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Manifestations of Nursing Burnout from a Nurse Educator Perspective
Get PDFThe role of the Nurse Educator is pivotal in preparing nursing students as they transition into the nursing profession. As the facilitator of nursing education, they share the knowledge and skills necessary for students to deliver high-quality patient care. The nurse educator’s role requires guiding students through strenuous academic coursework, as well as the development of clinical competence. To foster students achieving constant learning, nurse educators dedicate extended time and effort (Hosseini et al., 2022). Nurse educators are often selfless in the pursuit of providing support for their students. Intense emotional interactions with students present a risk for burnout (Maslach & Leiter, 2016).
Burnout has recently gained traction as a common term in the workforce. “Burnout is a psychological syndrome that originates from overload and chronic interpersonal stressors caused by the work environment” (Hosseini et al., 2022, p. 2). It is an occupational hazard for professions that are people-oriented, particularly in the teaching and healthcare professions, due to the ongoing and intense degree of prolonged or chronic exposure to high levels of emotional contact resulting in ongoing stress (Maslach & Leiter, 2016; Hosseini et al., 2022; Dugger, 2023,). Burnout is mental, physical, and emotional exhaustion. Recognizing the causes of burnout, early detection of manifestations, preventive measures, and treatment of burnout are critical for healthy work environments and longevity in the nurse educator’s career
Do You Have T.I.M.E.?: A Resiliency Tool
Get PDFAims. The study was designed to examine the problem solving tool as an effective method to increase resilience and emotional intelligence for nurses in a hospital setting.
Background. Burnout has become a concern across the United States for the current nursing workforce and is expected to continue to impact the nursing shortage [1]. Resiliency has long been an issue in a demanding and stressful environment at the bedside as well as the hospital setting in general [2]. While research indicates resiliency training and education are effective in increasing resilience, gaps occur in preparing resilient nurses with a proactive approach and without a major event [4, 5].
Method. The study was designed as a quasi-experimental study with pre/post-tests after an educational intervention. Participants included registered nurses from a hospital setting with a sample size of 46 attending a session to provide background information on emotional intelligence and application of the problem solving tool and 35 returning the survey.
Results. Descriptive statistical analysis included the “Wilcoxon Matched pairs Sign-rank test” used for both the RS-14 and BEIS-10 survey collection. Results concluded a 71.4% overall improved resilience and overall improved emotional intelligence. Statistical relevance was found in several specific questions related to self-discipline, control of emotions, and emotional awareness. Additionally, the Resilience Core, the five characteristics of resilience including self-reliance, purpose, equanimity, perseverance, and authenticity all demonstrated improvement with self-reliance, purpose, and perseverance being statistically relevant.
Conclusion. The problem solving tool has demonstrated the ability to increase resilience overall and potentially mitigate the risk of depersonalization, emotional exhaustion, and personal accomplishment, three characteristics of burnout identified by Hetzel-Riggin et al. [3]
Building Resiliency in Senior Nursing and Health Profession Students
No full textNurses and students report high stress and burnout associated with front line care. Nursing curriculum and other health professions dedicate little instruction regarding resiliency or handling professional stress. This lack of training may account for the high rate of job and professional turnover in the first year of practice. Stress in the health professions begins as students who arguably work harder than many other students in other majors to meet the high demands of challenging curriculum and clinical practice hours.The purpose of this presentation is to describe a resiliency training workshop and the effect on student participants regarding feelings of resiliency. This two-hour workshop, in part adapted from other resiliency programming (Cassell, 1985) included discussion about the reality of stress and risk of professional burnout of health professionals in direct patient care, as well as interactive participation of stress-reduction through videos and participation-demonstrations.The resiliency training workshop was offered to 64 students from nursing, counseling, respiratory therapy, audiology and social work. Maslach Burnout Inventory (1997) administered pre-training revealed 72.5% of students felt emotionally drained by their studies, 65% felt burned out at least multiple times a month, and 60% felt tired in the morning facing another day at school. 