ارتباط فرسودگي تحصيلي با خودكارآمدي تحصيلي در بين دانشجويان پرستاري و پيراپزشكي

THE RELATIONSHIP BETWEEN ACADEMIC BURNOUT AND ACADEMIC SELF-EFFICACY AMONG NURSING AND PARAMEDICS COLLEGE STUDENTS

پيش زمينه و هدف: خودكارآمدي تحصيلي، يكي از عوامل مؤثر بر بي كفايتي و خستگي ذهني است كه دانشجويان در مقابل استرس مزمن ناشي از فقدان منابع لازم براي انجام دادن وظايف و تكاليف محوله از خود نشان مي دهند. لذا اين مطالعه براي تعيين ارتباط فرسودگي تحصيلي با خودكارآمدي تحصيلي انجام شده است. مواد و روش كار: در اين مطالعه توصيفي تحليلي تعداد 264 دانشجو از بين دانشجويان پرستاري، هوشبري، اتاق عمل و فوريت پزشكي به صورت تصادفي انتخاب شدند. پرسشنامه اطلاعات دموگرافيك تحصيلي، فرسودگي تحصيلي ماسلاچ و خودكارآمدي تحصيلي زاژاكووا براي گردآوري داده ها استفاده شد. داده ها با آزمون هاي آمار توصيفي و رگرسيون لجستيك در محيط نرم افزار آماري SPSS 16 مورد تجزيه وتحليل قرار گرفت. يافته ها: ميانگين (plusmn انحراف معيار) نمره فرسودگي تحصيلي دانشجويان شركت كننده در مطالعه (15.84 plusmn 28.52) بود و درمجموع 24.1 درصد دانشجويان فرسودگي بالا داشتند. همچنين ميانگين (plusmn انحراف معيار) نمره خودكارآمدي تحصيلي در اين مطالعه (47.44 plusmn 179.46) بود و درمجموع 24.3 درصد دانشجويان خودكارآمدي تحصيلي بالا داشتند. بر اساس يافته هاي به دست آمده از رگرسيون لجستيك كليه خرده مقياس هاي خودكارآمدي تحصيلي با فرسودگي تحصيلي ارتباط آماري معكوس و معناداري داشت (05/0(P< و زماني كه متغيرها در مدل رگرسيون چند متغيره وارد شدند تنها ارتباط اطمينان به عملكرد در خارج از كلاس با فرسودگي تحصيلي معنادار بود (98/089/095%CI= 94/0OR=). بحث و نتيجه گيري: بر اساس يافته اين مطالعه، دانشجويان داراي خودكارآمدي بالاتر، آسيب پذيري كمتري در برابر فرسودگي تحصيلي دارند؛ بنابراين تقويت اين متغير در بين دانشجويان پرستاري و پيراپزشكي كه معمولاً سطح بالايي از فرسودگي تحصيلي را دارند سبب بهبود عملكرد تحصيلي آن ها خواهد شد.

The relationship between academic burnout and academic selfefficacy among nursing and paramedics college students Sharififard F[1], Nourozi K[2]*, Hosseini MA[3], Asayesh H[4],Nourozi M[5], Ashraf Rezaei N [6] Received: 6 Jul , 2014 Accepted: 16 Sep , 2014 Abstract Background Aim: Academic selfefficacy is one of the affective factors in incompetency and emotional exhaustion that students experience when confronting a chronic stress caused by the lack of necessary resources to perform their assigned duties and tasks. Therefore this study was conducted to determine the relationship between academic burnout and academic selfefficacy. Material Methods: In this crosssectional study, 264 undergraduate students in nursing, anesthesia, operating room and medical emergencies were randomly selected. Demographiceducational information was gathered by using Maslach academic burnout scale, and Zajakova academic selfefficacy scale. We used descriptive statistics and logistic regression in SPSS 16 statistical software to analyze the data. Results: The mean (plusmn SD) score of the academic burnout of students participated in the study was 28.52plusmn 15.84, and in overall, 24.1% of students had high level of academic burnout. Also the mean (plusmn SD) score of the academic selfefficacy of students was 179.46 plusmn 47.44 and overall 24.3% of students had high level of academic selfefficacy. Based on the results obtained from univariate logistic regression, all of academic selfefficacy subscales had significant inverse correlation with academic burnout. When these variables were included in the multivariate regression model only communicate confidently outside class performance had significant relation with academic burnout (OR: 0.94 95%CI: 0.890/98). Conclusion: Based on our findings, students with higher selfefficacy have less susceptibility for academic burnout and thus strengthening the variable among nursing and paramedicsrsquo college students that usually have a high level of academic burnout can improve their academic performance. Keywords: academic selfefficacy, academic burnout, student, nursing Address: Nursing Department, University of Social Welfare and Rehabilitation Science, Kodakyar St, Daneshjo Blvd, Velenjak, Tehran, Iran. Tel: (+98)2122180036 Email: dr.kian_nourozi@yahoo.com [1] MSc student in nursing, University of Social Welfare and Rehabilitation Science, Tehran, Iran. [2] Assistant Professor, University of Social Welfare and Rehabilitation Science, Tehran, Iran. (Corresponding Author) Associate Professor, University of Social Welfare and Rehabilitation Science, Tehran, Iran. [4] Instructor, Paramedical Faculty, Qom University of Medical Sciences, Qom, Iran. [5] Phd Student in Epidemiology, Shahid Beheshti University of Medical Sciences, Tehran, Iran. [6] Instructor of Midwifery, Faculty of Nursing and Midwifery, Urmia University of Medical Sciences Urmia Iran