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Bidik G, Sisman FN. Mindful self-compassion program based on Watson's theory of human caring in nursing students: A randomized controlled study. Arch Psychiatr Nurs 2024; 51:30-37. [PMID: 39034092 DOI: 10.1016/j.apnu.2024.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2023] [Revised: 03/02/2024] [Accepted: 04/22/2024] [Indexed: 07/23/2024]
Abstract
AIMS AND BACKGROUND This study investigated the impact of the Mindful Self-Compassion Program, based on Watson's Theory of Human Caring Model, on the physical and mental health of nursing students. The essence of nursing is care and compassion. While there are studies on compassion in nursing care, nurses' self-compassion is an underrecognized concept in the literature. METHODS The study employed a randomized controlled design and involved 80 seconds-grade nursing students from a university in Turkey between December 2021 and June 2022. The intervention group received an online program consisting of six weekly sessions, while the control group did not receive any intervention. The data were collected using the Promotive and Protective Health Behaviors Scale, Watson Caritas Self-Rating Score, Brief Resilience Scale, and Self-Compassion Scale before, at the end of, and 5 months after the program. RESULTS In both the post-test and follow-up test, the intervention group exhibited an increase in health-promoting and protective behaviors, self-care perception, psychological resilience, and self-compassion compared to the control group. CONCLUSION Therefore, it is recommended to use the program to improve the physical and mental health of individuals in nursing practice areas. Additionally, it would be beneficial to include the program in the nursing education curriculum. Our findings provide evidence supporting the use of the program for nursing students and nurses.
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Affiliation(s)
- Gizem Bidik
- Institute of Health Sciences, Department of Community Health Nursing, Marmara University, Istanbul, Turkey.
| | - Fatma Nevin Sisman
- Marmara University Health Science Faculty, Nursing Department, Istanbul, Turkey.
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Erasmus S, Downing C, Ntshingila N. Work-life integration among nurse educators: a meta-synthesis. Front Glob Womens Health 2024; 5:1287484. [PMID: 38873168 PMCID: PMC11169738 DOI: 10.3389/fgwh.2024.1287484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 04/25/2024] [Indexed: 06/15/2024] Open
Abstract
Background Work-life integration has been extensively researched in various contexts. Women dominate the nursing profession, but work-life integration is essential for men and women since both are expected to focus equally on their families and careers. The nursing faculty perceives nurse educators' work environment as undervalued, lacking support, and limited time to grow and carry the heavy workload. Method A qualitative meta-synthesis of studies between 2013 and 2023 was conducted using ScienceDirect, EBSCO Host, Sage and Sabinet databases. Seven articles related to the research phenomenon were retrieved. Conclusion The resulting themes revolved around two central aspects: nurse educators' work and life integration. Nurse educators face various challenges with work-life integration and often view their failure as a personal rather than a societal issue. However, as much as achieving work-life integration is personal, there is a call for employers in academic environments to improve workplace policies, like better-paid maternity leave, affordable quality childcare, and social support. Furthermore, nurse educators' line managers should display warmth and encouragement about personal challenges affecting nurse educators.
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Affiliation(s)
| | - Charlene Downing
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
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Dugger J. Predictive and Associated Factors of Burnout in Nursing Faculty: An Integrative Review. Nurse Educ 2024; 49:E142-E146. [PMID: 37815286 DOI: 10.1097/nne.0000000000001533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/11/2023]
Abstract
BACKGROUND Nurse educators are at high risk of experiencing burnout, resulting in high numbers of vacant faculty positions. PURPOSE The aims of this integrative review were to review the prevalence of measurable dimensions of professional burnout and discuss the predictive and associated factors of burnout and intent to leave nursing academia. APPROACH This review used the Whittemore and Knafl integrative review methodology to perform a structured search of 4 electronic databases (CINAHL, ERIC, EMBASE, and PubMed). OUTCOMES Nine empirical research studies measured 5 identifiable features of burnout in nursing educators: emotional exhaustion, depersonalization, lack of accomplishment, compassion satisfaction, and secondary traumatic stress. Five predictors of intent to leave nursing academia were identified: demographics, health status, salary, workload, and work-life imbalance. CONCLUSIONS The highest contributing factor to burnout and intent to leave nursing academia is high workload levels and lack of work-life balance. Nursing faculty report moderate to high levels of all dimensions of professional burnout.
