The Dual Role Journey: Exploring the Stress Levels and Coping Strategies of Nurse-Educators Pursuing Advanced Studies

This study examined the stress levels of nurse-educators who simultaneously teach and pursue further studies, and identified the coping strategies they employ in selected nursing colleges in the National Capital Region. A descriptive-correlational design was used. Data were collected from 38 licensed nurse educators using a standardized Likert-scale questionnaire. Statistical treatments included descriptive statistics, Pearson correlation, and one-way ANOVA to analyze relationships and differences among variables. Results revealed that respondents experienced high levels of stress due to workload, time constraints, and dual-role demands. Despite this, they demonstrated effective coping strategies, including problem-solving, emotion regulation, spirituality, and social support. These strategies were significantly associated with reduced stress and improved adaptation. Moderate stress was also found to contribute positively to professional growth and skill development. However, excessive workload was linked to increased stress, potentially affecting teaching performance. The study was limited by its small sample size and focus on selected institutions, which may affect generalizability. Future research may include larger, more diverse samples and explore the longitudinal effects of stress and coping. Institutions should strengthen support systems, promote work-life balance, and provide accessible coping resources to enhance nurse-educators’ well-being and performance. This study contributes to understanding how nurse-educators manage dual roles, highlighting the importance of coping mechanisms and institutional support in sustaining resilience and professional effectiveness.