Category: nursing

  • The Grand Irony of Nursing Education and Burnout in U.S. Health Care

    The Grand Irony of Nursing Education and Burnout in U.S. Health Care

    Nursing has long been romanticized as both a “calling” and a profession—an occupation where devotion to patients is assumed to be limitless. Nursing schools, hospitals, and media narratives often reinforce this ideal, framing the nurse as a tireless caregiver who sacrifices for the greater good. But behind the cultural image is a system that normalizes exhaustion, accepts overwork, and relies on the quiet suffering of an increasingly strained workforce.

    The cultural expectation that nurses should sacrifice their own well-being has deep historical roots. Florence Nightingale’s legacy in the mid-19th century portrayed nursing as a noble vocation, tied as much to moral virtue as to medical skill. During World War I and World War II, nurses were celebrated as patriotic servants, enduring brutal conditions without complaint. By the late 20th century, popular culture reinforced the idea of the nurse as both saintly and stoic—expected to carry on through fatigue, trauma, and loss. This framing has carried into the 21st century. During the COVID-19 pandemic, nurses were lauded as “heroes” in speeches, advertisements, and nightly news coverage. But the rhetoric of heroism masked a harsher reality: nurses were sent into hospitals without adequate protective equipment, with overwhelming patient loads, and with little institutional support. The language of devotion was used as a shield against criticism, even as nurses themselves broke down from exhaustion.

    The problem begins in nursing education. Students are taught the technical skills of patient care, but they are also socialized into a culture that emphasizes resilience, self-sacrifice, and “doing whatever it takes.” Clinical rotations often expose nursing students to chronic understaffing and unsafe patient loads, but instead of treating this as structural failure, students are told it is simply “the reality of nursing.” In effect, they are trained to adapt to dysfunction rather than challenge it.

    Once in the workforce, the pressures intensify. Hospitals and clinics operate under tight staffing budgets, pushing nurses to manage far more patients than recommended. Shifts stretch from 12 to 16 hours, and mandatory overtime is not uncommon. Documentation demands, electronic medical record systems, and administrative oversight add layers of clerical work that take time away from direct patient care. The emotional toll of constantly navigating life-and-death decisions, combined with lack of rest, creates a perfect storm of burnout. The grand irony is that the profession celebrates devotion while neglecting the well-being of the devoted. Nurses are praised as “heroes” during crises, but when they ask for better staffing ratios, safer conditions, or mental health support, they are often dismissed as “not team players.” In non-unionized hospitals, the risks are magnified: nurses have little leverage to negotiate schedules, resist unsafe assignments, or push back against retaliation. Instead, they are expected to remain loyal, even as stress erodes their health and shortens their careers.

    Recent years have shown that nurses are increasingly unwilling to accept this reality. In Oregon in 2025, nearly 5,000 unionized nurses, physicians, and midwives staged the largest health care worker strike in the state’s history, demanding higher wages, better staffing levels, and workload adjustments that reflect patient severity rather than just patient numbers. After six weeks, they secured a contract with substantial pay raises, penalty pay for missed breaks, and staffing reforms. In New Orleans, nurses at University Medical Center have launched repeated strikes as negotiations stall, citing unsafe staffing that puts both their health and their patients at risk. These actions are not isolated. In 2022, approximately 15,000 Minnesota nurses launched the largest private-sector nurses’ strike in U.S. history, and since 2020 the number of nurse strikes nationwide has more than tripled.

    Alongside strikes, nurses are pushing for legislative solutions. At the federal level, the Nurse Staffing Standards for Hospital Patient Safety and Quality Care Act has been introduced, which would mandate minimum nurse-to-patient ratios and provide whistleblower protections. In New York, the Safe Staffing for Hospital Care Act seeks to set legally enforceable staffing levels and ban most mandatory overtime. Even California, long considered a leader in nurse staffing ratios, has faced crises in psychiatric hospitals so severe that Governor Gavin Newsom introduced emergency rules to address chronic understaffing linked to patient harm. Enforcement remains uneven, however. At Albany Medical Center in New York, chronic understaffing violations led to hundreds of thousands of dollars in fines, a reminder that without strong oversight, even well-crafted laws can be ignored.