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Affiliation(s)
- Jennifer Dugger
- Author Affiliation: PhD student, Department of Graduate Studies, Texas Woman's University College of Nursing, Houston
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Frangieh J, Sarver LC, Hughes V. Caring: The heart of online nursing education- An integrative review. J Prof Nurs 2024; 52:40-49. [PMID: 38777524 DOI: 10.1016/j.profnurs.2024.03.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Revised: 03/18/2024] [Accepted: 03/19/2024] [Indexed: 05/25/2024]
Abstract
With the widespread adoption of online education, nursing educators have observed significant challenges related to learner engagement and participation. Over the past decade, the implementation of Caring has consistently displayed a beneficial influence on creating and maintaining a sustainable online learning environment. However, existing online nursing curricula often lack a Caring and learner-centered approach. The aim of this integrative review is to analyze existing research and gain a comprehensive understanding of the factors that promote a sense of Caring in online nursing education programs. A systematic search for published peer reviewed, English language literature identifying the factors that contribute to Caring in online nursing education was conducted utilizing five databases. Findings from 18 included articles suggest that a combination of Caring strategies implemented by faculty and students, and the utilization of institutional resources contribute to enhanced student outcomes. Faculty driven strategies that promote an online Caring environment are Caring communication, role modeling, building personal connections, demonstrating teaching passion, and embodying emotional intelligence. Student behaviors that promote a Caring online environment include deliberate commitment to learning, genuine presence, active listening, and meaningful interactions with peers. Furthermore, incorporating instructional design to develop a Caring learning platform provides synergy to the student and faculty strategies to produce a Caring environment.
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Affiliation(s)
- Jihane Frangieh
- Johns Hopkins University School of Nursing, Baltimore, MD, United States of America.
| | - Laura C Sarver
- Thomas Jefferson University, College of Nursing, United States of America
| | - Victoria Hughes
- Johns Hopkins University School of Nursing, Baltimore, MD, United States of America.
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Ludwig-Beymer P, Rogers JL, Bowers HM, Vottero B, Coates A. Evaluation of a New Faculty Teaching Workload Model. Nurse Educ 2023; 48:326-331. [PMID: 37229700 DOI: 10.1097/nne.0000000000001447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
BACKGROUND Creating an equitable faculty workload model is an ongoing concern. This research evaluated the effectiveness of and satisfaction with a new faculty teaching workload model 1 year after implementation. METHODS Data were collected through secondary analysis of faculty assignment spreadsheets, online survey of all full-time nursing faculty members, online survey of college of nursing administrators, and financial analysis. RESULTS Individual faculty teaching loads were not consistent with the workload model. Tenure-track faculty members were assigned higher workloads than the model. Faculty members strongly preferred to have input into their schedule. Both faculty members and administrators identified strengths and opportunities for the model. CONCLUSIONS Creating equitable faculty assignments is complex. Administrators and faculty members need to establish a mutual understanding of the process used to calculate equitable workloads and protect time for service and scholarship commensurate with faculty rank.
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Affiliation(s)
- Patti Ludwig-Beymer
- Associate Professor and MSN Nurse Executive Concentration Coordinator (Dr Ludwig-Beymer), Assistant Professor (Dr Rogers), Clinical Assistant Professor (Ms Bowers), Professor and Deputy Director, Indiana Center for Evidence Based Nursing Practice (Dr Vottero), College of Nursing, Purdue University Northwest, Hammond, Indiana; and Clinical Associate Professor (Ms Coates), College of Nursing, Purdue University Northwest, Westville, Indiana
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Sessions LC, Ness M, Mark H, Yang BK. Nursing Faculty Job Satisfaction During COVID-19: A Mixed-Methods Study. Nurs Educ Perspect 2023; 44:353-358. [PMID: 37253198 DOI: 10.1097/01.nep.0000000000001143] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
AIM The aim of this study was to understand stress, resilience, and compassion satisfaction of nursing faculty during the COVID-19 pandemic and identify factors related to their job satisfaction. BACKGROUND The impacts of COVID-19 on faculty stress, resilience, compassion satisfaction, and job satisfaction were unknown. METHOD A mixed-methods survey was distributed electronically to nursing faculty in the United States. RESULTS Compassion satisfaction and resilience were positively correlated with job satisfaction; stress and job satisfaction were negatively correlated. Feeling safe to teach, feeling supported by administration, and spending more hours teaching online were positively associated with job satisfaction. Three themes were identified: challenges in the workplace, struggles with personal stressors, and building capacity in the face of the unknown. CONCLUSION Faculty reported a strong professional commitment to nursing education during the COVID-19 pandemic. Leadership that supported faculty through concern for their safety contributed to participants' ability to respond to the challenges experienced.
