Effect Of Professional Identity On Learning Burnout Of Nursing Students In College

ObjectivesTo investigate the current status of professional identity, academic self-efficacy and learning burnout of nursing students in college, then to compare their difference and developmental trend of nursing students from different levels, to explore the effect of professional identity and academic self-efficacy on learning burnout,to search for appropriate interventions for preventing burnout of nursing students, to provide of theoretical basis for reform of higher nursing education.MethodsRandom stratified cluster sampling was adopted to recruit full-time nursing students from a whole class of each grade from four schools in Hunan Province (Central South University, University of South China, Changde Vocational Technical College and Hunan Environmental Biotechnology College).Questionnaires used to collect data was as follows: General Information Questionnaire, Questionnaire of Nursing Students'Professional Identity, Academic Self-efficacy Scale and Undergraduate Learning Burnout Scale. Statistical softwares SPSSl6.0 and Amos7.0 waere used for data analysis.Results(1)The total score of the professional identity of nursing students was 79.29±10.10; The score of Professional identity of undergraduates was significantly lower than that of students from secondary-school(P<0.05);and the score of students from different grades showed statistical significant difference (P <0.05).(2)The score of academic self-efficacy was 75.48±8.84, undergraduates'score was higher than that of the secondary-school students, the differences was significant statistically (P<0.05); undergraduates from different grades showed a statistically statistical significant difference in academic self-efficacy (P <0.05), but no difference was shown in secondary-school nursing students (P >0.05).(3)The incidence of learning burnout rate was 39.25%.The rate of secondary-school nursing students was higher than that of undergraduates, the difference was significant statistically (P <0.05); Undergraduates had a significant lower sense of achievement varying with different grades (P <0.05), dut secondary-school nursing students were more easier to get depress through the test of depression scale (P <0.05).(4)professional identity and academic self-efficacy were negatively correlated with learning burnout; professional identity was positively correlated with academic self-efficacy.(5)Regression analysis of learning burnout showed that factors entering the equation were professional emotion, professional skills, professional values, professional expectations and professional will. The regression coefficient of learning burnout was lowered after adding academic self-efficacy, professional feeling, professional skills, professional values, professional expectations, the professional will in hierarchical regression analysis.Conclusion(1)The professional identity, academic self-efficacy and learning burnout have their own characteristics and trends between college nursing students and econdary-school nursing students.(2)The higher the level of nursing professional identity of students, the better academic self-efficacy they achieve, and the lower the learning burnout they have.(3)Professional identity is an important factor affecting learning burnout of nursing students,and academic self-efficacy has mediated effect on professional identity and learning burnout.