Determining digital burnout in nursing students: A descriptive research study

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dc.contributor.authorDurmus, Serpil Celik
dc.contributor.authorGulnar, Emel
dc.contributor.authorOzveren, Husna Spacing Diaeresis
dc.date.accessioned2025-01-21T16:37:30Z
dc.date.available2025-01-21T16:37:30Z
dc.date.issued2022
dc.departmentKırıkkale Üniversitesi
dc.description.abstractBackground: Nursing students have been spending much more time on digital platforms for educational purposes since the onset of the COVID-19 pandemic. However, prolonged screen time can cause digital burnout. This paper investigated digital burnout levels in nursing students. Design: This was a descriptive study. Settings: The study population consisted of 443 nursing students of the faculty of health sciences of a university in the 2020-2021 academic year. The sample consisted of 361 nursing students who agreed to participate in the study and filled out the data collection forms. Participants were recruited using convenience sampling. The participation rate was 81.5%. Participants: First-, second-, third-, and fourth-year nursing students. Methods: Data were collected using a descriptive characteristics questionnaire and the Digital Burnout Scale (DBS). The data were analyzed using number, percentage, and mean (minimum, maximum) and the student t-test, One way ANOVA, Kruskal-Wallis test, and Mann-Whitney U test. Results: Participants had a total DBS score of 72.28 +/- 18.92. They had a mean DBS digital aging, digital deprivation, and emotional exhaustion subscale score of 37.57 +/- 10.02, 15.66 +/- 5.89, and 19.54 +/- 5.60, respectively. Participants who spent more than five hours a day online had higher DBS scores than those who spent less than five hours a day online (p < 0.05). Participants who were always stressed out had higher DBS scores than those who were sometimes or never stressed out (p < 0.05). Conclusion: Participants had above-average digital burnout levels, which were affected by the average time spent online per day, stress level, physical and psychological health, and economic status. The curriculum should teach nursing students how and how much to use digital media.
dc.identifier.doi10.1016/j.nedt.2022.105300
dc.identifier.issn0260-6917
dc.identifier.issn1532-2793
dc.identifier.pmid35245738
dc.identifier.scopus2-s2.0-85125459101
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.nedt.2022.105300
dc.identifier.urihttps://hdl.handle.net/20.500.12587/24491
dc.identifier.volume111
dc.identifier.wosWOS:000816912700016
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherChurchill Livingstone
dc.relation.ispartofNurse Education Today
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectNursing students; Digital burnout; Digital deprivation; Digital aging; Emotional exhaustion
dc.titleDetermining digital burnout in nursing students: A descriptive research study
dc.typeArticle

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