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Burnout in doctorally prepared nurse faculty
1School of Nursing, University of North Carolina, Greensboro 27412.
The Journal of Nursing Education
|October 1, 1992
Summary
Doctorally prepared nurse faculty experience burnout related to management style and collegial support. Participative management and strong collegial support significantly reduce burnout levels in nursing education.
Area of Science:
- Nursing Education Research
- Occupational Health Psychology
- Academic Medicine
Background:
- Burnout is a significant concern among healthcare professionals, including nurse faculty.
- Doctorally prepared nurse faculty face unique stressors impacting their well-being and job satisfaction.
- Understanding factors contributing to burnout is crucial for retaining qualified nursing educators.
Purpose of the Study:
- To examine the prevalence of burnout in doctorally prepared nurse faculty.
- To investigate the relationships between burnout and management style, collegial support, and workload.
- To identify key predictors of burnout in this population.
Main Methods:
- A correlational study design was employed.
- The Matthews Burnout Scale and Maslach Burnout Inventory were utilized.
- Data were collected from 400 doctorally prepared American Nurses Association members, with 236 usable responses.
Main Results:
- 39% of doctorally prepared nurse faculty reported moderate to high levels of burnout.
- Significant negative correlations were observed between burnout and participative management, collegial support, research time, and clinical practice time.
- Management style emerged as the strongest predictor of burnout, followed by collegial support.
Conclusions:
- Burnout is prevalent among doctorally prepared nurse faculty.
- Interventions promoting participative management and fostering collegial support may mitigate burnout.
- Workload factors, specifically time in research and clinical practice, also show a relationship with burnout.