Factors Influencing Clinical Practice Burnout in Student Nurses

Abstract

Purpose:The purpose of this study was to explore perception of the clinical learning environment, resilience and perfectionism in relation to practice burnout and to identify factors influencing practice burnout in student nurses. Methods: A descriptive correlational study was conducted. The participants were 313 student nurses from three universities in B and U city. Data were analyzed using t-test, ANOVA, Pearson correlation coefficient, Scheffés test and multiple regression analysis. Results: Mean score for practice burnout in student nurses was 2.92 out of 5 points. Practice burnout explained 44.7% of the variance in perfectionism (β = .245, p < .001), satisfaction with college life (β = .232, p < .001), resilience (β = -.228, p < .001), clinical learning environment (β = -.193, p < .001), satisfaction with major (β = .180, p = .001), practical relationships with peers (β = .128, p = .005), and satisfaction with clinical practice (β = .124, p = .039). Conclusion: Research results suggest that the important variable for student nurses' practice burnout is perfectionism. Therefore education is needed to develop strategies to manage perfectionism and reduce practice burnout. 서 론 연구의 필요성 오늘날 지식과 정보에 대한 접근의 기회가 확대되고 건강에 대한 관 심의 증가로 전문직으로서의 간호에 대한 요구가 증대되고 있다[1]. 이 에 간호교육평가원에서는 전문적인 지식과 질적인 간호 제공 능력을 가진 간호사를 양성하기 위해 성과중심의 교육체계를 갖추고 임상실 습교육의 질을 관리하고 있다[2]. 국내 간호교육 임상실습은 1,000시간 이상이 요구되는 필수교육 과정이며[2] 병원, 보건 및 의료시설 등에서 간호실무 경력자들에 의해 이루어지고 있다[3]. 간호대학생들은 임상 실습을 통해 다양한 임상현장을 경험하고 간호사의 역할과 간호술기 를 학습하며 환자들의 요구를 파악하고 대처할 수 있는 임상수행능력 을 배우게 된다[4]. 그러나 임상실습 과정에서 발생하는 이론과 실습 간의 차이와 낯선 병원환경과 복잡한 인간관계, 간호사들의 무관심과 같은 임상실습교육환경 및 자신의 미숙한 수행능력 등으로 인하여 실 습스트레스를 경험하게 된다[5]. 간호대학생의 실습스트레스가 지속되 면 피로, 불면, 불안, 우울 등이 나타나고 임상실습에 적응하지 못하며 결국 실습과 관련된 소진을 경험하게 된다[6]. 이러한 실습소진이 4년 동안 지속적으로 증가되면 학업몰입과 직업 준비에 영향을 미치며 졸 업 후 직무소진, 이직의도에까지 영향을 미치는 것으로 보고되고 있다 [7]. 따라서 임상실습교육환경이 간호대학생의 실습과 관련된 소진에 미치는 영향을 파악할 필요가 있다. 임상실습교육환경은 간호대학생의 임상실습 결과에 직접적인 영향 을 미치는 총체적인 것으로, 간호기술과 지식을 획득하고 실습을 위한 준비와 조직적인 기술, 역할 수행의 자신감을 가지는데 있어 많은 영향 을 미친다[8]. Han과 Park[9]은 간호대학생들이 임상실습교육환경을 긍정적으로 인지할수록 임상수행능력도 높다고 하였으며, 임상실습교 육환경이 간호대학생의 실습소진을 줄이고 임상실습을 긍정적으로 경험하게 하는 중요한 요인이라고 하였다. 그러나 간호대학생들은 임 Corresponding author Jung Mi Kang 182 Yangun-ro, Haundae-gu Doosan APT 102- 403,This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted noncommercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Influence of grit on academic burnout, clinical practice burnout, and job‐seeking stress among nursing students

“…For example, “I feel tired from my clinical practice,” “I'm not interested in clinical practice at present,” and” I don't have a passion for clinical practice right now.” The higher the score, the higher the clinical practice burnout. The reliability of the tool in a previous study (Cho & Kang, 2017) that measured “clinical practice burnout” using the same tool was Cronbach's alpha = 0.880. The reliability of the tool for clinical practice burnout in this study, as measured by Cronbach's alpha was 0.910.…”

“…The higher the score, the higher the clinical practice burnout. The reliability of the tool in a previous study (Cho & Kang, 2017) that measured "clinical practice burnout" using the same tool was Cronbach's alpha = 0.880. The reliability of the tool for clinical practice burnout in this study, as measured by Cronbach's alpha was 0.910.…”

The effect on perfectionism on burnout: An investigation on marble employees

“…The purpose and importance of research In this study, the relationship between perfectionism and burnout was investigated in the sample of marble sector employees. In the literature, the relationship between perfectionist personality trait and burnout has been explored on different sample groups, including especially athletes (Appleton et al2009;Hill et al, 2010), teachers (Stoeber and Rennert, 2008;Childs and Stoeber 2012, p.347), bank employees (Kakırman and Birsel, 2015), students (Cho and Kang, 2017;Zhang et al 2007;Çam et al 2014, p. 312), nurses (Balevre et al 2012;Çam et al 2014), doctors (Badawy and Mohamad, 2015, p. 7), executives (Fry, 1995cited by D'Souza et al 2011, academicians (Sakal and Yıldız, 2017, p. 38). However, there is very little work done on a sectoral basis, especially blue-collar workers.…”

Knowledge, Experience, and Attitudes of Nurses at Long-Term Care Hospitals regarding Advance Directives

“…For nurses to be able to counsel a guardian on ADs, they should not just have heard of ADs but also have experience with the completion of ADs [ 12 ]. Previous studies have shown that the experience level of nurses regarding the completion of ADs varies according to the clinical environment, and although the role of nurses depends on where they work, nurses typically receive insufficient practice completing ADs even though nurses in Korea are advocates of patients [ 13 ]. One previous study found that 50.4% of ICU nurses had never heard of ADs [ 14 ], and another showed that general ward nurses also had little experience with ADs [ 15 ].…”

“…Nurses at long-term care hospitals should provide sufficient information about diseases and prognoses through communication with patients in the clinical field, act as advocates, and have a positive attitude toward ADs in order to complete them properly [ 16 ]. Nurses’ attitudes toward ADs are more positive when their perception of death is positive [ 13 ], if they were older and worked for a longer period of time at the hospital [ 16 ], and if they had received training regarding ADs [ 13 , 15 ]. In addition, significant differences were observed in nurses’ attitudes toward ADs according to age, religion [ 17 ], and subjective health conditions [ 16 , 17 ].…”