Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experience
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 th...
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| Format: | Article |
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BMC
2025-06-01
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| Series: | BMC Nursing |
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| Online Access: | https://doi.org/10.1186/s12912-025-03242-2 |
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| author | Shaherah Yousef Andargeery Elaf Abdulrahman Altaweel Fatima Salem Alkorbi Lamia Abdulaziz Alyousef Bushra Fayez Alanazi Sara Haroon Idriss Sara Salem Alqahtani Lana Mohammed Alkhamis |
| author_facet | Shaherah Yousef Andargeery Elaf Abdulrahman Altaweel Fatima Salem Alkorbi Lamia Abdulaziz Alyousef Bushra Fayez Alanazi Sara Haroon Idriss Sara Salem Alqahtani Lana Mohammed Alkhamis |
| author_sort | Shaherah Yousef Andargeery |
| collection | DOAJ |
| description | 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 evaluating the relationship between academic burnout, self-efficacy, psychological distress, and quality of learning experience among undergraduate nursing students. Methodology A cross-sectional design with a purposive sampling technique 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 to measure the variables. Results The total number of participants was 286 nursing students. The results depicted statistically significant effects of three different English proficiency levels on academic burnout F(2, 283) = 4.328, p =.014), program of study (t(284) = 2.270, p =.024, 91% CI: 0.55 to 10.45), GPA (t(284) = 2.011, p =.045, 95% CI: − 0.05 and 9.52), interest in the field of nursing (t(284)=-3.855, p <.001, 95% CI: -16.79 and − 4.83, and support from friends (t(284)=-2.626, p =.009, 95%CI: 95% CI: -13.58 and − 1.92. Nursing students reported moderate levels of self-efficacy (M = 30.22, SD = 5.62), academic burnout (M = 42.08, SD = 17.84), and quality of learning experience (M = 58.97, SD = 11.19). However, the participants reported severe psychological distress (M = 32.20, SD = 9.75). Academic burnout was negatively correlated with self-efficacy (r=-.514, p <.001), psychological distress (r=-.585, p <.001), and the quality of learning experience (r=-.407, p <.001). The weakest correlation with students’ academic burnout was the overall quality of learning experience, while the strongest correlation was psychological distress. Conclusion Our results suggest that academic institutions should ensure realistic academic workloads and expectations that align with students’ capabilities while avoiding excessive coursework or unrealistic deadlines. Time management skills, coping strategies, problem-solving, goal setting and prioritization should be incorporated into the programs to help students develop a balanced approach to reduce academic burnout and psychological distress. Clinical trial number Not applicable. |
| format | Article |
| id | doaj-art-2a0efc3b08364eb8ac7f61401a96e4b3 |
| institution | OA Journals |
| issn | 1472-6955 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | BMC |
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| series | BMC Nursing |
| spelling | doaj-art-2a0efc3b08364eb8ac7f61401a96e4b32025-08-20T02:05:49ZengBMCBMC Nursing1472-69552025-06-0124111010.1186/s12912-025-03242-2Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experienceShaherah Yousef Andargeery0Elaf Abdulrahman Altaweel1Fatima Salem Alkorbi2Lamia Abdulaziz Alyousef3Bushra Fayez Alanazi4Sara Haroon Idriss5Sara Salem Alqahtani6Lana Mohammed Alkhamis7Department of Nursing Management and Education, College of Nursing, Princess Nourah bint Abdulrahman UniversityCollege of Nursing, Princess Nourah bint Abdulrahman UniversityCollege of Nursing, Princess Nourah bint Abdulrahman UniversityCollege of Nursing, Princess Nourah bint Abdulrahman UniversityCollege of Nursing, Princess Nourah bint Abdulrahman UniversityCollege of Nursing, Princess Nourah bint Abdulrahman UniversityCollege of Nursing, Princess Nourah bint Abdulrahman UniversityCollege of Nursing, Princess Nourah bint Abdulrahman UniversityAbstract 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 evaluating the relationship between academic burnout, self-efficacy, psychological distress, and quality of learning experience among undergraduate nursing students. Methodology A cross-sectional design with a purposive sampling technique 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 to measure the variables. Results The total number of participants was 286 nursing students. The results depicted statistically significant effects of three different English proficiency levels on academic burnout F(2, 283) = 4.328, p =.014), program of study (t(284) = 2.270, p =.024, 91% CI: 0.55 to 10.45), GPA (t(284) = 2.011, p =.045, 95% CI: − 0.05 and 9.52), interest in the field of nursing (t(284)=-3.855, p <.001, 95% CI: -16.79 and − 4.83, and support from friends (t(284)=-2.626, p =.009, 95%CI: 95% CI: -13.58 and − 1.92. Nursing students reported moderate levels of self-efficacy (M = 30.22, SD = 5.62), academic burnout (M = 42.08, SD = 17.84), and quality of learning experience (M = 58.97, SD = 11.19). However, the participants reported severe psychological distress (M = 32.20, SD = 9.75). Academic burnout was negatively correlated with self-efficacy (r=-.514, p <.001), psychological distress (r=-.585, p <.001), and the quality of learning experience (r=-.407, p <.001). The weakest correlation with students’ academic burnout was the overall quality of learning experience, while the strongest correlation was psychological distress. Conclusion Our results suggest that academic institutions should ensure realistic academic workloads and expectations that align with students’ capabilities while avoiding excessive coursework or unrealistic deadlines. Time management skills, coping strategies, problem-solving, goal setting and prioritization should be incorporated into the programs to help students develop a balanced approach to reduce academic burnout and psychological distress. Clinical trial number Not applicable.https://doi.org/10.1186/s12912-025-03242-2Student burnoutPsychological distressSelf-efficacyLearning health systemPsychological burnout |
| spellingShingle | Shaherah Yousef Andargeery Elaf Abdulrahman Altaweel Fatima Salem Alkorbi Lamia Abdulaziz Alyousef Bushra Fayez Alanazi Sara Haroon Idriss Sara Salem Alqahtani Lana Mohammed Alkhamis Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experience BMC Nursing Student burnout Psychological distress Self-efficacy Learning health system Psychological burnout |
| title | Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experience |
| title_full | Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experience |
| title_fullStr | Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experience |
| title_full_unstemmed | Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experience |
| title_short | Nursing students’ academic burnout: its prevalence and association with self-efficacy, psychological distress, and quality of learning experience |
| title_sort | nursing students academic burnout its prevalence and association with self efficacy psychological distress and quality of learning experience |
| topic | Student burnout Psychological distress Self-efficacy Learning health system Psychological burnout |
| url | https://doi.org/10.1186/s12912-025-03242-2 |
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