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Nursing Resilience

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Nursing Resilience

0.5 hr

Goal: To help nurses identify potentially harmful work-related stresses and learn resilience skills for preventing or healing the harmful effects.

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Activity Steps

1. Activity Content
2. Post-Assessments
3. Earn Certificate

Funding: Initial development of this activity was supported by funding from the National Institute on Alcohol Abuse and Alcoholism (Grant #1 R43 AA026474-01).

This activity is designed to change: Competence, Performance, Patient Outcome. 0.5 hrs

Overview

Needs and Training Gaps

Educational Objectives:

After completing this activity, participants will be able to describe factors contributing to work-related stress and use skills that help prevent and mitigate harmful effects of stress. The skills participants will be able to use include:

  • Identify common personal work-related stressors experienced by nurses
  • Distinguish routine, manageable stress from excessive stress and its effects.
  • Use evidence-based skills to enhance resilience to help mitigate effects of excessive work-related stress in nursing
  • Discern and articulate common stressors in nursing that can be brought to the attention of management and potential solutions that can be requested

Training Activity References

Audience and Accreditation

Audience: Nurses

TypeEst. TimeReleasedExpires
DCBN0.5 hrs4/9/214/8/23
FBN CNA0.5 hrs4/9/214/8/23

DCBN Credit Statement: Clinical Tools, Inc. designates this enduring material for a maximum of 0.5 hour(s) of DCBN credit. Clinical Tools, Inc. is an approved provider by the District of Columbia Board of Nursing and is registered with CE Broker, Provider #50-1942.

FBN CNA Credit Statement: Clinical Tools, Inc. designates this enduring material for a maximum of 0.5 hour(s) of FBN CNA credit. Providers and other health professionals should claim only the credit commensurate with the extent of their participation in the activity.

Arkansas State Board of Nursing Accreditation Statement: Clinical Tools, Inc. is recognized by the Arkansas State Board of Nursing as an accredited provider of continuing medical education for nurses.

Georgia Board of Nursing Accreditation Statement: Clinical Tools, Inc. is recognized by the Georgia State Board of Nursing as an accredited provider of continuing medical education for nurses.

New Mexico Board of Nursing Accreditation Statement: Clinical Tools, Inc. is recognized by the New Mexico State Board of Nursing as an accredited provider of continuing medical education for nurses.

A letter of completion for 0.50 hours is available.

A score of 70% on the post-test is required to complete the activity.

Participation Requirements

Authors

Clinical Tools, Inc. requires everyone who is in a position to control the content of an educational activity to disclose all relevant financial relationships with any commercial interest to the provider, which are defined as financial relationships in any amount occurring within the past 12 months that create a conflict of interest. Any conflicts of interest are resolved prior to the delivery of the educational activity to the learner. CTI does not permit individuals with financial conflicts of interest to participate in any stage of activity development.

T Bradley Tanner, MD (President, Clinical Tools, Inc.)
Disclosure: Has disclosed no relevant financial relationships. Dr. Tanner is the owner of Clinical Tools.

Read Bio
T. Bradley Tanner, MD is president of Clinical Tools and responsible for the vision of the company. He has received funding via grants and contracts from NIDA, NIAAA, NIMH, NCI, AHRQ, CDC, the Dept of Defense, and NASA to develop medical and health education projects. Dr. Tanner served as principal investigator on 2 NIDA grants to develop the DATA-2000 qualifying buprenorphine training program and clinical practice tools on BupPractice.com. He also has a strong background in technology and oversees the development and delivery of all Clinical Tools websites. Dr. Tanner is also a board-certified psychiatrist with experience in inpatient, outpatient, and emergency health settings. He currently treats patients and educates medical students and residents via his role as a Clinical Associate Professor of Psychiatry at the University of North Carolina at Chapel Hill.

Karen Rossie, DDS, PhD (Research Scientist, Clinical Tools, Inc. )
Disclosure: Has disclosed no relevant financial relationships.

