Table 2.
Factors associated with burnout among nursing educators
| First author/year | Factors associated with the EE subscale | Factors associated with the DP subscale | Factors associated with the PA subscale |
|---|---|---|---|
| Dick [19] (1992) | - There was a significant negative relationship between management style and the EE subscale (r=-0.34, P<0.001). | - There was a significant negative relationship between management style and the DP subscale (r=-0.27, P<0.001). | - There was a significant positive relationship between management style and the PA subscale (r=0.16, P<0.01). |
| - There was a significant negative relationship between collegial support and the EE subscale (r=-0.43, P<0.001). | - There was a significant negative relationship between collegial support and the DP subscale (r=-0.26, P<0.001). | ||
| Talbot [23] (2000) | NA | NA | - There was a positive relationship between humor and the PA subscale (r=0.36, P<0.002). |
| Cam [18] (2001) | - There was a significant negative relationship between work setting satisfaction and the EE subscale (β=0.343, P<0.01). | - There was a significant positive relationship between job pressure and the DP subscale (β=-0.269, P<0.01). | - There was a significant positive relationship between job satisfaction and the PA subscale (β=-0.232, P<0.01). |
| - There was a significant negative relationship between job satisfaction and the EE subscale (β=0.296, P<0.01). | - There was a significant negative relationship between communication style and the DP subscale (β=0.246, P<0.01). | - There was a significant negative relationship between academic position and the PA subscale (β=0.266, P<0.01). | |
| - There was a significant positive relationship between job pressure and the EE subscale (β=-0.207, P<0.01). | - There was a significant positive relationship between marital status and the DP subscale (β=-0.171, P<0.01). | - There was a significant positive relationship between work-setting satisfaction and the PA subscale (β=-0.255, P<0.01). | |
| - There was a significant positive relationship between marital status and the EE subscale (β=-0.177, P<0.01). | |||
| - There was a significant negative relationship between the fulfillment of self-expectations and the EE subscale (β=0.161, P<0.01). | |||
| Sarmiento et al. [22] (2004) | - There was a significant negative relationship between workplace empowerment and the EE subscale (r=-0.51, P<0.01). | - There was a significant negative relationship between workplace empowerment and the DP subscale (r=-0.40, P<0.01). | - There was a significant positive relationship between workplace empowerment and the PA subscale (r=0.38, P<0.01). |
| - There was a significant negative relationship between job satisfaction and the EE subscale (r=-0.65, P=0.01). | - There was a significant negative relationship between job satisfaction and the DP subscale (r=-0.52, P=0.01). | - There was a significant positive relationship between job satisfaction and the PA subscale (r=0.42, P=0.01). | |
| - There was a significant positive relationship between the number of classroom students taught and the EE subscale (r=0.38, P<0.05). | - There was a significant positive relationship between the number of classroom students taught and the DP subscale (r=0.38, P<0.05). | ||
| - There was a significant positive relationship between hours of work per week and the EE subscale (r=0.30, P<0.05). | |||
| Kizilci et al. [4] (2012) | NA | - The results showed that single academics had a higher level of DP than married (P<0.05). | - The results showed that academics 30 years and below reported a lower level of PA than 31 and above of academics (P<0.05). |
| - The results showed that professors and research assistants reported a lower level of PA than instructors (P<0.05). | |||
| Heydari et al. [20] (2014) | - There was a significant relationship between gender and the EE subscale (P<0.001). | - There was a significant negative relationship between the score of the work environment subscales and the DP subscale (P<0.05). | - |
| - There was a significant negative relationship between the score of the work environment subscales and the EE subscale (P<0.05). | |||
| - There was a significant positive relationship between hours of work and the EE subscale (r=0.21, P=0.01). | |||
| - There was a significant positive relationship between full-time work and the EE subscale (r=0.37, P<0.001). | |||
| Mohammed et al. [21] (2014) | NA | NA | NA |
| Batista et al. [17] (2016) | NA | NA | NA |
| Aquino et al. [3] (2018) | The mean score for the EE subscale among PhD faculty was significantly higher than among DNP faculty (t=1.96, df=144, P=0.025) | NA | NA |
| Wu et al. [5] (2021) | NA | NA | NA |
| Xu et al. [9] (2021) | - There was a significant positive relationship between perceived stress and the EE subscale (r=0.483, P<0.01). | - There was a significant positive relationship between perceived stress and the DP subscale (r=0.307, P<0.01). | - There was a significant negative relationship between perceived stress and the PA subscale (r=-0.395, P<0.01). |
| - There was a significant negative relationship between subjective well-being and the EE subscale (r=-0.339, P<0.01). | - There was a significant negative relationship between subjective well-being and the DP subscale (r=-0.231, P<0.01). | - There was a significant positive relationship between subjective well-being and the PA subscale (r=0.330, P<0.01). |
EE, emotional exhaustion; DP, depersonalization; PA, personal accomplishment; NA, not applicable; PhD, Doctor of Philosophy; DNP, Doctor of Nursing Practice; df, degrees of freedom.