Scope of practice.

The continuation of nursing's systemic problem of bullying and abuse of students and colleagues has been allowed to continue for generations. It is now accepted by many as an inevitable part of the nursing and healthcare landscape. In brief, it is now part of 'who we are' as nurses and health professionals. The problem is allegedly too widely ingrained and 'complex' to be solved. We disagree. As previous and current efforts to curb bullying have demonstrably failed, we propose that it is now time for real leadership and a strong, determined challenge to the bullies, making it absolutely clear that their behaviour will no longer be tolerated and that bullies who cannot or will not change their attitudes and behaviours will have no place in the health workforce. This is not 'too hard'. What is 'too hard' is to stand back and watch yet another generation of nurses being blighted or driven out of nursing by a workplace culture that ignores, protects or defends the bullies in full knowledge of the human and financial costs of the damage that they wreak. This article is protected by copyright. All rights reserved.

/pdf/nursing-s-future-eat-young-spit-out-repeat-endlessly-3urqakqaku.pdf

Nursing's future? Eat young. Spit out. Repeat. Endlessly.

Background Burnout, depression, and suicide among health care professionals and learners have reached a rampant level. This systematic review aimed to synthesize literature findings of nursing student burnout and its impact on psychological well-being and academic performance. Method This systematic review followed PRISMA guidelines and included data-based studies on nursing student burnout published in peer-reviewed journals between January 2015 and January 2020. Results This review included 17 articles. Four major themes were identified: 1) a negative relationship between burnout and student self-concept, 2) a negative association between burnout and student engagement, 3) risk factors contributing to student burnout, and 4) interventions to mitigate student burnout. Promoting positive self-concept, engagement, and resilience may alleviate student academic burnout. Conclusion Student burnout has negative influences on health and academics, and interventions to mitigate burnout should be considered early in nursing programs. Nurse educators can create an engaging learning environment to build resilience and reduce burnout. [J Nurs Educ. 2021;60(7):369-376.].

Impacts of Nursing Student Burnout on Psychological Well-Being and Academic Achievement.

Examining the associations between self-care practices and psychological distress among nursing students during the COVID-19 pandemic.

Medication Safety Competence of Undergraduate Nursing Students

Equity and diversity in nursing education

Prayer is viewed in modern medicine as a complimentary alternative treatment. However, to many patients, it is a source of hope and comfort. Patients, when facing illness, advanced disease, disability or death, can benefit from prayer. For healthcare providers, comfort with praying with patients can be deemed as unprofessional conduct or blurred therapeutic boundaries, particularly, when prayer is offered to patients' unsolicited by the patient or their family member(s). Therefore, it is imperative that healthcare providers await the request of prayer by the patient before prayer is initiated.

Complimentary Care: When Our Patients Request to Pray.

Aim A benchmark of 4 has been determined for the reduction of self-reported stress by nursing students' status post 5 weeks of holistic educational activities and interventions provided by a nurse educator. Design Provision 5 in the American Nurses Association Code of Ethics for Nurses with Interpretive Statements emphasizes the duty of the nurse to not only promote the health and safety of others, but to self as well (ANA, 2015, Code of ethics with interpretive statements, http://Nursebooks.org). A self-care for nurses' pilot project was trialled with 25 accelerated nursing students over the course of 5 weeks. Holistic education programmes were facilitated by a nurse educator uninvolved in providing clinical or classroom education to the students. Methods The Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines are used in this pilot project as a framework to explore standardization of education of nursing students about self-care in nursing programmes and to promote positive health behaviours and student nurses' insight into how nurses' self-care can have an impact on patient outcomes. The self-care pilot project introduced the importance of self-care for the pre-licensure nursing student by teaching healthy eating, physical exercise, the value of sleep, use of positive affirmations and aromatherapy to a cohort of accelerated nursing students over the course of 5 weeks. The Star Model of Knowledge Transformation was the theoretical framework for the pilot study. Two questionnaires were used by the principal investigator to obtain participant data, the Project Participant Questionnaire and the Final-Year Group Questionnaire. Results On completion of the self-care for nurses' pilot, the nursing students reported a reduction in stress and an increased ability to cope with stress after exposure to different holistic stress reduction strategies. An average benchmark of 4.36 was achieved indicating that the nursing students' self-care had improved status post the interactive teaching intervention.Self-care taught to pre-licensure nursing students by nurse educators can enhance their self-awareness of the importance of stress reduction and care of themselves while enduring the academic rigour and simultaneous clinical practicum experiences in nursing programmes.Applying self-care behaviours to reduction of stress for nursing students may be of benefit to of students as they transition from the pre-licensure to graduate nurse roles. Hence, teaching health behaviours that are self-protective and contribute to maintaining safe clinical environments for nurses and the patients in their care.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/nop2.384

Teaching accelerated nursing students' self-care: A pilot project.

Workplace incivility remains a problem within the nursing profession. As nurse leaders, we must recognize and not ignore the complexity of cultures that have adapted incivility into the work environment. Nursing education is a discipline that requires collaborative team work, independent drive, and commitment. New nursing faculty experiencing incivility can use mindfulness-based meditation approaches to cope with uncivil behaviors experienced within the workplace. Nurse educators applying the concepts of mindfulness can learn how to provide themselves self-care by reducing stress, as enhanced daily awareness of peace and calm are incorporated into their lifestyle. Mindfulness provides a realization that control can only be given to other persons when an individual allows or accepts another's negative behaviors. Awareness of the value and importance of oneself can assist the nurse educator experiencing incivility to maintain his or her emotional, physical, and spiritual health despite the volatility of the work environment.

Cheryl Green

Papers

Equity and diversity in nursing education

Complimentary Care: When Our Patients Request to Pray.

Teaching accelerated nursing students' self-care: A pilot project.

New Nursing Faculty and Incivility: Applying Mindfulness-Based Strategies.

Contemporary issues: The pre-licensure nursing student and medication errors.