Academic Journal
The impact of information technology stress on the emotional labor of nursing teachers: A moderated mediation model.
| Τίτλος: | The impact of information technology stress on the emotional labor of nursing teachers: A moderated mediation model. |
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| Συγγραφείς: | Li X; Hunan Normal University Health Science Center, 371 Tongzipo Road, Changsha, 410013, China., Shi X; Hunan Normal University Health Science Center, 371 Tongzipo Road, Changsha, 410013, China., Zhu X; Hunan Normal University Health Science Center, 371 Tongzipo Road, Changsha, 410013, China., Xiong Z; Hunan Normal University Health Science Center, 371 Tongzipo Road, Changsha, 410013, China., Lin C; Hunan Normal University Health Science Center, 371 Tongzipo Road, Changsha, 410013, China; Kiang Wu Nursing College of Macau, Macao, Macao SAR 999078, China., Peng D; Hunan Normal University Health Science Center, 371 Tongzipo Road, Changsha, 410013, China., Cong L; Hunan Normal University Health Science Center, 371 Tongzipo Road, Changsha, 410013, China. Electronic address: congli@hunnu.edu.cn. |
| Πηγή: | Nurse education today [Nurse Educ Today] 2026 Dec; Vol. 167, pp. 107241. Date of Electronic Publication: 2026 Jun 24. |
| Τύπος έκδοσης: | Journal Article; Multicenter Study |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Churchill Livingstone Country of Publication: Scotland NLM ID: 8511379 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-2793 (Electronic) Linking ISSN: 02606917 NLM ISO Abbreviation: Nurse Educ Today Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: [Edinburgh, Scotland] : Churchill Livingstone |
| Ιατρικοί όροι (MeSH): | Faculty, Nursing*/psychology , Stress, Psychological*/psychology , Information Technology* , Emotions*, Humans ; Cross-Sectional Studies ; China ; Surveys and Questionnaires ; Female ; Adult ; Mediation Analysis |
| Περίληψη: | Background: Educational digital transformation has reshaped nursing education, intensifying information technology stress among nursing teachers and influencing classroom emotional climates, with implications for students' learning experiences and policy-level management. Despite its importance for teachers' well-being and teaching quality, the antecedents and mechanisms of emotional labor remain insufficiently understood. Aim: Guided by Conservation of Resources theory, this study examined a moderated mediation model linking techno-stress to emotional labor through classroom emotional climate and occupational embedding. Design: A cross-sectional multi-center study. Settings: Twenty provincial-level administrative regions in China. Participants: A total of 706 nursing teachers. Methods: Data were collected using a General Information Questionnaire, the Nursing Teacher Emotional Labor Scale, the Teacher-Perceived Classroom Emotional Climate Questionnaire, the Teachers' Techno-Stress Scale, and the Occupational Embedding Scale. Descriptive statistics and Pearson correlation analyses were performed using SPSS 26.0. Mediation and moderated mediation analyses were conducted using the PROCESS macro (models 4 and 14) with 5, 000 bootstrap samples. Results: Emotional labor among nursing teachers was negatively correlated with occupational embedding (r = -0.330, p < 0.001) and classroom emotional climate (r = -0.433, p < 0.001), and positively correlated with techno-stress (r = 0.184, p < 0.001). Classroom emotional climate partially mediated the relationship between information technology stress and emotional labor (effect = 0.044, 95% CI = 0.020-0.067). Moreover, occupational embedding moderated the association between classroom emotional climate and emotional labor (B = 0.032, 95% CI = 0.014-0.049). Conclusions: Information technology stress influences emotional labor among nursing teachers both directly and indirectly through classroom emotional climate, and this indirect association varies across levels of occupational embedding. This moderated mediation model clarifies how techno-stress shapes emotional labor and highlights the importance of reducing techno-stress, fostering supportive classroom emotional climates, and strengthening organizational support during digital transformation in nursing education. (Copyright © 2026 Elsevier Ltd. All rights reserved.) |
| Competing Interests: | Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. |
| Contributed Indexing: | Keywords: Classroom emotional climate; Emotional labor; Information technology stress; Nursing teachers; Occupational embedding |
| Entry Date(s): | Date Created: 20260627 Date Completed: 20260904 Latest Revision: 20260915 |
| Update Code: | 20260916 |
| DOI: | 10.1016/j.nedt.2026.107241 |
| PMID: | 42364559 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 1532-2793 |
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| DOI: | 10.1016/j.nedt.2026.107241 |