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Affiliation(s)
- Laura C Sessions
- About the Authors The authors are faculty at Towson University College of Health Professions, Towson, Maryland. Laura C. Sessions, PhD, RN, is an assistant professor. Michelle Ness, PhD, RN, is an assistant professor. Hayley Mark, PhD, RN, FAAN, is department chair. Bo Kyum Yang, PhD, RN, is an assistant professor. For more information, contact Dr. Sessions at
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Zangaro GA, Rosseter R, Trautman D, Leaver C. Burnout among academic nursing faculty. J Prof Nurs 2023; 48:54-59. [PMID: 37775241 DOI: 10.1016/j.profnurs.2023.06.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Revised: 05/29/2023] [Accepted: 06/01/2023] [Indexed: 10/01/2023]
Abstract
BACKGROUND Nurse faculty burnout is a growing concern in the United States. There are limited studies exploring the level of burnout in nursing faculty. PURPOSE To assess the prevalence of burnout among nurse faculty in undergraduate and graduate programs and its relationship with specific demographic and organizational variables. METHODS A descriptive cross-sectional research design was employed to examine the level of burnout of nursing faculty. An internet-based survey was administered to nursing faculty in over 1000 schools of nursing in the United States. Burnout was measured using the Oldenburg Burnout Inventory. RESULTS A total of 3556 surveys were returned. Among all participants, most of the sample exhibited moderate levels of burnout, exhaustion, and disengagement. Based on the findings from the OBI, a moderate/high exhaustion level was reported in 85.5 % of participants, while disengagement was moderate/high in 84.9 %, and overall burnout was at moderate/high levels in 85.2 % of the nursing faculty. CONCLUSIONS The nation's nurse faculty population is experiencing a moderate to high level of burnout, exhaustion, and disengagement. Academic nursing leaders are encouraged to identify ways and take action to reduce faculty burnout and promote faculty wellness and resilience.
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Affiliation(s)
- George A Zangaro
- American Association of Colleges of Nursing, 655 K Street NW, Suite 750, Washington, DC 20001, United States of America.
| | - Robert Rosseter
- American Association of Colleges of Nursing, United States of America
| | - Deborah Trautman
- American Association of Colleges of Nursing, United States of America
| | - Cynthia Leaver
- American Association of Colleges of Nursing, United States of America
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Crawford RP, Barbé T, Randolph J. Demographic Differences in Satisfaction and Work-Life Balance of Prelicensure Nursing Faculty. Nurse Educ 2023; 48:92-97. [PMID: 36730976 DOI: 10.1097/nne.0000000000001309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
BACKGROUND A need exists to recruit and retain nursing faculty of differing generations, races/ethnicities, and genders. PURPOSE The purpose of this study was to examine whether generational cohort, race/ethnicity, and gender predicted job satisfaction, life satisfaction, or work-life balance for full-time faculty teaching in prelicensure, baccalaureate nursing programs. METHODS Faculty (N = 363) from multiple schools of nursing in the United States completed a survey that included demographics, the Job Satisfaction Scale, the Satisfaction with Life Scale, and the Work-Life Balance Self-Assessment. RESULTS Significant relationships and differences were noted for nursing faculty. Faculty of color reported lower job and life satisfaction than their White counterparts. CONCLUSIONS As calls to increase diversity among nursing faculty increase, continued research should focus on differences in the experience of faculty of color.
