FACTORS AFFECTING NURSING STUDENTS’ DIGITAL BURNOUT LEVELS DURING IN PANDEMIC: A WEB-BASED CROSS-SECTIONAL STUDY

Abstract

Aim: To identify factors affecting the digital burnout levels of nursing students during the pandemic period. Method: The descriptive and cross-sectional study was conducted with 1000 nursing students. Data of the research was collected between March-April, 2021 as online survey by using “Introductory Information Form” and “Digital Burnout Scale”. In addition to descriptive statistical analyses, Kruskal-Wallis test and Dunn-Bonferroni test were used for the comparison of non-normally distributed quantitative variables between more than two groups. Spearman correlational analysis was used for evaluating the relationships between quantitative variables. Statistical significance level was accepted as p < 0.05. Results: Regarding the Digital Burnout Scale scores of the students, average total scores were 2.70±0.92 (Min.=1-Max.=5, Median=2.67) for “Digital Aging” dimension, 3.17±1.06 (Min.=1-Max.=5, Median=3.33) for “Digital Deprivation” dimension and 2.76±0.93 (Min.=1.17-Max.=5, Median=2.67) for “Digital Exhaustion” dimension. Average total score of the overall scale was 2.83±0.86 (Min.=1.04-Max.=5, Median=2.79). Conclusions and Suggestions: Nursing students experienced high level of digital burnout during the pandemic. The year of study of students and the time they spend on digital environments affects the level of digital burnout. Measures should be taken to reduce digital burnout during the distance nursing education.

Keywords

• COVID-19
• Digital burnout
• Nursing students
• Distance education

Pandemi Sırasında Hemşirelik Öğrencilerinin Dijital Tükenmişlik Düzeylerini Etkileyen Faktörler: Web Tabanlı Kesitsel Bir Araştırma

Abstract

Amaç: Pandemi döneminde hemşirelik öğrencilerinin dijital tükenmişlik düzeylerini etkileyen faktörleri belirlemektir. Yöntem: Tanımlayıcı ve kesitsel tipteki çalışma 1000 hemşirelik öğrencisi ile yürütülmüştür. Araştırmanın verileri Mart-Nisan 2021 tarihleri arasında "Tanıtıcı Bilgi Formu" ve "Dijital Tükenmişlik Ölçeği" kullanılarak online anket şeklinde toplanmıştır. Tanımlayıcı istatistiksel analizlerin yanı sıra, normal dağılmayan nicel değişkenlerin ikiden fazla grup arasında karşılaştırılmasında Kruskal-Wallis testi ve Dunn-Bonferroni testi kullanılmıştır. Nicel değişkenler arasındaki ilişkileri değerlendirmek için Spearman korelasyon analizi kullanılmıştır. İstatistiksel anlamlılık düzeyi p < 0.05 olarak kabul edilmiştir. Bulgular: Öğrencilerin Dijital Tükenmişlik Ölçeği puanları incelendiğinde, toplam puan ortalamaları "Dijital Yaşlanma" boyutu için 2,70±0,92 (Min.=1-Max.=5, Medyan=2,67), "Dijital Yoksunluk" boyutu için 3,17±1,06 (Min.=1-Max.=5, Medyan=3,33) ve "Dijital Tükenme" boyutu için 2,76±0,93 (Min.=1,17-Max.=5, Medyan=2,67) olarak bulunmuştur. Ölçeğin toplam puan ortalaması 2,83±0,86 (Min.=1,04-Maks.=5, Ortanca=2,79)'dır. Sonuçlar ve Öneriler: Hemşirelik öğrencileri pandemi sürecinde yüksek düzeyde dijital tükenmişlik yaşamıştır. Öğrencilerin öğrenim gördükleri yıl ve dijital ortamlarda geçirdikleri süre dijital tükenmişlik düzeyini etkilemektedir. Uzaktan hemşirelik eğitimi sırasında dijital tükenmişliği azaltmak için önlemler alınmalıdır.

Keywords

• COVID-19
• Dijital tükenmişlik
• Hemşirelik öğrencileri
• Uzaktan eğitim

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