Read Bio
Karen Rossie, DDS, PhD, directs projects at Clinical Tools. She majored in biology at Cleveland State University and studied dentistry at Case Western Reserve University followed by completing a Masters in pathology at Ohio State University, and later, a PhD in Psychology from the Institute of Transpersonal Psychology. She taught and practiced oral pathology and oral medicine for 15 years at the Ohio State University and the University of Pittsburgh, doing research in autoimmune disease, viral effects in bone marrow transplantation, oral cancer, salivary gland disease, candidiasis, and diabetes. She has used this diverse background to lead or contribute to CTI projects related to tobacco cessation, opioid abuse treatment, anxiety, dementia care, alcohol use disorder, screening and brief interventions for substance abuse, obesity, and pain and addiction.

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Funding Information Development of this website was funded by grant #2R44AA026474 from the National Institute on Alcohol Abuse and Alcoholism at the National Institutes of Health. The website contents are solely the responsibility of the authors and do not necessarily represent the official views of NIH. No commercial support is received.
Clinical Tools is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

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Even before the pandemic, nurses were already experiencing fairly high rates of stress in their work, sometimes calling it “burnout.”. Contributing factors included work overload, time pressures, long hours, risk of exposure to infection, experiencing work-related impolite or offensive speech or behavior, violence, sleep deprivation, understaffing, and a perceived lack of support (Caruso et al., 2015; Jennings & Hughes, 2008).

The COVID-19 pandemic dramatically added to this list of stressors including demanding and challenging patient work, heightened frequency of emotionally challenging situations, and personal risks for self and family (ANA, 2020; Feeley et al, 2021; Moore et al., 2021).

Building resilience and emotion regulation are important skills for coping with the stresses of nursing (Dimino, 2020; WISE, 2017; Reed, 2020). When stressors last longer than usual or become unmanageable, asking for additional supports may be needed including sufficient mental health treatment and other supports from healthcare management (American Journal of Nursing, 2021). This training focuses on teaching both skills.

References

American Nurses Association. Survey:Nurses Fear Going to Work. ANA. April 24, 2020.

Caruso C, Geiger-Brown J, Takahashi M, et al. NIOSH training for nurses on shift work and long work hours.. Revised /2020 2015. doi:10.26616/NIOSHPUB2015115revised102019.

Dimino K, Learmonth AE, Fajardo CC. Nurse Managers Leading the Way: Reenvisioning Stress to Maintain Healthy Work Environments. Crit Care Nurse. March 2, 2021:e1-e7. doi:10.4037/ccn2021463. PMID: 33647958.

Feeley T, Ffrench-O’Carroll R, Tan MH, et al. A model for occupational stress amongst paediatric and adult critical care staff during COVID-19 pandemic. Int Arch Occup Environ Health. February 25, 2021. doi:10.1007/s00420-021-01670-6. PMCID: PMC7905984. PMID: 33630134.

Jennings B, Hughes R. Work Stress and Burnout Among Nurses: Role of the Work Environment and Working Conditions. Vol Chapter 26. Rockville (MD): AHRQ; April 2008.

Moore KS, Hemmer CR, Taylor JM, Malcom AR. Nursing Professionals’ Stress Level During COVID-19: A Looming Workforce Issue. J Nurse Pract JNP. February 23, 2021. doi:10.1016/j.nurpra.2021.02.024. PMCID: PMC7901373. PMID: 33642956.

Reed S. Setting Boundaries for Healthcare Workers. Ment Health Am. August 26, 2020.

WISE. Compassion Resilience: A Path to Wellness – WISE Wisconsin. Wise End Stigma Together. September 15, 2017.

American Nurses Association. (2020, April 24). Survey:Nurses Fear Going to Work. ANA. https://www.nursingworld.org/news/news-releases/2020/survey-nurses-fear-going-to-work-due-to-lack-of-protection-from-virus-more-than-32k-nurses-share-experience-from-the-front-lines/

Bird Amber, Tomescu Oana, Oyola Sonia, Houpy Jennifer, Anderson Irsk, Pincavage Amber. A Curriculum to Teach Resilience Skills to Medical Students During Clinical Training. MedEdPORTAL. 2020;16:10975. doi:10.15766/mep_2374-8265.10975. PMID: 33015355 PMCID: PMC7526502.

