Abstract
Nursing education is a difficult process with both theoretical and clinical practice. This difficult process creates pressure and stress in nursing students. Therefore, students cannot notice emotions and thinking and may experience rumination. In this case, it can occur in burnout in addition to many mental illnesses. The aim of this study was to investigate whether metacognition and rumination had a predictive effect on burnout. The sample of the study consisted of 280 nursing students who volunteered to participate in the study, and it was completed with 261 nursing students who completed the measurement tools completely. Data were collected using an introductory information form, Ruminative Thinking Style Scale, Metacognitions Questionnaire 30, and Maslach Burnout Inventory. Correlation analysis and structural equation modeling were used to analyze the data. It was determined Ruminative Thinking averages of the participants was 87.61 ± 2.59, Total Metacognitions averages 73.96 ± 11.80, Emotional Exhaustion averages 24.63 ± 5.55, Depersonalization averages 9.58 ± 2.79, Personal average 28.54 ± 5.34. In this study, it is seen that high metacognitions and ruminative thinking styles of students affect burnout. But ruminative thinking has not a mediating role in the relationship between metacognitions and burnout.
Highlights
The changes in human life lead to many positive and negative changes on both his/her private and business life
As a predictor and mediator model, the structural equation modelling between metacognitions, burnout and ruminative thinking is pointed in Figure 2 and Table 2, Table 3
The aim of this study is to reveal the effect of metacognitions and ruminative thinking style on burnout as well as the mediator impact of ruminative thinking style in the relationship between metacognitions and burnout, among nursing students, by establishing structural equation modelling
Summary
The changes in human life lead to many positive and negative changes on both his/her private and business life. Emotional exhaustion which is a significant aspect of burnout is individuals’ failure to devote psychologically themselves, for a long time, to the works they perform, when their emotional resources are worn or run out. Another important aspect is that individuals develop negative and cynical emotions and behaviours towards the persons opposite them (customer, patient, teacher, student etc.). Considering burnout, these two aspects are inter-related. Assumed to emerge as a result of burnout, the aspect of diminished personal accomplishment is characterized by development of negative judgements, as a consequence of individuals’
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