slides 3
Clearly describe the research process, including what went well, barriers encountered, and what is still needed.
include presentation notes at the bottom please
Nurse Burnout
NR 449
Evidence Based Practice – March 2023
Professor Evelyn Burton
Identification of problem and impact on nursing practice.
Clearly describe the research process, including what went well, barriers encountered, and what is still needed.
Aaliyah Ward () – Aaliyah
Correlates research findings to identified clinical issue
Evidence suggests that nurse burnout programs can be effective in addressing nurse burnout:
Providing support systems, offering training programs to enhance coping skills, addressing the root causes of stress, and promoting work-life balance, can prevent nurse burnout (Cherovsky, 2020).
Summarizes validity of qualitative and quantitative evidence.
Qualitative & quantitative evidence assisted with the solution for Nurse Burnout research
Qualitative gathered the perspectives through discussion and identifying themes and patterns
Could be used for implementing nurse burnout program based on subjective information.
Though qualitative analysis was felt to be the best approach to address burnout, quantitative analysis could be used to implement a nurse burnout program based on objective data, such as:
Standardized assessments
Surveys
Health records of nurses experiencing burnout vs. nurses who do not experience burnout.
Findings are clearly identified.
Nurse burnout has been prevalent in the healthcare profession. This outcome has been identified through cross-sectional studies utilizing Maslach Burnout Scale (Dall’Ora et al.,2020). The results suggested increase workload, inadequate staffing, poor work climate, and low rewards were some of the indicators mentioned in the study.
With these results, nurses demonstrate a decrease in job performance, inadequate decision making skills, delivered poor quality of care to patients, medication errors, infections and reduced patient safety (Dall’Ora et al., 2020). Poor leadership and negative nurse-physician relationships are other effects associated with nurse burnout.
There are many other findings associated with nurse burnout. This condition has been recognized as a real concern for the healthcare community. Nurse burnout causes negative outcomes related to depression, emotional exhaustion, and compassion fatigue (Dall’Ora et al., 2020). It is imperative for nurses to receive the care they require psychologically, so that they are able to provide adequate care to clients.
Recommends practice change with measurable outcomes and addresses feasibility issues.
Managers must control the resources required for nurses to complete their job efficiently on a daily basis (Dall’Ora, et al., 2020).
Rewards is an incentive employers can offer to their employees on a quarterly basis (Dall’Ora, et al., 2020).
Administrators and managers must determine a workload that is practical for nurses to provide adequate care to clients within a sufficient time, usually a week prior to assess adequate staffing (Dall’Ora, et al., 2020).
Weekly staff meetings with employees to address concerns by nurses should be conducted to discuss emotional concerns leading to implications associated with nurse burnout, during this time nurses must be provided with resources to assist with emotional exhaustion.
Quarterly funding should be allocated by the organization for nurses and managers to access for psychological assistance and recreational activities for motivational support.
According to Dall’Ora et al., (2020), six dimensions that affect nurses work performance associated with nurse burnout must be addressed to improve workload, control over resources, reward, community involvement from other nurses, fairness, and values are leading causes of emotional exhaustion. The feasibility for nurses to access the resources required to provide adequate care to patients is essential, and should be readily accessible from the organizational policies and regulations which need to state beneficial information on staffing and managing requirements. Nurse burnout develops in a few ways, excessive job demands and limited resources leading to both exhaustion and disengagement with employees (Dall’Ora et al., 2020).
Suggestions for implementation.
One must raise concerns about fatigue before patient safety is endangered
Need to evaluate the decision to work if insufficiently rested
When working extended schedules, nurses are required to notify their supervisors
Have an ethical obligation to practice safely and must uphold their obligation to arrive at work well-rested and prepared to provide patient care (Dorrian et al., 2006)
Should evaluate the impact of multiple workloads and work environments on fatigue levels and limit the number of overtime hours they agree to work (Carayon, P., & Gurses, A., 2008)
Should identify and work the schedule that is most compatible with their circadian rhythm
Needs to develop support networks (Jennings, 2008)
Discuss with coworkers methods to deal with the difficulties of shift work
Assist colleagues by monitoring for symptoms of drowsiness
Apply new techniques that promote sufficient time for relaxation away from work between shifts
Conclusion of content findings.
References
Cherovsky, E. (2020). Nursing burnout – mitigating the impact and creating a resilient
nursing workforce. California State University, Sacramento. Retrieved from
https://www.proquest.com/openview/69a276eba53b29a6abba13a8581d01d8/1?pqorigsite=
gscholar&cbl=18750&diss=y
Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: a theoretical review. Human resources for health, 18(1), 41. https://doi.org/10.1186/s12960-020-00469-9
Dorrian, J., Lamond, N., Van Den Heuval, C., Pincombe, J., Rogers, A. E., & Dawson, D. (2006). A pilot study of the safety implications of Australian nurses’ sleep and work hours. PubMed. https://doi.org/10.1080/07420520601059615
Carayon, P., & Gurses, A. (2008). Nursing Workload and Patient Safety—A Human Factors Engineering Perspective. PubMed. https://pubmed.ncbi.nlm.nih.gov/21328758/
Jennings, B. M. (2008, April 1). Work Stress and Burnout Among Nurses: Role of the Work Environment and Working Conditions – Patient Safety and Quality – NCBI Bookshelf. Work Stress and Burnout Among Nurses: Role of the Work Environment and Working Conditions – Patient Safety and Quality – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK2668/
,
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 240 points
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections: (
a. Content ( [All Students] 125 points/52%)
· Identification of problem and impact on nursing practice.
