Herdís Sveinsdóttir1, Birna Guðrún Flygenring2, Margrét Hrönn Svavarsdóttir3, Hrund Scheving Thorsteinsson4, Gísli Kort Kristófersson3, Jóhanna Bernharðsdóttir2, Erla Kolbrún Svavarsdóttir5. 1. University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiríksgata 34, IS-101 Reykjavik, Iceland; Landspítali University Hospital, Division of Surgical Services, Hringbraut, IS-101 Reykjavík, Iceland. Electronic address: herdis@hi.is. 2. University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiríksgata 34, IS-101 Reykjavik, Iceland. 3. University of Akureyri, School of Health Sciences, Sólborg, Norðurslóð 2, 600 Akureyri, Iceland. 4. University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiríksgata 34, IS-101 Reykjavik, Iceland; Landspítali University Hospital, Division of Education, Hringbraut, IS-101 Reykjavík, Iceland. 5. University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiríksgata 34, IS-101 Reykjavik, Iceland; Landspítali University Hospital, Office of the Director of Nursing, Hringbraut, IS-101 Reykjavík, Iceland.
Abstract
BACKGROUND: Little is known about the stress and burnout experienced by undergraduate and graduate nursing students during the COVID-19 pandemic. Academic burnout among nursing students can have an impact on students' learning ability, health, and wellbeing and on the quality of care and intention to leave the profession post-graduation. OBJECTIVES: Evaluate the predictors of nursing students' personal, academic, and collaboration-related burnout during the COVID-19 pandemic. DESIGN: Cross-sectional two-site study. SETTINGS: Icelandic universities offering nursing education. PARTICIPANTS: Graduate and undergraduate nursing students in Iceland (N = 1044) were asked to participate in the study, with a response rate of 32.7%. METHODS: An online survey was used to evaluate the students' stress and burnout in spring 2020. RESULTS: The main findings show that 51% of the variability in the students' personal burnout was explained by their perceived stress, mental health, and perceived support. Furthermore, the students' perceived stress, support, and educational levels predicted 42% of the variability in their academic burnout. Burnout related to collaborating with fellow-students was explained by the nursing students' physical health and by their educational level, explaining 6% of the variability in fellow-students burnout. CONCLUSION: University administrators might consider adding academic support facilities into their undergraduate nursing programs and teaching their students healthy coping skills.
BACKGROUND: Little is known about the stress and burnout experienced by undergraduate and graduate nursing students during the COVID-19 pandemic. Academic burnout among nursing students can have an impact on students' learning ability, health, and wellbeing and on the quality of care and intention to leave the profession post-graduation. OBJECTIVES: Evaluate the predictors of nursing students' personal, academic, and collaboration-related burnout during the COVID-19 pandemic. DESIGN: Cross-sectional two-site study. SETTINGS: Icelandic universities offering nursing education. PARTICIPANTS: Graduate and undergraduate nursing students in Iceland (N = 1044) were asked to participate in the study, with a response rate of 32.7%. METHODS: An online survey was used to evaluate the students' stress and burnout in spring 2020. RESULTS: The main findings show that 51% of the variability in the students' personal burnout was explained by their perceived stress, mental health, and perceived support. Furthermore, the students' perceived stress, support, and educational levels predicted 42% of the variability in their academic burnout. Burnout related to collaborating with fellow-students was explained by the nursing students' physical health and by their educational level, explaining 6% of the variability in fellow-students burnout. CONCLUSION: University administrators might consider adding academic support facilities into their undergraduate nursing programs and teaching their students healthy coping skills.
Authors: Derya Turhan; Theresa Schnettler; Anne Scheunemann; Christopher K Gadosey; Lena S Kegel; Lisa Bäulke; Daniel O Thies; Laura Thomas; Ulrike Buhlmann; Markus Dresel; Stefan Fries; Detlev Leutner; Joachim Wirth; Carola Grunschel Journal: Int J Educ Res Date: 2022-10-06
Authors: María Ángeles Merino-Godoy; Carmen Yot-Domínguez; Jesús Conde-Jiménez; Patricia Ramírez Martín; Piedad María Lunar-Valle Journal: Int J Ment Health Nurs Date: 2022-08-08 Impact factor: 5.100