95% reported they could effectively solve study related problems and felt they were good students while 50% reported never feeling doubts of the significance of their studies, and 30% reported less enthusiasm about their studies.Following training, 100% of participants agreed they had a clear understanding of the value of self-care and the impact on future practice, and learned useful tools that will improve resiliency professionally. After training, 78.4% felt more confident in becoming a good healthcare provider, felt more committed to their chosen profession (65.8%) and to patient-centered care (75.6%). Last, 94% recommend resiliency training for others. The highest rated elements of the training was de-stress tool demonstration exercises and videos. 80% rated the experience as valuable for themselves personally and professionally.Resiliency training is underrepresented in health professions curriculum, yet students report stress and burnout. Entry into professional practice brings additional sources of stress, thus educators need to equip students with strategies to combat stress and burnout
Enhancing Well-Being: Sensory Adhesive Strips and Box Breathing to Reduce Anxiety in BSN Students
No full textIn a recent meta-analysis, Vo et al.1 reported that most nursing students experienced moderate stress (42.1%) and mild to moderate anxiety (19.4%-25.1%). Both physiologic and psychological calming can be enhanced through controlled breathing techniques. Breathing techniques have emerged as potential tools for stress management and well-being. Controlled breathing influences respiratory rate by increasing vagal tone during slowed expiration.2 This reduction in respiratory rate can enhance mood and reduce negative emotions such as state anxiety.2
Recognizing the importance of addressing mental health in academic settings, this study was designed to teach a controlled breathing method (Box Breathing) to second-year baccalaureate nursing students to determine if twice-weekly reinforcement of this technique during in-person classes would reduce both academic and generalized anxiety. The study employed a mixed-methods approach, combining perioding quantitative assessments of anxiety (Academic Anxiety Scale and the Generalized Anxiety Disorder screener [GAD-7])3,4 levels through standardized self-surveys with qualitative data gathered from student testimonials. In aggregate, students showed an improvement in several key anxiety scores on both scales by the end of the semester. Limitations of this study included student attrition and the timing of completion of anxiety scales prior to exams, which may have exacerbated anxiety. Practice implications include the introduction of a mindfulness breathing techniques to nursing students at the beginning of their curriculum, reinforcing the technique with sensory strips that prompt students to focus their breathing, and providing time to practice these techniques throughout their education.
This Pecha Kucha presentation introduces this brief intervention combining a simple mindfulness breathing technique along with a sensory adhesive strip to reduce anxiety in baccalaureate nursing students and pave the way for them to have a healthier professional future
Three-Pronged Mentorship Model
No full textBackground: ______ ______ University embraces a caring-based philosophy, which frames both our curriculum and our faculty way-of-being. Our School of Nursing has grown rapidly in recent years, adding more faculty to meet the needs of greater numbers of students. The faculty mentoring program has also expanded and developed into three phases: (1) Onboarding (belonging), (2) Mentorship (competency), and (3) Sponsorship (empowerment).
Purpose: This presentation will describe components and activities of the Three-Pronged Mentorship Model, and summarize evaluation data from our first year, ranging from August 2023 to December 2024.
Influence of Caring Theory: The mentoring program is aligned with Watson’s Caritas Processes. For example, Caritas #7 states, ”Engage in genuine teaching-learning experience” (Watson, 2008, p. 125). The related mentoring program goal is “assist new faculty in finding the best solutions, options, and strategies to address and solve issues and needs.
Phase 1: OnboardingIn the onboarding of new full-time faculty, we aim to create a sense of belonging among the faculty. All current faculty are viewed as acculturation or acclimation coaches for those who are new. A key role is played by the Pre-licensure Director, who sets up the initial orientation of new faculty and oversees the mentoring program. The Director meets with each new faculty before classes begin to orient to the School of Nursing as well as the campus community. Experienced faculty are assigned to serve as mentors for new faculty over the first year.
Phase 2: MentorshipThe goal of the mentor-mentee relationship is to help the new faculty develop competency in the faculty role. Mentors and mentees meet at least monthly to review and reflect on faculty activities. Mentees meet monthly for both support and educational purposes. Mentors meet 1-2 times a semester with the Associate Dean. Evaluation data focusing on mentor and mentees perceptions during this phase is collected by surveys.
