Aim
To better understand occupational stress faced by nurse academics.
Methods
A mixed‐methods systematic review, following the Joanna Briggs Institute [JBI], (Joanna Briggs Institute Reviewers’ Manual: 2014 edition, 2014) process. Studies were assessed for quality and risk of bias by using standardised critical appraisal instruments from the Joanna Briggs Institute. In addition, processes and reporting were checked against the Equator guidelines. See Appendix S1.
Results
The review revealed that nursing academics do experience occupational stress, including burnout. Occupational stress for academic nurses is associated with various factors including work–life balance, workload issues, resources and support, and adapting to change. However, much of the literature focuses on nurses during the initial transition from clinical to academic environment, with rather less focus on established mid‐to‐late career nurse academics.
Discussion
Occupational stress and burnout are evident in the university academic workforce, adversely affecting the well‐being of academic nurses, and the long‐term sustainability of the academic nursing workforce. While there is considerable literature focusing on the novice academic nurse, particularly during the transition period, rather less is known about occupational stress among academic nurses across the career trajectory. Various strategies to deal with the negative consequences of occupational stress are identified, including (a) quality mentors for novice and younger nursing academics; (b) training in resilience building for novice academics; (c) supporting collegial relationships and reducing bullying; (d) assistance for professional development and research; (e) better support and resources to overcome increasing workloads; and (f) greater work‐related empowerment to enhance job satisfaction.
Conclusion
There is a need for a broader whole‐of‐career research focus to more fully identify, explore and mitigate the occupational stressors that negatively affect the academic nurse workforce.
Relevance to clinical practice
A strong and resilient academic nurse workforce is essential for the sustainability of the profession.
Organisations should review their work practices and provide greater work‐related empowerment to reduce occupational stressors among nursing academics.
Increasing numbers of international students from Asia are attracted to Australian higher education institutions. For many of these students, English is their second language (ESL). This article describes the experiences of 21 Taiwanese baccalaureate and graduate nursing students studying at Australian universities. Using a qualitative framework, semistructured interviews were conducted in the students'first language. The Chinese and English translations of the transcripts were analyzed using thematic content analysis. A picture emerges of Taiwanese nursing students who, despite obstacles, found a "joy of learning" in Australia. They developed strategies to overcome obstacles to their learning and advocated greater institutional and faculty support, including mentorship, for international students. The findings reinforce the unique difficulties ESL nursing students experience and highlight institutional and nursing faculties' responsibilities to develop a curriculum framework that addresses the language, pedagogical, academic, clinical, and sociocultural needs of this unique group of international students.
We report a case of mycotic aneurysms due to Staphylococcus aureus infection in the left anterior descending coronary artery in a 56-year-old male after implantation of a sirolimus-eluting stent. This is an unreported complication of a drug-eluting stent.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.