Abstract
ObjectivesBurnout influences students’ academic performance and mental health. This study analyzed the relationship between professional identity, self-directed learning ability, and burnout, and examined the mediating effect of self-directed learning ability between professional identity and burnout among nursing students. Methods884 nursing students were recruited at two medical universities in China. Demographic information, Academic Burnout Scale, Professional Identity Questionnaire for Nursing Students, and Self-directed Learning Instrument were distributed to collect data. ResultsBoth professional identity (β = −0.17) and self-directed learning ability (β = −0.43) showed negative associations with students’ burnout. Meanwhile, there was a partial mediating effect of self-directed learning ability between professional identity and burnout (−0.24, 95% CI = −0.30, −0.20). ConclusionsNursing educators should emphasize on developing effective strategies to improve nursing students’ professional identity and self-directed learning ability to prevent or reduce their burnout.
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