What are the effects of nurse burnout?

Nurse Burnout Education and Evaluation Plan

 

Teaching Plan

The purpose of this plan is to educate nurses and nursing students about the prevalence and impact of nurse burnout.  The target group will be nurses of all ethnicities who work in the healthcare facility. The learners will not be discriminated on the bases of age, years of experience, gender or ethnicity. They all need to be informed of evidence-based knowledge regarding the effects of nurse burnout and ways of solving the issues. Through that, the learners will gain an understanding of the topic and choose the solutions they would prefer for their organization.

The learning will take place in my Livingroom.  Some nurses work during the day while others work during the night. So, I will try to get two different sessions.  The lesson will be conducted during nonworking hours.   The learners will receive face to face learning. Discussion method will be used as the teaching method.  Some of the equipment that will be needed is a laptop, a projector, internet, and brochures. Projecting images and use of brochures will make the learning more interesting. The learners will be required to switch off their phones or put them in silent mode. The chosen room is free from external noise.                                                                 Appendix A, B, C, and D contain more information regarding this topic. They are situated after the references.

 

 

 

 

 

 

References

Luken, M., & Sammons, A. (2016). Systematic review of mindfulness practice for reducing job

burnout. American Journal of Occupational Therapy, 70(2), 7002250020p1-7002250020p10.

Lyndon, A. (2016). Burnout Among Health Professionals and Its Effect on Patient Safety

     AHRQ Patient Safety Network. [online] Psnet.ahrq.gov. Available at:

https://psnet.ahrq.gov/perspectives/perspective/190/burnout-among-health-professionals-and-

its-effect-on-patient-safety [Accessed 15 May 2019].

Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The

establishment of evidence‐based practice competencies for practicing registered nurses and

advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare

quality, reliability, patient outcomes, and costs. Worldviews on Evidence‐Based

     Nursing, 11(1), 5-15.

Monsalve-Reyes, C. S., San Luis-Costas, C., Gómez-Urquiza, J. L., Albendín-García, L.,

Aguayo, R., & Cañadas-De la Fuente, G. A. (2018). Burnout syndrome and its prevalence in

primary care nursing: a systematic review and meta-analysis. Bio Medical Central family

     Practice, 19(1), 59.

Ribeiro, V. F., Ferreira Filho, C., Valenti, V. E., Ferreira, M., de Abreu, L. C., de Carvalho, T.

D., & Francisco, N. G. (2014). Prevalence of burnout syndrome in clinical nurses at a hospital

of excellence. International Archives of Medicine, 7(1), 22.

Ríos-Risquez, M. I., & García-Izquierdo, M. (2016). Patient satisfaction, stress and burnout in

nursing personnel in emergency departments: A cross-sectional study. International Journal

     of Nursing Studies, 59, 60-67.

Tay, W. Y., Earnest, A., Tan, S. Y., & Ng, M. J. M. (2014). Prevalence of burnout among nurses

in a community hospital in Singapore: A cross-sectional study. Proceedings of Singapore

     Healthcare, 23(2), 93-99.

Melnyk, B. and Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare

(3rd ed.). Philadelphia, PA: Wolters Kluwer Lippincott Williams & Wilkins.

 

 

 

 

 

Appendix A:  Teaching Plan Table