Alghtany Safea, Madhuvu Auxillia, Fooladi Ensieh, Crawford Kimberley
Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
J Prof Nurs. 2024 May-Jun;52:7-14. doi: 10.1016/j.profnurs.2024.03.003. Epub 2024 Mar 20.
Nursing turnover and shortage are an increasing phenomenon throughout the world; thus, it is critical to determine the factors that contribute to them. Nursing students' retention plans and turnover intentions are significantly influenced by academic burnout and professional self-concept. The COVID-19 pandemic could aggravate the study-associated stresses leading to burnout and jeopardize the nursing student's professional socialisation which is a key factor in their professional self-concept formation, it is important to investigate their relationship.
To examine the relationship between professional self-concept and academic burnout among undergraduate Bachelor of Nursing students and identify predictors related to academic burnout.
This cross-sectional study was conducted from May to June 2021. The participants were undergraduate Bachelor of Nursing students from two campuses of a large university in Victoria, Australia. Out of 1630 students, 198 participated in the study. The students were invited to complete an online survey through the university's online learning platform or flyers. Descriptive statistics, Pearson correlation, and Bootstrapping approaches were used to analyse the data.
The analysis found a significant positive correlation between the nursing students' total professional self-concept and academic burnout professional efficacy (r = 0.48; p < 0.01). A significant negative correlation was also detected between the total professional self-concept and academic burnout cynicism (r = - 0.21; p < 0.01). Moreover, the total nurse professional self-concept was a significant predictor of both academic burnout subscales cynicism and professional efficacy (p < 0.01).
Positive nursing professional self-concept may alleviate student's academic burnout, and it might contribute to the promotion of their professional efficacy.
护理人员流失和短缺在全球范围内日益普遍；因此，确定导致这些现象的因素至关重要。护理专业学生的留用计划和离职意向受到学业倦怠和职业自我概念的显著影响。2019冠状病毒病大流行可能会加剧与学习相关的压力，导致倦怠，并危及护理专业学生的职业社会化，而职业社会化是其职业自我概念形成的关键因素，因此研究它们之间的关系很重要。
探讨护理学本科学生职业自我概念与学业倦怠之间的关系，并确定与学业倦怠相关的预测因素。
本横断面研究于2021年5月至6月进行。参与者是澳大利亚维多利亚州一所大型大学两个校区的护理学本科学生。在1630名学生中，198名参与了该研究。通过大学的在线学习平台或传单邀请学生完成在线调查。采用描述性统计、Pearson相关性分析和Bootstrapping方法进行数据分析。
分析发现，护理专业学生的总体职业自我概念与学业倦怠职业效能之间存在显著正相关（r = 0.48；p < 0.01）。在总体职业自我概念与学业倦怠玩世不恭之间也检测到显著负相关（r = -0.21；p < 0.01）。此外，护士总体职业自我概念是学业倦怠分量表玩世不恭和职业效能的显著预测因素（p < 0.01）。
积极的护理职业自我概念可能减轻学生的学业倦怠，并可能有助于提高他们的职业效能。
