Background:

Burnout among nursing faculty is a pressing issue, with recent findings by Zangaro et al.reporting moderate to high levels of burnout in 82% of nursing faculty across the United States. Despite this growing concern, there is limited qualitative research exploring the perceptions of contributing factors to burnout among nursing faculty in the U.S.

Method:

A qualitative descriptive design was utilized to gain insights into nursing faculty experiences. Semi-structured interviews were conducted with a purposive sample of academic nursing faculty (n = 15) from various institutions across the U.S. Data were analyzed using content analysis and coding to identify key themes.

Results:

Key factors contributing to burnout included faculty incivility, student incivility, unrealistic workloads, and insufficient institutional support. Participants identified reduced workloads, increased mental health resources, and enhanced financial stability as critical strategies to mitigate burnout.

Conclusion:

Addressing incivility among faculty and students is crucial to fostering a positive and supportive academic environment. Interventions focused on promoting mental well-being and improving work conditions for nursing faculty are essential for preventing burnout, enhancing retention, and sustaining the nursing workforce. Tackling burnout among nursing faculty is vital for strengthening the nursing profession, improving patient care outcomes, and addressing future healthcare challenges.