The Mediating Role of Psychological Resilience in Chinese Nursing Students’ Professional Identity and Learning Burnout
- Author:
Liu ZHANG
1
;
Qin ZHANG
;
ShuWen LI
;
YuHong LI
;
GuoCui WU
;
Ying CHEN
;
YunNa ZHOU
Author Information
- Publication Type:RESEARCH PAPER
- From:Journal of Korean Academy of Nursing 2024;54(4):509-518
- CountryRepublic of Korea
- Language:English
-
Abstract:
Purpose:This study investigated whether professional identity predicts learning burnout among Chinese nursing students, and whether resilience moderates this relationship.
Methods:This cross-sectional study recruited 635 students from a nursing college at a medical university in Hefei, China. Data were collected using the professional identity questionnaire, learning burnout scale for college students, and 10-item Connor-Davidson Resilience Scale. Pearson’s correlation analysis was used to investigate the relationships between variables. The mediation effect was evaluated using linear regression and the bootstrap method in SPSS.
Results:Nursing students exhibited intermediate learning burnout levels (score: 54.95 ± 10.42). Professional identity was positively correlated with psychological resilience (r = .42, p < .001), whereas learning burnout was negatively correlated with professional identity (r = - .54, p < .001) and psychological resilience (r = -.57, p < .001). Psychological resilience mediated the relationship between professional identity and learning burntout to the tune of 32.8%.
Conclusion:Psychological resilience mediates the relationship between professional identity and learning burnout. Thus, nursing educators can mitigate student burnout by developing their students' professional identities and psychological resilience.
