2.50
Hdl Handle:
http://hdl.handle.net/10755/582117
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
Other
Research Approach:
Qualitative Research
Title:
Promoting Self-Care for Nursing Students
Author(s):
Bonhotal, Susan; Seibert, Susan A.; Hall, Melissa A.
Lead Author STTI Affiliation:
Non-member
Author Details:
Susan Bonhotal, MSN, RN, Nursing Instructor, University of Southern Indiana, Evansville, Indiana, e-mail:stbonhotal at usi dot edu; Melissa A. Hall, DNP, ANP-BC, FNP-BC, GNP-BC,Chair- Graduate Nursing, University of Southern Indiana, e-mail: mhall at usi dot edu; Susan Seibert, MSN, RN, Clinical Assistant Professor of Nursing, University of Southern Indiana, e-mail: saseibert at usi dot edu
Abstract:

Taking care of oneself should be a lifelong habit.  Nursing students often put aside their own self-care to focus on the rigors of academia.  Students describe experiencing both academic and clinical stressors.   Stress felt by nursing students could impede the student’s ability to learn and function.  It is paramount for instructors to pay attention to students’ psychological status and their academic performance.  Teaching nursing students about the importance may promote stress management and encourage positive self-care habits throughout the students’ nursing career.

 

Implementation:  The Self-Care Project (SCP) is a semester long, joint venture between the first two nursing classes (Introduction to Professional Nursing and Nursing Assessment).  For the SCP, students complete the American Nurses Association (ANA) Health Risk Appraisal (HRA) (ANA, 2015) to determine an aspect of self-care that needs improvement.  The HRA includes identification of health and self-care risk factors and compares the individual’s personal results with national averages and standards.  The SCP is divided into sections:  Problem, Self-Assessment, Outcome Goals, Interventions, Literature Review, and Evaluation. The students learn to use the Nursing Process on themselves.

Students identify a problem and a SMART goal.  They practice the skill of self-assessment. Through a review of literature, the students identify three evidence-based interventions with one being a complimentary or alternative therapy.  The interventions are implemented over eight weeks.  At the conclusion of the eight weeks, the students evaluate whether the goal was met and suggest changes they would make to improve outcomes of the SCP.

 

Evaluation:  The semester long project is evaluated through the use of a rubric, SCP outline, peer review, and faculty review of the paper.  The students complete an outline followed by eight weeks of self-identified interventions.  When students have completed the interventions, the projects are peer-reviewed using specific guidelines.  The projects are evaluated by faculty using a detailed rubric with points divided between the two classes.

 

Results:  The most common problems identified by students include: stress/anxiety, inadequate/poor sleep, poor nutrition, weight gain, and inactivity.  Most students report successful goal attainment.  Students in general express appreciation of the project and especially enjoy employing a complimentary therapy.  The SCP provides the faculty an opportunity for an “inside look” at students’ stress, anxiety, and coping levels and provides an opportunity to guide students who perceive themselves to be overwhelmed.

 

Conclusion/Recommendations:  In the future, faculty would like to extend the self-care aspect to the third and fourth year students.  The authors’ aim is to have students repeat the SCP intervention plan in the final semester of the nursing program. Encouragement of self-care during nursing school may foster  continuation of self-care practices into nursing professional practice.   

