Lived Experiences of Nursing Faculty in Navigating Work Strain, Coping Strategies, and Professional Growth in an Academic Setting

This study explored the lived experiences of nursing faculty in navigating work strain, coping strategies, and professional growth within academic settings. Using a qualitative phenomenological approach, the research examined how nursing faculty manage the demands of balancing academic instruction, clinical responsibilities, administrative duties, and personal commitments. Participants were selected through purposive sampling, and in-depth interviews were conducted until data saturation was achieved. Data were analyzed using Colaizzi's phenomenological method, which organized significant statements into themes reflecting the participants' shared experiences. Findings revealed that nursing faculty continually struggle to balance their professional and personal responsibilities amid heavy workloads, institutional expectations, and limited organizational resources. Despite these challenges, participants demonstrated resilience through effective time management, adaptability, and reliance on support systems, including family, colleagues, administrators, and spiritual practices. Workload pressures and competing role demands contributed to work strain, while social support and personal coping strategies promoted resilience. The findings underscore the importance of strengthening institutional support through faculty development initiatives, mentorship programs, equitable workload distribution, and wellness interventions that foster resilience and career sustainability. Ultimately, the study highlights that nursing faculty continue to grow professionally despite persistent work-related challenges and emphasizes that supportive academic environments are essential in promoting faculty well-being, retention, instructional effectiveness, and the continued advancement of nursing education.