Introduction
Burnout syndrome is defined by depersonalization, emotional fatigue, and diminished personal achievement. Nursing is a significantly demanding occupation, and nursing students are specifically at risk of burnout because of their day by day subjection to stressful surroundings as well as strong emotional connection with patients. In addition, nursing students are impacted by economic conditions within the confines of the community, resulting in physical exhaustion and emotional stress. The conditions can lead to burnout and ineffectiveness, eventually resulting in academic burnout among nursing students (Arian et al., 2023). Nonetheless, various things can be done to prevent nursing student burnout and to stay nurtured and healthy. This paper discusses what can be done to reduce the burnout rate among nursing students. The first paragraph will discuss factors that affect burnout. The second paragraph will discuss how burnout can be prevented. The last paragraph will contain the conclusion and summarize important points from the paper.
According to Hwang and Kim (2022), the variables that impact academic burnout include environmental factors like relationships with friends and families, personal intrinsic factors like depression, anxiety, health status, psychological stress, interpersonal relationships, and self-efficacy, and major associated factors like major satisfaction and nursing professionalism. Nursing school is considered academically challenging, with strikingly rigorous exams and extensive material to learn. The schedule is continuous, and by the time a student finishes one paper or exam, it is time to go about the next priority piece without any period of recovery in between. Nursing courses are related to high-stress levels because of the kind of the schedule, and students usually undergo anxiety and depression. Research on Korea’s nursing students discovered that nursing students encountered higher levels of anxiety, stress, and depression in comparison to other students (Lee, 2019). In addition, nursing students encountered higher burnout levels compared to other students.
To prevent and reduce burnout, various interventions ought to be applied in nursing programs. However, prevention interventions for nursing student burnout must be differentiated in accordance with the nursing student’s clinical experience (Arian et al., 2023). Depression and anxiety are considered the major factors impacting burnout of nursing students not having experience in clinical practice. The prevalence of burnout can affect nursing student’s academic accomplishment and impact the quality of care offered in their practice. Nurse instructors can be important in building an appealing learning setting to develop resilience and lower burnout. According to Wang at el., (2019) positive self-notion reduces academic burnout. Thus, nursing educators, along with experts in clinical practice settings, should operate as an embodiment to enhance satisfaction and meaning to the nursing occupation. Additionally, nursing students can look after themselves by including an appropriate time management strategy, taking part in sports and recreational activities, getting enough sleep, and mitigating.
Conclusion
Burnout among nursing students has been mostly associated with depression, anxiety, and stress. In addition, major professional and personal satisfaction are also factors impacting burnout. This paper suggests the significance of vigorously creating and applying intervention strategies to lower burnout among nursing students. To improve primary satisfaction and sense of being a nursing student, curriculum setting should be re-assessed and enhanced. In addition, to lower anxiety, depression, and stress and boost nursing student’s major satisfaction, institutions should provide support. The paper also suggests reducing burnout by offering psychological counseling and education, reinforcing time management and organization, increasing communication and transparency, and encouraging healthy eating and physical activity.
Reference
Arian, M., Jamshidbeigi, A., Kamali, A., Dalir, Z., & Ali-Abadi, T. (2023). The prevalence of burnout syndrome in nursing students: A systematic review and meta-analysis. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2023.04.015
Hwang, E., & Kim, J. (2022). Factors affecting academic burnout of nursing students according to clinical practice experience. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03422-7
Lee, E. (2019). Effects of depression, anxiety, quality of sleep on excessive daytime sleepiness in nursing students. Journal of the Korea Academia-Industrial cooperation Society, 20(12), 148-156.
Wang, M., Guan, H., Li, Y., Xing, C., & Rui, B. (2019). Academic burnout and professional self-concept of nursing students: A cross-sectional study. Nurse Education Today, 77, 27-31. https://doi.org/10.1016/j.nedt.2019.03.004
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