护生学习倦怠现状及与学业自我效能的关系

Learning Burnout in Nursing Students and Its Relationship with Academic Self-efficacy

目的了解护生学习倦怠的现状及特点,探讨学习倦怠与学业自我效能的关系,为更好地开展护理教育,提高护理教学质量提供依据。方法分层随机抽取湖南省在校护理专业大学生(护生)309名,采用大学生学习倦怠调查量表与学业自我效能感量表进行调查。结果护生学习倦怠得分为56.24±9.94,护生学习倦怠发生率为37.86%,以情绪低落倦怠最为明显;护生学业自我效能得分为73.48±8.57;护生学业自我效能得分与学习倦怠各维度呈显著负相关(均P<0.01);学业自我效能感对学习倦怠各维度均具有预测作用(均P<0.01)。结论护生学习倦怠感水平较高,主要表现为情绪低落;学业自我效能是护生学习倦怠的重要预测因子,对其学习倦怠有调节作用。护理院校在培养护生时应结合各层次护生的特点,因材施教,注重其学习潜能的发挥,提高学业自我效能,以消除护生学习倦怠感。

Objective To understand the status and characteristics of nursing students＇ learning burnout, to explore the relationship between learning burnout and academic self-efficacy, and to provide information for improving the quality of nursing eduaction. Methods A total of 309 nursing students were recruited and investigated by using Undergraduate Learning Burnout Scale and Aca- demic Self-efficacy Scale. Results The learning burnout score of nursing students was （56.24 ± 9.94）, and the incidence of lear- ning burnout was 37.86 %, and emotional turndown was particularly obvious. The academic self-efficacy score of nursing students was （73.48±8.57）. Academic self-efficacy was negatively correlated with all dimensions of learning burnout （P〈0.01 for all）. Academic self-efficacy could predict learning burnout of nursing students （P〈0.01 for all）. Conclusion Nursing students are experiencing high level of learning burnout, especially emotional turndown. Academic self-efficacy plays an important role in predicting and adjusting learning burnout. Nursing institutions should take the characteristics and abilities of nursing students into account, and pay attention to their learning potential to improve self-efficacy and eliminate learning burnout of nursing students.