Back from Burnout: An Educator's Journey Toward Attitude Adjustment
1Marlene Sefton, PhD, APRN, FNP-BC , is a retired assistant clinical professor from the University of Illinois Chicago. She has been an educator and nurse for 40 years.
Summary
Faculty burnout can hinder student engagement. This study explores character and teaching attributes, drawing on student feedback and Scripture, to help educators overcome burnout and improve learning experiences.
Area of Science:
- Nursing Education
- Faculty Well-being
Background:
- Faculty-student engagement is crucial for effective learning.
- Faculty burnout is a significant barrier to positive educational interactions.
- The author experienced burnout after 30 years of nursing education.
Purpose of the Study:
- To identify character and teaching attributes that can mitigate faculty burnout.
- To explore strategies for enhancing educator attitudes to improve student learning.
- To provide evidence-based recommendations for faculty well-being in nursing education.
Main Methods:
- Analysis of student comments to identify key themes related to faculty engagement.
- Integration of scriptural principles to inform recommendations for educator attitudes.
- Qualitative reflection on personal experiences with faculty burnout.
Main Results:
- Specific character traits and teaching approaches can positively influence educator attitudes.
- Student feedback highlights the importance of supportive and engaged faculty.
- Scripture offers guidance on resilience and positive disposition for educators.
Conclusions:
- Addressing faculty burnout through targeted attributes and attitudes is essential for optimizing student learning outcomes.
- A combination of reflective practice, student insights, and spiritual principles can foster a more supportive nursing education environment.
- Recommendations are provided for faculty development focused on enhancing engagement and preventing burnout.
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