Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy.
Australian Catholic University Melbourne.
J Adv Nurs. 2022 Oct;78(10):3217-3224. doi: 10.1111/jan.15231. Epub 2022 Mar 21.
To test the mediating role of burnout in the relationship between self-efficacy and academic success in nursing students.
This was a cross-sectional secondary analysis of longitudinal research aimed at exploring the academic success of nursing students.
We enrolled a convenience sample of nursing students attending 21 Italian baccalaureate nursing degree programmes. Data were collected from 2014 to the 2018-2019 academic year. We analysed the wave of data collected during the third year of the programme. The measurements were the Academic Nurse Self-Efficacy scale (ANSEs) and the Scale of Work Burnout (SWEBO). A mediation analysis with a counterfactual approach was performed.
The participants (n = 556) had a median age of 20 years (IQR 19-22) and the majority was female [70.5% (392/556)]. Academic success was reached by 51.97% (289/556) of the students. The findings reveal a significant direct effect of self-efficacy on academic success and also a significant indirect effect of this relationship via burnout.
The mechanism by which self-efficacy influences academic performance in nursing students is more complex than a simple direct relationship. Universities should consider screening students for variables affecting academic success to decrease academic costs and increase ranking systems classification.
Nurses' professors should be engaged in strategies to promote self-efficacy. The area of intervention should be structured both during classes and internships, in tandem with the mentor and the clinical nurse.
检验护士学生自我效能感与学业成功之间的关系中倦怠的中介作用。
这是一项针对护理学生学业成功的纵向研究的横断面二次分析。
我们招募了参加 21 个意大利学士护理学位课程的便利样本的护理学生。数据收集时间为 2014 年至 2018-2019 学年。我们分析了项目第三年收集的数据波。测量工具为护理学生自我效能感量表（ANSEs）和工作倦怠量表（SWEBO）。采用反事实方法进行中介分析。
参与者（n=556）的中位数年龄为 20 岁（IQR 19-22），大多数为女性[70.5%（392/556）]。51.97%（289/556）的学生达到了学业成功。研究结果表明，自我效能感对学业成功有显著的直接影响，同时，通过倦怠，这种关系也有显著的间接影响。
自我效能感对护理学生学业成绩的影响机制比简单的直接关系更为复杂。大学应该考虑对影响学业成功的变量进行筛查，以降低学业成本，提高排名系统的分类。
护士教授应该参与促进自我效能感的策略。干预领域应在课堂和实习期间与导师和临床护士一起构建。
