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

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.