Faculty-Initiated Burnout Interventions for Undergraduate Nursing Students: A Systematic Literature Review

Background: Burnout in student and professional nurses contributes to academic attrition, decreased academic success, turnover, and poor quality of care. This study aims to determine which educational interventions are successfully being used to prevent burnout and promote resilience in undergraduate nursing students. Method: This systematic literature review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) reporting guidelines. Faculty-initiated practices aimed at preventing burnout and promoting resilience in undergraduate nursing students are identified and evaluated. A total of 406 articles were identified as relevant to the research question, and 10 studies were ultimately included in the systematic literature review. Results: Narrative synthesis was used to group interventions into the following five common themes: mindfulness, stress education, psychological skill building, social support, and exploring professional identity. Conclusion: The findings provide guidance for nurse educators to reference when incorporating burnout prevention and resilience promotion activities in curriculum.