    The United States’ piecemeal and adversarial approach contrasts sharply with other countries. In Canada, provinces like British Columbia have legislated nurse-to-patient ratios similar to those in California, and in Quebec, unions won agreements that legally cap workloads for certain units. In the United Kingdom, the National Health Service has long recognized safe staffing as a matter of public accountability, and while austerity policies have strained the system, England, Wales, and Scotland all employ government-set nurse-to-patient standards to protect both patients and staff. Nordic countries go further, with Sweden and Norway integrating nurse well-being into health policy; short shifts, strong union protections, and publicly funded healthcare systems reduce the risk of burnout by design. While no system is perfect, these models show that burnout is not inevitable—it is a political and policy choice.

    Union presence consistently makes a difference. Studies show that unionized nurses are more successful at securing safe staffing ratios, resisting exploitative scheduling, and advocating for patient safety. But unionization rates in nursing remain uneven, and in many states nurses are discouraged or even legally restricted from organizing. Without collective power, individual nurses are forced to rely on personal endurance, which is precisely what the system counts on.

    The outcome is devastating not only for nurses but for patients. Burnout leads to higher turnover, staffing shortages, and medical errors—all while nursing schools continue to churn out new graduates to replace those driven from the profession. It is a cycle sustained by institutional denial and the myth of infinite devotion.

    If U.S. higher education is serious about preparing nurses for the future, nursing programs must move beyond the rhetoric of sacrifice. They need to teach students not only how to care for patients but also how to advocate for themselves and their colleagues. They need to expose the structural causes of burnout and prepare nurses to demand better conditions, not simply endure them. Until then, the irony remains: a profession that celebrates care while sacrificing its caregivers.


    Sources

    • American Nurses Association (ANA). “Workplace Stress & Burnout.” ANA Enterprise, 2023.

    • National Nurses United. Nursing Staffing Crisis in the United States, 2022.

    • Bae, S. “Nurse Staffing and Patient Outcomes: A Literature Review.” Nursing Outlook, Vol. 64, No. 3 (2016): 322-333.

    • Bureau of Labor Statistics. “Union Members Summary.” U.S. Department of Labor, 2024.

    • Shah, M.K., Gandrakota, N., Cimiotti, J.P., Ghose, N., Moore, M., Ali, M.K. “Prevalence of and Factors Associated With Nurse Burnout in the US.” JAMA Network Open, Vol. 4, No. 2 (2021): e2036469.

    • Nelson, Sioban. Say Little, Do Much: Nursing, Nuns, and Hospitals in the Nineteenth Century. University of Pennsylvania Press, 2001.

    • Kalisch, Philip A. & Kalisch, Beatrice J. The Advance of American Nursing. Little, Brown, 1986.

    • Oregon Capital Chronicle, “Governor Kotek Criticizes Providence Over Largest Strike of Health Care Workers in State History,” January 2025.

    • Associated Press, “Oregon Health Care Strike Ends After Six Weeks,” February 2025.

    • National Nurses United, “New Orleans Nurses Deliver Notice for Third Strike at UMC,” 2025.

    • NurseTogether, “Nurse Strikes: An Increasing Trend in the U.S.,” 2024.

    • New York State Senate Bill S4003, “Safe Staffing for Hospital Care Act,” 2025.

    • San Francisco Chronicle, “Newsom Imposes Emergency Staffing Rules at State Psychiatric Hospitals,” 2025.

    • Times Union, “Editorial: Hospital’s Staffing Violations Show Need for Enforcement,” 2025.

    • Oulton, J.A. “The Global Nursing Shortage: An Overview of Issues and Actions.” Policy, Politics, & Nursing Practice, Vol. 7, No. 3 (2006): 34S–39S.

    • Rafferty, Anne Marie et al. “Outcomes of Variation in Hospital Nurse Staffing in English Hospitals.” BMJ Quality & Safety, 2007.

    • Aiken, Linda H. et al. “Nurse Staffing and Education and Hospital Mortality in Nine European Countries.” The Lancet, Vol. 383, No. 9931 (2014): 1824–1830.

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  • Resilience is a matter of national health

    Resilience is a matter of national health

    With ongoing shortages of some 40,000 nurses and a 26 per cent drop in applicants to nursing degree courses in the last two years the staffing crisis in the NHS is set to get more acute.

    There is the backdrop of strikes, the legacy of Covid, low pay, the costs of studying along with the cost of living crisis.

    It is, perhaps, little wonder that around 12 per cent of nursing students in England fail to complete their degrees – twice the average undergraduate drop out rate. As health students tell us, “there are times when the NHS is not a nice place to be.”