· Clearly describe the research process, including what went well, barriers encountered, and what is still needed.
· Correlates research findings to identified clinical issue.
· Summarizes validity of qualitative and quantitative evidence.
· Findings are clearly identified.
· Recommends practice change with measurable outcomes and addresses feasibility issues.
· Suggestions for implementation.
· Conclusion of content findings.
b. Delivery (40 points/17%)
(Online Students Only)
· Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process.
· Evidence of participation by all group members.
· Follows guidelines for a professional PowerPoint presentation.
· Verbal delivery with good volume, pitch, and inflection for all group members.
· Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members.
· All group members effectively use notes and do not read from slides.
· Participation by all group members.
c. Slide Presentation ( [All Students] 60 points/25% distributed as shown)
· Title slide including group members
· Introductory slide with the clinical problem
· Additional slides illustrating key points
· Conclusion slide
· Reference slide in current APA format
· Effective balance of color, graphics, words, and space
· Slide limit: 10–12, inclusive of introduction and references
***Optional handouts may be included to provide information for the audience to keep.
d. Peer Evaluation ( [All Students] 15 points/6%)
· Completed peer evaluation with respectful and constructive feedback.
· Equal work: Did equal share of work.
· Teamwork: Took the initiative in helping get the group organized.
· Communication: Provided ideas for the development of the presentation.
· Team membership skills: Assisted group members.
· Time: Met all deadlines.
For writing assistance, visit the Writing Center.
Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.
RUA: Evidence-Based Practice Change Group Project Guidelines
RUA: Evidence-Based Practice Change Group Project Guidelines
© 2021 Chamberlain University. All Rights Reserved
NR449_RUA_Group_Presentation_V2_JUL22 2
© 2021 Chamberlain University. All Rights Reserved
NR449_RUA_Group_Presentation_V2_JUL22 1
Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.
|
Assignment Section and Required Criteria (Points possible/% of total points available) |
Highest Level of Performance |
High Level of Performance |
Satisfactory Level of Performance |
Unsatisfactory Level of Performance |
Section not present in paper |
|
Content (125 points/52%) |
125 points |
110 points |
100 points |
50 points |
0 points |
|
Required criteria 1. Identification of problem and impact on nursing practice. 2. Clearly describe the research process, including what went well, barriers encountered, and what is still needed. 3. Correlates research findings to identified clinical issue. 4. Summarizes validity of qualitative and quantitative evidence. 5. Findings are clearly identified. 6. Recommends practice change with measurable outcomes and addresses feasibility issues. 7. Suggestions for implementation. 8. Conclusion of content findings. |
Includes 8 requirements for section. |
Includes 7 requirements for section. |
Includes 6 requirements for section. |
Includes 5 or less requirements for section. |
No requirements for this section presented. |
|
Delivery (40 points/17%) |
40 points |
35 points |
25 points |
12 points |
0 points |
|
Required criteria (Online Students Only) 1. Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process. 2. Evidence of participation by all group members. (Campus Students Only) 1. Follows guidelines for a professional PowerPoint presentation. 2. Verbal delivery with good volume, pitch, and inflection for all group members. 3. Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members. 4. All group members effectively use notes and do not read from slides. 5. Participation by all group members. |
Includes 2 requirements for section. (online) Includes 5 requirements for section. (campus) |
N/A Includes 4 requirements for section. (campus) |
Includes 1 requirement for section. (online) Includes 3 requirements for section. (campus) |
N/A Includes 2 or less requirements for section. (campus) |
No requirements for this section presented. (online) No requirements for section presented. (campus) |
( NR449 Evidence-Based Practice RUA: Evidence-Based Practice Change Group Project Guidelines )
© 2021 Chamberlain University. All Rights Reserved
NR449_RUA_Group_Presentation_V2_JUL22 2
|
Assignment Section and Required Criteria (Points possible/% of total points available) |
Highest Level of Performance |
High Level of Performance |
Satisfactory Level of Performance |
Unsatisfactory Level of Performance |
Section not present in paper |
|
Slide Presentation (60 points/25%) |
60 points |
53 points |
47 points |
23 points |
0 points |
|
Required criteria 1. Title slide including group members 2. Introductory slide with the clinical problem 3. Additional slides illustrating key points 4. Conclusion slide 5. Reference slide in current APA format 6. Effective balance of color, graphics, words, and space 7. Slide limit: 10–12, inclusive of introduction and references ***Optional handouts may be included to provide information for the audience to keep. |
Includes 7 requirements for section. |
Includes 6 requirements for section. |
Includes 5 requirements for section. |
Includes 4 or less requirements for section. |
No requirements for this section presented. |
|
Peer Evaluation (15 points/6%) |
15 points |
13 points |
11 points |
6 points |
0 points |
|
1. Completed peer evaluation with respectful and constructive feedback. 2. Equal work: Did equal share of work. 3. Teamwork: Took the initiative in helping get the group organized. 4. Communication: Provided ideas for the development of the presentation. 5. Team membership skills: Assisted group members. 6. Time: Met all deadlines. |
Includes 6 requirements for section. |
Includes 5 requirements for section. |
Includes 4 requirements for section. |
Includes 3 or less requirements for section. |
No requirements for this section presented. |
|
Total Points Possible = 240 points |
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