| Magdalinou et al. (2022), Greece(2) | 63 nursing students | Cross-sectional | Student's perceptions and preferences and preferences | Online Questionnarie for students | Student's perceptions and preferences are positive regarding distance learning. Interactive methods, proper design of online courses and technical support are closely to improve distance learning experience. |
| D'Souza et al. (2023), India(3) | 982 nursing students | Cross-sectional | Student's perception | Online Survey | Most of the students preferred remote learning during the pandemic. There are negative association between clinical skills, less motivation and difficulties with getting tired due to the constant use of mobile phones... |
| Liu et al. (2023), China(5) | 653 nursing students | Cross-sectional | Academic burnout Influencing factors |
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Academic Burn-out Scale
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Connor-Davidson Resilience Scale
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Impact of Event Scale-6
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Patient Health Questionnaire-2
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Professional Identity Scale
| Nursing students had a high degree of academic burnout. There are positive correlation with academic year, satisfaction with specialty, satisfaction with online learning, professional identity, and psychological resilience. |
| Wang et al. (2021), China(16) | 733 nursing students | Cross-sectional |
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Academic burnout
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Academic engagement
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Psychological capital
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| Academic engagement and psychological capital were negatively correlated with academic burnout. Psychological capital was positively correlated with academic engagement. |
| Zhu et al. (2023), China(17) | 227 nursing students | Cross-sectional |
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Learning burnout
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Academic self efficacy
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Anxiety
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Depression
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College Students’ Learning Burnout Questionnaire
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Generalized Anxiety Disorder Scale
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Patient Health Questionnaire depression scale
| Academic self-efficacy has a significant predictive effect on learning burnout. It was positively correlated with anxiety and depression and negatively correlated with academic self-efficacy. |
| Chen et al. (2023), China(18) | 3051 nursing studnets | Cross-sectional |
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Academic burnout
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Self-directed learning
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Self-efficacy
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| Self-directed learning ability, self-efficacy and academic burnout were at the high level. Self-directed learning ability and self-efficacy were negatively correlated with academic burnout.. |
| Rohmani & Adriani (2021), Indonesia(19) | 69 nursing students | Cross-sectional |
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Academic burnout
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Academic Self-efficacy
| Maslach Burnout Inventory-Student Survey | Academic self-efficacy showed a strong negative association with burnout. Exhaustion was the burnout dimension most closely associated with academic self-efficacy. |
| Atashinsdaf et al. (2024), Iran(20) | 228 nursing studnets | Cross-sectional | Student's abilities, attitudes, challenges, and preferences | Questionnary for students | There are positive student satisfaction with E-learning but still far from students preferences. |
| Kim & Park (2021), South Korea(21) | 310 nursing students | Cross-sectional |
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| Distance education mediated the association be-tween learning flow and learning outcomes. Social-evaluative anxiety was negative correlated with distance education effect. |
| Alghtany et al. (2024), Australia(22) | 198 nursing students | Cross-sectional |
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| Professional self-concept was a key predictor of the academic burnout subscales professional efficacy and cynicism. Total professional self-concept was above average with different variability in the students' emotional exhaustion, cynicism, and professional efficacy. |
| Durmus et al. (2022), Turkey(23) | 361 nursing students | Cross-sectional | Digital burnout | Digital Burnout Scale | There are high levels of digital burnout levels, which were affected by the average time spent online per day, stress level, physical and psychological health, and economic status. |
| Karaaslan et al. (2022), Turkey(24) | 454 nursing students | Cross-sectional |
| Distance Education Assessment Questionnaire for Nursing Students | Distance Education are significant Preliminary information, proficiency level in using technological softwear and devices, economic, asynchronous teaching method... |
| Kartsoni et al. (2023), Greece(25) | 20 nursing students | Cross-sectional |
Psychosocial adaptation Distance learning
| Individual and focus groups interviews | Rapid transition to online learning was correlated with previous experience in distance learning and using new technologies, adequacy of resources, limited interaction with teachers. Negative correlation was founded in emotional state of students (negative emotions dominated - unproductive, no creativity, permanent fatige, no motivation, sleep disorders) and fear of volunteering and future. |
| Baudewyns et al. (2023), Belgium(26) | 2275 nursing students and midwives | Cross-sectional |
Academic burnout Associatded factors
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| There are high prevalence of overall academic burnout risk. Factors significantly associated with higher risk of academic burnout were: having a child, job, the level of academic training, working overtime, insufficient personal protective equipment. |
| Svavarsdottir et al. (2023), Iceland(27) | 638 nursing students and midwives | Cross-sectional |
Personal burnout Academic burnout Stress level
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| Students' support, stress and educational level predicted the nursing students' burnout symptoms. Academic burnout was negative correlated with students' learning ability, health, and wellbeing, quality of care and intention to leave the profession postgraduation. |
| Manuli et al. (2022), Italy(28) | 521 nursing students | Cross-sectional |
Distance learning Anxiety Stress Depression
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| High satisfaction with the use of e-learning leads to low levels of stress, anxiety, depression, and mental distress. |
