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Self-care is essential to the well-being of nurses and the safety of their patients. Current literature is lacking research in regard to the self-care practices of school nurses. School nurses are susceptible to burnout and compassion fatigue, which is a form of burnout, from the many stressors they face. Self-care is needed to reduce the occurrence of burnout and improve the safety of those under their care. The purpose of this research is to assess the current self-care practices of school nurses so further research and interventions can take place. The theoretical framework used is Jean Watson’s Theory of Human Caring, which has a core concept of cultivating spiritual practices toward a wholeness of one’s mind, body and spirit and a core principal of changing oneself, others, and surrounding environments through care. The research questions this study investigates are, “What are the most common self-care practices of school-nurses?” and, “What are the least common self-care practices of school nurses?” The 40-item Self-Care Questionnaire, from The Institute for Functional Medicine, was used. It uses a Likert-type scale, with response options ranging from 0 (never) to 5 (always). This questionnaire includes four domains—physical, mental/emotional/spiritual, professional life/work/career, and social life/family/relationships—each containing 10 items. Survey results of 82 research participants were uploaded to SPSS 25. Results show that school nurses most frequently engage in professional self-care and least frequently engage in physical self-care. It is strongly recommended that the data from this study be made available to school nurses and that further research be conducted to deeply assess how the self-care practices of school nurses can be improved.
ContributorsHicks, Kieley Jordan (Author) / Jaurigue, Lisa (Thesis director) / Schmidt, Cheryl (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Nursing burnout is a predominant issue for the modern nurse and must be more fully addressed for the health and success of the field and the individuals who make it up. Mindfulness exhibits efficacy in multiple studies as an intervention for burnout and should thus be considered as an option for treatment and prevention of this issue. The creation of the included mindfulness workbook allows nurses to assess and address their specific level of burnout in a cost-effective manner.
ContributorsAlexander, Taylor (Author) / Sebbens, Danielle (Thesis director) / Towers, Laura (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Edson College of Nursing and Health Innovation (Contributor)
Created2022-05
Description
Burnout due to work and school-related stress negatively impacts college student’s confidence, motivation, and mindset. Burnout can manifest as lower quality of a student’s education, performance, relationships, and overall well-being. Using the Maslach Burnout Inventory™ - General Survey for Students: MBI-GS (S), researchers assessed the effectiveness of a five-part workshop series titled “A Series on Self-Reflection, Self-Understanding, and Strengthening the Mind,” focused on improving burnout symptoms in students attending ASU’s Barrett, the Honors College, against a control group of non-workshop participating honors students. Data was collected through MBI-GS (S) evaluation surveys after each workshop attendance, via the daily honors newsletter, and through subject interviews.
The researchers conducted a qualitative study consistent with case studies and focus groups. Descriptive statistics of survey responses were quantified in Excel, representing varying burnout levels in honors students throughout the Spring 2023 school semester. Overall, the surveys from the workshop attendees and Honors Digest students yielded insignificant differences in burnout levels. The eight interviewee case studies emphasize the complex influences of culture and environment on burnout. While burnout levels between Honors Digest students and workshop attendees were insignificantly different, each interviewee student presented changed perspectives on their studies and themselves.
ContributorsBeyfuss, Natalie (Author) / Kappes, Janelle (Thesis director) / Schuster, Roseanne (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / Edson College of Nursing and Health Innovation (Contributor) / School of Life Sciences (Contributor)
Created2023-12