Maintaining simultaneous work activities along with the course was associated

Maintaining simultaneous work activities along with

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Maintaining simultaneous work activities along with the course was associated with three factors of burnout, with lower averages in the three factors negatively influencing only the Professional Effectiveness factor. Thus, students who do not yet carry out any professional activity may have greater Disbelief regarding studies, since they possibly experience greater doubts and questions regarding the application of theoretical knowledge in practical activities and internships, which may lead them to distance themselves from the studies(4). However, students who reconciled work and studies had lower perception of Emotional Exhaustion, not confirming that maintaining work simultaneous with course activities may compromise the health and quality Table 2 - Relationship between burnout and sociodemographic factors and academic variables. Rio Grande, Brazil, 2012FactorsEmotional exhaustionDisbeliefProfessional EffectivenessmpmpmpAge≤ 25 years (n=115)----4.640.042*> 25 years (n=53)4.28WorksYes (n=26)3.340.010*1.220.014*4.120.026*No (n=142)4.111.884.59Performs leisure activityYes (n=135)----4.630.009*No (n=33)4.12Current Grade1st – 4th grade (n=78)----4.370.050*5th – 9th grade (n=90)4.67Has extracurricular activityYes (n=123)----4.630.041*No (n=45)4.27Intention to withdraw from the courseYes (n=55)--2.220.005*4.260.016*No (n=113)1.64.67* Significant difference at 5%
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939Tomaschewski-Barlem JG, Lunardi VL, Lunardi GL, Barlem ELD, Silveira RS, Vidal DAS.of life of students, because of the excessive fatigue and wear such situations create(6). It is possible that the experiences and learning from work carried out contribute to the strengthening of emotional coping of students in training activities, and consequently to a lower perception of Emotional Exhaustion.It is noteworthy that the accomplishment of leisure activities was positive towards greater professional effectiveness, since it can help communication, interpersonal relationships, as well as the relief of tension and students feel more confident and effective in carrying out their activities(23).Regarding the grades, the beginning of the academic course had lower feelings of Professional Effectiveness. In the initial grades, most of the workload is developed with content from the Biological and Health Sciences and the Humanities and Social Sciences, while the disciplines of Nursing Sciences have a smaller workload. This distribution of the contents of the different sciences seems to not sufficiently contribute to the knowledge of what the work of nurses in different health institutions is(7), which may contribute to the student not realizing the importance and practical application of their studies, possibly compromising their sense of professional efficacy.A similar situation is presented to students who do not develop extracurricular activities, since these also had lower Professional Effectiveness. Conducting extracurricular activities during training allows the student to view and enter a more comprehensive and participatory of reality, full of conflicts and contradictions,
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