Incidencia del Síndrome de Burnout en el rendimiento académico en estudiantes de primer semestre de Enfermería

Magdalena Estefanía Serna Almeida; Verónica Elizabeth Espinoza Torres; Cristina Nataly Cadena Palacios

doi:10.37431/conectividad.v7i1.470

Authors

Magdalena Estefanía Serna Almeida Instituto Superior Tecnológico ITCA https://orcid.org/0009-0000-2339-9016
Verónica Elizabeth Espinoza Torres Instituto Superior Tecnológico ITCA https://orcid.org/0000-0002-8198-6320
Cristina Nataly Cadena Palacios Instituto Superior Tecnológico ITCA https://orcid.org/0000-0003-3679-7958

DOI:

https://doi.org/10.37431/conectividad.v7i1.470

Keywords:

Burnout, Exhaustation, Exhaustion, Cynicism, MBI-SS, Students

Abstract

Academic burnout syndrome, characterized by emotional exhaustion, cynicism, and low academic efficacy, affects student performance. This quasi-experimental pretest-posttest study determined the relationship between burnout and performance in 45 first-semester Nursing students at Instituto Superior Tecnológico ITCA (May-September 2025). The sample included 84,4% women, 15,6% men, mean age 21,04 years, 95,6% single, and 80% urban residents. The Maslach Burnout Inventory-Student Survey was applied along with official grade averages (mean: 7,90) before and after exams. Statistical analysis with R-Studio 4.2.3 included descriptive statistics, standardized mean differences, and Spearman correlation. Average exhaustion scores were 11,13 before and 10,47 after the exam period; cynicism, 4,71 to 4,58; academic efficacy, 17,67 to 18,13. Overall burnout score decreased from 28,18 to 26,91, with no significant differences (SMD Hedges' g=-0,103; 95% CI: -0,513, 0,307). Pre-exam, rural students showed higher levels of exhaustion (g=0.356) and total burnout (g=0,580), with lower academic efficacy (g=−0,610), although 95% confidence intervals included zero. Post-exam, differences between contexts decreased notably: exhaustion (g=0,047) and cynicism (g=−0,028), academic efficacy (g=−0,373), and total burnout (g=0,198). The study concludes that student burnout is dynamic and changes over time. Cynicism is the most sensitive component to evaluative stress, slightly affecting post-exam performance, while academic efficacy acts as a protective factor against emotional fatigue.

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