Marja Hult

Background. Nurses demonstrate high burnout prevalence. Moreover, destructive leadership, as well as job demands and resources, are associated with burnout. However, these associations, particularly in the context of nursing, warrant further investigation. Objective. To explore the associations of destructive leadership, as well as job demands and resources, with burnout in registered nurses. Design. A cross-sectional survey. Participants. 2115 registered nurses in Finland. Methods. The self-administered questionnaire survey was distributed nationwide to 106,000 members of the Finnish trade union for health and social care professionals via an online newsletter in February 2023. Nurses’ burnout was measured with the Burnout Assessment Tool (BAT). The data were analysed through descriptive statistics and linear regression analysis. Results. Destructive leadership and job demands were positively associated with burnout (β = 0.39 and 0.32, respectively; both p < 0.001 ), whereas job resources and burnout were negatively associated (β = −0.41, p < 0.001 ). The associations of destructive leadership and job demands with burnout became less positive when job resources were added to the regression model (β = 0.21 and 0.14, respectively; both p < 0.001 ). Conclusions. Job resources led to the greatest reduction in burnout among registered nurses. Moreover, job resources reduced burnout by diminishing the negative effects of destructive leadership and job demands. Providing a sufficient amount of job resources might reduce burnout and diminish the negative effects of destructive leadership and job demands among nurses. These relationships warrant examination in other cultural settings.

Aim To evaluate factors related to the occupational well‐being of social and health care educators' work communities during the COVID‐19 pandemic. Design A cross‐sectional study was conducted among social and health care educators in Finland 2020. Methods Data ( n = 552) were collected through a questionnaire containing continuous, Likert scale and categorical variables. Descriptive, exploratory factor analysis and multiple regression modelling were used for analysing the data. Results Educators regarded their work as meaningful and experienced collegiality. Age and work experience were related to experiences on work community subscales and community occupational well‐being. Personal occupational well‐being and activities promoting occupational well‐being on the community level were most related to experiences of the work community and its well‐being. The activities that promote occupational well‐being on the work community level should be emphasized.