Determining digital burnout in nursing students: a descriptive research study

This article was originally published here

Nurse Educ Today. 2022 Feb 17;111:105300. doi: 10.1016/j.nedt.2022.105300. Online ahead of print.


BACKGROUND: Nursing students are spending significantly more time on digital platforms for educational purposes since the onset of the COVID-19 pandemic. However, prolonged screen time can cause digital burnout. This article investigated levels of digital burnout among nursing students.

DESIGN: This was a descriptive study.

SETTING: The study population consisted of 443 nursing students from a university health sciences faculty in the 2020-2021 academic year. The sample consisted of 361 nursing students who agreed to participate in the study and completed the data collection forms. Participants were recruited using convenience sampling. The participation rate was 81.5%.

PARTICIPANTS: First, second, third and fourth year nursing students.

METHODS: Data were collected using a descriptive characteristics questionnaire and the Numerical Burnout Scale (DBS). Data were analyzed using count, percentage, and mean (minimum, maximum) and Student’s t-test, one-way ANOVA, Kruskal-Wallis test, and Mann-Whitney U-test .

RESULTS: Participants had a total DBS score of 72.28 ± 18.92. They had a mean DBS “digital aging”, “digital deprivation” and “emotional exhaustion” subscale score of 37.57 ± 10.02, 15.66 ± 5.89 and 19.54 ± 5.60, respectively . Participants who spent more than five hours a day online had higher DBS scores than those who spent less than five hours a day online (p

CONCLUSION: Participants had above-average levels of digital burnout, which were affected by average time spent online per day, stress level, physical and psychological health, and economic status. The curriculum should teach nursing students how and to what extent to use digital media.

PMID:35245738 | DOI:10.1016/j.nedt.2022.105300

Paul N. Strickland