Phase 3: SponsorshipThe purpose of the Sponsorship phase is to empower new faculty in their academic roles. New faculty may select a sponsor who will support their development as nursing educators and members of the university community during years two and three. They are free to stay with their current mentor or to change mentors. As their goals change, they may desire to focus on scholarship or expand their teaching in a specific area. Personal and professional needs guide these decisions
When Good Clinicians Don’t Make Good Leaders: Closing the Gap With Multifaceted Leader Development
No full textNurse leaders have significant opportunity to impact the health and well-being of the workforce. Leadership behaviors impact empowerment, motivation, performance, culture, and retention.1–3 Often great clinicians are promoted to leadership roles with little to no training or support in developing their leadership style and practices.4 It is crucial to develop intentional, effective leaders to promote safe and healthy work environments and adaptable and enduring teams.1–3 An effective leadership development program can advance a healthy work environment and reduce leader turnover.Leaders play a critical role in promoting empowerment of their teams.2,5 Nurses who are empowered formally and informally can have significant positive impact on patient outcomes , safety, and organizational climate.1,5 During times of change, empowered teams maintain high quality outcomes and remain adaptable.6 Additionally, leaders directly and indirectly impact the motivation and performance of their teams, and poor leadership can increase levels of burnout and intent to leave.1,3Nurses with superior clinical skills or tenure in a department are often recruited for and given leadership positions without adequate preparation.4 This often leads to a lack of confidence, consistency, and effectiveness in core leadership skills.1,4,7 Leaders often have opportunity to develop skills such as communication, collaboration, and interpersonal skills, and to develop their personal leadership style.4,5 While didactic classes on leadership may offer some insight, they aren’t sufficient to promote well developed and effective leaders.4 Similarly, professional coaching can improve social awareness and promote self-reflection and personal growth7, yet may not allow space for developing collaborative skills or practicing difficult conversations. This presentation will discuss a multifaceted approach to leader development that includes asynchronous learning, group interaction, and individual coaching that ultimately supports holistic leader development
Mindful Movements: Cultivating Resilience & Well-Being in Academia
No full textThere is a growing crisis of burnout and mental health concerns in post-secondary educators, with nearly 70% of faculty experiencing significant stress due to increased workloads, job insecurity, and the demands of teaching. This has led to higher rates of anxiety, depression, and burnout, contributing to decreased job satisfaction and higher turnover intentions within academia. These challenges are particularly acute in the nursing workforce, which is already grappling with significant shortages of practicing nurses and faculty. Out of this critical concern the Mindfulness and Movement project was cultivated by nursing faculty, both of whom are practicing mental health professionals and advocates for community health. Understanding the need to offset burnout for all faculty an interdisciplinary team developed a program to champion wellness and holism, integrating mindfulness practices and physical movement into faculty routines with the aim to reduce perceived stress and foster a healthier work environment. Faculty are invited to participate in an exploratory study design that examines perceived stress levels and qualitative well-being data. Participants are divided into three groups: a control group and two experimental groups—one engaging asynchronously and the other participating in synchronous wellness activities. The impact of these interventions on well-being and perceived stress levels will be assessed using validated measurement tools. The project addresses a critical need for a wellness shift within the campus community by focusing on essential sustainability and wellness research. The focus on perceived stress as a key measure, guides the research aims to provide empirical evidence on the relationship between mindfulness practices and workplace health.The interdisciplinary design of the project is central to its impact. Nursing is inherently collaborative and community-focused, and this project embodies that ethos. By fostering collaboration among faculty from diverse backgrounds, the project enhances the well-being of participants and reinforces a culture of care and resilience essential for sustained academic and community health demonstrating the value of interdisciplinary efforts in fostering a transformational culture shift within academia and beyond
Addressing Health and Healing in the Work Environment Through a Wellness Yoga Class