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Affiliation(s)
- Ryan P Crawford
- Assistant Professor of Nursing (Dr Crawford), Mary Black College of Nursing, University of South Carolina Upstate, Spartanburg; Associate Dean for Graduate Programs (Dr Barbé) and Professor (Dr Randolph), Georgia Baptist College of Nursing, Mercer University, Atlanta
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Translation and validation of the Chinese version of the Friedman life balance scale among nursing students: A psychometric analysis. Nurse Educ Pract 2023; 66:103505. [PMID: 36462275 DOI: 10.1016/j.nepr.2022.103505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Revised: 11/08/2022] [Accepted: 11/10/2022] [Indexed: 11/16/2022]
Abstract
AIM To conduct a Chinese translation and validation of the Friedman Life Balance Scale (FLBS). BACKGROUND Prevalence of mental disorders is high among nursing students. Life balance is important for nursing students, which may help them increase efficiency in their studies and develop physical and psychological health. Yet, little is known about life balance in nursing students. Therefore, it is crucial to evaluate the status of life balance of the students to lay the foundation for exploring its associated factors. DESIGN A multi-centre cross-sectional design. METHOD The study was comprised of 420 nursing students from 15 hospitals and two educational institutes in East, North and Northeast China from July 2021 to January 2022. The Chinese version of the FLBS was translated and adapted based on published, standardized, international guidelines. Psychometric evaluation included floor and ceiling effects, factorial validity, convergent validity, discriminant validity, internal consistency, test-retest reliability, diagnosis accuracy and calibration. The tests used for validity included floor and ceiling effects, confirmatory factor analysis, average extracted variance (AVE) value, composite reliability, correlations with life satisfaction and subjective well-being. The tests used for reliability incudes Cronbach's alpha and intraclass correlation coefficients. Diagnosis accuracy was tested by the area under the curve and calibration was tested by Hosmer-Lemeshow goodness-of-fit test. RESULTS The Chinese version of the Friedman life balance scale did not demonstrate floor or ceiling effect, showing content validity is not limited. Confirmatory factor analysis showed acceptable model fit after it was modified. Convergent validity and discriminant validity of the Friedman life balance scale were supported, except subscales two and three were not discriminated well by AVE technique. The internal consistency was acceptable and the test-retest reliability was good with 0.858. The area under the curve was 0.762 and the optimal cut-off point for depressive symptoms was 44. Hosmer-Lemeshow goodness-of-fit test showed the calibration to be acceptable. Life balance is moderate among Chinese nursing students. The subscale "self-forgive, compassion, love" had the highest correlations with well-being and life satisfaction. CONCLUSIONS The Chinese version of the Friedman life balance scale is a suitable instrument for assessing life balance in Chinese-speaking contexts. It also may have potential utility in identifying nursing students with or without depressive symptoms that may need further examination. Future work should examine additional samples of Chinese nursing students, as well as, perhaps other student populations to determine the extent to which the psychometric properties of the FLBS generalize to other students and contexts.
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Work-life balance and professional quality of life among nurse faculty during the COVID-19 pandemic. J Prof Nurs 2023; 46:92-101. [PMID: 37188429 PMCID: PMC10027548 DOI: 10.1016/j.profnurs.2023.03.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 03/03/2023] [Accepted: 03/08/2023] [Indexed: 03/24/2023]
Abstract
Background The rapid transition to online teaching during the COVID-19 pandemic created additional stress and workload issues for nurse faculty. Burnout has been reported in nurse faculty who cite workplace factors that influence satisfaction and work-life balance as major contributing factors. Purpose The purpose of this study was to examine life balance and professional quality of life among nurse faculty (N = 216) in 2021 during the first year of the COVID-19 pandemic and to describe the challenges of delivering virtual learning experiences. Methods A cross-sectional design was utilized to survey nurse faculty using the Life Balance Inventory and the Professional Quality of Life Scale. Descriptive statistics and correlations were calculated. Results Nurse faculty reported an unbalanced life balance (median = 1.76), average compassion satisfaction (median = 40.00), average burnout (median = 24.00), and low secondary traumatic stress (median = 21.00). Narrative themes included (1) COVID-19 pandemic has made balance nearly impossible, (2) Intentional disconnection from work activities, (3) Challenging/changing priorities, (4) Promoting a healthy work environment, and (5) Moral distress and exhaustion. Discussion Understanding the factors that influence nurse faculty delivery of virtual learning experiences during the COVID-19 pandemic may provide opportunities to improve nurse faculty work-life balance and professional quality of life.