    The constant cycle of coursework and clinical placements is “a treadmill, hard graft.” Students talk about feeling isolated, particularly during placements.

    The pressure to succeed and the fear of judgment from peers and professionals over not being able to “tough it out” can get in the way of students accessing support. The emotional toll of the work, coupled with the expectation to maintain a brave face, leads to compassion fatigue, burnout and a sense of depersonalisation.

    “It’s not,” students tell us, “what I thought it would be.”

    The resilience narrative

    Of course, the notion that healthcare is inherently tough and that only the most resilient can survive is not new. In fact, it’s something of a badge of honour.

    As one student told us, “there is this echo chamber. Students all telling each other about how tough it is, about the pressure, the volume of work, how it is non-stop and overwhelming.”

    But tying students’ worth to their ability to withstand adversity, that it is up to them to make up for something lacking in themselves instead of focusing on their capacity to thrive and grow, can be disempowering and debilitating.

    It’s time to change this corrosive resilience narrative, to bury the notion that it is the student who is somehow coming up short, who needs fixing. Resilience is not about survival and just getting through. It’s about coming back from set backs and thriving. It is about learning and growing. And it’s about something that is fostered within a supportive community rather than an ordeal endured alone by every student.

    So resilience becomes about putting in place support, about gathering what you need to be a success instead of simply finding a lifeline in a crisis.

    It is community that becomes a building block of resilience: the pro-active building of strong networks among students that enable and encourage them to support each other; building a wider support network of academic staff, supervisors in placements, of family and friends. It is here you find fresh perspective, the space to come back from setbacks.

    A midwifery student describes the: “WhatsApp group to keep in touch, check in and support each other. We’ve got a real sense of community;” a nursing student talks about how “it turned out that other students were just as terrified and felt like they were starting from scratch with every new placement.

    Sharing our feelings and experiences really helped normalise them;” and the medical student who suddenly “realised that everyone else was struggling. I wasn’t the only one who didn’t have confidence in themself and their abilities.”

    And by challenging negative interpretations of themselves, the “I can’t do it”, “I don’t belong”, “I’m the only one who’s struggling,” students begin to see new choices. Resilience becomes about developing the sense of agency and the confidence to respond differently, to challenge, to get the support you need to navigate towards your own definition of success.

    What matters

    So, to be resilient also means making the space to reflect on what truly matters to you when the norm, as a health student, is to focus only on the patients.

    Our medical student talks about how:

    …I spend a lot of time focused on looking after others and have seen myself as a low priority. This lack of self care used to result in things building up to breaking point. I needed a place to reflect, away from all the academic pressures. A time to focus on myself.

    It can take courage to do different, to do what is right for you rather then what people expect you to do. It takes courage not to join in with the prevailing culture when it doesn’t work for you. So resilience is also about bravery.

    The midwifery student again:

    I’m stopping negative experiences being the be all and end all of my experience.

    Disruptors and modellers

    What we’re talking about here is a cultural shift, about redefining the resilience narrative so it is about enabling students to discover their strengths and navigate their challenges with confidence.

    The role of staff is critical – as disruptors of the prevailing narrative in healthcare; in modelling behaviour; and re-inventing their everyday interactions with the practitioners of tomorrow.

    By using coaching tools and techniques, those of whose job it is to support students can:

    • Create a supportive environment that mitigates against self-stigma and provides students with permission and opportunities to be proactive in disclosing needs and unconditional reassurance that they feel they will be heard and valued;
    • Work in relationship with the whole student, supporting students to reflect on who they are and where they are going, and to make courageous choices;
    • Foster a sense of community to create a more supportive and effective learning environment

    We know there are places where this work has already getting results.

    A Clinical Skills Tutor describes how this approach:

    …has made me rethink my relationship with students, opened me up to working with students in a way I’d not thought about. I’ve seen how empowering it can be. I’m much more effective at making sure they get the support they need.

    Empowering students to redefine “resilience” on their own terms makes it a platform for learning and growth, rather than a burden to bear. There are more likely to succeed in their studies and will be better prepared for the challenges in their professional lives.

    As our student nurse puts it:

    “Grit turns your thinking on its head. I’ve been happier, calmer, better able to cope. I ask for help and support when I need it. I don’t bottle things up to breaking point. Things just don’t get to crisis point any more.

