"I didn't believe it was real": a qualitative exploration of COVID-19 vaccine hesitancy among key populations living with HIV/AIDS in Rivers State, Nigeria.

Clinical educators play a central role in physiotherapy education, guiding students through the transition from theoretical learning to real clinical practice. Their supervision ensures that students develop the technical, interpersonal, and ethical competencies required for autonomous professional practice. Effective guidance and support depends not only on clinical expertise but also on motivation, workload balance, and adequate institutional support; factors that strongly influence the quality of the learning experience [, ]. However, educators often face demanding clinical, managerial, and teaching responsibilities, which may increase their vulnerability to stress and burnout. Burnout, or occupational burnout syndrome, is a state of physical, emotional, and mental exhaustion caused by prolonged exposure to work-related stress when job demands exceed the available resources to cope with them []. In the workplace, it is characterized by persistent fatigue, detachment or cynicism toward work, and a reduced sense of professional efficacy and satisfaction, affecting both employee well-being and organizational performance and commitment []. It was first recognized among healthcare professionals, although it is now also documented in students of health sciences []. Contributing factors include excessive workload, limited control over tasks, insufficient support, and discrepancies between expectations and workplace realities []. One of the most robust theoretical frameworks in organizational psychology that explains professional burnout is the Job Demands-Resources Model, which proposes that burnout emerges when job demands chronically exceed the resources available to meet them [, ].