A THESIS SUBMITED TO THE DEPARTMENT OF NURSING, CHRISTIAN SERVICE UNIVERSITY, KUMASI, IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF SCIENCE DEGREE

Abstract

Background: Academic burnout is a critical concern in nursing education, marked by emotional exhaustion, depersonalisation, and a diminished sense of personal achievement. In Ghana, the rising academic and clinical demands placed on nursing students, especially in private institutions, pose significant risks to their psychological resilience and learning autonomy. Meanwhile, self-directed learning (SDL) remains an essential skill for nursing students' academic success and professional readiness, but is often underdeveloped in traditional educational environments. Aim: This study examined the relationship between academic burnout and self-directed learning among Christian Service University, Kumasi nursing students. Methods: A descriptive correlational research design was adopted, involving 200 nursing students selected through convenience sampling. Data were collected using standardised instruments, the Maslach Burnout Inventory (MBI) and the Self-Directed Learning Readiness Scale (SDLRS), to assess the levels of burnout and SDL, respectively. Descriptive statistics (means and standard deviations) were used to evaluate research questions one and two, while Pearson’s correlation coefficient was used to determine the relationship between academic burnout and SDL. Results: Findings revealed a moderate level of academic burnout among participants (M = 3.262, SD = 0.204), with high levels of emotional exhaustion and depersonalisation, and very low personal achievement (M = 1.849, SD = 0.4442). In contrast, the overall SDL score was very low (M = 1.772, SD = 0.3006), with deficits across cognitive, social, and self-growth outcomes. Pearson’s correlation analysis showed a statistically significant negative relationship between academic burnout and self-directed learning (r = –0.276, p < 0.001). Conclusion: The findings suggest that academic burnout is prevalent among nursing students at Christian Service University and is inversely related to their capacity for self-directed learning. This highlights a need for institutional interventions to enhance student well-being and promote SDL skills through curriculum reform, mentorship, and mental health support systems. Keywords: academic burnout, self-directed learning, nursing students, emotional exhaustion, Christian Service University, nursing education, Ghana