Department of Nursing, Jenderal Achmad Yani University, Yogyakarta, Indonesia.
J Educ Eval Health Prof. 2021;18:9. doi: 10.3352/jeehp.2021.18.9. Epub 2021 May 11.
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.
远程学习是应对 2019 年冠状病毒病（COVID-19）大流行而广泛开展的一种学习方式，它给学生和讲师带来了沉重的挑战。本研究调查了在 COVID-19 大流行期间参加远程学习的一年级护理学生的学业自我效能感与倦怠之间的关系。
本研究包括印度尼西亚日惹詹德拉阿赫马德·亚尼大学的 69 名一年级护理学生。于 2020 年 9 月通过电子邮件和社交媒体分发自我效能感和倦怠问卷，用 2 周的时间收集数据。使用伽马检验分析反应。
大多数应答者为女性（78.3%），平均年龄为 19 岁。大多数护理学生的学业自我效能感处于中等水平（72.5%），而只有 13.0%的应答者自我效能感较低。然而，在远程学习期间，46.4%的学生经历了严重的倦怠。交叉表显示，具有中等自我效能感的学生更有可能经历严重的倦怠（24 名应答者）（P<0.01，r=-0.884）。倦怠维度中，与学业自我效能感最密切相关的是疲惫。
学生认为远程学习负担沉重，报告了较高水平的疲惫感，这可能对他们的学业成绩产生负面影响。提高学业自我效能感的干预措施可能会增强学生的信心，从而有可能降低倦怠水平。护理教育者应该反思创新的学习策略，为护理学生创造一个有利的学习环境。
