Miao Wang1, Hui Guan2, Yuanzhen Li3, Caixia Xing3, Bei Rui3. 1. School of Nursing, WanNan Medical College, China. Electronic address: 6637577639@sohu.com. 2. Department of Nursing, West Anhui Health Technical College, China. 3. School of Nursing, WanNan Medical College, China.
Abstract
BACKGROUND: Nursing students' academic burnout affects their learning behaviour and academic performance, which ultimately affect whether they will become a qualified nurse. However, little is known about the academic burnout of nursing students, or about its relationship with professional self-concept. OBJECTIVES: The purpose of this study was (1) to assess the academic burnout of nursing students and (2) to evaluate the impact of professional self-concept on academic burnout among nursing students. DESIGN: A cross-sectional survey. SETTINGS: The survey was carried out at a 3-year vocational medical college and a 4-year undergraduate medical college in Anhui province, which is located in east-central China. PARTICIPANTS: From March to May 2018, a total of 1139 full-time nursing students were investigated by convenient sampling, and 1083 valid questionnaires were recovered in this study. METHODS: Basic information of students were collected. The Academic Burnout Scale (ABS) and the Nurses' Self-Concept Instrument (NSCI) were used to evaluate students' academic burnout and professional self-concept. RESULTS: The average of the overall score of the Academic Burnout Scale was 2.77 ± 0.53, which closed to the median of the scale (median = 3). Whether class leader students or not has significant influence on influence students' academic burnout. Nursing students' professional self-concept had negative effect on their academic burnout. CONCLUSIONS: Nursing students' academic burnout level was close to the median on the Academic Burnout Scale, and improper behaviour was most severe. Positive professional self-concept can reduce the level of academic burnout. It is meaningful for nursing educators to take measures to decrease nursing students' academic burnout and enhance their professional self-concept.
BACKGROUND: Nursing students' academic burnout affects their learning behaviour and academic performance, which ultimately affect whether they will become a qualified nurse. However, little is known about the academic burnout of nursing students, or about its relationship with professional self-concept. OBJECTIVES: The purpose of this study was (1) to assess the academic burnout of nursing students and (2) to evaluate the impact of professional self-concept on academic burnout among nursing students. DESIGN: A cross-sectional survey. SETTINGS: The survey was carried out at a 3-year vocational medical college and a 4-year undergraduate medical college in Anhui province, which is located in east-central China. PARTICIPANTS: From March to May 2018, a total of 1139 full-time nursing students were investigated by convenient sampling, and 1083 valid questionnaires were recovered in this study. METHODS: Basic information of students were collected. The Academic Burnout Scale (ABS) and the Nurses' Self-Concept Instrument (NSCI) were used to evaluate students' academic burnout and professional self-concept. RESULTS: The average of the overall score of the Academic Burnout Scale was 2.77 ± 0.53, which closed to the median of the scale (median = 3). Whether class leader students or not has significant influence on influence students' academic burnout. Nursing students' professional self-concept had negative effect on their academic burnout. CONCLUSIONS: Nursing students' academic burnout level was close to the median on the Academic Burnout Scale, and improper behaviour was most severe. Positive professional self-concept can reduce the level of academic burnout. It is meaningful for nursing educators to take measures to decrease nursing students' academic burnout and enhance their professional self-concept.
Authors: Manpreet Kaur; Jacob W Long; Fu Sang Luk; Jordon Mar; Diana L Nguyen; Tatiana Ouabo; Jasmeet Singh; Bobby Wu; Vanishree Rajagopalan; Margaret Schulte; Shadi Doroudgar Journal: Am J Pharm Educ Date: 2020-02 Impact factor: 2.047
Authors: Sharon M Fruh; Sarah E Taylor; Rebecca J Graves; Katey Hayes; Ryon McDermott; Caitlyn Hauff; Susan G Williams; Scott Sittig; Matthew Campbell; Geoffrey Hudson; Heather Hall; Bernadette Mazurek Melnyk; Jennifer L Barinas Journal: J Prof Nurs Date: 2021-02-03 Impact factor: 2.104