Abstract
Introduction: Academic burnout is a prevalent issue affecting students across different disciplines, including nursing students. Academic burnout negatively impacts students' clinical performance, patient satisfaction, and care quality.
Aim: This study aimed at examining the differences in the mean scores of students’ academic burnout on their demographic characteristics, and the relationship between academic burnout, self-efficacy, psychological distress, and quality of learning experience among undergraduate nursing students.
Methodology: A descriptive, correlational, cross-sectional design with a purposive sampling was used to conduct the study. The questionnaire was sent through Microsoft Forms including demographic questions, Maslach-Burnout Inventory- Student Survey, General Self-Efficacy Survey, Kessler Psychological Distress Scale, and Quality of Learning Experience Scale.
Results: The total number of participants was 286 nursing students. The results depicted that the mean scores of the academic burnout were statistically significant different between students based on their level of English proficiency, program, GPA, having interest in the field of nursing, and support from friends. Nursing students reported moderate levels of self-efficacy, academic burnout, and quality of learning experience. However, the participants are more likely to have severe psychological distress. Academic burnout negatively correlates with self-efficacy, psychological distress, and the quality of learning experience. However, overall quality of learning experience has the weakest correlation, while psychological distress is the strongest.
Conclusion: Our results suggest that academic institutions should ensure that the academic workload and expectations are realistic and aligned with the students' capabilities and avoid overwhelming them with excessive coursework or unrealistic deadlines. Time management skills, coping strategies, problem-solving, goal setting and prioritization should be incorporated in the programs to help students develop a balanced approach to their academic responsibilities.