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The present study examines whether patient-perpetrated violence triggers anger, hatred and other negative emotions that, under certain circumstances, might motivate nurses to behave violently with patients. In doing so, this study considers burnout as a mediator in the patient violence-nurse violence relationship. To test the causal paths, data were collected from 182 nurses working in two government-sector teaching hospitals of Pakistan's Punjab province. Results confirm that patient violence toward nurses leads to nurse violence toward patients through the mediating effect of burnout. The study advises hospitals to provide wellness and stress management programs to nurses who regularly experience events involving patient violence. Hospitals may consider allowing nurses to take short breaks after an encounter with violently behaving patients. In addition, hospitals should conduct empathy-promoting training, emotional intelligence training and 'lens of the patient' training programs to sensitize their nursing staff.

The main aim of this study is to determine the relationship between work-family conflict (WFC) and job burnout experienced by an employee. This study follows a cross-sectional and quantitative approach. Self-administered, ordinal scale based questionnaires are used as an instrument to collect the responses from 200 respondents, working in the head offices of two private banks in Islamabad, Pakistan. Kendall tau-b rank correlation coefficient, linear regression and one-way ANOVA are employed for testing conceptual and mathematical model. The results of statistical analysis shows that both the domains of work-family conflict i.e. family interference with work and work interference with family, significantly and positively influence the job burnout of employees. Organizations must take an initiative to resolve the work-family conflict so that the employees devote their full capacity to work and also be able to meet their family requirements easily.

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This study extends the general understanding of the antecedents of academic dishonesty by examining what can happen when students are treated unjustly by teachers, a phenomenon referred to as teacher injustice. Based on Conservation of Resources theory (CoRT), the study investigates the mediating role of classroom connectedness and the moderating role of trait conscientiousness in the teacher injustice–academic dishonesty relationship. Self-report data were collected in three waves from Pakistani secondary school students to test the moderated-mediation model. Findings demonstrate that teacher injustice is positively related to academic dishonesty through classroom connectedness and that conscientiousness buffers the negative effects of teacher injustice on classroom connectedness. Given the results, this study suggests certain potentially effective measures to educational institutions to control the incidence of teacher injustice and cultivate conscientiousness in students. It also hopes to inspire future research, and advance education management theory and practice.