Helen S. Breidegam School of Nursing and Public Health, Moravian College, 1200 Main Street, Bethlehem, PA 18018, United States of America.
Helen S. Breidegam School of Nursing and Public Health, Moravian College, 1200 Main Street, Bethlehem, PA 18018, United States of America.
J Prof Nurs. 2020 Nov-Dec;36(6):587-594. doi: 10.1016/j.profnurs.2020.08.010. Epub 2020 Aug 21.
The nurse faculty shortage is a well-documented problem. The future workforce is dependent upon qualified faculty who desire to teach students.
The purpose was to explore the relationship between nurse faculty life balance and quality of life.
A cross-sectional study was conducted through surveying nurse faculty (N = 108). The Life Balance Inventory measured health, relationships, identity, challenge/interest, and activities of daily living with scores ranging from 1 (unbalanced) to 3 (very balanced). The Professional Quality of Life scale measured compassion satisfaction, burnout, and secondary traumatic stress with scores ranging from 22 or less (low), 23-41 (average), and 42 or more (high). Descriptive statistics and correlations were calculated.
Nurse faculty had moderate life balance (Mean = 2.23), average compassion satisfaction (Mean = 40.17), average burnout (Mean = 24.86), and low secondary traumatic stress (Mean = 20.14). The moderate and weak, negative correlations between total life balance and both burnout (r = -0.461, p < .001) and secondary traumatic stress (r = -0.267, p = .008) respectively were significant, but the correlation with compassion satisfaction (r = 0.174, p = .078) was not.
It is critical to create supportive work environments for nursing faculty that promote well-being and reduce burnout and stress.
护理教师短缺是一个有据可查的问题。未来的劳动力依赖于有意愿教授学生的合格教师。
本研究旨在探讨护理教师生活平衡与生活质量之间的关系。
通过对护理教师（N=108）进行横断面调查，采用生活平衡量表（Life Balance Inventory）评估健康、人际关系、身份认同、挑战/兴趣和日常生活活动，得分范围为 1（不平衡）至 3（非常平衡）。采用职业生活质量量表（Professional Quality of Life scale）评估同情心满足、倦怠和二次创伤应激，得分范围为 22 或以下（低）、23-41（平均）和 42 或以上（高）。计算描述性统计和相关性。
护理教师的生活平衡处于中等水平（Mean=2.23），同情心满足处于中等水平（Mean=40.17），倦怠处于中等水平（Mean=24.86），二次创伤应激处于较低水平（Mean=20.14）。总生活平衡与倦怠（r=-0.461，p<0.001）和二次创伤应激（r=-0.267，p=0.008）呈中度和弱度负相关，但与同情心满足（r=0.174，p=0.078）的相关性不显著。
为护理教师创造支持性的工作环境对于促进其幸福感、减少倦怠和压力至关重要。
