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Original Article

Impact of Nursing Students' Emotional Labor on Burnout during Nursing Practice in a Hospital: Moderating Effect of Emotional Intelligence

So-Young Kang
Journal of Korean Academy of Nursing Administration 2015;21(1):77-87.
Published online: January 31, 2015

Department of Nursing, Catholic University of Pusan, Korea.

Corresponding author: Kang, So-Young. Department of Nursing, Catholic University of Pusan, 57 Oryundae-ro, Geumjeong-gu, Busan 609-757, Korea. Tel: +82-51-510-0771, Fax: +82-51-510-0747, kang0026@cup.ac.kr
• Received: November 3, 2014   • Revised: December 21, 2014   • Accepted: December 23, 2014

Copyright © 2015 Korean Academy of Nursing Administration

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Purpose
    This study was done to: (a) identify levels of emotional labor that nursing students perceived when caring for patients in the hospital during their nursing practicum, (b) examine the impact of emotional labor on burnout, and (c) identify the possible moderating effect of emotional intelligence on the relationship between emotional labor and burnout for nursing students.
  • Methods
    A descriptive study was conducted with a sample of 171 students enrolled in a 4-year undergraduate nursing program in one university located in Korea, and had a practicum experience at least one semester before the study began. Data were collected with self-report questionnaire, and analyzed with SPSS 21.0 program, using hierarchical multiple regression.
  • Results
    Mean score for emotional labor was 3.17 with a range of 1 to 5. For nursing students, emotional labor significantly affected burnout in the nursing practicum (F=15.763, p<.001), and explained 30.1% of the variance in burnout. The degree of emotional intelligence acted as a moderator on the relationship between emotional labor and burnout at significant level (F=15.345, p<.001).
  • Conclusion
    This research shows that nurse managers as well as nurse educators need to pay attention to nursing students' emotional labor during nursing practicum in the care units of hospitals.
  • Key Words: Emotional labor; Burnout; Nurses; Intelligence; Students

This paper was supported by RESEARCH FUND offered from the Catholic University of Pusan.

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Table 1

General Characteristics of Respondents (N=171)

jkana-21-77-i001.jpg

GPA=Grade point average.

Table 2

Descriptive Statistics and Correlation Coefficient among Variables (N=171)

jkana-21-77-i002.jpg

*p<.05, **p<.01, ***p<.001.

Table 3

Differences in Variables according to Characteristics of Participants (N=171)

jkana-21-77-i003.jpg

GPA=Grade point average.

Table 4

Results of Hierarchical Regression Analysis (N=171)

jkana-21-77-i004.jpg

*p<.05, **p<.01, ***p<.001.

Figure & Data

References

    Citations

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    Impact of Nursing Students' Emotional Labor on Burnout during Nursing Practice in a Hospital: Moderating Effect of Emotional Intelligence
    J Korean Acad Nurs Adm. 2015;21(1):77-87.   Published online January 31, 2015
    DOI: https://doi.org/10.11111/jkana.2015.21.1.77
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    Impact of Nursing Students' Emotional Labor on Burnout during Nursing Practice in a Hospital: Moderating Effect of Emotional Intelligence
    J Korean Acad Nurs Adm. 2015;21(1):77-87.   Published online January 31, 2015
    DOI: https://doi.org/10.11111/jkana.2015.21.1.77
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    Related articles

    Impact of Nursing Students' Emotional Labor on Burnout during Nursing Practice in a Hospital: Moderating Effect of Emotional Intelligence
    Impact of Nursing Students' Emotional Labor on Burnout during Nursing Practice in a Hospital: Moderating Effect of Emotional Intelligence

    General Characteristics of Respondents (N=171)

    GPA=Grade point average.

    Descriptive Statistics and Correlation Coefficient among Variables (N=171)

    *p<.05, **p<.01, ***p<.001.

    Differences in Variables according to Characteristics of Participants (N=171)

    GPA=Grade point average.

    Results of Hierarchical Regression Analysis (N=171)

    *p<.05, **p<.01, ***p<.001.
    Table 1 General Characteristics of Respondents (N=171)

    GPA=Grade point average.

    Table 2 Descriptive Statistics and Correlation Coefficient among Variables (N=171)

    *p<.05, **p<.01, ***p<.001.

    Table 3 Differences in Variables according to Characteristics of Participants (N=171)

    GPA=Grade point average.

    Table 4 Results of Hierarchical Regression Analysis (N=171)

    *p<.05, **p<.01, ***p<.001.

    Table 1

    Table 2

    Table 3

    Table 4

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