Abstract
According to the American Association of Colleges of Nursing (AACN) (2022), nurse faculty vacancy rates continue to increase, threatening the ability to educate future healthcare professionals (Darnell et al., 2020; Gazza, 2022). Due to the shortage of qualified educators, faculty in academia are expected to fulfill multiple roles, thus increasing workload demands (Singh et al., 2019). With increased workload expectations, faculty require frequent adaptation to maintain a healthy work-life balance (Poole & Spies, 2021; Singh et al., 2019).
Previous research in academia has found correlations between work-life balance and emotional exhaustion, well-being, job retention, educator burnout, and job satisfaction using valid tools such as the Oldenburg Burnout Inventory (Alves et al., 2019; Crawford et al., 2023; Singh et al., 2022; Wei & Ye, 2022). With previous studies focusing primarily on student resilience and mindfulness practices, there is a lack of information about the exhaustion, disengagement, and burnout levels for nursing faculty related to coping strategies used to achieve a better work and life balance.
Notes
References: Alves, P.C., Oliveira, A.F., & Paro, H. B. M. D. S. (2019). Quality of life and burnout among faculty members: How much does the field of knowledge matter? PLOS One, 14(3), e0214217. https://doi.org/10.1371/journal.pone.0214217
American Association of College of Nursing (AACN) (2022). Nursing shortage fact sheet. https://www.aacnnursing.org/news-data/fact-sheets/nursing-shortage
Crawford, R.P., Barbé, T., & Troyan, P.J. (2023). A national qualitative study of work-life balance in prelicensure nursing faculty. Nursing Education Perspectives, 44(1), 30-35. https://doi.org/10.1097/01.NEP.0000000000001046
Darnell, T. J., Brockmeier, L. L., Gibson, N. M., Green, R. B., Archibald, J. G., & Brockmeier, L. L. (2020). Nursing faculty job satisfaction and intent to stay. Journal of Education & Social Policy, 7(3). https://doi.org/10.30845/jesp.v7n3p2
Gazza, E. A. (2022). The experience of being a full-time academic nurse educator during the COVID-19 pandemic. Nursing Education Perspectives, 43(2), 74-79. https://doi.org/10.1097/01.NEP.0000000000000933
Poole, E. L. & Spies, M. A. (2021). Relationship among faculty fatigue, academic rank, and scholarship and service productivity. Journal of Advanced Nursing, 78, 395-403. https://doi.org/10.1111/jan.14990
Singh, C., Cross, W., Munro, I., & Jackson, D. (2019). Occupational stress facing nurse academics – A mixed methods systematic review. Journal of Clinical Nursing, 29, 720-735. https://doi.org/10.1111/jocn.15150
Singh, C., Jackson, D., Munro, I. & Cross, W. (2022). Job experiences, challenges, revelations and narratives of nurse academics. A qualitative study. Journal of Advanced Nursing, 78, 2622–2633. https://doi.org/10.1111/jan.15232
Wei, C., Ye, J-H. (2022). The impacts of work-life balance on the emotional exhaustion and well-being of college teachers in China. Healthcare, 10(11), 2234. https://doi.org/10.3390/healthcare10112234
Sigma Membership
Iota Tau
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Teaching and Learning Strategies, Stress and Coping, Faculty Development
Recommended Citation
Williams, Jacqueline; Goodman, Joely; Ball, Sarah; Woodward, Trevor; Young, Christine; Flott, Elizabeth; and Morgan, Kara, "Work-Life Balance Strategies for Nurse Faculty to Reduce Burnout" (2025). Creating Healthy Work Environments (CHWE). 54.
https://www.sigmarepository.org/chwe/2025/presentations_2025/54
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Phoenix, Arizona, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Work-Life Balance Strategies for Nurse Faculty to Reduce Burnout
Phoenix, Arizona, USA
According to the American Association of Colleges of Nursing (AACN) (2022), nurse faculty vacancy rates continue to increase, threatening the ability to educate future healthcare professionals (Darnell et al., 2020; Gazza, 2022). Due to the shortage of qualified educators, faculty in academia are expected to fulfill multiple roles, thus increasing workload demands (Singh et al., 2019). With increased workload expectations, faculty require frequent adaptation to maintain a healthy work-life balance (Poole & Spies, 2021; Singh et al., 2019).
Previous research in academia has found correlations between work-life balance and emotional exhaustion, well-being, job retention, educator burnout, and job satisfaction using valid tools such as the Oldenburg Burnout Inventory (Alves et al., 2019; Crawford et al., 2023; Singh et al., 2022; Wei & Ye, 2022). With previous studies focusing primarily on student resilience and mindfulness practices, there is a lack of information about the exhaustion, disengagement, and burnout levels for nursing faculty related to coping strategies used to achieve a better work and life balance.
Description
This presentation showcases strategies used by nursing faculty to address the need for work-life balance. This is done through educational sessions for educators on healthy boundaries for self, colleagues, and students. This presentation will include the rationale for why each session was chosen, resources utilized to help develop the sessions, and the impacts these can have on the overall needs of educators in academia.