A scoping review of the factors affecting work–life balance among nurse educators

Abstract

Background: There is a dearth of research on the factors that contribute to a lack of work–life balance (WLB) among nurse educators because most studies focused on nurses or academics in general rather than nurse educators. Thus, more studies are needed to explore the factors that contribute to the lack of WLB among nurse educators.
Aim: To explore and investigate the scope and quantity of literature on the factors affecting the WLB among nurse educators.
Method: This scoping review followed Arksey and O’Malley’s framework, using the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis to extract and chart sources. Seventeen articles (2014–2024) were analyzed using descriptive analysis, PRISMA-ScR, and thematic analysis.
Results: The scoping review identifies factors and strategies impacting WLB among nurse educators, highlighting occupational stress, understaffing, and heavy workloads as key contributors to imbalance. It also explores the role of technology in improving WLB.
Conclusion: The scoping review identified factors that contribute to work–life imbalance among nurse educators and proposed strategies to address these issues. Studies suggest that WLB programmes can also lower employee stress levels. Furthermore, the review highlights a significant gap in the literature concerning the factors contributing to the lack of WLB among nurse educators in the sub-Saharan region.
Contribution: The findings of this scoping review might assist in the development of strategies that could help nurse educators deal with the factors that contribute to the lack of WLB among nurse educators in nursing education institutions.