Nurse educators’ level of stress management vis a vis their well-being

Aim: This study aimed to examine the relationship between stress management and overall well-being among nurse educators at Systems Plus College Foundation and to determine whether stress management and well-being differ according to selected demographic and professional characteristics. Methodology:The study employed a descriptive-correlational quantitative research design involving a total enumeration of 35 nurse educators.Data were collected using a validated structured questionnaire measuring stress management domains-self-awareness, coping strategies, time management, help-seeking behavior, and work-life balance-and overall well-being based on Seligman's PERMA model.The instrument demonstrated high internal consistency (Cronbach's α = 0.882).Descriptive statistics and correlational analyses were utilized to analyze the data.Results: Findings revealed that nurse educators experienced moderate levels of stress while demonstrating strong stress management practices across emotional, cognitive, social, and spiritual dimensions.Overall well-being was high, particularly in engagement, relationships, meaning, and accomplishment.A significant positive relationship was found between stress management and well-being.Younger and less experienced nurse educators exhibited relatively greater vulnerability to stress compared to their more experienced counterparts.Conclusion: Effective stress management is significantly associated with enhanced well-being among nurse educators, contributing to resilience, professional satisfaction, and sustained engagement in academic roles.The findings highlight the importance of institutional support mechanisms, including structured wellness programs, mentoring systems, and balanced workload policies, to promote educator well-being and maintain the quality of nursing education.