access Level
Open (open metadata and files)
ProjectHealing the Healer: Exploring UK-based doctors’ and nurses’ nutrition and dietary behaviours within the workplace
PublisherUniversity of Westminster
Publication dates
Published05 Jan 2024
Digital Object Identifier (DOI)https://doi.org/10.34737/wq300

Related outputs

Doctors’ and nurses’ eating practices during shift work: Findings from a qualitative study
Sum, K., Cheshire, A., Ridge, Damien T., Sengupta, D. and Deb, D.S. 2024. Doctors’ and nurses’ eating practices during shift work: Findings from a qualitative study. Proceedings of the Nutrition Society. 83 (OCE2), p. E204. https://doi.org/10.1017/s0029665124004282

Learning Development as a collaborative discipline. Book review: Syska, A. and Buckley, C. (eds.) (2023) How to be a Learning Developer in higher education: critical perspectives, community and practice. Abingdon: Routledge
Sum, K. 2024. Learning Development as a collaborative discipline. Book review: Syska, A. and Buckley, C. (eds.) (2023) How to be a Learning Developer in higher education: critical perspectives, community and practice. Abingdon: Routledge. Journal of Learning Development in Higher Education. 30.

Book review: Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education by Alison Cook-Sather, Melanie Bahti and Anita Ntem - A Book Review
Sum, K. 2024. Book review: Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education by Alison Cook-Sather, Melanie Bahti and Anita Ntem - A Book Review. The Journal of Educational Innovation, Partnership and Change. 9 (1).

Vol. 5 No. 2 (2024): Special Interest Groups Special Edition
Sum, K., John Lean, Wilko Luebsen and Stuart Sims 2024. Vol. 5 No. 2 (2024): Special Interest Groups Special Edition. RAISE.

Challenges and barriers for first-year home and international students in Higher Education in the UK and Ireland: A scoping review
Yasmin Clough, Sarah Gibbons, Kiu Sum and Yue Yue 2024. Challenges and barriers for first-year home and international students in Higher Education in the UK and Ireland: A scoping review. Student Engagement in Higher Education Journal. 5 (2), pp. 185-202.

RAISE Special Interest Groups (Early Career Researchers and Research & Evaluation) Collaboration: A Case Study
Wilko Luebsen, Stuart Sims, John Lean and Kim Sum 2024. RAISE Special Interest Groups (Early Career Researchers and Research & Evaluation) Collaboration: A Case Study. Student Engagement in Higher Education Journal. 5 (2), pp. 24-34.

Q&As - A Conversation with the Editors
Kiu Sum, John Lean, Wilko Luebsen and Stuart Sims 2024. Q&As - A Conversation with the Editors. Student Engagement in Higher Education Journal. 5 (2), pp. 4-7.

Who am I? Navigating Professional Identity as an Ethnic Minority Early Career Academic
Sum, K. 2024. Who am I? Navigating Professional Identity as an Ethnic Minority Early Career Academic. Student Engagement in Higher Education Journal. 5 (2), pp. 13-23.

Where do we belong?’ Collaborative Insights from RAISE Special Issue Groups’ (Early Careers and Research Evaluation) Writing Project
Kiu Sum, John Lean, Wilko Luebsen and Stuart Sims 2024. Where do we belong?’ Collaborative Insights from RAISE Special Issue Groups’ (Early Careers and Research Evaluation) Writing Project. Student Engagement in Higher Education Journal. 5 (2), pp. 1-3.

Social media in community building (SocMedHE2022)
Sum, K. 2023. Social media in community building (SocMedHE2022). https://doi.org/10.25416/NTR.21916695.v1

Collaboration in Higher Education: A New Ecology of Practice
Sum, K. 2023. Collaboration in Higher Education: A New Ecology of Practice. Journal of Perspectives in Applied Academic Practice. 11 (3), pp. 176-177. https://doi.org/10.56433/jpaap.v11i3.576

