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<bold>Objective:</bold> This study aimed to determine the predictive ability of instructors’ online caring behaviors, online learning burnout, and satisfaction with online learning on nursing students’ academic performance.
<bold>Methods:</bold> This was a cross-sectional study employing the administration of online self-report measures among 606 undergraduate students in one large nursing school in the Philippines. Statistical analysis involved the use of descriptive statistics, Pearson’s r, and linear regression.
<bold>Results:</bold> The mean scores in the instructors’ online caring behaviors scale, online learning burnout scale, online learning satisfaction scale, and self-reported academic performance were 3.88 ± 0.70, 4.00 ± 0.84, 2.51 ± 0.96, and 3.25 ± 0.79 respectively. Satisfaction (β = 0.216, <italic>P</italic> = 0.000), burnout (β = 0.-098, <italic>P</italic> = 0.019), and instructors’ caring behaviors (β = 0.096, <italic>P</italic> = 0.030) explained 11.7% of the variability in the students’ academic performance.
<bold>Conclusions:</bold> Instructors’ caring behavior and levels of burnout and satisfaction are linked to students’ academic success in the virtual learning environment. This study calls for nursing instructors to be mindful of signs of burnout, employ proactive measures that promote satisfactory learning, and foster more caring behaviors in this time of global health crisis.
</abstract>

Objective: This study aimed to determine the predictive ability of instructors’ online caring behaviors, online learning burnout, and satisfaction with online learning on nursing students’ academic performance.
Methods: This was a cross-sectional study employing the administration of online self-report measures among 606 undergraduate students in one large nursing school in the Philippines. Statistical analysis involved the use of descriptive statistics, Pearson’s r, and linear regression.
Results: The mean scores in the instructors’ online caring behaviors scale, online learning burnout scale, online learning satisfaction scale, and self-reported academic performance were 3.88 ± 0.70, 4.00 ± 0.84, 2.51 ± 0.96, and 3.25 ± 0.79 respectively. Satisfaction (β = 0.216, P = 0.000), burnout (β = 0.-098, P = 0.019), and instructors’ caring behaviors (β = 0.096, P = 0.030) explained 11.7% of the variability in the students’ academic performance.
Conclusions: Instructors’ caring behavior and levels of burnout and satisfaction are linked to students’ academic success in the virtual learning environment. This study calls for nursing instructors to be mindful of signs of burnout, employ proactive measures that promote satisfactory learning, and foster more caring behaviors in this time of global health crisis.

Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era

Frontiers of Nursing

This work is licensed under the Creative Commons Attribution 4.0 International License.

Objective: This study aimed to determine the predictive ability of instructors’ online caring behaviors, online learning burnout, and satisfaction with online...

Characteristics	N	%
Age (20.08 ± 2.06)
Hours spent daiiy for online learning (7.99 ± 3.22)
Gender
Male	154	25.4
Female	438	72.3
Prefer not to say	14	2.3
Year level
Level 1	158	26.1
Level 2	248	40.9
Level 3	145	23.9
Level 4	55	9.1
Family income status
Low-income status	205	33.8
Middle-income status	401	66.2
Location of residence
City	238	39.3
Town	368	60.7
Device
Smart or mobile phone	416	68.6
Tablet or Ipad	20	21.6
Laptop	131	3.3
Personal computer	39	6.4
Stability of Internet connection
Not stable	95	15.7
Somewhat stable	461	76.1
Stable	50	8.3

Variables	1	2	3
1. Instructors’ online caring behavior
2. Burnout	0.005
3. Satisfaction	0.144*	−0.464*
4. Academic performance	0.121*	−0.223*	0.321*

Independent variables	β	t	P-value	95% CI for β
(Constant)	2.737	10.344	0.000	2.217–3.484
Satisfaction	0.216	5.962	0.000	0.145–0.287
Burnout	−0.098	−2.358	0.019	−0.180 to −0.016
Instructors’ caring behavior	0.095	2.172	0.030	0.009–0.181

Variables	N	Min	Max	Mean	SD
Instructors’ online caring behaviors	606	1.00	5.00	3.88	0.70
Burnout	606	1.25	5.00	4.00	0.84
Satisfaction	606	1.00	5.00	2.51	0.96
Academic performance	606	1.00	5.00	3.25	0.79

Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era

Article Category: Original Article

Published Online: Dec 31, 2022

Page range: 431 - 437

Received: Feb 13, 2022

Accepted: May 23, 2022

DOI: https://doi.org/10.2478/fon-2022-0054

Keywords
academic performance, academic success, burnout, distance education, nursing education

© 2022 Ryan Michael F. Oducado et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Students’ characteristics (n = 606).

Correlation between major variables.

Regression analysis of major variables on academic performance.

Descriptive statistics of the key study variables.

Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era

Article Category: Original Article

Published Online: Dec 31, 2022

Page range: 431 - 437

Received: Feb 13, 2022

Accepted: May 23, 2022

DOI: https://doi.org/10.2478/fon-2022-0054

Keywordsacademic performance, academic success, burnout, distance education, nursing education

© 2022 Ryan Michael F. Oducado et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Students’ characteristics (n = 606).

Correlation between major variables.

Regression analysis of major variables on academic performance.

Descriptive statistics of the key study variables.

Keywords
academic performance, academic success, burnout, distance education, nursing education