Comparative analysis of work-related factors associated with burnout and its dimensions among nursing faculty in Canada and the United States

IF 4 3区医学 Q1 NURSING Nurse Education in Practice Pub Date : 2025-04-04 DOI:10.1016/j.nepr.2025.104358

Sheila A. Boamah , Hanadi Hamadi , Humayun Kabir , Farinaz Havaei , Fern Webb , Michelle Jia-Yi Yu

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Abstract

Objective

This study aimed to investigate and compare burnout and its dimensions—exhaustion, cynicism and professional efficacy—across workplace and socio-demographic characteristics among nursing faculty in Canada and the United States (U.S.).

Background

Burnout among nursing faculty affects the availability and retention of educators, crucial for producing qualified nurses to meet healthcare demands. Despite its significance, research in this area remains limited.

Design

A correlational cross-sectional survey was used.

Methods

An online survey was administered to 640 nursing faculty in Canada and 111 in the U.S. Burnout was measured using the Maslach Burnout Inventory and multivariate linear regression identified predictors of burnout.

Results

Overall, 62.4 % of participants reported moderate to high burnout. Canadian faculty were primarily involved in undergraduate and graduate education, whereas U.S. faculty devoted more time to service activities. Predictors of burnout and its dimensions varied by country. In Canada, older faculty (≥60 years) and those with a nursing diploma reported lower burnout, while those with a Doctor of Nursing Practice reported higher levels. In the U.S., burnout was higher among younger faculty (≤39 years), those with more teaching hours and lower among non-tenured faculty.

Conclusion

Factors influencing burnout differ between Canada and the U.S., reflecting variations in academic environments. Tailored interventions, such as workload balancing and targeted support, are essential for addressing burnout and improving faculty retention.

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加拿大和美国护理专业教师职业倦怠相关工作因素及其维度的比较分析

目的本研究旨在调查和比较加拿大和美国护理教师在工作场所和社会人口统计学特征中的职业倦怠及其维度——疲惫、玩世不恭和职业效能。护理教师的职业倦怠影响到教育者的可用性和保留，这对于培养合格的护士以满足医疗保健需求至关重要。尽管具有重要意义，但这方面的研究仍然有限。设计采用相关横断面调查。方法对加拿大640名护理教师和美国111名护理教师进行在线调查，采用Maslach职业倦怠量表和多元线性回归确定职业倦怠的预测因子。结果总体而言，62.4 %的参与者报告中至高度倦怠。加拿大教师主要从事本科和研究生教育，而美国教师则把更多的时间花在服务活动上。职业倦怠的预测因素及其维度因国家而异。在加拿大，年龄较大的教师（≥60岁）和那些拥有护理文凭的人报告的倦怠程度较低，而那些拥有护理实践博士学位的人报告的倦怠程度较高。在美国，年轻教师（年龄≤39岁）和教学时间较长的教师的职业倦怠程度较高，而非终身教职教师的职业倦怠程度较低。结论影响职业倦怠的因素在加拿大和美国存在差异，这反映了学术环境的差异。量身定制的干预措施，如工作量平衡和有针对性的支持，对于解决职业倦怠和提高教师留任率至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.