No full textWith escalating nursing faculty shortages, faculty retention is important. Developing an infrastructure to support work-life balance and create programs that address wellness is needed to enhance nursing faculty satisfaction by improving well-being and career satisfaction. Following the Healthy Nurse Healthy Nation initiative launched in 2017 to improve the health of nurses within the United States, educational settings must promote and maintain healthy work environments on a more personal level. Within a midwestern College of Nursing, faculty and instructional academic staff satisfaction surveys are deployed every three years. Overall job satisfaction has plummeted from 90% satisfaction in 2016 to 28% satisfaction in 2022. One survey question states “There is a sense of community within the Department of Nursing” with approximately 50% strongly, or somewhat strongly, disagreeing. Bringing wellness programs to work settings provides a bridge to health. One innovative initiative to address faculty wellbeing, community, and assist with retention, is the development of a nursing wellness activity incorporating free Yoga sessions funded by a private donor. The weekly activity is led by a registered nurse who is also a certified yoga instructor. The instructor uses yoga poses, breathing work, and meditation to maintain the body, mind, and spirit while promoting health and healing. The National Center for Complementary and Integrative Health (NCCIH), under the U.S. Department of Health and Human Services, published “Yoga for Health: What the science says” in February 2020. Though limited research is available that supports how yoga improves well-being, there is some literature that indicates yoga may contribute to stress management, balance, positive mental health, health habits and more. An additional intervention for promoting wellness within the College of Nursing is the ability to have complimentary healing touch sessions with a nursing faculty member who practices and teaches healing touch. Healing sessions are provided in the healing room on campus for students, staff and faculty. Since interventions that promote wellness are anticipated to increase job satisfaction and faculty retention, the university also provides campus-wide employee health through wellness programs. With the next deployment of the faculty and instructional academic staff satisfaction survey, it is hypothesized that in 2025 there will be an improvement in overall job satisfaction
Hospital Chaplains Integration Within Interprofessional Healthcare Teams to Improve Patient Outcomes
No full textBackground: While spiritual care is considered vital to the holistic care of patients, healthcare systems often fail to fully understand, value, and utilize chaplaincy expertise.1 Despite a growing body of research demonstrating the impact of chaplaincy on improved patient outcomes2,3 chaplains often report feeling their roles are not well understood by patients or staff and do not feel well integrated into the interprofessional healthcare team.4,5 The COVID-19 pandemic highlighted the crucial role of chaplains in improving patient experience and health outcomes, emphasizing the need to better understand factors that foster their integration into the interprofessional healthcare team.
Purpose: This study sought to investigate factors that facilitate and/or impede chaplains\u27 integration into interprofessional teams during the height of the COVID-19 pandemic to gain a better understanding of ways to optimize their contributions, particularly during times of crisis.
Methods: Eleven chaplains at an academic healthcare organization in Southern California participated in semi-structured interviews during the height of the COVID-19 pandemic. A thematic analysis was applied for this qualitative study, which facilitated the categorization of emergent themes relating to elements of the chaplains’ roles in interprofessional healthcare teams.
Results: Barriers to interprofessional collaboration included role confusion, SARS-CoV-2 virus infection, and fear of impeding the workflow of other healthcare providers. Facilitators included providing spiritual care to staff, being a physical presence on-site, building relationships, embedding a unit-based chaplain, and leadership support.Implications: Intentional efforts such as providing spiritual care to staff, having a presence on-site, and embedding a unit-based chaplain during the pandemic have led to perceptions of deeper chaplain integration within the interprofessional team. Future research should consider whether these strategies can be implemented in other settings as well as the ability to sustain integration over time
Safe Nurse Staffing for Scotland: A Cross-Sectional Observational Study
No full textAmid a global nurse staffing crisis, the project is designed to describe the baseline nursing standards adherence, nurse staffing, and work environments in hospitals before the April 2024 implementation of Scotland’s Safe Staffing Act 2019. Quantifying the variation is important to evaluate the Law’s subsequent implementation (whether hospitals meet standards) and impact (whether standards improve quality and safety). The results will aid policymakers by providing baseline data from Scotland before the Law is implemented and an informative exemplar for states and countries globally as many government authorities consider nurse staffing legislation