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  • The barriers that must be removed for degree apprenticeships to meet NHS workforce targets

    The barriers that must be removed for degree apprenticeships to meet NHS workforce targets

    The recent notion that level 7 apprenticeships will be ineligible for support from the apprenticeship levy has caused consternation amongst training providers, especially in healthcare.

    Training providers and employers are urgently seeking clarity on the government’s position – the current “announcement without action” leaves stakeholders unclear about next steps and further risks the reputation and role of apprenticeships in skills development.

    The development of advanced roles in health or shortened routes to registerable qualifications significantly relies on level 7 apprenticeships. The NHS Long Term Workforce Plan is full of examples of how advanced and new roles are needed now and in the future.

    Once again, decisions are being made by the Department for Education without consulting or collaborating with the Department of Health and Social Care, which means that questions are left unanswered. It is not the first time that training providers and University Alliance have called for joined up thinking and, unfortunately, it certainly won’t be the last.

    Expansion of opportunity

    Health apprenticeships at the University of Derby started small with level 5 provision about ten years ago (subsequently expanding to levels 6 and 7) – we could not have foreseen the enormous expansion of opportunity both in health and other industries that would follow.

    I am proud to say that “I was there” when the nurse degree apprenticeship standard was approved in 2017 – the culmination of two years’ collaboration between the Nursing and Midwifery Council, government, Skills for Health, employers and training providers.

    There were challenges, but we made it, and it opened the door to transformation in how healthcare professionals are educated.

    A bumpy road

    But the journey remains bumpy, and apprenticeships seem to be experiencing a particular period of turbulence. New research conducted by the University of Derby on behalf of University Alliance demonstrates the need for change in how the levy is utilised, the importance of partnership working, and the support that those involved with apprenticeship delivery need in order to secure successful outcomes.

    While the NHS Long Term Workforce Plan of 2023 is itself being refreshed, we can be confident that apprenticeships will continue to have a significant part to play in workforce development. However, our new research has shown how and where employers and training providers need support to make this happen.

    Employers told us how expensive they find it to support apprenticeships, with apprentice salaries, backfill and organisational infrastructure contributing to the financial burden. We know that apprentices need significant support through their learning journey, taking time and investment from employers.

    To make apprenticeships truly successful, the support required is over and above that normally expected in healthcare programmes, yet apprenticeships are specifically excluded from the NHS Healthcare Education and Training tariff. This feels like a double whammy – no support from the tariff and no flexibility in how the levy could be utilised differently, meaning that the responsibility remains with the employer to resource.

    Equally, training providers reported the additional activities and responsibilities associated with the delivery of apprenticeships. The University of Derby has recently successfully completed its inspection by Ofsted. The week of the inspection required input from teams across the University, but the enduring responsibilities of compliance and record keeping make this a continuous activity for a skilled and specialist team.

    The Education and Skills Funding Agency then came hot on the tails of Ofsted – while this is not unexpected, it has again required teams from across the University working long hours to be audit ready. These inspections have served as a reminder of the regulatory burden placed on training providers, especially in healthcare.

    A matter of commitment

    Today marks the start of National Apprenticeship Week. At the University of Derby, we are hosting a week of activities and events, encouraging aspirant apprentices and a range of employers to come and find out more about what apprenticeships can do for them. It is heartening to hear that the number of young people coming to the campus this year has more than doubled since last year’s event.

    Finally, the word is beginning to spread about apprenticeships, and we find school leavers are increasingly well informed about their post-16 and post-18 options.

    The week’s events will be ably supported by our employer partners and apprentices, truly reflecting the partnerships that have developed over the years. These partnerships take a significant amount of investment on all sides – anyone in the vocational education and training world will know that strong partnerships take time and effort to build and maintain. But even the briefest of conversations with apprentices will tell you that it is all worth it. Their confidence, passion and knowledge (their skills and behaviours too) shine through. In a city like Derby, the awareness of the positive difference you are making not only to the apprentice, but also to their family and friends, is never far from your thoughts.

    It is difficult to know how the advent of Skills England will impact the pace and scale of reform, but the present inertia may set the country back – and it certainly will if a blanket approach to level 7 apprenticeship funding is adopted, and lack of join-up between DfE and DHSC remains the status quo.

    National Apprenticeship Week 2025 has the potential to be a force for good – and should be the week that all stakeholders commit to making a difference.

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