A systematic review of burnout among nursing students: impact on academic performance, psychological well-being, and strategies for prevention

Abstract

Aims/Background Burnout among nursing students has become a critical issue, negatively impacting their academic performance, psychological well-being, and professional development. This systematic review aims to synthesise literature on nursing student burnout and explore its effects on self-concept, engagement, and psychological health, along with strategies to mitigate burnout. Methods This review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included studies published between January 2015 and January 2024. Data were extracted from peer-reviewed studies identified in databases including MEDLINE, CINAHL, PsycINFO, and SCOPUS, focusing on burnout among undergraduate and graduate nursing students. Results A total of 28 articles were included in the review. Three major themes emerged: (1) burnout’s negative effect on student self-concept and self-efficacy, (2) the protective role of academic and clinical engagement in preventing burnout, and (3) interventions such as resilience training and mindfulness-based programs that help reduce burnout. Promoting self-concept, fostering engagement, and building resilience were identified as key strategies to alleviate student burnout. Conclusion Burnout in nursing students is linked to poorer academic performance and psychological distress. Early interventions, such as resilience training and mindfulness, should be integrated into nursing programs to help mitigate burnout. Nurse educators and clinical supervisors can play a pivotal role by creating supportive and engaging learning environments that reduce burnout and promote students’ well-being.