Ibrahim Rasha Kadri, Khaled Malak, Almansoori Meznah, Almazrouei Maryam, Ashraf Aseel, Alahmedi Shorok Hamed, Hendy Abdelaziz
Nursing Department, Fatima College of Health Sciences, Al Dhafra Region, Madinat Zayed, UAE.
Nursing Management and Education Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. BOX 84428, Riyadh, 11671, Saudi Arabia.
BMC Nurs. 2025 Jul 29;24(1):990. doi: 10.1186/s12912-025-03621-9.
With the growing reliance on digital platforms in education, nursing students face increasing exposure to screen time and academic pressures. Despite existing research, region-specific studies on how digital burnout predicts psychological health in UAE nursing students are limited.
The study aimed to assess the correlation between digital burnout and nursing students' general psychological health and identify variables that predict both.
This study employed quantitative methods, utilizing correlational and descriptive approaches. The study was conducted during the 2024-2025 academic year and involved a sample of 140 nursing students. Statistical testing encompassed descriptive statistics, correlation analyses, and multiple regression analysis.
The level of digital burnout was high, and general psychological health was moderate. The correlation analysis revealed a positive and significant correlation between students' overall digital burnout scale scores and overall health scores (r = 0.71, p < 0.001). A multivariate regression study identified significant determinants of digital burnout and general psychological health among students. Younger students, those enrolled in over five classes, and nursing students exhibited elevated symptoms of digital burnout. Conversely, the academic level showed no substantial impact. Additionally, digital burnout was a major predictor of poor general psychological health, but other demographic and academic variables were not substantial.
This study demonstrates that digital burnout, primarily induced by academic pressures, considerably affects the mental and physical well-being of nursing students. Specific institutional strategies such as fostering digital well-being, modifying course loads, and augmenting mental health support are crucial for safeguarding student wellness and cultivating resilient future nursing professionals.
Not applicable.
随着教育领域对数字平台的依赖日益增加，护理专业学生面临着屏幕使用时间增加和学业压力增大的问题。尽管已有相关研究，但针对阿联酋护理专业学生中数字倦怠如何预测心理健康的特定区域研究仍然有限。
本研究旨在评估数字倦怠与护理专业学生总体心理健康之间的相关性，并确定能够预测两者的变量。
本研究采用定量方法，运用相关性和描述性研究方法。该研究在2024 - 2025学年进行，涉及140名护理专业学生的样本。统计测试包括描述性统计、相关性分析和多元回归分析。
数字倦怠程度较高，总体心理健康状况为中等。相关性分析显示，学生的总体数字倦怠量表得分与总体健康得分之间存在显著正相关（r = 0.71，p < 0.001）。多元回归研究确定了学生中数字倦怠和总体心理健康的重要决定因素。年龄较小的学生、选修超过五门课程的学生以及护理专业学生表现出更高的数字倦怠症状。相反，学业水平没有显著影响。此外，数字倦怠是总体心理健康不佳的主要预测因素，但其他人口统计学和学业变量并不显著。
本研究表明，主要由学业压力引起的数字倦怠会对护理专业学生的身心健康产生重大影响。培养数字健康、调整课程负担和加强心理健康支持等特定的院校策略对于保障学生健康和培养有韧性的未来护理专业人员至关重要。
不适用。
