Background: Academic burnout has a negative effect on learning outcomes of nursing students. Factors affecting academic burnout may differ depending on whether or not they have experience in clinical practice and identifying these differences would be necessary to seek for strategies to lower academic burnout of nursing students. This study aimed to determine the effects of stress, depression, and anxiety on academic burnout according to the clinical practice experience of nursing students. Methods: Data were collected from 171 female nursing students in South Korea. Self-report questionnaires from 83 participants without clinical practice experience and 88 with clinical practice experience were analyzed using descriptive statistics, χ2-tests, analysis of variance, t-test, Spearman correlation coefficient, and stepwise multiple regression. Results: Academic burnout was positively correlated to stress (r = .52, p < .001), anxiety (r = .50, p < .001) and depression (r = .44, p < .001). In those students with no clinical practice experience, anxiety and depression explained for academic burnout by 44%, and those students with clinical practice experience, stress and major satisfaction explained for 33% of academic burnout. Conclusions: Universities and clinical institutions should establish a cooperative system to reduce stress, depression and anxiety and increase major satisfaction.

Married female nurses experience work–family conflict (WFC) as they manage excessive work and various working-hour types while rearing children and tending household chores, and as a result, they continuously constantly deliberate over quitting their job or moving to a different workplace. Married nurses were found to have shorter sleep duration and sleep latency compared to single nurses, and high job stress not only hinders their family life but also causes sleep problems. Depression is a classic negative emotion experienced by married working women who must manage both work and family. This study aims to examine WFC in married female nurses and investigate its predictors, namely depression and sleep quality. A total of 229 married female nurses completed a Google questionnaire link consisting of the Work–Family Conflict Scale, Sleep-Quality Scale, and the Center for Epidemiologic Studies Depression Scale (CES-D). Data were analyzed by descriptive statistics, t-test, ANOVA, LSD post hoc test, Pearson’s correlation coefficients, and multiple regression using the SPSS/WIN 26.0 program. The average WFC score was 4.84 ± 1.12 (range 1–7); WFC showed a statistical difference according to a stage of the lifecycle (F = 7.12, p = 0.001) and perceived health (F = 12.01, p < 0.001). WFC was low among those in the non-parenthood stage of the lifecycle (β = −0.26, p < 0.001), those with good (β = −0.18, p = 0.011) or moderate perceived health (β = −0.15, p = 0.023), and those without turnover intention (β = −0.13, p = 0.016). On the other hand, WFC was high among those who were extremely dissatisfied with their job (β = 0.16, p = 0.008) and those who had a high level of depression (β = 0.22, p = 0.002); these variables explained 20.2% of WFC (F = 7.663, p < 0.001). Based on these results, subsequent studies should develop and implement coping programs that help reduce WFC and improve depression and sleep quality in married female nurses.

Nursing students experience various stressors during their initial clinical practicum. As these stressors negatively affect learning and performance, coping strategies are essential. Therefore, this research study explored the relationship between coping styles and stress levels using a cross-sectional study with a convenience sample of 184 nursing students. Clinical practicum stress and coping styles were assessed via electronic questionnaires, and the data were analyzed using descriptive statistics, t-tests, and variance analyses. The highest score for clinical practice stress was for the practical education environment and practical work burden. The total stress score differed significantly according to coping style (t = −2.36, p = 0.020), and the total stress score of the passive coping group was higher. Among the sub-categories of stress, the scores of the education environment (t = −2.68, p = 0.008) and having undesirable role models (t = −2.14, p = 0.034) were significantly higher in the passive coping group. Although practical work burden was the highest stress factor in the active coping style group, the stress on the environment was highest in the passive coping group. The findings show that professors and clinical educators should recognize the various coping styles and incorporate different teaching methods in the clinical setting.

The quantitative expansion of nursing schools has necessitated the qualitative improvement of nursing education, which requires the development of nursing education for clinical practice. To identify strategies for strengthening the educational capacity of clinical fields and nursing schools, this study first examined the current status of nursing education for clinical practice, and then proposed several prospective directions for education. Nursing clinical practice-related studies from several Korean and international electronic databases were reviewed. Insufficient training hospitals and lack of qualified clinical training instructors were the main problems found within nursing educational resources for clinical practice, while the simple practice contents based on observation and inadequate evaluations were the main problems found in nursing educational management for clinical practice. This study suggests better standards and educational accountability for training hospitals and programs to nurture human resources for clinical practice, as well as a variety of training methods to integrate practical training courses and the expansion of formation evaluation. Based on these results, it is necessary to establish governance for nursing education for clinical practice and clarify the role and standards of each practitioner, strengthen the educational role of the hospital, and improve the system. In addition, introducing various types of education methods and strengthening evaluation standards are needed in order to enhance nursing education for clinical practice.