The relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015

Abstract

Introduction: While attending in university have pleasant experiences for many students, academic activities will lead to academic burnout for some of them. Obviously, academic burnout will have negative effects on mental, psychological and physical well-being of students. The purpose of this study was to determine the relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015.Method: This descriptive-correlational study was conducted on 223 nursing students of Shahid Beheshti University of Medical Sciences in Tehran. The samples were selected by quota and then convenience sampling method, and demographic and educational questionnaires, Newman's quality of learning experience questionnaire and Bersow's academic burnout inventory were completed by subjects. Data were analyzed by descriptive and analytical methods such as correlation coefficient, independent t-test, one-way ANOVA and multiple linear regression. Results:The results showed a significant negative correlation between the quality of learning experiences and academic burnout (r = -0.18; p: 0.006), and the subscales of these two variables, with the most relationship was found between lack of academic interest and the content of the curriculum (r = -0.22; p: 0.001). By entering the main and underlying variables to multivariate linear regression model in step-by-step method, the student's interest in the field of study before entering the university and the mean score were known as the explanatory factor for academic burnout. Conclusion: Academic burnout of students can be influenced by the quality of their learning experiences. But this connection may indirectly be influenced by underlying factors such as academic performance and general interest in the field.

Factors related to the appearance and development of burnout in nursing students: a systematic review and meta-analysis

“…With the following exceptions, the studies used a version of the Maslach Burnout Inventory to measure burnout: Aghajari et al ( 45 ) used Bersow's Academic Burnout Inventory; Bulfone et al ( 47 ) used the Scale of Work Engagement and Burnout (SWEBO): Chamberlain et al ( 48 ) and Mason and Nel ( 50 ) used a version of PROQOL; Frögéli et al ( 39 ) used the Scale of Work Engagement and Burnout; Kong et al ( 49 ), Wang et al ( 54 ) and Wang et al ( 53 ) used the Academic Burnout Scale; Njim et al ( 51 ) used the Oldenburg Burnout Inventory; and Nurhidayati et al ( 52 ) used the Burnout Questionnaire.…”

“…Aghajari et al ( 45 ), Akansel et al ( 46 ), and Kong et al ( 49 ) all commented that an interest in nursing or the choice of this field of study as first option were significant factors in reducing susceptibility to burnout. In this respect, too, Tomaschewski-Barlem et al ( 29 ) and De Vasconcelos et al ( 31 ) found that burnout was more likely when the student was more inclined to abandon the study course.…”

Self‐efficacy, burnout and academic success in nursing students: A counterfactual mediation analysis

“…Academic success in nursing students is commonly measured as grade point average (GPA) (Wambuguh et al, 2016), as a score obtained on some exams (Wambuguh et al, 2016) or as the completion of the academic programme (Bulfone, De Maria, et al, 2021;Lancia et al, 2018;Wambuguh et al, 2016). Variables affecting academic success in nursing students can be distinguished by sociodemographic such as age, gender, working status and family commitment (Dante et al, 2015); pre-academic, as the grades in secondary school certifications (Dante et al, 2015;Wambuguh et al, 2016); academic, as scores in pre-admission tests, clinical training examination grades (Bulfone, De Maria, et al, 2021); and psychological, such as self-efficacy (Bandura, 1977;Bouih et al, 2021;Bulfone, De Maria, et al, 2021;Schneider & Preckel, 2017) and burnout (Aghajari et al, 2018;Maslach, 1998).…”

“…This is not surprising as nursing students are not entirely engaged to study processes only, but also in learning experiences across different health care settings and patients. The consequences of burnout are not limited to academic achievements, as they may also impact a student's future jobs (Aghajari et al, 2018).…”

Burnout, daytime sleepiness and sleep quality among technical-level Nursing students

“…Worldwide, burnout syndrome ( 1 ) and sleep problems ( 2 ) among students have been indicated as a public health concern, due to the repercussions on learning and on the biopsychosocial-spiritual health of these individuals ( 3 ) . Students in the health area and, especially, in Nursing, are very vulnerable due to the characteristics of their training, permeated by conflicts with colleagues and professors, concerns and difficulties in acquiring the necessary knowledge to become good professionals, enter the labor market and provide direct assistance to the patients, who may be in distress ( 4 - 5 ) .…”