Nursing

Ton*kia Y. Luckett, PhD, RN

Preventing Nursing Faculty Burnout Amidst a Crisis

Abstract : A global pandemic presently exists which of burnout amongst nursing faculty , including prevention is impacting all segments of humanity . An ongoing and early recognition of burnout during a crisis . shortage of nursing faculty afects the number of nurses A shortage of nursing faculty remains a significant being prepared to enter the nurse workforce (American challenge for nursing education . It collectively impacts Association of Colleges of Nursing , 2019). As the the nursing workforce as schools of nursing are limiting pandemic looms ahead with great uncertainties, nursing student capacity when the need for professional nurses faculty are challenged to meet students ' educational continues to heighten ( American Association of Colleges needs through innovative methods . Afew challenges of Nursing , 2019). The nursing faculty shortage impacts associated with the crisis and nursing faculty include educational institutions ' ability to enroll enough nursing student testing , clinical preparation , and transitioning students to meet the needs of the nursing workforce . The from traditional to online learning . Nursing faculty situational factors related to a lack of nursing faculty are likely facing secondary stressors with work and have been prevalent for an extended period . Secondary home life balance , which could potentially lead to to the prolonged nursing faculty shortage , it is inevitable nursing faculty burnout . Although the pandemic is at the for nursing faculty to experience societal crisis . As crisis forefront, another crisis could ensue at any moment . The affects all segments of humanity , nursing faculty will aim of this article is to provide awareness of burnout likely experience unique home and work- life challenges , amongst nursing faculty to include prevention and early which could ultimately lead to nursing faculty burnout . recognition during crisis.

BACKGROUND Key Words : Nursing Faculty, Burnout, Pandemic Nursing is a hands -on and clinically focused

profession. To that end, nursing faculty are accustomed to meeting students' needs through traditional learning methodologies. The need for nurses to maintain strong clinical skills to care for an increasingly complex patient

Anegative consequence of today's health care work population presents further challenges for nursing environment, which affects nursing professionals faculty. A crisis will present professional challenges as well, is burnout (U.S. National Library of that are exacerbated by personal problems amongst

Medicine, 2017). Burnout is a mental, physical, and other uncertainties. Amidst crisis, nursing schools must emotional state caused by working excessively without identify innovative learning strategies to transition from support and job fulfillment ("Nurse Burnout," 2019). traditional methods of learning to virtual learning. This Burnout secondary to stressful workforce trends coupled can be challenging, not least because 70% of nursing with life and situational stressors is a challenging reality faculty have not previously taught online (Hawkins & for many in today's workforce. In recent times, workplace Wiles, 2020). Further complicating the crisis in schools of and personal transitions due to the coronavirus pandemic nursing is the need to comply with regulatory and clinical have triggered a new series of potential stressors in the requirements, which vary per accrediting bodies and nursing workforce. Nursing faculty have a responsibility organizations. to educate the next generation of nursing professionals, Literature review findings consistently document and although nursing faculty may be well-versed on nursing faculty challenges related to increased job burnout and workplace stressors, they may not recognize expectations associated with teaching, service, and the symptoms of burnout (Thomas et al., 2019). The scholarship obligations, as well as the need to maintain purpose of this literature review is to assess the awareness clinical competence; these are the key factors which lead

to nursing faculty burnout (Sarimento et al., 2004; Shirey,

The ABNF Journal ' Summer 2020

2006). During times of crisis, nursing faculty likely and emotionally drained (Espeland, 2006). Burnout can face additional stressors associated with organizational also present insidiously with signs related to emotional changes and new or additional organizational turmoil and internal conflict. Burnout symptoms can requirements regarding clinical placements, committee cause physical symptoms to include over or undereating, work, adjunct faculty support, student enrollment, and hypersomnia or insomnia, and gastrointestinal symptoms. student retention.

