Abstract
Background: Nursing education integrates intensive theoretical instruction with clinical training, exposing students to psychological pressure, physical fatigue, and emotional exhaustion. Academic burnout among nursing students represents not only a personal psychological concern but also a systemic barrier to the sustainability of the global nursing workforce, which faces a projected deficit of nearly six million by 2030. However, limited evidence exists regarding burnout and stress among nursing students in District Charsadda, Khyber Pakhtunkhwa, Pakistan.
Aim: To assess the levels of academic burnout and perceived stress among undergraduate nursing students in Charsadda, Khyber Pakhtunkhwa, Pakistan, and to examine the relationship between these variables.
Methodology: A quantitative cross-sectional descriptive study was conducted among undergraduate nursing students enrolled in BSN programs across nursing colleges in Charsadda. A convenience sample of 132 students was recruited from a total population of 200. Data were collected using structured questionnaires measuring academic burnout and stress, with responses recorded on a 5-point Likert scale. Descriptive statistics and correlation analysis were performed using SPSS version 26.
Results: The findings revealed that a considerable proportion of nursing students experienced moderate to high levels of academic stress and burnout. Emotional exhaustion emerged as the most prominent dimension of burnout. Academic burnout demonstrated a significant positive relationship with stress levels among undergraduate nursing students.
Conclusion: Academic burnout and stress are prevalent among nursing students in Charsadda, with emotional exhaustion being particularly significant. The findings underscore the urgent need for institutional interventions, including stress-management programs, counseling services, mentorship initiatives, and curriculum adjustments to support student well-being and ensure the sustainability of the future nursing workforce.