Interventions to Improve Workforce Well-being Among Nursing Teaching Faculty: A Narrative Synthesis

Abstract

Background: Workforce well-being has emerged as a key determinant of faculty performance, educational quality, and the sustainability of nursing education. Nursing teaching faculty encounter increasing demands related to teaching, research, clinical supervision, administration, and digital education, making them vulnerable to occupational stress, burnout, and reduced job satisfaction. Evidence-based interventions are therefore essential to support faculty well-being and ensure high-quality nursing education.

Objective: To synthesize evidence on individual-, organizational-, and multi-level interventions for nursing teaching faculty in academic settings, focusing on well-being, resilience, job satisfaction, burnout, and professional sustainability, based on quantitative, qualitative, and mixed-methods studies.

Methods: A Narrative synthesis was conducted using PubMed/MEDLINE, Scopus, Web of Science, CINAHL, ScienceDirect, and Google Scholar. Peer-reviewed studies, systematic reviews, and meta-analyses published in English from 2015–2026 were included. Study selection was reported using a SANRA flow diagram, with numbers of records identified, screened, assessed, and included. Themes were developed using a predefined framework covering determinants, intervention strategies, effectiveness, and implementation challenges. Two reviewers independently screened and synthesized the evidence, with disagreements resolved through discussion.

Results: The review identified a wide range of interventions that positively influence workforce well-being. Individual-level interventions, including mindfulness, resilience training, stress management, and self-care, reduced stress and burnout while improving psychological well-being. Organizational strategies such as healthy work environments, workload optimization, mentorship, recognition systems, and employee assistance programmes enhanced job satisfaction and faculty retention. Leadership-focused approaches, professional development initiatives, technology-assisted interventions, and supportive institutional policies further strengthened faculty engagement and organizational commitment. Multi-component interventions integrating strategies across different levels demonstrated the greatest and most sustainable improvements in workforce well-being.

Conclusion: Workforce well-being is essential for maintaining a productive, resilient, and sustainable nursing academic workforce. Comprehensive interventions addressing individual, organizational, leadership, technological, and policy-related factors can effectively improve faculty well-being, teaching effectiveness, and educational outcomes. Nursing education institutions should prioritize evidence-based well-being initiatives and supportive workplace policies to foster healthier academic environments and strengthen the future nursing workforce.