CONCLUSION BURNOUT PREVENTION Nursing faculty have an important role

Symptoms of burnout are varied, although the primary in educating the next generation of nursing strategy to minimize the impact and/or prevent burnout is professionals. In an ever-changing world, the need first to recognize the cause (Thomas et al., 2019). Faculty for nursing faculty to transition and adapt during workload demands are one cause of burnout and, as such, periods of crisis cannot be understated. Because faculty are encouraged to take uninterrupted time away nursing faculty educate the next generation of from work responsibilities, from an afternoon of rest, to a nurses, these critical professionals should receive weekend away, or a vacation. crisis preparedness training. To support this effort,

However, in order to address the quality of life in schools of nursing should develop a plan to address the work setting, nursing faculty can advocate for effective levels of prevention of burnout in nursing standards to maintain a healthy work environment even faculty. in a virtual setting. Six standards to ensure a healthy work environment were developed by the American REFERENCES Association of Critical-Care Nurses (AACN) and American Association of Colleges of Nursing. (2019, September).

Fact sheet: Nursing faculty shortage . https ://www . aacnnursing .comprise collaboration, skilled communication, effective org/Portals/42/News/Factsheets/Faculty-Shortage-Factsheet.pdf decision making , appropriate staffing , meaningful American Association of Critical -Care Nurses . (2016). AACN recognition , and authentic leadership ( AACN , 2016 ). standards for developing and sustaining healthy work

environments : Ajourney to excellence (Ta ed.). https ://www .Nursing faculty have unique challenges associated aacn.org/wd/hwe/docs/hwestandards.pdf with workload demands, i.e., teaching, service, and Espeland, K. E. (2006). Overcoming burnout: How to revitalize your scholarship obligations . Faculty can reduce or prevent career . The Journal of Continuing Education in Nursing , 37(4), these challenges by declining to accept increased 178-184. https:Udoi.org/10.3928/00220124-20060701-04

Hawkins , J , & Wiles , L . (2020 , May 8 ) Making the pivot : Onlineworkload demands, and by adopting strategies such /earning during COVID-19 [PowerPoint slidesl. https:// as team teaching, co-authoring, and co-presenting at www.aacnnursing.org/Portals/42/Professional-Development/ conferences (Thomas et al., 2019). Since ineffective Webinars/ODU-partl-handout.pdf

Nurse burnout . ( n .d ). Nursing .org . https ://www . nursing . org/resources/communication impairs collaboration and leads to nurse-burnout/ misunderstandings, nursing faculty are encouraged to Sarmiento, T. P., Spence Laschinger, H. K., & Iwasiw, C. (2004). use effective communication skills to seek administrative Nurse educators' workplace empowerment, burnout, and job

satisfaction : Testing Kanter ' s theory . Journal of Advancedsupport and professional development to mitigate stress Nursing, 46( 2 ), 134-143 . https ://doi . org/ 10 . 1111 /j . 1365 - during crises and avoid burnout. 2648.2003.02973.x

The need for nursing faculty to maintain meaningful Shirey , M . R . ( 2006 ). Stress and burnout in nursing faculty . Nurse relationships is essential to maintaining a balanced and Educator, 31 ( 3 ), 95 - 97 .

Thomas, C. M., Bantz, D. L., & Mcintosh, C. E. (2019). Nurse productive life, which supports the overall well-being of faculty burnout and strategies to avoid it . Teaching and nursing faculty, and could prevent instances of burnout. Learning in Nursing, 14(2),111-116. https://doi.org/10.1016/j An unfortunate reality is that nursing faculty may not teln.2018.12.005

U . S . National Library of Medicine . (2017). Depression 'be able to avoid or eliminate all the deleterious factors What is burnout? https ://www . ncbi . nlm . nih . gov/ in their workplace and homes that lead to burnout. In pubmedhealth/?term=depression:%20What%20is%20 order to prevent this, nursing faculty are encouraged to Burnout%20Syndrome incorporate strategies into work and home that facilitate a healthy and balanced life.

Tomekia Y. Luckett , PhD , RN is an experienced BURNOUT RECOGNITION nurse and nurse educator. She has served as an

educator in a variety of nursing education programsAs burnout is becoming more commonplace in from licensed practical nursing to the doctoral level.professional work environments including schools of Dr. Luckett presently serves as the Director fornursing, early recognition is essential. The primary Nursing Continuing Professional Development atindicators for burnout include increased frustration, Walden University.decreased productivity, and feelings of being overworked

The ABNF Journal , Summer 2020

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