Student Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Community Based Psychiatric Care Research Center, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
J Educ Eval Health Prof. 2022;19:16. doi: 10.3352/jeehp.2022.19.16. Epub 2022 Jul 14.
The current study aimed to identify the prevalence of burnout and related factors in nursing faculty members through a systematic review of the literature.
A comprehensive search of electronic databases, including Scopus, PubMed, Web of Science, Iranmedex, and Scientific Information Database was conducted via keywords extracted from Medical Subject Headings, including burnout and nursing faculty, for studies published from database inception to April 1, 2022. The quality of the included studies in this review was assessed using the appraisal tool for cross-sectional studies.
A total of 2,551 nursing faculty members were enrolled in 11 studies. The mean score of burnout in nursing faculty members based on the Maslach Burnout Inventory (MBI) was 59.28 out of 132. The burnout score in this study was presented in 3 MBI subscales: emotional exhaustion, 21.24 (standard deviation [SD]=9.70) out of 54; depersonalization, 5.88 (SD=4.20) out of 30; and personal accomplishment, 32.16 (SD=6.45) out of 48. Several factors had significant relationships with burnout in nursing faculty members, including gender, level of education, hours of work, number of classroom, students taught, full-time work, job pressure, perceived stress, subjective well-being, marital status, job satisfaction, work setting satisfaction, workplace empowerment, collegial support, management style, fulfillment of self-expectation, communication style, humor, and academic position.
Overall, the mean burnout scores in nursing faculty members were moderate. Therefore, health policymakers and managers can reduce the likelihood of burnout in nursing faculty members by using psychosocial interventions and support.
本研究旨在通过对文献进行系统回顾，确定护理教师中 burnout 的流行率及其相关因素。
通过从医学主题词中提取的关键词，包括 burnout 和护理教师，对 Scopus、PubMed、Web of Science、Iranmedex 和 Scientific Information Database 等电子数据库进行全面检索，检索时间截至 2022 年 4 月 1 日。本综述中纳入研究的质量使用横断面研究评估工具进行评估。
共有 11 项研究纳入了 2551 名护理教师。根据 Maslach 倦怠量表（MBI），护理教师的倦怠平均得分为 59.28 分（满分 132 分）。该研究中的倦怠得分在 MBI 的 3 个子量表中呈现：情绪衰竭，21.24 分（标准偏差[SD]=9.70），占 54 分；去人格化，5.88 分（SD=4.20），占 30 分；个人成就感，32.16 分（SD=6.45），占 48 分。有几个因素与护理教师的倦怠有显著关系，包括性别、教育水平、工作时间、授课班级数量、所教学生、全职工作、工作压力、感知压力、主观幸福感、婚姻状况、工作满意度、工作环境满意度、工作场所授权、同事支持、管理风格、自我期望的实现、沟通风格、幽默和学术地位。
总体而言，护理教师的倦怠平均得分处于中等水平。因此，卫生政策制定者和管理者可以通过使用社会心理干预和支持来降低护理教师倦怠的可能性。
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