Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators
Ebtsam Aly Abou Hashish1, Sharifah Abdulmuttalib Alsayed2, Hend Abdu Alnajjar2
1College of Nursing - Jeddah, King Saud bin Abdul-Aziz University for Health Sciences, Saudi Arabia; King Abdullah International Medical Research Center, Saudi Arabia; Faculty of Nursing, Alexandria University, Egypt.
Summary
Workaholism is prevalent among academic nurse educators, negatively impacting life balance. Strategies are needed to support educators and foster well-being in academic nursing environments.
Area of Science:
- Nursing Education
- Occupational Health Psychology
Background:
- Academic nurse educators face demanding roles that can foster workaholism.
- Workaholism can disrupt the essential work-life balance for these professionals.
Purpose of the Study:
- To investigate the prevalence of workaholism and life balance issues in academic nursing educators.
- To identify factors associated with workaholism in this population.
Main Methods:
- A mixed-methods concurrent triangulation design was utilized.
- Quantitative data collected from 76 nurse educators using the Dutch Work Addiction Scale (DUWAS) and Life Balance Inventory (LBI).
- Qualitative data gathered through semi-structured interviews with 20 nurse educators, analyzed thematically.
Main Results:
- A high prevalence of workaholism (59.0%) and perceived life imbalance (86.8%) was observed among nurse educators.
- Workaholism was found to be a significant negative predictor of life balance (B = -0.404, p < 0.001).
- Qualitative analysis identified antecedents, consequences, and personal/institutional strategies related to workaholism.
Conclusions:
- Academic institutions must implement comprehensive strategies to support educators.
- Fostering a positive work environment is crucial for improving work-life balance and well-being.
- Supporting professional development is essential for academic nursing staff.
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