The mediating effect of self-directed learning ability between professional identity and burnout among nursing students
© 2024 The Authors..
Objectives: Burnout influences students' academic performance and mental health. This study analyzed the relationship between professional identity, self-directed learning ability, and burnout, and examined the mediating effect of self-directed learning ability between professional identity and burnout among nursing students.
Methods: 884 nursing students were recruited at two medical universities in China. Demographic information, Academic Burnout Scale, Professional Identity Questionnaire for Nursing Students, and Self-directed Learning Instrument were distributed to collect data.
Results: Both professional identity (β = -0.17) and self-directed learning ability (β = -0.43) showed negative associations with students' burnout. Meanwhile, there was a partial mediating effect of self-directed learning ability between professional identity and burnout (-0.24, 95% CI = -0.30, -0.20).
Conclusions: Nursing educators should emphasize on developing effective strategies to improve nursing students' professional identity and self-directed learning ability to prevent or reduce their burnout.
| Medienart: |
E-Artikel |
|---|
| Erscheinungsjahr: |
2024 |
|---|---|
| Erschienen: |
2024 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:10 |
|---|---|
| Enthalten in: |
Heliyon - 10(2024), 6 vom: 30. März, Seite e27707 |
| Sprache: |
Englisch |
|---|
| Beteiligte Personen: |
Hu, Ping [VerfasserIn] |
|---|
| Links: |
|---|
| Themen: |
Burnout |
|---|
| Anmerkungen: |
Date Revised 19.03.2024 published: Electronic-eCollection Citation Status PubMed-not-MEDLINE |
|---|
| doi: |
10.1016/j.heliyon.2024.e27707 |
|---|
| funding: |
|
|---|---|
| Förderinstitution / Projekttitel: |
|
| PPN (Katalog-ID): |
NLM369865979 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLM369865979 | ||
| 003 | DE-627 | ||
| 005 | 20240319233316.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 240318s2024 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1016/j.heliyon.2024.e27707 |2 doi | |
| 028 | 5 | 2 | |a pubmed24n1336.xml |
| 035 | |a (DE-627)NLM369865979 | ||
| 035 | |a (NLM)38496904 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 1 | |a Hu, Ping |e verfasserin |4 aut | |
| 245 | 1 | 4 | |a The mediating effect of self-directed learning ability between professional identity and burnout among nursing students |
| 264 | 1 | |c 2024 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ƒaComputermedien |b c |2 rdamedia | ||
| 338 | |a ƒa Online-Ressource |b cr |2 rdacarrier | ||
| 500 | |a Date Revised 19.03.2024 | ||
| 500 | |a published: Electronic-eCollection | ||
| 500 | |a Citation Status PubMed-not-MEDLINE | ||
| 520 | |a © 2024 The Authors. | ||
| 520 | |a Objectives: Burnout influences students' academic performance and mental health. This study analyzed the relationship between professional identity, self-directed learning ability, and burnout, and examined the mediating effect of self-directed learning ability between professional identity and burnout among nursing students | ||
| 520 | |a Methods: 884 nursing students were recruited at two medical universities in China. Demographic information, Academic Burnout Scale, Professional Identity Questionnaire for Nursing Students, and Self-directed Learning Instrument were distributed to collect data | ||
| 520 | |a Results: Both professional identity (β = -0.17) and self-directed learning ability (β = -0.43) showed negative associations with students' burnout. Meanwhile, there was a partial mediating effect of self-directed learning ability between professional identity and burnout (-0.24, 95% CI = -0.30, -0.20) | ||
| 520 | |a Conclusions: Nursing educators should emphasize on developing effective strategies to improve nursing students' professional identity and self-directed learning ability to prevent or reduce their burnout | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Burnout | |
| 650 | 4 | |a Mediation analysis | |
| 650 | 4 | |a Nursing | |
| 650 | 4 | |a Nursing students | |
| 650 | 4 | |a Professional identity | |
| 650 | 4 | |a Self-directed learning | |
| 700 | 1 | |a Kong, Ling-Na |e verfasserin |4 aut | |
| 700 | 1 | |a Chen, Shuo-Zhen |e verfasserin |4 aut | |
| 700 | 1 | |a Luo, Ling |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Heliyon |d 2015 |g 10(2024), 6 vom: 30. März, Seite e27707 |w (DE-627)NLM255913095 |x 2405-8440 |7 nnns |
| 773 | 1 | 8 | |g volume:10 |g year:2024 |g number:6 |g day:30 |g month:03 |g pages:e27707 |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1016/j.heliyon.2024.e27707 |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a GBV_NLM | ||
| 951 | |a AR | ||
| 952 | |d 10 |j 2024 |e 6 |b 30 |c 03 |h e27707 | ||