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  • Title: The impact of burnout on doctorate nursing faculty's intent to leave their academic position: A descriptive survey research design.
    Author: Aquino E, Lee YM, Spawn N, Bishop-Royse J.
    Journal: Nurse Educ Today; 2018 Oct; 69():35-40. PubMed ID: 30007145.
    Abstract:
    BACKGROUND: Despite the fact that the great demands placed on many nursing faculty put them at high risk for job burnout; there are limited studies exploring the relationship between burnout and leaving their academic positions. OBJECTIVE: The objective of this study is to address the national nursing faculty shortage by examining demographics, teaching preparation in the doctoral program, and burnout to determine intent to leave nursing academia among PhD and DNP-prepared nursing faculty. DESIGN: A descriptive survey research design was used to identify the most significant factors related to faculty intent to leave their academic position. SETTINGS: An online national survey of doctorate faculty throughout the U.S. was administered. PARTICIPANTS: Full-time nursing faculty who had earned a PhD or DNP degree in nursing with four or less years ofteaching experience after doctoral program graduation were recruited. METHODS: Data was collected from an the online survey posted on Qualtrics. Logistical regression models were used to interpret data significance. RESULTS: A total of 146 nursing faculty responded to the online survey. 51.4% of the respondents (n = 75) had a DNP degree and 48.6% (n = 71) had a PhD degree. 61% of the respondents were over the age of 50 with the remaining 39% of the respondents between ages 20 and 49. PhD-prepared faculty reported higher emotional exhaustion compared to DNP-prepared faculty. Findings revealed that degree type (PhD versus DNP), age, and emotional exhaustion and depersonalization in burnout were significant predictors related to intent to leave nursing academia. CONCLUSIONS: To address the nursing faculty shortage issue, it is critical to create supportive and positive working environments to promote the well-being of nursing faculty, provide additional emotional support for the specific PhD-prepared faculty needs that contribute to burnout, and encourage nurses to begin an academic career earlier to help retain nursing faculty in academic settings.
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