Burnout and academic satisfaction of nursing students in traditional and integrated curricula

Abstract

Objective: To verify the prevalence of burnout and its relationship with the academic satisfaction of nursing students in traditional and integrated curricula. Method: Quantitative, observational, cross-sectional, and analytical descriptive study with nursing undergraduates in two public universities. The data were collected in the classroom through a characterization survey, Maslach Burnout Inventory, and the Nursing Student Satisfaction Scale, and analyzed through inferential and descriptive statistics. Results: The participants included 301 undergraduate students. The prevalence of burnout in the traditional curriculum was 30.2%; in the integrated one, this was 16.2%. Academic efficacy (p=0.004), satisfaction with curriculum and teaching (p=0.011), and professional and social integration (p<0.001) were higher for students in the integrated curriculum. Satisfaction with the educational environment was higher in the traditional curriculum (p=0.012). Burnout was statistically associated with low academic satisfaction in all dimensions. Conclusion: The prevalence of burnout has differed significantly among students in the analyzed curriculum models and is directly associated with academic satisfaction or lack thereof. Educators should develop preventive actions against burnout in future nurses focusing on the promotion of academic satisfaction.

Factors related to the appearance and development of burnout in nursing students: a systematic review and meta-analysis

“…Other factors found to be related to burnout were the quality and flexibility of learning, and the problems that may arise from these considerations ( 34 , 40 , 45 ). Thus, the better the learning experience, the greater the flexibility and the fewer problems that arise, the lower the degree of burnout experienced by these students.…”

“…Thus, the better the learning experience, the greater the flexibility and the fewer problems that arise, the lower the degree of burnout experienced by these students. Dissatisfaction with the academic course or with the practicum, the perception of a poor teaching environment or organization, or problems with the performance of theoretical or practical classes, all tend to aggravate burnout ( 25 , 30 , 34 , 40 ).…”

“…Wang et al ( 53 ) reported that the strength of relationship with co-workers can influence susceptibility to burnout. Thus, feelings of belonging to a team and the existence of social interaction are protective factors against burnout ( 34 , 42 ). The discrepancy between one's own values and those of the workplace, and the witnessing of incivility by nurses, tutors and/or other health professionals are also significantly related to EE and D, increasing them in each of these cases ( 33 , 42 ).…”

Effective Interventions for Nursing Student Burnout

“…Research has shown that burnout is rising among nursing students as they struggle to cope with stress in academic and clinical environments 7,8. Previous authors have found that 30% of undergraduate nursing students had symptoms of burnout syndrome,9 with 97.8% at a moderate risk for developing burnout 10. Nursing student burnout is a significant issue that leads to decreased academic success, increased attrition, and poor clinical performance 11–13…”

Retenção do conhecimento e satisfação do aluno no ensino on-line: análise comparativa entre metodologia assíncrona e síncrona colaborativa

“…(89) Outro estudo feito com residentes de pediatria mostrou que incorporar TBL no currículo de pediatria levou a grandes ganhos de conhecimento em curto prazo, mas que não persistiram a longo prazo. (90) Assim, a retenção do conhecimento varia de acordo com a metodologia utilizada.…”