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Background <p>Academic burnout is a widespread issue among nursing students, significantly impeding the development of high-quality nursing professionals, particularly among undergraduate nursing students. This study aims to investigate the status of academic burnout in this population and to analyze the factors contributing to it.</p> Methods <p>This study utilized convenience sampling to conduct a cross-sectional survey involving 442 undergraduate nursing students. Data were collected using the Socio-demographic Information Questionnaire, the Academic Burnout Scale (ABS), the Time Management Disposition Scale (TMD), and the Self-Regulatory Fatigue Scale (SRF-S). Random Forest and LASSO regression were employed to rank the importance of various factors and identify key variables. Subsequently, multivariate linear regression was conducted to examine the determinants of academic burnout among undergraduate nursing students.</p> Results <p>The average academic burnout score for undergraduate nursing students was 55.29 ± 6.78, with a prevalence of 57.5%. Results from Random Forest and LASSO regression analyses identified the eight most significant predictive variables, ranked in order of importance: Self-Regulatory Fatigue, study time per day, time management disposition, absence of study interest in nursing-related fields, academic performance, being an only child, future professional prospects and excessive course difficulty. Furthermore, multivariate linear regression analysis revealed that Self-Regulatory Fatigue, study time per day, time management disposition, academic performance, future professional prospects, and excessive course difficulty are the primary factors influencing academic burnout among undergraduate nursing students.</p> Conclusions <p>Undergraduate nursing students demonstrate above-average levels of academic burnout, highlighting the need for significant attention to this issue. Nursing educators should prioritize academic burnout prevention and design targeted interventions based on the identified key influencing factors to mitigate its prevalence.</p>

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Status and influencing factors of academic burnout among undergraduate nursing students based on random forest modeling: a cross-sectional study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月17日

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  • Ting Li,
  • Xiaoqing Shi,
  • Jialin Wang,
  • Meng Yu,
  • Fuyu Li,
  • Heyao Xu,
  • Qi An,
  • Jiyi Ma

摘要

Background

Academic burnout is a widespread issue among nursing students, significantly impeding the development of high-quality nursing professionals, particularly among undergraduate nursing students. This study aims to investigate the status of academic burnout in this population and to analyze the factors contributing to it.

Methods

This study utilized convenience sampling to conduct a cross-sectional survey involving 442 undergraduate nursing students. Data were collected using the Socio-demographic Information Questionnaire, the Academic Burnout Scale (ABS), the Time Management Disposition Scale (TMD), and the Self-Regulatory Fatigue Scale (SRF-S). Random Forest and LASSO regression were employed to rank the importance of various factors and identify key variables. Subsequently, multivariate linear regression was conducted to examine the determinants of academic burnout among undergraduate nursing students.

Results

The average academic burnout score for undergraduate nursing students was 55.29 ± 6.78, with a prevalence of 57.5%. Results from Random Forest and LASSO regression analyses identified the eight most significant predictive variables, ranked in order of importance: Self-Regulatory Fatigue, study time per day, time management disposition, absence of study interest in nursing-related fields, academic performance, being an only child, future professional prospects and excessive course difficulty. Furthermore, multivariate linear regression analysis revealed that Self-Regulatory Fatigue, study time per day, time management disposition, academic performance, future professional prospects, and excessive course difficulty are the primary factors influencing academic burnout among undergraduate nursing students.

Conclusions

Undergraduate nursing students demonstrate above-average levels of academic burnout, highlighting the need for significant attention to this issue. Nursing educators should prioritize academic burnout prevention and design targeted interventions based on the identified key influencing factors to mitigate its prevalence.