Investigating quiet quitting tendencies among nursing students: a descriptive study

Area of Science:

• Nursing Education
• Student Engagement
• Workplace Psychology

Background:

• The phenomenon of "quiet quitting" (performing minimal duties without emotional investment) is increasingly recognized in academic and professional settings.
• This study addresses the growing concern of student disengagement within higher education, specifically in nursing programs.

Purpose of the Study:

• To quantify the levels of quiet quitting among nursing students.
• To investigate the relationship between quiet quitting and demographic/motivational factors such as gender, year of study, professional motivation, and educational satisfaction.

Main Methods:

• A descriptive, cross-sectional comparative study design was employed.
• Data were collected from 210 nursing students using a personal information form and the Quiet Quitting Scale.
• Statistical analysis included Mann-Whitney U, Kruskal-Wallis H, and Spearman correlation tests.

Main Results:

• Nursing students exhibited moderate levels of quiet quitting (mean score 50.04 ± 10.06).
• Male students, senior students (on the self-protection subscale), and those motivated by external factors reported higher quiet quitting.
• Increased satisfaction with nursing education was significantly correlated with lower levels of quiet quitting across all dimensions.

Conclusions:

• Quiet quitting is a significant issue among nursing students, influenced by gender, academic progression, motivation, and satisfaction.
• Interventions such as curricular adjustments, engagement strategies, and psychosocial support are recommended to bolster professional identity and reduce disengagement.
• Targeted support for at-risk groups (male students, those with low satisfaction, externally motivated students) is crucial for enhancing commitment and potentially improving patient safety.