Studies On The Situation Of Professional Commitment, Learning Burnout And Academic Self-efficacy And Their Correlation Of Undergraduate Nursing Students

Objective:In order to provide a theoretical basis and useful reference for advancednursing education, the investigations and analyses were conducted inunderstanding the situation of professional commitment, learning burnoutand academic self-efficacy of undergraduate nursing students; exploring thecorrelations among the professional commitment, learning burnout andacademic self-efficacy of undergraduate nursing students.Methods:Questionnaire was employed in this study. An investigation wasconducted in506five-year undergraduate nursing students in school withProfessional Commitment Questionnaire Students and Burnout Scale forCollege Students worked out by Lian Rong, Academic Self-efficacy Scaleworked out by Liang Yu-shong and Zhou Zong-kui. Statistics and analysison the data which obtained in the investigation were conducted by use ofSPSS11.5software.Results:1. The overall level of professional commitment of undergraduatenursing students is not too high, and shows a medium level upper. Amongthem, the level of ideal commitment is the minimum, while that of normativecommitment is the maximum. The overall level of professional commitment and the levels in the fourdimensions: affective commitment, ideal commitment, normativecommitment and continued commitment, of male nursing students are lowerthan those of female nursing students. The overall level of professionalcommitment and the levels in the three dimensions: affective commitment,ideal commitment and continued commitment, of the nursing studentsadmitted to their non-first choice are lower than those of students admitted totheir first choice. The overall level of professional commitment and thelevels in the three dimensions: affective commitment, ideal commitment andnormative commitment, of the nursing students from urban household arelower than those of students from rural families. The differences statedabove are statistically significant (p<0.05).Among the comparisons of those in grades, the overall level ofprofessional commitment and the levels of the affective commitment andnormative commitment of the first and second grade nursing students areobviously higher than those of the third and fourth grade students. The levelof the ideal commitment of the first grade nursing students is higher than thatof the second, third and fourth grade students. The level of the continuedcommitment of the second grade nursing students is higher than that of thefourth grade students. The differences stated above are statisticallysignificant (p<0.05).2. The level of learning burnout of undergraduate nursing students ishigh, and the misconduct of the students is more serious. The level of themisconduct of the male students is obviously higher than that of femalestudents. The overall level of learning burnout and the levels in thedimensions of learning burnout of the nursing students admitted to theirnon-first choice are higher than those of students admitted to their firstchoice. The scores in depression, low sense of accomplishment of the nursing students from urban household are higher than those of studentsfrom rural families. The differences stated above are statistically significant(p<0.05).Among the comparisons of those in grades, it finds that the total scoresof learning burnout and the scores in the dimensions of learning burnout ofthe first grade nursing students are the minimum. Compare it with that of thesecond, the third and the fourth grade students, the differences stated aboveare statistically significant (p<0.05).3. The level of academic self-efficacy of undergraduate nursingstudents is medium, and there is no significant difference of academicself-efficacy between the two dimensions.The scores in learning ability of academic self-efficacy of male nursingstudents are higher than that of female nursing students. The scores inlearning ability and learning behavior of academic self-efficacy of studentsfrom urban household are higher than that of students from rural families.The differences stated above are statistically significant (p<0.05).There is no significant difference of academic self-efficacy between thestudents admitted to their non-first choice and those admitted to their firstchoice.The total score of academic self-efficacy and the scores in the twodimensions: learning ability and learning behavior of academic self-efficacy,of the first grade nursing students are the maximum. The difference betweenthat of the first grade students and that of the second, third and fourth gradestudents is statistically significant (p<0.05).Through comparing the scores in learning behavior of academicself-efficacy of the students in grades, it finds that the difference of thescores in learning behavior of academic self-efficacy of students between inthe first grade and in the second, fourth grade is statistically significant (p<0.05); also the difference of those between in the third grade and in thefourth grade is statistically significant (p<0.05).4. The affective commitment, ideal commitment and normativecommitment of undergraduate nursing students are negative correlated withthe dimensions of learning burnout of students. Also the continuedcommitment is significantly negative correlated with the low sense ofaccomplishment of students (p<0.01).5. The affective commitment, ideal commitment, normativecommitment and continued commitment of undergraduate nursing studentsare significantly positive correlated with the learning ability and learningbehavior of academic self-efficacy of students (p<0.01).6. The learning ability and learning behavior of academicself-efficacy of undergraduate nursing students are significantly negativecorrelated with the dimensions of learning burnout (p<0.01).Conclusions:1. The overall level of professional commitment of undergraduatenursing students is not too high, and shows a medium level upper. And thereare some differences of professional commitment of students amongdifferent grades, gender, voluntary admission, places of students comingfrom.2. The level of learning burnout of undergraduate nursing students ishigh. And there are some differences of learning burnout of the studentsamong different grades, gender, voluntary admission, places of studentscoming from.3. The level of academic efficacy of undergraduate nursing students isa medium level upper. And there is no difference of academic self-efficacybetween the students admitted to their non-first choice and those to their firstchoice. But there is some difference of academic self-efficacy among the students of different grades, gender, and places of the students coming from.4. The higher the level of professional commitment of undergraduatenursing students is, the higher the level of academic self-efficacy of thestudents is, but the lower the level of learning burnout of the students is.5. According to the situation of professional commitment, learningburnout, and academic self-efficacy of the undergraduate nursing students,differences of those among different groups and their correlation of those,some appropriate intervention measures should be prepared in the nursingeducation to help the students promote their positive psychology of learningand reduce their level of learning burnout.