BMC Med Educ. 2022 May 6;22(1):346. doi: 10.1186/s12909-022-03422-7.
ABSTRACT
BACKGROUND: Academic burnout has a negative effect on learning outcomes of nursing students. Factors affecting academic burnout may differ depending on whether or not they have experience in clinical practice and identifying these differences would be necessary to seek for strategies to lower academic burnout of nursing students. This study aimed to determine the effects of stress, depression, and anxiety on academic burnout according to the clinical practice experience of nursing students.
METHODS: Data were collected from 171 female nursing students in South Korea. Self-report questionnaires from 83 participants without clinical practice experience and 88 with clinical practice experience were analyzed using descriptive statistics, χ2-tests, analysis of variance, t-test, Spearman correlation coefficient, and stepwise multiple regression.
RESULTS: Academic burnout was positively correlated to stress (r = .52, p < .001), anxiety (r = .50, p < .001) and depression (r = .44, p < .001). In those students with no clinical practice experience, anxiety and depression explained for academic burnout by 44%, and those students with clinical practice experience, stress and major satisfaction explained for 33% of academic burnout.
CONCLUSIONS: Universities and clinical institutions should establish a cooperative system to reduce stress, depression and anxiety and increase major satisfaction.
PMID:35524256 | DOI:10.1186/s12909-022-03422-7
