Burnout in Transition: A Qualitative Study of Nursing Interns' Experiences and Implications for Clinical Management

To explore the experiences and perceptions of burnout among nursing interns during clinical practicum and to identify its underlying mechanisms and coping strategies, with implications for nursing management.

Nursing interns face considerable stress as they transition from classroom learning to clinical roles. Exposure to institutional demands, interpersonal tensions, and emotional exhaustion can lead to burnout, affecting their performance, well-being, and professional identity.

A descriptive qualitative study was employed. Twenty nursing interns who had experienced symptoms of burnout were recruited from three tertiary hospitals in western China. All participants were final-year students in a registered nurse training program. Semistructured interviews were conducted, and data were analyzed using Braun and Clarke's six-phase thematic approach.

Four themes were developed through thematic analysis: (1) Violence under the system-interns experienced both explicit oppression (e.g., excessive workloads, rigid rules, and lack of voice) and implicit oppression (e.g., unpaid tasks, lack of respect, and normalized exploitation); (2) torn between idealism and reality-participants described idealized career expectations clashing with clinical realities, interpersonal conflicts, and uncertainty about professional values; (3) depletion of self-resources-burnout manifested as physical exhaustion, emotional volatility, and cumulative effects such as emotional numbness and disengagement; and (4) finding their own path-interns coped through personal recharge strategies, self-disclosure, quiet resistance, letting go of ambitious career goals, and, in some cases, resignation. These themes highlight the progressive, multidimensional nature of burnout and reveal both risks to interns' well-being and opportunities for targeted managerial interventions.

Burnout among nursing interns is a dynamic and multifaceted process rooted in structural, emotional, and cognitive tensions. It impacts not only individual resilience but also long-term workforce development and retention.

Nursing managers should address both the structural and psychosocial stressors within clinical training environments. Interventions should include optimizing task allocation, building respectful mentorship systems, and providing emotional support services. Tailored strategies can enhance interns' professional identity, strengthen clinical adaptation, and reduce the risk of premature burnout.