ABSTRACT Burnout affects a significant proportion of nursing students and is characterised by emotional exhaustion, depersonalisation, and a diminished sense of accomplishment. Previous studies have reported that the overall prevalence of academic burnout among nursing students is approximately 46%. Given the demanding nature of nursing education, identifying effective strategies to mitigate burnout is essential for fostering competent and resilient healthcare professionals. To assess the emotional intelligence levels of nursing students and evaluate the effectiveness of Simulation‐Based Learning Experiences (SBLE) in reducing burnout. An experimental study was conducted according to the TREND checklist with nursing students assigned to either an intervention group, which participated in SBLE, or a control group, which received traditional classroom instruction. Emotional intelligence was measured using the Trait Meta‐Mood Scale, while burnout levels were assessed using the Maslach Burnout Inventory‐Student Survey at baseline and post‐intervention. A total of 240 nursing students participated (intervention group: n = 133; control group: n = 107). Pre‐intervention analysis revealed no significant differences in emotional intelligence between the groups. Following the intervention, the intervention group exhibited significant reductions in emotional exhaustion (mean change = −0.87, p < 0.001) and cynicism (mean change = −0.54, p < 0.001), alongside a significant increase in perceived efficacy (mean change = +0.78, p < 0.001). The control group demonstrated no significant changes. A repeated‐measures ANOVA confirmed the significant impact of the intervention on burnout dimensions ( p < 0.001). The findings suggest that SBLE is an effective approach for reducing burnout among nursing students. The intervention group demonstrated substantial improvements in exhaustion, cynicism, and perceived efficacy, while no meaningful changes were observed in the control group.
Martín‐Parrilla et al. (2025) studied this question.