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
