Zhang Liu, Zhang Qin, Li ShuWen, Li YuHong, Wu GuoCui, Chen Ying, Zhou YunNa
School of Nursing, Anhui Medical University, Hefei, China.
Operating Theatre, The First Affiliated Hospital of Anhui Medical University, Hefei, China.
J Korean Acad Nurs. 2024 Nov;54(4):509-518. doi: 10.4040/jkan.24044.
This study investigated whether professional identity predicts learning burnout among Chinese nursing students, and whether resilience moderates this relationship.
This cross-sectional study recruited 635 students from a nursing college at a medical university in Hefei, China. Data were collected using the professional identity questionnaire, learning burnout scale for college students, and 10-item Connor-Davidson Resilience Scale. Pearson's correlation analysis was used to investigate the relationships between variables. The mediation effect was evaluated using linear regression and the bootstrap method in SPSS.
Nursing students exhibited intermediate learning burnout levels (average scores: 54.95 ± 10.42). Professional identity was positively correlated with psychological resilience (r = .42, < .001), whereas learning burnout was negatively correlated with professional identity (r = - .54, < .001) and psychological resilience (r = - .57, < .001). Psychological resilience mediated the relationship between professional identity and learning burntout to the tune of 32.8%.
Psychological resilience mediates the relationship between professional identity and learning burnout. Thus, nursing educators can mitigate student burnout by developing their students' professional identities and psychological resilience.
本研究调查了专业认同感是否能预测中国护理专业学生的学习倦怠，以及心理韧性是否会调节这种关系。
这项横断面研究从中国合肥一所医科大学的护理学院招募了635名学生。使用专业认同问卷、大学生学习倦怠量表和10项Connor-Davidson心理韧性量表收集数据。采用Pearson相关分析来研究变量之间的关系。使用线性回归和SPSS中的Bootstrap方法评估中介效应。
护理专业学生的学习倦怠水平处于中等程度（平均得分：54.95±10.42）。专业认同感与心理韧性呈正相关（r = 0.42，P < 0.001），而学习倦怠与专业认同感（r = -0.54，P < 0.001）和心理韧性（r = -0.57，P < 0.001）呈负相关。心理韧性在专业认同感和学习倦怠之间的关系中起到了32.8%的中介作用。
心理韧性在专业认同感和学习倦怠之间的关系中起中介作用。因此，护理教育工作者可以通过培养学生的专业认同感和心理韧性来减轻学生的倦怠。
