Abstract:

The concepts of burnout and engagement are usually addressed in the workplace context, but not in university institutions. Studies reveal that students can also be ‘burned’ by their academic activity, showing levels of exhaustion, cynicism and lack of effectiveness regarding their academic activities. The term engagement can be linked to academic activity, and is widely used today to represent the willingness of students to participate in their daily academic activities, in order to achieve their goals in study.

Burnout affects the emotional health of the student and can negatively affect student learning. Unlike burnout that addresses exhaustion and dysfunction, engagement involves willingness to do something and function optimally.

In the last decades in our country, enrollment in private universities has become widespread, and today in general, it finds students who, in addition to their academic activities, carry out some work activity with the aim of financing their studies. If they do not plan their activities properly, this rhythm of life can have a negative impact on their emotional health. Therefore, it is of utmost importance that the academic programs of the universities, accompany the student throughout their professional training process, should make recommendations to adapt to academic life and sustain the strong pace of academic demand throughout the duration of their university stay. Also, the risk factors that endanger their mental health must be identified in a timely manner. In this part, the objective of this study was to determine the relationship between burnout and engagement in students from a nursing program in Lima. The focus of this research was quantitative and its cross-correlational methodological design. There was a population of 109 students from a nursing program in the last year of study. The data collection instruments used were the Maslach Burnout Inventory - Student Survey (MBI-SS), made up of 15 items, grouped into three dimensions, which measures academic exhaustion and the Utrecht Work Engagement Scale for Students (UWES-S), consisting of 17 items, grouped into three subscales, which measures student engagement. The results show that there is no significant relationship between both variables (p> 0.05). Regarding burnout, the level that prevailed was moderate with 85.3% (n = 93), followed by high with 11.9% (n = 13) and low with 2.8% ((n = 3). Regarding engagement, the high level predominated with 61.5% (n = 67), followed by the medium with 26.6% (29) and very high with 11.9% (n = 13). Burnout, the academic area of the nursing program, must establish strategies that allow it to identify risk factors that promote burnout in students, in addition to preparing them so they can positively face situations that may affect their emotional health. On the other hand, the findings indicate that nursing students show willingness and commitment to their training process in the program. Finally, the university and its academic programs must continuously foster an environment that ensures healthy academic performance for its students.

Keywords:

Burnout, Psychological, Engagement, Students, Nursing.