Relationship between professional identity, professional self-concept, and academic burnout among palestinian fourth-year nursing students

Abstract

Aim/objective This study explored the relationship between professional identity, professional self-concept, and academic burnout among Palestinian fourth-year nursing students in the West Bank. Background Limited research has examined the relationship between academic burnout, professional self-concept, and professional identity among fourth-year nursing students in Arab countries, including Palestine. Given the rigorous demands of nursing education, it is essential to understand how these factors interact in shaping competent and resilient future nurses. Design A cross-sectional design was employed. Methods A convenience sampling method was used to recruit participants (N = 336) from eligible fourth-year undergraduate nursing students during December 2024 and January 2025. A structured self-reported survey, including the Professional Identity Scale for Nursing Students (PISNS), the Nurse Self-Concept Instrument (NSCI), and the Maslach Burnout Inventory-Student Survey (MBI-SS), was used for collecting data. Results The participants reported high professional identity and professional self-concept, as well as low levels of academic burnout. A negative correlation was shown between academic burnout, professional self-concept, and professional identity. Males and those living with parents reported lower academic burnout. Participants with higher academic performance reported higher academic burnout. Conclusions This study underscores the critical role of professional and personal factors in shaping the academic well-being of nursing students. This study provides valuable guidance for nursing educators and policymakers for promoting emotional well-being, reducing academic burnout, and supporting the development of competent future nurses.