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A National Qualitative Study of Work-Life Balance in Prelicensure Nursing Faculty. Nurs Educ Perspect 2023; 44:30-35. [PMID: 36580619 DOI: 10.1097/01.nep.0000000000001046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
AIM This study explored how full-time, prelicensure baccalaureate nursing faculty members described their experiences with work-life balance. BACKGROUND With increasing shortages of nursing faculty and practicing nurses, schools of nursing are developing faculty recruitment and retention efforts. It is imperative to understand the experiences of nursing faculty with regard to balancing their work and personal lives. METHOD A web-based survey including two open-ended questions related to work-life balance was disseminated to deans of nursing programs, who disseminated the survey to nursing faculty. Thematic analysis was used to analyze the data. RESULTS The sample (n = 320) was representative of current nursing faculty demographics. Three themes emerged: Relationship With Administration, Nursing Faculty Workload, and Boundary Setting. Opposing subthemes were noted in each theme. CONCLUSION Administrators may use the findings from this study to create administrator and faculty development opportunities and mentorship programs that promote work-life balance of nursing faculty.
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İnal Ö, Karahan S, Matuska K. Turkish version of life balance inventory: Validity, reliability, and cultural adaptation study. Scand J Occup Ther 2022:1-8. [DOI: 10.1080/11038128.2022.2145995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Affiliation(s)
- Özgü İnal
- Department of Occupational Therapy, Faculty of Gülhane Health Sciences, Health Sciences University, Ankara, Turkey
| | - Sevilay Karahan
- Department of Biostatistics, Faculty of Medicine, Hacettepe University, Ankara, Turkey
| | - Kathleen Matuska
- Occupational Therapy Department, St. Catherine University, St. Paul, MN, USA
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Ramirez J, Ro K, Lin Y, Thomas A, De Nysschen M, Smart A, Robinson G. Exploring alternative forms of scholarship for nurse educators' success. J Prof Nurs 2022; 43:68-73. [PMID: 36496247 DOI: 10.1016/j.profnurs.2022.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2022] [Revised: 08/29/2022] [Accepted: 09/09/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Teaching-intensive universities require faculty to have increased teaching workloads. Nursing faculty have additional burdens that faculty members in other disciplines and departments do not experience, making it difficult to produce scholarship as it has been traditionally defined in research-intensive universities. Teaching-intensive universities should begin to rethink nursing faculty expectations for meeting their universities' missions of scholarship, especially those required for tenure. PURPOSE This article discusses alternative forms of scholarship and to generate ideas beyond the gold standard of writing peer-reviewed manuscripts and conducting empirical research studies for teaching-intensive universities. It also explores challenges that hinder nursing faculty from scholarly work and offers various scholarship ideas for nursing faculty and nursing administrators to consider for promotion and tenure criteria. RECOMMENDATIONS Nursing administrators and faculty can change the current culture through a reconceptualization of Boyer's scholarship model in which more innovative forms of scholarship are embraced to support nursing faculty in balancing the multiple demands on their time according to their respective institutional needs. The outcome is increased work-life balance and retention of nursing faculty. Deans' support and faculty advocacy for human resources and financial investment in faculty workload boundaries are key factors for future changes in practice.
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Affiliation(s)
- Jeffery Ramirez
- Gonzaga University School of Nursing and Human Physiology, United States of America.
| | - Kumhee Ro
- Seattle University College of Nursing, United States of America.
| | - Yuting Lin
- Seattle University College of Nursing, United States of America.
| | - Annie Thomas
- Marcella Niehoff School of Nursing, Loyola University, Chicago, United States of America.
| | - Monique De Nysschen
- Gonzaga University School of Nursing and Human Physiology, United States of America.
| | - Antiqua Smart
- Loyola University, New Orleans College of Nursing and Health, United States of America.
| | - Gayle Robinson
- Seattle University College of Nursing, United States of America.
