1Student Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
2Community Based Psychiatric Care Research Center, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
© 2022 Korea Health Personnel Licensing Examination Institute
This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
#1 Burnout: (“Burnout”) OR (“Professional burnout”) OR (“Job burnout”) OR (“Occupational burnout”)
#2 Nursing faculty: (“Faculty”) OR (“Nursing faculty”) OR (“Nursing teachers”) OR (“Nursing educators”) OR (“University professor”) OR (“Nursing professor”)
#3 Combination: #1 AND #2
Authors’ contributions
Conceptualization: MH, CT, ZHS, MS. Data curation: MH, CT, ZHS, MS. Methodology/formal analysis/validation: MH, MS. Project administration: MS. Funding acquisition: not applicable. Writing–original draft: MH, CT, ZHS, MS. Writing–review & editing: MH, CT, ZHS, MS.
Conflict of interest
No potential conflicts of interest relevant to this article were reported.
Funding
None.
Data availability
None.
Section | Assessment item | Dick [19] (2012) | Talbot [23] (2000) | Çam [18] (2001) | Sarmiento et al. [22] (2004) | Kizilci et al. [4] (2012) | Heydari et al. [20] (2014) | Mohammad et al. [21] (2014) | Batista et al. [17] (2016) | Aquino et al. [3] (2018) | Wu et al. [5] (2021) | Xu et al. [9] (2021) |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Introduction | Clear aims | + | + | + | + | + | + | + | + | + | + | + |
Appropriate design | + | + | + | + | + | + | + | + | + | + | + | |
Methods | Sample size justified | + | + | + | + | + | + | + | + | + | + | + |
Population defined | + | + | + | + | + | + | + | + | + | + | + | |
Sample representative of population | + | + | + | + | + | + | + | + | + | + | + | |
Selection process representative | - | + | - | + | - | + | + | - | + | + | + | |
Measures to address non-responders | - | - | - | - | - | - | - | - | - | - | - | |
Appropriate outcome variables | + | + | + | + | + | + | + | + | + | + | + | |
Valid measures | + | + | + | + | + | + | + | + | + | + | + | |
Defined statistical significance | + | + | + | + | + | + | + | + | + | + | + | |
Methods described | + | + | + | + | + | + | + | + | + | + | + | |
Results | Results data described | + | + | + | + | + | + | + | + | + | + | + |
Concerns about non-response bias | - | - | - | - | - | - | - | - | - | - | - | |
Non-responder information described | - | - | - | - | - | - | - | - | - | - | - | |
Results internally consistent | + | + | + | + | + | + | + | + | + | + | + | |
Results presented for analyses | + | + | + | + | + | + | + | + | + | + | + | |
Discussion | Conclusions justified | + | + | + | + | + | + | + | + | + | + | + |
Limitations identified | - | + | - | + | - | + | + | + | + | + | + | |
Others | Funding sources or conflicts of interests | - | - | - | + | - | - | - | - | + | + | + |
Ethical approval/consent obtained | - | - | + | + | + | - | + | + | + | + | + |
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). |
Section | Assessment item | Dick [19] (2012) | Talbot [23] (2000) | Çam [18] (2001) | Sarmiento et al. [22] (2004) | Kizilci et al. [4] (2012) | Heydari et al. [20] (2014) | Mohammad et al. [21] (2014) | Batista et al. [17] (2016) | Aquino et al. [3] (2018) | Wu et al. [5] (2021) | Xu et al. [9] (2021) |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Introduction | Clear aims | + | + | + | + | + | + | + | + | + | + | + |
Appropriate design | + | + | + | + | + | + | + | + | + | + | + | |
Methods | Sample size justified | + | + | + | + | + | + | + | + | + | + | + |
Population defined | + | + | + | + | + | + | + | + | + | + | + | |
Sample representative of population | + | + | + | + | + | + | + | + | + | + | + | |
Selection process representative | - | + | - | + | - | + | + | - | + | + | + | |
Measures to address non-responders | - | - | - | - | - | - | - | - | - | - | - | |
Appropriate outcome variables | + | + | + | + | + | + | + | + | + | + | + | |
Valid measures | + | + | + | + | + | + | + | + | + | + | + | |
Defined statistical significance | + | + | + | + | + | + | + | + | + | + | + | |
Methods described | + | + | + | + | + | + | + | + | + | + | + | |
Results | Results data described | + | + | + | + | + | + | + | + | + | + | + |
Concerns about non-response bias | - | - | - | - | - | - | - | - | - | - | - | |
Non-responder information described | - | - | - | - | - | - | - | - | - | - | - | |
Results internally consistent | + | + | + | + | + | + | + | + | + | + | + | |
Results presented for analyses | + | + | + | + | + | + | + | + | + | + | + | |
Discussion | Conclusions justified | + | + | + | + | + | + | + | + | + | + | + |
Limitations identified | - | + | - | + | - | + | + | + | + | + | + | |
Others | Funding sources or conflicts of interests | - | - | - | + | - | - | - | - | + | + | + |
Ethical approval/consent obtained | - | - | + | + | + | - | + | + | + | + | + |
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). |
+: Presence of the assessment item.
EE, emotional exhaustion; DP, depersonalization; PA, personal accomplishment; NA, not applicable; PhD, Doctor of Philosophy; DNP, Doctor of Nursing Practice; df, degrees of freedom.