Job stress and occupational burnout among clinical nursing teachers: A cross-sectional study

Background: Clinical nursing teachers face conflicts and challenges while instructing nursing students in the clinical setting. They may be under job stress, which can lead to occupational burnout. Purpose: This study investigated the current state and relationship between job stress and occupational burnout, as well as explore the significant predictors of occupational burnout among clinical nursing teachers. Methods: A cross-sectional study design and convenience sampling was conducted. A total of 205 clinical nursing teachers from 43 nursing schools in Taiwan. Used the Chinese version of the job content questions and occupational burnout inventory to collect data. Multiple linear regression was used to determine the predictors of occupational burnout. Results: The degree of perception of life stress by teachers was moderate, and occupational burnout was mild to moderate. Multiple regression analyses showed that perceived life stress and job stress were significant predictors of occupational burnout; perceived life stress was the strongest predictor of occupational burnout, explained 26.4% of the variance; and the workload explained 16.6% of the variance. Conclusion: Perceived life stress and job stress influence occupational burnout. This study results may help administrators recognize the vulnerability of clinical nursing teachers to different stressors and develop strategies to improve occupational burnout.