A Study to Assess the Prevalence of Academic Burnout Among Undergraduate Nursing Students at Selected Nursing Colleges in Wayanad

Abstract

Academic burnout, defined as emotional, psychological, and physical exhaustion resulting from sustained academic stress, has become increasingly common among nursing students. The demanding academic syllabus, along with extensive clinical duties, makes these students particularly vulnerable to burnout. This condition can negatively influence their academic achievement, mental health, and readiness for professional nursing practice. The present study sought to determine the prevalence of academic burnout among undergraduate nursing students in Wayanad, explore its relationship with selected demographic factors, and design an informational booklet describing coping strategies to help reduce burnout. A descriptive cross-sectional study adopting a quantitative approach was carried out among 142 undergraduate nursing students from Dr. Moopens Nursing College, Wayanad, selected through convenience sampling. Data were gathered using a socio-demographic questionnaire and the Modified Copenhagen Burnout Inventory. Statistical analysis was conducted using Jamovi version 2.6.26, and the results were presented as frequencies and percentages. The findings indicated a substantial occurrence of burnout: 17% of students reported low levels, 58% moderate levels, and 25% high levels of academic burnout. Of the twelve demographic variables analyzed, only the academic year (batch of study) demonstrated a statistically significant association with burnout levels (p < 0.001), suggesting that variations in academic workload and clinical exposure across years may influence stress levels. These results emphasize the necessity for focused interventions. Preparing an informational booklet on effective coping strategies could assist students in identifying early symptoms of burnout, strengthening resilience, and enhancing both mental well-being and academic performance.