Purpose The purpose of this study was to investigate resilience, coping, and mental health in relation to burnout and to identify factors influencing burnout in student nurses.
Methods A descriptive correlational study was conducted. The participants were 241 student nurses from 2 universities in B city. Data were analyzed using the t-test, analysis of variance, the Pearson correlation coefficient, the Scheffé test, and multiple regression analysis.
Results The mean score for burnout in student nurses was 3.01 out of 5 points. Burnout explained 29.2% of the variance in satisfaction with college life (β=-.367, p<.001), coping (β=.293, p<.001), mental health (β=.228, p=.011), and training hospital (β=-.198, p=.026).
Conclusion The results of our research suggest that satisfaction with college life is an important variable affecting burnout student nurses. Therefore, education is needed in order to develop for more effective teaching coping methods and strategies and to reduce burnout with nursing practice.
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Purpose The purpose of this study was to explore perception of the clinical learning environment, resilience and perfectionism in relation to practice burnout and to identify factors influencing practice burnout in student nurses.
Methods A descriptive correlational study was conducted. The participants were 313 student nurses from three universities in B and U city. Data were analyzed using t-test, ANOVA, Pearson correlation coefficient, Scheffés test and multiple regression analysis.
Results Mean score for practice burnout in student nurses was 2.92 out of 5 points. Practice burnout explained 44.7% of the variance in perfectionism (β=.245, p<.001), satisfaction with college life (β=.232, p<.001), resilience (β=-.228, p<.001), clinical learning environment (β=-.193, p<.001), satisfaction with major (β=.180, p=.001), practical relationships with peers (β=.128, p=.005), and satisfaction with clinical practice (β=.124, p=.039).
Conclusion Research results suggest that the important variable for student nurses’ practice burnout is perfectionism. Therefore education is needed to develop strategies to manage perfectionism and reduce practice burnout.
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Methods A survey is conducted with 186 nurses working in pediatric units at 10 hospital in B, Y, K city. The data was analyzed with SPSS 21.0 program using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient, Scheffés test and multiple linear regression analysis.
Results A score of 3.31 out of 5 for the level of social capital, a score of 3.16 out of 5 on the labor intensity, and 2.20 points on a 5 point on incivility, 4.15 points on a 7 point on job burnout. Job burnout explained 21.7% of the variance in incivility, social capital-shared values, job satisfaction, and labor intensity.
Conclusion The findings indicate that the major factors effecting pediatric nurses job burnout are incivility. Thus, in order to reduce pediatric nurses job burnout are to investigate degree of incivility, it is nesessary to develop intervention programs to incivility and labor intensity that reduced organizational level of measures need to establish.
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Purpose The purpose of this study was to investigate factors affecting turnover intention in pediatric nurses.
Methods A survey was conducted with 212 nurses working in pediatric units at 15 hospitals in Busan, K city. Data were collected from September 1 to October 31, 2014. and analyzed with SPSS PASW 18.0.
Results In Stepwise multiple regression analysis, factors affecting the nurses’ turnover intention were emotional burnout (β = .37, p < .001), relationship between nurse and doctor (β = .20, p < .001), turnover plan (β = .17, p < .001), and annual salary (β = -.13, p < .001), and these variables accounted for 32.2% of the variance in turnover intention.
Conclusion The findings indicate that the major factors influencing pediatric nurses’ turnover intention are emotional burnout, cooperative relationship between nurse and doctor, turnover plan, and annual salary. Thus, in order to reduce pediatric nurses’ turnover intention, it is necessary to develop intervention programs to prevent emotional burnout, the most influencing factor, and enhance cooperative relationship between nurse and doctor and to examine their effects.
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