Understanding Burnout in School Nurses: The Role of Job Demands, Resources, and Positive Psychological Capital

Abstract

School nurses are at high risk of burnout due to significant responsibilities, evolving demands, and the independent nature of their role. Using the Job Demands-Resources model as a framework, we conducted a survey of 265 school nurses to describe the effects of job demands, job resources, and positive psychological capital on burnout among school nurses. Multiple regression analysis identified workload as the strongest predictor of burnout, followed by emotional demands and demands from students and their families. In contrast, positive psychological capital showed a protective effect against burnout. Job resources, including support from supervisors and coworkers and intrinsic and extrinsic rewards, did not significantly reduce burnout. These findings highlight the need to address key demands, such as managing workloads and aligning policies with role expectations, to mitigate burnout. Collaborative efforts are essential to creating a supportive work environment that promotes the well-being of school nurses and the health of schoolchildren.