When Leaders Don't Walk the Walk: A National Survey of Academic Nurse Leader Perceptions of Staff Burnout.

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2024-11-15 DOI:10.1097/01.NEP.0000000000001338

Adrienne Martinez-Hollingsworth, Dawn Goodolf, Nia Martin, Linda Kim, Jennifer Saylor, Jennifer Evans, Annette Hines, Jin Jun

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引用次数: 0

Abstract

Aim: This survey explored nurse leaders' impressions of burnout on college/school of nursing (CON/SON) administrative staff and leadership-facilitated strategies used to promote resilience building/mitigate burnout.

Background: Administrative staff are foundational to the success of a university's CON/SON, yet few studies have explored the impact of burnout in this group.

Method: Cross-sectional survey distributed to associate dean and business officer attendees of the 2022 American Association of Colleges of Nursing, Business Officers of Nursing Schools meeting (summer 2022) ( n = 64).

Results: Most respondents lacked a burnout mitigation plan (46/64, 72%); many also lacked a personal strategy for managing their own burnout (46/64, 72%) and did not personally participate in university activities to maintain their well-being (45/64, 70%).

Conclusion: This study highlights the impact of nurse leaders who fail to model self-care, which may limit the benefit of costly burnout mitigation activities and resources in their universities.

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当领导不付诸行动：一项关于学术护士领导对员工倦怠的看法的全国调查。

目的：本调查旨在探讨护理学院/护理学院（CON/SON）管理人员对职业倦怠的印象，以及用于促进弹性建设/减轻职业倦怠的领导促进策略。背景：行政人员是大学CON/SON成功的基础，然而很少有研究探讨倦怠对这一群体的影响。方法：对2022年美国护理学院协会护理学校商务官员会议（2022年夏季）的副院长和商务官员与会者进行横断面调查（n = 64）。结果：大多数受访者缺乏职业倦怠缓解计划（46/64,72%）；许多人还缺乏管理自己职业倦怠的个人策略（46/64,72%），并且没有亲自参加大学活动来保持他们的幸福感（45/64,70%）。结论：本研究突出了护士领导未能塑造自我护理的影响，这可能会限制其大学昂贵的职业倦怠缓解活动和资源的效益。

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

Nursing Education Perspectives EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

0.00%

发文量

197

期刊介绍： A publication of the National League for Nursing, Nursing Education Perspectives is a peer-reviewed, bimonthly journal that provides evidence for best practices in nursing education. Through the publication of rigorously designed studies, the journal contributes to the advancement of the science of nursing education. It serves as a forum for research and innovation regarding teaching and learning, curricula, technology, and other issues important to nursing education. Today, as nurse educators strive to advance research in nursing education and break away from established patterns and chart new pathways in nursing education, Nursing Education Perspectives is a vital resource. Nursing Education Perspectives is housed in the NLN Chamberlain College of Nursing for the Advancement of the Science of Nursing Education.