As reflected in the Cumulative Index to Nursing and Allied Health Literature, no articles with the term burnout in their titles were published prior to 1978. However, by 1980 the number of articles about burnout had increased dramatically in an explosion of awareness of the problem. Various writers and researchers have identified the stressors that can lead to burnout for a nursing faculty member. Among the identified stressors are preparation and teaching of new courses; initiation of team teaching; assumption of leadership roles and administrative responsibilities; increased workload in relation to the amount of classroom teaching and increased committee responsibilities; the multiple relationships in which the faculty member is placed, including those with students, patients, families, other academicians, and other health care professionals; frequent involvement in conflict situations; and having to adopt a second profession (education) and its values and standards of competence, while maintaining the first profession (nursing) and its values and standards. Among the actions recommended for preventing and managing burnout are fostering a concept of collegiality among nursing educators, offering training programs that teach coping strategies, and fostering an organizational awareness of burnout problems. (36 references) (CML)