Influence of clinical practice stressors on critical care nursing student’s burnout: Resilience as a mediating factor

Background
Burnout among critical care nursing students is a global concern driven by clinical demands, emotional strain, and academic pressure. These stressors negatively impact students’ well-being and career readiness. Building resilience is a promising approach to mitigate stress and reduce burnout, supporting healthier, more sustainable nursing education experiences.
Aim
Assess the mediating role of resilience between clinical practice stressors and burnout among critical care nursing students.
Methods
A cross-sectional descriptive design was used, involving 780 critical care nursing students. Validated instruments were employed, including the Copenhagen Burnout Inventory, Connor-Davidson Resilience Scale, and Perceived Stress Scale.
Results
Perceived stress was positively correlated with burnout, while resilience was negatively correlated with burnout. Multivariate regression analysis revealed that stress predicted both burnout and intention to leave, whereas resilience was associated with reduced burnout levels. Resilience partially mediated the stress-burnout relationship.
Conclusion
Resilience plays a crucial protective role against burnout in nursing education. Targeted interventions such as stress management workshops and resilience training should be prioritized by nurse educators and clinical mentors.