Undergraduate nursing students' academic burnout: A concept analysis to inform future research and interventions

Academic burnout in undergraduate nursing students is well documented, but limited studies have explored its causes and consequences.

This paper aims to define the attributes, antecedents, and consequences of academic burnout among undergraduate nursing students.

This study used Walker and Avant's eight-step concept analysis method. A literature search for articles published from January 2020 to September 2024 was conducted using keyword combinations in PubMed, Scopus, CINAHL, and Google Scholar. Of the 2800 articles found in the initial screening, 125 met inclusion criteria and 25 were included in the study.

Of these 25 studies, 19 were empirical studies (14 quantitative, 2 qualitative, and 3 systematic reviews), and six provided theoretical or measurement foundations for academic burnout. The analysis identified emotional exhaustion, low self-concept, low engagement, fatigue, loss of motivation, irritability, and cynicism as attributes. The consequences were high absenteeism rate, low motivation, low academic performance and satisfaction, and dropping out. The antecedents were internal factors such as stress, depression, and personality, and external factors such as lack of family presence and social support, having a child, and financial issues.

This analysis defines academic burnout among undergraduate nursing students to ensure consistent evaluation and focused interventions within nursing education.