Brown, T. (2021, March 5). What Do Nurses Need? Off the Charts. https://ajnoffthecharts.com/what-do-nurses-need/

Cameron, F., & Brownie, S. (2010). Enhancing resilience in registered aged care nurses. Australasian Journal on Ageing, 29(2), 66–71. https://doi.org/10.1111/j.1741-6612.2009.00416.x

Caruso, C., Geiger-Brown, J., Takahashi, M., & et al. (2015). NIOSH training for nurses on shift work and long work hours. https://doi.org/10.26616/NIOSHPUB2015115revised102019

Cocker, F., & Joss, N. (2016). Compassion Fatigue among Healthcare, Emergency and Community Service Workers: A Systematic Review. International Journal of Environmental Research and Public Health, 13(6). https://doi.org/10.3390/ijerph13060618

Di Vincenzo, P. (2017). Team huddles: A winning strategy for safety. Nursing2021, 47(7), 59–60. https://doi.org/10.1097/01.NURSE.0000520522.84449.0e

Dimino, K., Learmonth, A. E., & Fajardo, C. C. (2021). Nurse Managers Leading the Way: Reenvisioning Stress to Maintain Healthy Work Environments. Critical Care Nurse, e1–e7. https://doi.org/10.4037/ccn2021463

Feeley, T., Ffrench-O’Carroll, R., Tan, M. H., Magner, C., L’Estrange, K., O’Rathallaigh, E., Whelan, S., Lyons, B., & O’Connor, E. (2021). A model for occupational stress amongst paediatric and adult critical care staff during COVID-19 pandemic. International Archives of Occupational and Environmental Health. https://doi.org/10.1007/s00420-021-01670-6

IHI Multimedia Team. (2020, December 10). How Leaders Can Promote Health Care Workforce Well-Being. http://www.ihi.org/communities/blogs/how-leaders-can-promote-health-care-workforce-wellbeing

Jennings, B., & Hughes, R. (2008). Work Stress and Burnout Among Nurses: Role of the Work Environment and Working Conditions: Vol. Chapter 26. AHRQ.

Laschinger, H. K., Wong, C., McMahon, L., & Kaufmann, C. (1999). Leader behavior impact on staff nurse empowerment, job tension, and work effectiveness. The Journal of Nursing Administration, 29(5), 28–39. https://doi.org/10.1097/00005110-199905000-00005

Magtibay, D. L., Chesak, S. S., Coughlin, K., & Sood, A. (2017). Decreasing Stress and Burnout in Nurses: Efficacy of Blended Learning With Stress Management and Resilience Training Program. The Journal of Nursing Administration, 47(7–8), 391–395. https://doi.org/10.1097/NNA.0000000000000501

Moore, K. S., Hemmer, C. R., Taylor, J. M., & Malcom, A. R. (2021). Nursing Professionals’ Stress Level During COVID-19: A Looming Workforce Issue. The Journal for Nurse Practitioners: JNP. https://doi.org/10.1016/j.nurpra.2021.02.024

Neff K. Definition and Three Elements of Self Compassion | Kristin Neff. Self-Compassion. 2020.

Quick Safety. (2019). Developing resilience to combat nurse burnout. The Joint Commission. https://www.jointcommission.org/-/media/tjc/newsletters/quick_safety_nurse_resilience_final_7_19_19pdf.pdf

Reed, S. (2020, August 26). Setting Boundaries for Healthcare Workers [Community-based Nonprofit]. Mental Health America. https://www.mhanational.org/events/setting-boundaries-healthcare-workers

Shanafelt, T., Ripp, J., & Trockel, M. (2020). Understanding and Addressing Sources of Anxiety Among Health Care Professionals During the COVID-19 Pandemic. JAMA, 323(21), 2133–2134. https://doi.org/10.1001/jama.2020.5893

WISE. (2017, September 15). Compassion Resilience: A Path to Wellness – WISE Wisconsin [Mental Health Wisconsin Initiative]. Wise End Stigma Together. https://wisewisconsin.org/blog/compassion-resilience-a-path-to-wellness/

Participation Requirements

Activity Credit: Obtaining credit for participation in this activity requires that you complete the pre-assessments, work through the modules (including all in-module interactive activities), complete the post-assessments with a 70% score on the post-test, and then request credit. At the end of the activity, you will be instructed on how to print out a certificate for your records.

Time Requirement: Keep track of the amount of time it takes you to complete this activity. You will be required to spend a set amount of time in order to claim credit. You should claim credit only for the time actually spent in the activity.

Technical Requirement: To participate in this activity, you will need a computer, an Internet connection, and a Web browser. This activity requires Chrome, Firefox, and IE7 or higher.