Role overload theory as a framework for nurse educators to optimize graduate students’ learning environment

Susan Yarbrough, Barbara Haas, Sally Northam, Gloria Duke, K. Lynn Wieck


The challenges for students enrolled in graduate nursing programs arise from the push-pull of daily life.  It involves being pushed toward discovery while simultaneously being pulled away by the multitude of distractions linked with existing roles and responsibilities.  Using Role Overload Theory, this article discusses the faculty’s role in helping graduate students optimize their educational experience.  Practical solutions and nurse educator insights illustrate ways to help students succeed, graduate, and contribute to a positive future for nursing.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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