Academic Burnout and Its Influencing Factors among Nursing Students

Abstract

Background: Academic burnout negatively affects academic performance. Excessive academic workload may lead students to disengagement from learning, reduced motivation, mental fatigue, and chronic stress. Aim: To examine academic burnout and its influencing factors among nursing students. Material and Methods: This cross-sectional study was conducted among undergraduate nursing students’ years 1–4 at the School of Nursing, MNUMS. From a total population of 671 students, 250 were selected using simple random sampling. Data were collected between December 2024 and February 2025 using the Maslach Burnout Inventory Scale (MBI). Results: Participants ranged in age from 17 to 52 years; 242 (96.8%) were aged 22 years or younger, with a mean age of 20.01 years. The overall academic burnout score was 74, indicating a moderate level of burnout. Age, marital status, and employment status were not significantly associated with overall burnout. However, personal burnout (r=.95, p<.000), study-related burnout and peer-related burnout (r = .98, p<.000), and teacher-related burnout (r=.94, p<.000) showed that strong positive correlations and were statistically significant. Conclusion: Personal factors, study-related factors, peer-related factors, and teacher-related factors contributing to burnout were each at a moderate level.