Comparative analysis of work-related factors associated with burnout and its dimensions among nursing faculty in Canada and the United States
Publication Details
Author(s): Sheila A. Boamah, Hanadi Hamadi, Humayun Kabir, Farinaz Havaei, Fern Webb, Michelle Jia-Yi Yu
Date: 2025
Objective
This study aimed to investigate and compare burnout and its dimensions—exhaustion, cynicism and professional efficacy—across workplace and socio-demographic characteristics among nursing faculty in Canada and the United States (U.S.).
Background
Burnout among nursing faculty affects the availability and retention of educators, crucial for producing qualified nurses to meet healthcare demands. Despite its significance, research in this area remains limited.
Design
A correlational cross-sectional survey was used.
Methods
An online survey was administered to 640 nursing faculty in Canada and 111 in the U.S. Burnout was measured using the Maslach Burnout Inventory and multivariate linear regression identified predictors of burnout.
Results
Overall, 62.4 % of participants reported moderate to high burnout. Canadian faculty were primarily involved in undergraduate and graduate education, whereas U.S. faculty devoted more time to service activities. Predictors of burnout and its dimensions varied by country. In Canada, older faculty (≥60 years) and those with a nursing diploma reported lower burnout, while those with a Doctor of Nursing Practice reported higher levels. In the U.S., burnout was higher among younger faculty (≤39 years), those with more teaching hours and lower among non-tenured faculty.
Conclusion
Factors influencing burnout differ between Canada and the U.S., reflecting variations in academic environments. Tailored interventions, such as workload balancing and targeted support, are essential for addressing burnout and improving faculty retention.
This study aimed to investigate and compare burnout and its dimensions—exhaustion, cynicism and professional efficacy—across workplace and socio-demographic characteristics among nursing faculty in Canada and the United States (U.S.).
Background
Burnout among nursing faculty affects the availability and retention of educators, crucial for producing qualified nurses to meet healthcare demands. Despite its significance, research in this area remains limited.
Design
A correlational cross-sectional survey was used.
Methods
An online survey was administered to 640 nursing faculty in Canada and 111 in the U.S. Burnout was measured using the Maslach Burnout Inventory and multivariate linear regression identified predictors of burnout.
Results
Overall, 62.4 % of participants reported moderate to high burnout. Canadian faculty were primarily involved in undergraduate and graduate education, whereas U.S. faculty devoted more time to service activities. Predictors of burnout and its dimensions varied by country. In Canada, older faculty (≥60 years) and those with a nursing diploma reported lower burnout, while those with a Doctor of Nursing Practice reported higher levels. In the U.S., burnout was higher among younger faculty (≤39 years), those with more teaching hours and lower among non-tenured faculty.
Conclusion
Factors influencing burnout differ between Canada and the U.S., reflecting variations in academic environments. Tailored interventions, such as workload balancing and targeted support, are essential for addressing burnout and improving faculty retention.