Tok Hümeyra Hançer, Uzun Lütfiye Nur
Department of Nursing, Suşehir School of Health, Sivas Cumhuriyet University, Suşehiri, Sivas, Türkiye.
BMC Nurs. 2025 Jul 11;24(1):902. doi: 10.1186/s12912-025-03565-0.
The phenomenon of "quiet quitting" performing only the minimum required duties without emotional investment-has gained prominence in both the workplace and educational settings.
This study was conducted to determine the quiet quitting levels of nursing students and to analyze how these levels vary according to gender, year of study, motivation for choosing the profession, and satisfaction with the department.
Descriptive and cross-sectional comparative design. The study was conducted with 210 nursing students selected through stratified sampling from a total population of 511. Data were collected via a personal information form and the Quiet Quitting Scale (16 items, 4 subscales). Non-parametric statistical tests (Mann-Whitney U, Kruskal-Wallis H, Spearman correlation) were employed using SPSS 26.0.
The mean total score on the Quiet Quitting Scale was 50.04 ± 10.06, indicating a moderate level of disengagement. Male students reported significantly higher quiet quitting scores compared to females (p < 0.05). It was observed that self-protection subscale scores were higher among senior students (p < 0.05). Seniors scored higher on the self-protection subscale, suggesting increased risk awareness. Students who selected nursing due to internal motivation demonstrated lower levels of quiet quitting than those influenced by external factors (p < 0.05). A significant negative correlation was observed between satisfaction with nursing education and all dimensions of quiet quitting (p < 0.05).
Quiet quitting is notably present among nursing students and is influenced by gender, academic seniority, motivation for choosing the profession, and satisfaction with the educational experience. Curricular changes, active engagement strategies, and psychosocial support may help strengthen students' professional identity and reduce passive disengagement. Mentorship programs, professional identity modules, and targeted support for students at higher risk of disengagement-including male students, those with low satisfaction, and those who chose nursing due to external motivations-could further address disengagement risks. These findings may inform international educational policies and contribute to the development of strategies to enhance student commitment and patient safety.
Not applicable.
“安静离职”现象，即只履行最低限度的工作职责而不投入情感，在工作场所和教育环境中都日益突出。
本研究旨在确定护理专业学生的“安静离职”水平，并分析这些水平如何因性别、学习年份、选择该职业的动机以及对所在系的满意度而有所不同。
采用描述性和横断面比较设计。本研究对从511名学生的总体中通过分层抽样选取的210名护理专业学生进行。通过个人信息表和“安静离职量表”（16个项目，4个分量表）收集数据。使用SPSS 26.0进行非参数统计检验（曼-惠特尼U检验、克鲁斯卡尔-沃利斯H检验、斯皮尔曼相关性检验）。
“安静离职量表”的平均总分是50.04±10.06，表明离职程度处于中等水平。与女生相比，男生报告的“安静离职”得分显著更高（p<0.05）。观察到高年级学生在自我保护分量表上的得分更高（p<0.05）。高年级学生在自我保护分量表上得分更高，表明风险意识增强。因内在动机选择护理专业的学生表现出的“安静离职”水平低于受外部因素影响的学生（p<0.05）。对护理教育的满意度与“安静离职”的所有维度之间存在显著负相关（p<0.05）。
“安静离职”在护理专业学生中显著存在，且受性别、学业资历、选择该职业的动机以及对教育经历的满意度影响。课程改革、积极参与策略和心理社会支持可能有助于强化学生的职业认同感并减少消极离职。导师计划、职业认同模块以及针对离职风险较高的学生（包括男生、满意度低的学生以及因外部动机选择护理专业的学生）的定向支持可以进一步应对离职风险。这些发现可能为国际教育政策提供参考，并有助于制定提高学生敬业度和患者安全的策略。
不适用。
