J Nurs Educ. 2022 Jun;61(6):330-333. doi: 10.3928/01484834-20220404-12. Epub 2022 Jun 1.
Growing workload demands of nursing faculty has led to an academic work environment that is stressful with loss of work life balance and occupational burnout.
Full-time faculty were surveyed prior to the pandemic at a private school of nursing using the Professional Quality of Life (ProQOL), Bride Secondary Traumatic Stress Scale (STSS), Conner-Davidson Resilience-10 (CDRS-10), and Trauma Informed Climate Scale (TICS-10).
The ProQOL revealed moderate faculty burnout scores (mean score, 25.8). The STSS identified two thirds of faculty experienced secondary traumatic stress in various degrees, with one third of faculty respondents experiencing high to severe STSS symptoms. The CDRS-10 identified 42% of faculty scored within the lowest quartile and 13% of faculty scored within the highest quartile.
Faculty must be provided a safe work environment to limit burn-out, promote resilience, and support work life balance to address the current nursing faculty shortage. .
护理教师的工作量不断增加，导致学术工作环境压力大，工作与生活失衡，职业倦怠。
在疫情前，一所私立护理学校的全体教师使用职业生活质量量表（ProQOL）、布赖德二次创伤应激量表（STSS）、康纳-戴维森韧性量表-10 项（CDRS-10）和创伤知情气候量表-10 项（TICS-10）进行了调查。
ProQOL 显示教师中度职业倦怠得分（平均得分 25.8）。STSS 确定三分之二的教师经历了不同程度的二次创伤应激，其中三分之一的教师受访者出现了高到严重的 STSS 症状。CDRS-10 确定 42%的教师得分处于最低四分位数，13%的教师得分处于最高四分位数。
必须为教师提供安全的工作环境，以限制倦怠，增强韧性，并支持工作与生活的平衡，以解决当前护理教师短缺问题。