How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being?
Sarah Slates, Alison Cook-Sather, Sima Aghakhani, Ali Al-Humuzi, Dulce Alonso, Karin Borgström, Fiona Boyle, Chris Cachia, Elisabeth Carlson, Jonathan Cole, Tadhg Dennehy, Marie Väfors Fritz, Marlene Gadzirayi, Loretta Goff, Petri Gudmundsson, Yang Han, Peter Hellman, Kal Holder, Sixun Hou, Julie Hughes, Jimmy Jennings, Wiki Jegliska, Amrita Kaur, Lu Kehan, Andrew Kelly, Carrie Lee, Constance Leonard, Rachael A. Lewitzky, Asia Majeed, Matthea Marquart, Joshua Marsden, Lia Marshall, Florina Matu, Tsholo Molefe, Yoko Mori, Nicola Morrell-Scott, Elizabeth Mullenger, Monica Obregon, Matt Pearce, Claire Pike, Hurshal Pol, Elena Riva, Caitlin Sands, Rachel Sinanan, Kelsey Smart, Sandra Smeltzer, Abi Spence, Teresa Stephens, Maria Magdalena Stollenwerk, Kiu Sum and Josephine Van-Ess 2023. How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being? International Journal for Students as Partners. 7 (2), pp. 221-240. https://doi.org/10.15173/ijsap.v7i2.5597

Making the elephant dance: Connectivity as transgressive practice in doctoral research
Sum, K. 2023. Making the elephant dance: Connectivity as transgressive practice in doctoral research. in: Abegglen, S., Burns, T. and Sinfield, S. (ed.) Collaboration in Higher Education: a New Ecology of Practice Bloomsbury.

Including the 'Students' as Co-Creators
Sum, K. 2023. Including the 'Students' as Co-Creators. in: Rossi, V. (ed.) Inclusive Learning Design in Higher Education: A Practical Guide to Creating Equitable Learning Experiences Routledge.

Getting connected: establishing direct communication between learning developers and PhD Students with teaching responsibilities
Kantcheva, R. and Sum, K. 2023. Getting connected: establishing direct communication between learning developers and PhD Students with teaching responsibilities. Journal of Learning Development in Higher Education. 27. https://doi.org/10.47408/jldhe.vi27.1013

Proceedings of a roundtable event ‘Workplace Diet and Health – priorities for researchers and practitioners’
Gibson, R., Lewis, J., Hilberink, A., Philippou, E., Wilson, D., Theobald, H.E., Sum, K., David, D., Alawfi, J.S., Roper, H.J., Makinwa, F., Lessons, G., Clark, A., Maynard, N., Viner, L. and Hall, W.L. 2023. Proceedings of a roundtable event ‘Workplace Diet and Health – priorities for researchers and practitioners’. Nutrition Bulletin. 48 (1), pp. 144-153. https://doi.org/10.1111/nbu.12605

Collaborative writing communities for Learning Development research and practice
Johnson, I, Welton, K, Sum, K., Rafferty, V, Kantcheva, R, Nodder, J, Chin, P, Canton, U, Bishopp-Martin, S and Bickle, E 2022. Collaborative writing communities for Learning Development research and practice. Journal of Learning Development in Higher Education. 25. https://doi.org/10.47408/jldhe.vi25.986

Supporting doctors' nutrition in the workplace: findings from a qualitative study
Sum, K., Cheshire, A., Ridge, D. and Deb, S. 2022. Supporting doctors' nutrition in the workplace: findings from a qualitative study. The Nutrition Society's Summer Conference 2022. Sheffield Hallam University 12 - 15 Jul 2022 Cambridge University Press. https://doi.org/10.1017/S002966512200194X

S02:E10: Kiu Sum
Sum, K. 2022. S02:E10: Kiu Sum. in: Abegglen, S, Neuhaus, F and Wilson, K (ed.) Sum, K (2022). S02:E10: Kiu Sum. In S. Abegglen, F. Neuhaus, F. & K. Wilson (Eds.) Remote Education: Voices from the Digital Classroom. Calgary: University of Calgary Press. Canada LCR Publishing Services. pp. 205-210

The Power of Partnership: A Book Review
Sum, K. 2022. The Power of Partnership: A Book Review. Journal of Educational Innovation, Partnership and Change. 8 (1).

Supporting Doctoral Researchers' social isolation through a student-led community
Sum, K. 2022. Supporting Doctoral Researchers' social isolation through a student-led community. Journal of Educational Innovation, Partnership and Change. 8 (1).