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Bultas MW, Duenke JK, Langan JC. Increasing Faculty Resources and Student Capacity Through Shared Faculty Expertise. J Prof Nurs 2022; 42:129-133. [DOI: 10.1016/j.profnurs.2022.06.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 06/26/2022] [Accepted: 06/28/2022] [Indexed: 10/17/2022]
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Abstract
AIM This scoping review examined the work-life balance (WLB) of nursing faculty. BACKGROUND The nursing faculty shortage has resulted in increasing workloads that make it challenging for faculty to achieve WLB. Understanding WLB may be important for strengthening the nursing faculty workforce. METHOD This study used Arksey and O'Malley's scoping review methodology to examine articles published between January 2000 and December 2020 that reported on the WLB of nursing faculty. All articles were eligible for inclusion, including those that used quantitative, qualitative, or mixed-method research approaches, as well as editorials and other summary articles. RESULTS Thirty-three articles were included in the review. Three major categories emerged: perceptions of WLB, characteristics associated with WLB, and strategies to achieve WLB among nursing faculty. CONCLUSION Research on the WLB of nursing faculty is limited. Further research on strategies that improve WLB may play an integral role in the recruitment and retention of nursing faculty.
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The Experience of Being a Full-Time Academic Nurse Educator During the COVID-19 Pandemic. Nurs Educ Perspect 2022; 43:74-79. [PMID: 35113079 DOI: 10.1097/01.nep.0000000000000933] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The aim of this study was to uncover the experience of being a full-time academic nurse educator (ANE) in a baccalaureate or higher degree nursing program during the COVID-19 pandemic. BACKGROUND In 2020, ANEs who were teaching in clinical and classroom settings, conducting in-person research, and engaging in service were suddenly required to work under new COVID-19-induced conditions. METHOD A hermeneutic phenomenological approach was used for the study. Personal interviews and a demographic questionnaire were utilized to collect data. RESULTS Fourteen ANEs participated. Five themes were uncovered through data analysis: riding a rollercoaster, figuring it out, giving and getting help, seeing silver linings, and feeling loss. CONCLUSION This study uncovered the experience of being an ANE during the pandemic. The findings inform strategies to enhance working conditions for current and future ANEs during the remainder of the pandemic and in post-COVID-19 nursing education.
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Baumberger-Henry M, Kucirka B. Ethical tension in nursing education: a challenge for faculty values and beliefs. Int J Nurs Educ Scholarsh 2022; 19:ijnes-2022-0031. [PMID: 36548908 DOI: 10.1515/ijnes-2022-0031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 12/05/2022] [Indexed: 12/24/2022]
Abstract
OBJECTIVES The culture of the academic setting can be fraught with tension filled ethical situations challenging faculty relations with students and colleagues. Therefore, the purpose of this qualitative study was to identify the process that occurs when nursing faculty encounter tension filled situations affecting their ethical values and beliefs in the education setting. METHODS A grounded theory approach was employed to achieve data saturation from interviews of thirteen faculty representing eight colleges/universities in three states of the MidAtlantic region of the United States. RESULTS The Basic Social Psychological Process that emerged from the data demonstrated faculty efforts toward safeguarding profession, student, and self. Three concepts: experiencing, identifying, and resolving evolved. CONCLUSIONS Data evidenced that ethical tension negatively influences one's work-life balance, and civility with faculty and students. Implications for balancing these influences and working toward a harmonious environment are provided.
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Hughes MJ. Students, Stress, and the Pandemic: An Occupational Health Perspective for Nursing Education. J Nurs Educ 2021; 60:674-679. [PMID: 34870498 DOI: 10.3928/01484834-20211004-02] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nursing students have high risk factors for stress, and the coronavirus disease 2019 pandemic underscored weaknesses in mitigating nursing student stress and supporting well-being. Occupational health uses proven frameworks and perspectives for understanding and mitigating health risks, and promoting worker wellness. Nurse educators can draw from this knowledge to implement system-level changes in support of a safe and healthy learning environment. METHOD This article describes the use of an occupational health strategy to create healthier educational environments. RESULTS Applying occupational health concepts to nursing education supports honest appraisal of mental health dangers to students, offers keys to managing student health risks, and provides effective approaches for communicating risks with mitigation tactics. CONCLUSION An occupational health and safety perspective creates a lens through which nursing stress resulting from the pandemic can be viewed and managed creatively using a holistic approach to mitigate harm from stress in the nursing educational setting. [J Nurs Educ. 2021;60(12):674-679.].
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