OCCUPATIONAL STRESS AMONG NURSE TEACHERS: A SYSTEMATIC REVIEW

Author Name: Mrs. Debasmita Bhadra, Dr. Roshan Lal Kahar

Volume: 03/02

Country: India

DOI NO.: 11.2023-61555522 DOI Link: https://doi-ds.org/doilink/02.2026-27575236/GIJNR

Affiliation:

1. Ph. D Scholar, Shri Venkateshwara University, Gajraula (U.P)

ABSTRACT

Introduction: The nursing profession lies at the centre of today’s evolving global health environment, where front-line providers must adapt to pressures of safety, technology, and increasing clinical and academic demands. Nurses, as key facilitators in developing competent professionals, face intensified occupational stress due to technological evolution and organizational pressures. Persistent stress adversely affects their psychological well-being, teaching effectiveness, and the overall quality of healthcare delivery. Despite its growing importance, limited systematic research has explored the sources, consequences, and coping mechanisms of occupational stress among nurse teachers. Methods: A systematic review of primary research studies from 2015–2023 was conducted to assess the sources, consequences, and solutions to job stress in nursing practice. The Job Demand- Control model, Effort-Reward Imbalance model, and Transactional Theory of Stress and Coping guided the identification of major stressors, their effects, and evidence-based interventions for stress reduction. Results: Findings revealed that heavy workload, low support, shift work, role stress, and interpersonal conflict collectively contribute to high stress levels among nurse educators. Unmanaged stress leads to burnout, decreased empathy, impaired clinical reasoning, and withdrawal from work, resulting in turnover and reduced care quality. These factors ultimately affect patient outcomes, healthcare system effectiveness, and organizational sustainability. Emotional exhaustion and depersonalization further diminish nurses’ capacity for mindful, empathetic care and sound decision-making. Discussion and conclusion: Addressing occupational stress among nurse teachers requires multi-level interventions. Organizational initiatives such as psychosocial safety climate policies, flexible scheduling, and leadership training are vital. Team-based strategies—structured communication, debriefing, and consensus-building—along with individual resilience-building and mindfulness training can mitigate stress. The review underscores the need for culturally relevant, longitudinal research to evaluate intervention sustainability, especially in low-resource settings. Supporting nurses through structural, team, and individual strategies enhances care quality, workforce retention, and overall healthcare resilience.

Key words: Occupational stress, nurse teachers, burnout, coping strategies, psychosocial safety, systematic review