From tweeting to tweetposium. So what? A reflection
Sum, K. 2022. From tweeting to tweetposium. So what? A reflection. The Journal of Social Media for Learning. 3 (1), pp. 10-12. https://doi.org/10.24377/LJMU.jsml.article518

Finding the right fit: Enhancing the academic-industry link in the sector for Nutrition undergraduates – a pilot study
Sum, K., Dimitropoulos, L., Kurik, G. and Tewfik, I. 2021. Finding the right fit: Enhancing the academic-industry link in the sector for Nutrition undergraduates – a pilot study. Student Engagement in Higher Education Journal. 4 (1), pp. 45-69.

Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice.
Bickle, E., Bishopp-Martin, S., Canton, U., Chin, P., Johnson, I., Kantcheva, R., Nodder, J., Rafferty, V., Sum, K. and Welton, K. 2021. Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice. Journal of University Teaching & Learning Practice. 18 (7), pp. 135-158. https://doi.org/10.53761/1.18.7.09

The many manifestations of successful partnership
Cook-Sather, A., Slates, S., Allen, M., Baskaran, R., Crombie, P., Derounian, J.G., Dianati, S., Dudson, M., Grayson, D., Haroon, M.A., Fraser, C., Jardine, H., Millmore, A., Milton, E., Mori, Y., Morgan, A., Pereira, J. V.-B., Salman, M., Scharff, L., Storey, J., Sum, K. and Tisdell, C.C. 2021. The many manifestations of successful partnership. International Journal for Students as Partners. 5 (2), p. 221–232. https://doi.org/10.15173/ijsap.v5i2.4911

Navigating my ethnic minority identity in higher education: a student reflection
Sum, K. 2021. Navigating my ethnic minority identity in higher education: a student reflection. Journal of Educational Innovation, Partnership and Change. 7 (1). https://doi.org/10.21100/jeipc.v7i1.1032

Editors' Introduction
Sum, K., Walker, S. and Knight, S. 2021. Editors' Introduction. Journal of Educational Innovation, Partnership and Change. 7 (1).

Enhancing student learning and teaching experience through a cross-level collaboration: a reflection
Sum, K., Dimitropoulos, L. and Kurik, G. 2021. Enhancing student learning and teaching experience through a cross-level collaboration: a reflection. Student Engagement in Higher Education Journal. 3 (2), pp. 4-9.

Enriching BAME staff-student partnerships in higher education
Sum, K., Walker, S. and Knight, S. 2021. Enriching BAME staff-student partnerships in higher education. Journal of Educational Innovation, Partnership and Change. 7 (1).

An interactive social media workshop using Lego® Serious Play®
Sum, K., Beckingham, S., Faulkner, S. and Baff, D. 2020. An interactive social media workshop using Lego® Serious Play®. Journal of Social Media for Learning. 1 (1), pp. 94-111. https://doi.org/10.24377/LJMU.jsml.vol1article392

Trust me, working alone is challenging: What are the benefits of working in partnership in higher education?
Sum, K. 2020. Trust me, working alone is challenging: What are the benefits of working in partnership in higher education? in: Low, T. and El Hakim, Y. (ed.) A Handbook for Student Engagement in Higher Education: Theory into Practice Routledge.

Appraising the Effects of Physical Activity Interventions on Risk Factors of Cardiovascular Diseases and Obesity: A Systematic Review
Sum, K. and Tewfik, I. 2018. Appraising the Effects of Physical Activity Interventions on Risk Factors of Cardiovascular Diseases and Obesity: A Systematic Review. International Journal of Food, Nutrition and Public Health. 10 (1), pp. 40-77. https://doi.org/10.47556/J.IJFNPH.10.1.2018.4

Growing from a Seed
Sum, K. 2018. Growing from a Seed. Student Engagement in Higher Education Journal. 2 (1), pp. 7-11.

Permalink - https://westminsterresearch.westminster.ac.uk/item/wq300/healing-the-healer-exploring-uk-based-doctors-and-nurses-nutrition-and-dietary-behaviours-within-the-workplace


Share this

Usage statistics

55 total views
58 total downloads
These values cover views and downloads from WestminsterResearch and are for the period from September 2nd 2018, when this repository was created.