Academic burnout is a universal phenomenon in nursing education (Velasco, 2019) as student nurses are exposed to higher levels of stress associated with academic failure (Jirel, Sharma, & Dawadi, 2018). Resilience may be one of the important resources that help students minimize the effects of academic burnout, while empirical studies have also incessantly validated the role of self-efficacy in the relationship between psychological resilience and academic burnout. This study aimed to determine the predicting effect of psychological resilience on academic burnout of students enrolled in the BS nursing program and the mediating effect of self-efficacy. This study used a mediation analysis to test and evaluate the mediating role of self-efficacy in the predicting effect of psychological resilience on academic burnout of nursing students. Psychological resilience was found to be significant to self-efficacy (Path A), and self-efficacy had significant negative regression weights to academic burnout (Path B), while psychological Resilience was found to not be significant to academic burnout (Path C). The test statistic for the Sobel test and Hayes SPSS Process Macro revealed that the association between psychological resilience and academic burnout was reduced significantly by the inclusion of the mediator variable. This indicates that psychological resilience does not directly influence academic burnout, and is mediated by a third variable, self-efficacy.