PERCEIVED INFLUENCE OF BURNOUT SYNDROME ON ACADEMIC PERFORMANCE AMONG UNDERGRADUATE NURSING STUDENTS

This study addresses the impact of burnout syndrome on academic performance among undergraduate nursing students, a population highly susceptible due to the demanding nature of their education. Conducted at the University of Benin and Benson Idahosa University in Edo State. The study employed the descriptive survey design and multi-stage sampling technique was used to select three hundred and nineteen (319) students in Nursing department of both Universities. A well-structured questionnaire was used as instruments of data collection. The questionnaire was made up of four sections (A, B, C, and D). Section A was made up of respondents’ Bio-data while the other sections comprised of Simple structured questions used to elicit information on the level of burnout syndrome on academic performance .The data was presented using tables and were analyzed using simple percentages, while the research hypothesis were tested using Chi-square test of association. The analysis was conducted using the IBM Statistical Package for Social Sciences (SPSS) version 26.0 for windows. The level of significance was set at p<0.05. Findings highlighted the prevalence of emotional exhaustion, academic competition, and high workload among students. Burnout significantly impacts academic performance, although it shows no correlation with gender, residence, or entry mode. The study emphasizes the need for supportive environments and interventions to mitigate burnout. Further research is recommended to explore tailored interventions, faculty roles, and long-term consequences of student burnout. Limitations include the study's cross-sectional nature and reliance on self-reported data. KEYWORDS: Burnout syndrome, Academic performance, Undergraduate nursing students.