The bidirectional relationship between innovation and well-being

Abstract

Background: Innovation and well-being are often treated as separate constructs; however, emerging evidence suggests a bidirectional relationship between them. Innovation supports creativity, problem-solving, and engagement, enhancing individual fulfillment and societal progress, while well-being provides the emotional, mental, and physical foundation necessary for risk-taking, adaptability, and sustained creativity.

Purpose: This conceptual paper presents a theoretical framework describing the dynamic relationship between innovation and well-being for healthcare professionals, educators, and organizational leaders. It examines how developing innovation competencies may strengthen well-being and, conversely, how well-being may enable individuals and teams to innovate more effectively.

Conceptual Framework: We map innovation competencies onto multidimensional well-being domains to demonstrate areas of overlap and mutual influence, and we propose (1) an innovation–well-being competency profile and (2) a bidirectional systems model illustrating cyclical, reinforcing pathways. The framework also identifies contextual, mediating, and moderating factors that may shape the strength and direction of innovation–well-being relationships.

Application: Embedding innovation competencies into curricula, fellowships, and workplace learning can prepare learners and clinicians to navigate uncertainty, address complex challenges, and build resilience, all while supporting professional sustainability and well-being. Practical examples from our healthcare innovation fellowship and organizational initiatives illustrate how integrating innovation development with well-being strategies may improve engagement, job satisfaction, and retention. Although grounded in healthcare, the framework is adaptable to other sectors (e.g., business and engineering education).

Implications: Positioning innovation and well-being as reciprocal capabilities offers educators, leaders, and policymakers a shared competency language for designing learning environments and workforce systems that support creativity, resilience, and sustainable performance.

Future Research: Future studies should test and refine the proposed pathways and profiles, examine mediators/moderators across settings and roles, and evaluate measurable outcomes of integrated innovation–well-being interventions in education and practice.