간호대학생의 디지털 소진 개념분석

As digital learning environments rapidly expand in nursing education, nursing students are increasingly exposed to real-time assignments, online assessments, and complex technology-based systems. This exposure contributes to emotional and cognitive exhaustion, along with elevated levels of technostress. This study aimed to define and theoretically structure the concept of digital burnout as experienced by nursing students, applying the concept analysis method proposed by Walker and Avant (2019). Through a comprehensive literature review, three defining attributes were identified: emotional exhaustion, cognitive depletion, and technostress. Antecedents included complex digital learning environments, platform fatigue, and lack of self-regulated learning. Consequences were identified as decreased academic engagement, reduced self-efficacy, and increased intention to leave the major. The study also established theoretical clarity and empirical measurability by presenting model cases, contrary cases, and empirical referents. Digital burnout was found to be a structured phenomenon that extends beyond temporary fatigue or stress responses, exerting a significant negative impact on students’ academic continuity and the formation of professional identity. This study theoretically confirms digital burnout as a core concept affecting academic performance, emotional well-being, and professional development among nursing students. The findings can serve as a foundational reference for curriculum design, faculty training, intervention program development, and further research in nursing education and beyond.