Work–life balance for nurse educators: A systematic strategy development approach

Introduction Nurse educators in South African nursing education institutions (NEIs) face persistent work–life balance (WLB) challenges, including staff shortages, inequitable workloads, and inadequate remuneration. These systemic pressures compromise educator well-being and the quality of nursing education. Despite growing recognition of these challenges, context-specific and evidence-based strategic interventions remain limited. Purpose This study developed and validated evidence-based strategies to strengthen WLB among nurse educators in South African NEIs using a structured, multi-method design. Methods A sequential two-phase design was employed. Phase 1 involved strategy development through situational analysis, integrating findings from a scoping review and empirical qualitative data, and applying SWOT and PESTLE frameworks. These were translated into strategic directives using the BOEM framework. Phase 2 utilised a three-round modified Delphi technique with nine purposively selected experts to validate and refine the strategies. Results Analysis identified critical internal weaknesses, including staffing shortages and workload inequities, alongside external threats such as funding instability and entrenched overwork norms. Eight integrated strategies were developed, focusing on technology integration, workload governance, equity, policy advocacy, resource optimisation, mentorship, boundary management, and organisational culture. The Delphi process achieved 100% consensus across all validation criteria, producing a structured and implementable action plan. Conclusion The study provides a rigorously validated, context-sensitive strategic framework to enhance nurse educator WLB, retention, and educational quality. The integrated methodological approach offers a transferable model for workforce well-being interventions in similar low- and middle-income country contexts.