Conceptual analysis proposes a work/life harmony framework for academic nurse educators, suggesting organizational strategies improve workforce retention.
Background: Academic nursing continues to experience faculty shortages, burnout, and workforce instability. Although nursing is grounded in a philosophy of holistic care, approaches to faculty well-being often emphasize individual resilience and work/life balance rather than organizational support and integration. Problem: Traditional work/life balance frameworks may inadequately reflect the realities of academic nursing, where professional identity, personal values, and educator responsibilities are closely intertwined. Approach: This article proposes work/life harmony as a holistic framework for supporting nurse faculty. Drawing on Watson’s Theory of Human Caring and Schwartz’s model of sustainable performance, faculty well-being is examined through the interconnected domains of body, mind, and spirit. Outcomes: The framework highlights the need for organizational strategies that support restoration, cognitive renewal, meaning, connection, and sustainable engagement. Conclusions: Work/life harmony offers a more integrated approach to faculty well-being and may help strengthen retention, satisfaction, and long-term sustainability within the academic nursing workforce.
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Newman et al. (2026) studied this question.
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