Relationship between professional identity, professional self-concept, and academic burnout among palestinian fourth-year nursing students

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research Pub Date : 2025-01-01 DOI:10.1016/j.ijer.2025.102743

Basma Salameh (Associate Professor) , Malakeh. Z. Malak (Professor) , Khaldoon. M. Obiedate (Assistant Professor) , Manar Bani-Hani (Assistant Professor)

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引用次数: 0

Abstract

Aim/objective

This study explored the relationship between professional identity, professional self-concept, and academic burnout among Palestinian fourth-year nursing students in the West Bank.

Background

Limited research has examined the relationship between academic burnout, professional self-concept, and professional identity among fourth-year nursing students in Arab countries, including Palestine. Given the rigorous demands of nursing education, it is essential to understand how these factors interact in shaping competent and resilient future nurses.

Design

A cross-sectional design was employed.

Methods

A convenience sampling method was used to recruit participants (N = 336) from eligible fourth-year undergraduate nursing students during December 2024 and January 2025. A structured self-reported survey, including the Professional Identity Scale for Nursing Students (PISNS), the Nurse Self-Concept Instrument (NSCI), and the Maslach Burnout Inventory-Student Survey (MBI-SS), was used for collecting data.

Results

The participants reported high professional identity and professional self-concept, as well as low levels of academic burnout. A negative correlation was shown between academic burnout, professional self-concept, and professional identity. Males and those living with parents reported lower academic burnout. Participants with higher academic performance reported higher academic burnout.

Conclusions

This study underscores the critical role of professional and personal factors in shaping the academic well-being of nursing students. This study provides valuable guidance for nursing educators and policymakers for promoting emotional well-being, reducing academic burnout, and supporting the development of competent future nurses.

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巴勒斯坦护生专业认同、专业自我概念与学业倦怠的关系

目的探讨西岸巴勒斯坦护生职业认同、职业自我概念与学业倦怠的关系。背景有限的研究调查了包括巴勒斯坦在内的阿拉伯国家四年级护理学生的学业倦怠、专业自我概念和专业认同之间的关系。鉴于护理教育的严格要求，了解这些因素如何在塑造有能力和有弹性的未来护士方面相互作用是至关重要的。设计采用横断面设计。方法采用方便抽样方法，于2024年12月至2025年1月在符合条件的护理本科四年级学生中招募336人。采用结构化自我报告调查，包括护生职业认同量表（PISNS）、护士自我概念量表（NSCI）和Maslach职业倦怠量表-学生调查（MBI-SS）进行数据收集。结果大学生的职业认同感和职业自我概念较高，学业倦怠程度较低。学业倦怠、职业自我概念与职业认同呈负相关。男性和与父母同住的人的学业倦怠程度较低。学业成绩越高的参与者学业倦怠程度越高。结论本研究强调了专业和个人因素在塑造护理学生学业幸福感方面的重要作用。本研究为护理教育工作者和政策制定者提供了有价值的指导，以促进情绪健康，减少学业倦怠，并支持未来合格护士的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.20

自引率

3.10%

发文量

141

审稿时长

21 days

期刊介绍： The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.