Exploring the psychosocial impact of work-life balance among nurse educators in a Gauteng Nursing Education Institution

Abstract

Background Work-life balance (WLB) is a critical determinant of psychosocial well-being among nurse educators, particularly in high-pressure Nursing Education Institutions (NEIs). In South Africa, nurse educators face mounting demands from teaching, clinical supervision, and administrative duties, often resulting in emotional exhaustion and stress. Aim This study explored the psychosocial impact of work-life balance among nurse educators in Gauteng, with a focus on developing support strategies. Setting Selected Nursing Education Institution in Gauteng Province, South Africa. Methods A qualitative, exploratory, and descriptive research design was employed, involving semi-structured interviews with purposively selected non-probability nurse educators. Data was analysed thematically to identify key psychosocial challenges related to work-life balance. Results The analysis revealed two primary themes: the first pertained to the negative consequences of stress and burnout, including adverse effects on physical and mental health, as well as emotional exhaustion stemming from work-related frustrations. The second theme highlights the inadequacies of support systems, including limited access to counseling services, insufficient support for academic pursuits, and social challenges. Conclusion The study highlighted the urgent need for institutional reforms that promote psychosocial resilience among nurse educators. Strategies such as flexible scheduling, peer support networks, and wellness programmes may enhance work-life balance and improve educational outcomes. These insights are vital for informing policy and practice within South African nursing education.