Abstract:The strategies utilised by the participants in this study were key factors in the development of resilience which assisted in the transition from clinical nurse to academic. These strategies were often tacit and it is imperative that in a time of acute nurse academic shortages where retention is paramount, that employing organisations support employees and contribute to resilience development. Education on resilience building strategies is fundamental for all new academics and is essential in the transition fr… Show more
“…The added stress and pressure for the novice academics to publish and undertake research is well articulated (Coates & Goedegebuure, ; Wyllie et al, ), and if these concerns are not addressed, it means that capable and good quality novice academics could be lost along the transition to progression (Logan et al, ). These results support other studies that examine the challenges faced by novice nurse academics (Cleary, Hunt, & Horsfall, ; McDermid et al, ; Wyllie et al, ).…”
Section: Resultssupporting
confidence: 87%
“…Logan's et al () findings are well supported by other studies including McDermid's et al () study which highlighted that many novice nurses struggle with role expectations, poor understanding of academic requirements leading to feelings of anxiety and isolation and with little understanding of the academic arena thus experiencing feelings of anxiety and isolation (McDermid et al, ). This point is well illustrated by a novice nurse from McDermid's et al () study who started her academic journey and shared her initial feelings…when I started, I didn't really know what I was supposed to be doing. There were so many different roles, not just teaching, but research and so many other things.…”
Section: Resultsmentioning
confidence: 68%
“…Four studies explored the importance of developing resilience in the workplace. McDermid et al () focused upon the importance of teaching appropriate resilience strategies to novice nursing academics to cope with the transition of their new role. Strategies and themes included being supportive, forming collegial relationships, embracing positivity, and utilising reflection and transformative growth to develop resilience.…”
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.
“…The added stress and pressure for the novice academics to publish and undertake research is well articulated (Coates & Goedegebuure, ; Wyllie et al, ), and if these concerns are not addressed, it means that capable and good quality novice academics could be lost along the transition to progression (Logan et al, ). These results support other studies that examine the challenges faced by novice nurse academics (Cleary, Hunt, & Horsfall, ; McDermid et al, ; Wyllie et al, ).…”
Section: Resultssupporting
confidence: 87%
“…Logan's et al () findings are well supported by other studies including McDermid's et al () study which highlighted that many novice nurses struggle with role expectations, poor understanding of academic requirements leading to feelings of anxiety and isolation and with little understanding of the academic arena thus experiencing feelings of anxiety and isolation (McDermid et al, ). This point is well illustrated by a novice nurse from McDermid's et al () study who started her academic journey and shared her initial feelings…when I started, I didn't really know what I was supposed to be doing. There were so many different roles, not just teaching, but research and so many other things.…”
Section: Resultsmentioning
confidence: 68%
“…Four studies explored the importance of developing resilience in the workplace. McDermid et al () focused upon the importance of teaching appropriate resilience strategies to novice nursing academics to cope with the transition of their new role. Strategies and themes included being supportive, forming collegial relationships, embracing positivity, and utilising reflection and transformative growth to develop resilience.…”
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.
“…Studies report that personal resilience refers to a mainly positive influence on the development of nurses’ ability, despite encountering severe workplace adversity (McDermid et al . , McDonald et al . ).…”
Hospital administrators and nursing managers need to explore the resilience state among nurses and understand the predictors of resilience. Then, scientific and evidence-based interventions for improving resilience should be adopted.
“…However the provision of suitably qualified academic staff to teach into academic programs has been identified as a contemporary issue (McDermid, Peters, Daly, & Jackson, 2016), and any increase in gross education places would exacerbate this. Additionally, current models of education do not adequately address the education needs for a contemporary nurse requiring enhanced generalist skills (Chiarella & Roydhouse, 2011) that allow flexibility in dealing with diverse patient casemix, and as such re-structuring of teaching programs may be required.…”
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