The Impact of Academic Achievement, Clinical Performance Ability, and Mental Toughness on Burnout Among Nursing College Students During Practicum: A Multiple Mediation Model Analysis

Objectives This study examined the effects of academic achievement, clinical performance, and mental toughness on burnout experienced by nursing college students during their practicum period. Furthermore, We analysed the mediating effects of clinical performance and mental toughness on the relationship between academic achievement and burnout. Methods A survey was conducted with 167 fourth-year nursing students enrolled in clinical training courses. The collected data were analyzed using SPSS and PROCESS macro programs, and the relationships between variables were examined through regression and mediation model analyses. Mediation model analysis was conducted by examining the significance of the mediation effect using bootstrapping according to the method suggested by Hayes (2013). Results The results indicated that higher academic achievement was associated with higher clinical performance ability and mental toughness, but did not have a direct effect on burnout. Increased clinical performance was associated with increased mental toughness and decreased burnout. Additionally, higher mental toughness was associated with lower burnout. Mediation model analysis showed that clinical performance ability and mental toughness individually and sequentially significantly mediated the relationship between academic achievement and burnout. Conclusions These findings suggest that academic achievement indirectly affects burnout by improving clinical performance and mental toughness. Therefore, clinical performance and mental toughness should be considered along with academic achievement to alleviate burnout among nursing students. This study emphasizes the need for interventions and programs to increase mental toughness in nursing education in order to support students' psychological stability and professional development.