The Effect Of Training With Coping Measures On Job Burnout Of Academic Nursing Students

OBJECTIVES:Occupational Burnout is a prolonged coping to chronic emotional and interpersonal stressors on the job, and is defined by the three dimensions of emotional exhaustion, depersonalization, and lower personal accomplishment. Nurses, as the roles who most frequently contact patient with unbalanced mind and body, who have to take the high risks related to clinical operations as well as to follow the law of demand of vulnerable patients, are risk population of burnout. Burnout has negative effects. Nurses'job burnout doesn't only affect their life quality, but also seriously affect nursing quality during their work. Researches demonstrate that Nursing students, during their middle and final practice period, have moderate job burnout feeling which seriously affects their fieldwork quality and will precipitate negative effect to their future career. Maslach thinks that individual's coping manner has significant influence to job burnout, so it's possible to reduce nurses'job burnout grade by improving individual's coping ability to work pressure through educational intervention, for example, relax training course, rational emotion treatment, communicating skills training and time management training. Therefore we gave 120 academic nursing students of grade 07 additional anti-job burnout trainings with coping measures in order to reduce their job burnout feeling during their practice period and also to evaluate the effect of training on their job burnout feeling. METHODS:After 3 months'Practice Period,240 academic nursing students of the University, who did practice at the same hospital, received job burnout questionnaires to evaluate their job burnout level. The students were randomly divided into 2 groups, one of EG (Experimental Group), one of CG (Comparison Group). The EG received 40 hours anti-job burnout training with coping measures, while the CG took ordinary course without any special treatment. After 6 months'practice Period, students of the 2 groups received questionnaires again to compare their job burnout grade and differences. Then the data is collected, calculated and analyzed with statistic software SPSS11.5.RESULTS:240 questionaries are released after 3 months'Practice Period and 240 are recovered, among which,240 are effective. Recovering rate is 100%. Effective rate is 100%. The job burnout grade of EG: Emotional Exhaustion (2.62±1.02), depersonalization (2.29±1.32), lower personal accomplishment (2.97±1.45); Job burnout grade of CG:Emotional Exhaustion (2.75±1.25), Depersonalization (2.27±1.46), lower personal accomplishment (3.02±1.38). The statistic results demonstrate that both groups have light job burnout. The relative differences between the two groups have no statistical meaning (P>0.05)240 questionnaires are released after 6 months'Practice Period and 240 are recovered, among which,232 are effective. Recovering rate is 100%. Effective rate is 96.67%. The job burnout grade of EG:Emotional Exhaustion (2.95±1.06), Depersonalization (2.35±1.15), lower personal accomplishment (3.25±1.05); Job burnout grade of CG:Emotional Exhaustion (3.95±1.25), Depersonalization (4.25±1.62), lower personal accomplishment (3.65±1.35). The statistic results demonstrate that both groups'job burnout grade of all 3 dimensions have become worse. The relative differences between the growths of two groups job burnout grade show evident discrepancy (P<0.05). CONCLUSIONS:Academic nursing students do have certain job burnout feeling during practice period and their job burnout grade has positive association with their Practice time. The concentrating anti-job burnout training with coping measures has certain effects on academic nursing students'job burnout grade and can reduce the growth level of their job burnout feeling.