Assignent Solutionnurs

PLEASE RESPOND TO THIS POSTING AND INCLUDE AT LEAST ONE REFERENCE. PLEASE AND THANK YOU
Matthew Bizak posted Feb 22, 2022 9:41 AMSubscribe
Since my career goal is to become a Nurse Educator, I am exploring ways that this position is active in local, state, and federal health initiatives. Since I will be new to the position and will not be considered ‘seasoned’ for some time, I find that it would be appropriate to become involved in local health initiatives as a starting ground. As a Nurse Educator, I will have the opportunity to teach nursing students if that is the career path I choose. There has been widespread acceptance and implementation of accelerated Nursing programs for students that already have a Bachelors or Masters degree. A particular issue that arises with accelerated programs, is lack of self-care by the student as the burden of cost, school work load, existing family dynamics, employment, and short time frame all are factors that increase stress lead to unhealthy behaviors. I am particularly interested in this topic because the affected group is students, and as a future Nurse Educator I want students to start off their career with full-stride, rather than starting off already torn at the seams. Green (2020) writes about a pilot project being implemented to teach accelerated nursing students self-care in order to improve their personal well-being and health. This project was trialed with 25 nursing students over a 5 week period and run by a facilitated nurse educator who was uninvolved in their clinical or classroom education. “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,” (Green, 2020). The results showed that the students reported a reduction in stress and a better ability to cope after implementing holistic stress reduction strategies. Self-care for these students is important because it has the potential to instill self-protective behaviors that can contribute to safe clinical environments for the nurse and the patients they care for after graduation (Green, 2020). As a future nurse educator, I can use studies similar to this to drive an evidence-based program for students to help them manage their stress and promote healthy behaviors. For example, if I work in a college, I can approach the Dean and the Chair of the Nursing Department with data showing that students who are unable to self-care for themselves results in negative outcomes for them during the program and may negatively position them for safe care post-graduation. After receiving approval from the Education Institution to create a self-care program for nursing students, then I could contact the nursing staff with information to pass out to students. I could even see if teachers allow me to have 5 minutes to present the program to students. Once students sign up for the program we could meet once or twice a week to go over self-care strategies to help them to manage stress. I could even collect data before and after the program to evaluate the effectiveness of the program in order to make improvements. I could also recruit other nursing instructors to donate their time and create a rotating schedule for running the sessions. In the case where the institution would not compensate for time associated with running the program, having multiple nurses to rotate would reduce the time burden on them. I believe that students seeing nurses involved with genuine caring of their well-being, will help them to establish their own ideology on the importance of advocacy for their future patients. This hopefully will also aid in the shift away from nurses eating their young. That is the most ridiculous, and unhelpful mindset for a nurse to have towards a student. All that would produce is anxiety and dysfunction. References
Green, C. (2020). Teaching accelerated nursing students’ self‐care: A pilot project. Nursing Open, 7(1), 225-234. http://dx.doi.org/10.1002/nop2.384