The Mediating Role of Psychological Resilience in Chinese Nursing Students' Professional Identity and Learning Burnout.

IF 1 4区医学 Q3 NURSING Journal of Korean Academy of Nursing Pub Date : 2024-11-01 DOI:10.4040/jkan.24044

Liu Zhang, Qin Zhang, ShuWen Li, YuHong Li, GuoCui Wu, Ying Chen, YunNa Zhou

{"title":"The Mediating Role of Psychological Resilience in Chinese Nursing Students' Professional Identity and Learning Burnout.","authors":"Liu Zhang, Qin Zhang, ShuWen Li, YuHong Li, GuoCui Wu, Ying Chen, YunNa Zhou","doi":"10.4040/jkan.24044","DOIUrl":null,"url":null,"abstract":"Purpose: This study investigated whether professional identity predicts learning burnout among Chinese nursing students, and whether resilience moderates this relationship.Methods: This cross-sectional study recruited 635 students from a nursing college at a medical university in Hefei, China. Data were collected using the professional identity questionnaire, learning burnout scale for college students, and 10-item Connor-Davidson Resilience Scale. Pearson's correlation analysis was used to investigate the relationships between variables. The mediation effect was evaluated using linear regression and the bootstrap method in SPSS.Results: Nursing students exhibited intermediate learning burnout levels (average scores: 54.95 ± 10.42). Professional identity was positively correlated with psychological resilience (r = .42, p < .001), whereas learning burnout was negatively correlated with professional identity (r = - .54, p < .001) and psychological resilience (r = - .57, p < .001). Psychological resilience mediated the relationship between professional identity and learning burntout to the tune of 32.8%.Conclusion: Psychological resilience mediates the relationship between professional identity and learning burnout. Thus, nursing educators can mitigate student burnout by developing their students' professional identities and psychological resilience.","PeriodicalId":54789,"journal":{"name":"Journal of Korean Academy of Nursing","volume":"54 4","pages":"509-518"},"PeriodicalIF":1.0000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Korean Academy of Nursing","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.4040/jkan.24044","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose: This study investigated whether professional identity predicts learning burnout among Chinese nursing students, and whether resilience moderates this relationship.

Methods: This cross-sectional study recruited 635 students from a nursing college at a medical university in Hefei, China. Data were collected using the professional identity questionnaire, learning burnout scale for college students, and 10-item Connor-Davidson Resilience Scale. Pearson's correlation analysis was used to investigate the relationships between variables. The mediation effect was evaluated using linear regression and the bootstrap method in SPSS.

Results: Nursing students exhibited intermediate learning burnout levels (average scores: 54.95 ± 10.42). Professional identity was positively correlated with psychological resilience (r = .42, p < .001), whereas learning burnout was negatively correlated with professional identity (r = - .54, p < .001) and psychological resilience (r = - .57, p < .001). Psychological resilience mediated the relationship between professional identity and learning burntout to the tune of 32.8%.

Conclusion: Psychological resilience mediates the relationship between professional identity and learning burnout. Thus, nursing educators can mitigate student burnout by developing their students' professional identities and psychological resilience.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

心理弹性在护生职业认同与学习倦怠中的中介作用。

目的：本研究探讨职业认同对护理学生学习倦怠的预测作用，以及心理弹性是否在此关系中起调节作用。方法：本横断面研究从合肥市某医科大学护理学院招收635名学生。采用职业认同问卷、大学生学习倦怠量表和十项康诺-戴维森弹性量表收集数据。使用Pearson相关分析来研究变量之间的关系。采用SPSS中线性回归和自举法对中介效应进行评价。结果：护生表现为中等程度的学习倦怠（平均得分：54.95±10.42）。职业认同与心理弹性正相关（r = 0.42, p < .001），学习倦怠与职业认同（r = - 0.54, p < .001）、心理弹性负相关（r = - 0.57, p < .001）。心理弹性在职业认同与学习倦怠的关系中起中介作用，达到32.8%。结论：心理弹性在职业认同与学习倦怠之间起中介作用。因此，护理教育工作者可以通过培养学生的职业认同和心理弹性来减轻学生的倦怠。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Journal of Korean Academy of Nursing NURSING-

CiteScore

2.30

自引率

13.30%

发文量

审稿时长

4-8 weeks

期刊介绍： Journal of Korean Academy of Nursing is published using an open access publication model. The journal welcomes original research on nursing intervention and health policies using appropriate research methods. Comprehensive review, concept analysis, and methodological papers are also welcome. The journal has a distinguished editorial board with extensive academic qualifications, ensuring that the journal maintains high scientific standards and has a broad international coverage.