Current Issues

The relationship between academic burnout and professional self-concept is complex and often influenced by multiple academic, personal, and environmental factors. Generally, higher levels of academic burnout characterized by emotional exhaustion, cynicism, and a reduced sense of academic efficacy are associated with a lower professional self-concept, as prolonged stress and disengagement can negatively impact a student’s confidence and perception of their professional role. This study investigated academic burnout and professional self-concept among 229 undergraduate nursing students at MGM Muthoot College of Nursing, Kozhencherry, using a quantitative, descriptive design. Convenience sampling was used, and data were collected through a structured questionnaire comprising demographic details, a modified Maslach Burnout Inventory, and a modified Nurses’ Self- Concept Instrument. Most students were from Semesters II, IV, and VI (26.2% each), while 21.4% were from Semester VII. The majority of participants were aged 18-20 years (74.7%), and most were females (90.8%). More than three-fourth of the students (76.9%) were hostel residents. With regard to enthusiasm for the nursing profession, 69.9% reported moderate interest, and 24.5% reported high interest. Almost all students (95.2%) experienced stress, predominantly due to a combination of academics, clinical duties, pending work, and recurrent examinations (73.4%).Assessment of academic burnout revealed that cynicism was the most prevalent dimension (74.7%), followed by emotional exhaustion (24.5%), while only 0.9% demonstrated academic efficacy. Regarding professional self-concept, the majority of students (93%) exhibited a positive professional self-concept, with only 7% reporting a negative self-concept. Analysis using ANOVA showed no statistically significant difference in academic burnout across semesters (F = 1.15, p = 0.329). In contrast, professional self-concept differed significantly across semesters (F = 42.22, p < 0.001). Post-hoc multiple comparison analysis revealed significant differences in professional self-concept between most semester groups, particularly involving Semester VII, indicating an improvement in professional self-concept with academic progression. Chi-square analysis demonstrated a significant association between academic burnout and academic factors such as semester and intensity of enthusiasm for the nursing field (p < 0.001). Students with lower enthusiasm levels reported higher levels of cynicism and emotional exhaustion. Similarly, professional self-concept showed significant associations with semester, age, intensity of enthusiasm for nursing, and motives for choosing the nursing profession (p < 0.05). Pearson correlation analysis indicated a weak positive and statistically non-significant correlation between academic burnout and professional self-concept (r = 0.075, p = 0.258), suggesting that academic burnout and professional self-concept were not significantly related in the present study. The findings suggest that while most students maintain a positive view of their professional identity, academic burnout especially in later semesters remains a concern. The study highlights the need for institutional interventions to manage academic stress and promote sustained motivation and professional development throughout the nursing curriculum.

Dr. Cicy Joseph, Prof. Siji T Jose, Ms. Ligi Rachiel Daniel, Ms. Anamika Shaji, Ms. Gayathri Hari, Ms. Gayathri Kishore, Ms. Parvathi Unnithan, Ms.Roswin Thomas. (2026). A DESCRIPTIVE STUDY TO ASSESS THE ACADEMIC BURNOUT AND PROFESSIONAL SELF-CONCEPT AMONG UNDERGRADUATE NURSING STUDENTS. Benziger Journal of Nursing Education Extension & Research, 2(1), 22–30.