{"title":"Workplace Bullying, Hardiness, and Occupational Identity Among Nursing Students: Mediation of Academic Burnout.","authors":"KyungJa Kang, Mi Yu","doi":"10.3928/01484834-20240508-04","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Quality clinical environments are crucial in bridging the gap between theoretical knowledge and practical skills. This study explored the mediating role of academic burnout in relation to workplace bullying experience, stress hardiness, and occupational identity among nursing students during clinical practice.</p><p><strong>Method: </strong>In this cross-sectional study, an online questionnaire was administered to fourth-year nursing students from four universities. Data were collected in March 2023 and analyzed using descriptive statistics, independent t test, one-way analysis of variance, Pearson's correlation coefficient, and PROCESS Macro Model 4.</p><p><strong>Results: </strong>In the final sample (<i>N</i> = 202), the correlates of occupational identity were stress hardiness and academic burnout; workplace bullying was not statistically significant. Academic burnout completely and partially mediated the relationship between workplace bullying and occupational identity and between stress hardiness and occupational identity, respectively.</p><p><strong>Conclusion: </strong>To strengthen nursing students' occupational identity, active attention and management are required to prevent academic burnout and improve stress hardiness. <b>[<i>J Nurs Educ</i>. 2024;63(9):604-612.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 9","pages":"604-612"},"PeriodicalIF":0.0000,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240508-04","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Quality clinical environments are crucial in bridging the gap between theoretical knowledge and practical skills. This study explored the mediating role of academic burnout in relation to workplace bullying experience, stress hardiness, and occupational identity among nursing students during clinical practice.
Method: In this cross-sectional study, an online questionnaire was administered to fourth-year nursing students from four universities. Data were collected in March 2023 and analyzed using descriptive statistics, independent t test, one-way analysis of variance, Pearson's correlation coefficient, and PROCESS Macro Model 4.
Results: In the final sample (N = 202), the correlates of occupational identity were stress hardiness and academic burnout; workplace bullying was not statistically significant. Academic burnout completely and partially mediated the relationship between workplace bullying and occupational identity and between stress hardiness and occupational identity, respectively.
Conclusion: To strengthen nursing students' occupational identity, active attention and management are required to prevent academic burnout and improve stress hardiness. [J Nurs Educ. 2024;63(9):604-612.].
背景：优质的临床环境对于弥合理论知识与实践技能之间的差距至关重要。本研究探讨了学业倦怠与护理专业学生在临床实践过程中的职场欺凌体验、抗压能力和职业认同之间的中介作用：在这项横断面研究中，我们对来自四所大学的护理专业四年级学生进行了在线问卷调查。数据收集于 2023 年 3 月，采用描述性统计、独立 t 检验、单因素方差分析、皮尔逊相关系数和 PROCESS Macro Model 4 进行分析：在最终样本（N = 202）中，职业认同的相关因素是压力耐受性和学业倦怠；职场欺凌在统计上并不显著。学业倦怠分别完全和部分调解了工作场所欺凌与职业认同之间的关系，以及压力耐受性与职业认同之间的关系：结论：要加强护生的职业认同，需要积极关注和管理，以防止学业倦怠，提高压力耐受性。[护理教育杂志，2024；63（9）：604-612]。
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