Keywords:
Self-Care; Nursing Students
MeSH:
Self Care; Students, Nursing
Repository Posting Date:
12-Nov-2015
Date of Publication:
12-Nov-2015
Citation:
Bonhotal, S., Seibert, S. A., & Hall, M. A. (2015). Promoting self-care for nursing students. Poster session presented at the USI Health Professional Educator Conference. Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/582117
Conference Date:
2014; 2015
Conference Name:
ATI Education Summit; USI Health Profession Educator Conference
Conference Host:
Assessment Technologies Institute; University of Southern Indiana
Conference Location:
San Diego, California, USA; Evansville, Indiana, USA
Description:
This item has been submitted to the repository as part of a collective effort of the nursing faculty and students of the University of Southern Indiana (USI), College of Nursing and Health Professions. This broad dissemination effort will increase the visibility and impact of the work of the USI nursing program and benefit nurses and the nursing profession on a global level.; This poster has been presented at 2 conferences: the 2014 Assessment Technologies Institute, Education Summit, San Diego, California, USA, and in 2015 at 2015 USI Health Profession Educator Conference, Evansville, Indiana, USA.
Note:
This work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelOtheren
dc.research.approachQualitative Researchen
dc.titlePromoting Self-Care for Nursing Studentsen_US
dc.contributor.authorBonhotal, Susanen
dc.contributor.authorSeibert, Susan A.en
dc.contributor.authorHall, Melissa A.en
dc.contributor.departmentNon-memberen
dc.author.detailsSusan Bonhotal, MSN, RN, Nursing Instructor, University of Southern Indiana, Evansville, Indiana, e-mail:stbonhotal at usi dot edu; Melissa A. Hall, DNP, ANP-BC, FNP-BC, GNP-BC,Chair- Graduate Nursing, University of Southern Indiana, e-mail: mhall at usi dot edu; Susan Seibert, MSN, RN, Clinical Assistant Professor of Nursing, University of Southern Indiana, e-mail: saseibert at usi dot eduen
dc.identifier.urihttp://hdl.handle.net/10755/582117en
dc.description.abstract<p>Taking care of oneself should be a lifelong habit.  Nursing students often put aside their own self-care to focus on the rigors of academia.  Students describe experiencing both academic and clinical stressors.   Stress felt by nursing students could impede the student’s ability to learn and function.  It is paramount for instructors to pay attention to students’ psychological status and their academic performance.  Teaching nursing students about the importance may promote stress management and encourage positive self-care habits throughout the students’ nursing career.</p> <p> </p> <p>Implementation:  The Self-Care Project (SCP) is a semester long, joint venture between the first two nursing classes (Introduction to Professional Nursing and Nursing Assessment).  For the SCP, students complete the American Nurses Association (ANA) Health Risk Appraisal (HRA) (ANA, 2015) to determine an aspect of self-care that needs improvement.  The HRA includes identification of health and self-care risk factors and compares the individual’s personal results with national averages and standards.  The SCP is divided into sections:  Problem, Self-Assessment, Outcome Goals, Interventions, Literature Review, and Evaluation. The students learn to use the Nursing Process on themselves.</p> <p>Students identify a problem and a SMART goal.  They practice the skill of self-assessment. Through a review of literature, the students identify three evidence-based interventions with one being a complimentary or alternative therapy.  The interventions are implemented over eight weeks.  At the conclusion of the eight weeks, the students evaluate whether the goal was met and suggest changes they would make to improve outcomes of the SCP.</p> <p> </p> <p>Evaluation:  The semester long project is evaluated through the use of a rubric, SCP outline, peer review, and faculty review of the paper.  The students complete an outline followed by eight weeks of self-identified interventions.  When students have completed the interventions, the projects are peer-reviewed using specific guidelines.  The projects are evaluated by faculty using a detailed rubric with points divided between the two classes.</p> <p> </p> <p>Results:  The most common problems identified by students include: stress/anxiety, inadequate/poor sleep, poor nutrition, weight gain, and inactivity.  Most students report successful goal attainment.  Students in general express appreciation of the project and especially enjoy employing a complimentary therapy.  The SCP provides the faculty an opportunity for an “inside look” at students’ stress, anxiety, and coping levels and provides an opportunity to guide students who perceive themselves to be overwhelmed.</p> <p> </p> <p>Conclusion/Recommendations:  In the future, faculty would like to extend the self-care aspect to the third and fourth year students.  The authors’ aim is to have students repeat the SCP intervention plan in the final semester of the nursing program. Encouragement of self-care during nursing school may foster  continuation of self-care practices into nursing professional practice.   </p>en
dc.subjectSelf-Careen
dc.subjectNursing Studentsen
dc.subject.meshSelf Careen
dc.subject.meshStudents, Nursingen
dc.date.available2015-11-12T20:18:28Zen
dc.date.issued2015-11-12en
dc.date.accessioned2015-11-12T20:18:28Zen
dc.identifier.citationBonhotal, S., Seibert, S. A., & Hall, M. A. (2015). Promoting self-care for nursing students. Poster session presented at the USI Health Professional Educator Conference. Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/582117en
dc.conference.date2014en
dc.conference.date2015en
dc.conference.nameATI Education Summiten
dc.conference.nameUSI Health Profession Educator Conferenceen
dc.conference.hostAssessment Technologies Instituteen
dc.conference.hostUniversity of Southern Indianaen
dc.conference.locationSan Diego, California, USAen
dc.conference.locationEvansville, Indiana, USAen
dc.identifier.citationBonhotal, S., Seibert, S. A., & Hall, M. A. (2015). Promoting self-care for nursing students. Poster session presented at the USI Health Professional Educator Conference. Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/582117en
dc.descriptionThis item has been submitted to the repository as part of a collective effort of the nursing faculty and students of the University of Southern Indiana (USI), College of Nursing and Health Professions. This broad dissemination effort will increase the visibility and impact of the work of the USI nursing program and benefit nurses and the nursing profession on a global level.en
dc.descriptionThis poster has been presented at 2 conferences: the 2014 Assessment Technologies Institute, Education Summit, San Diego, California, USA, and in 2015 at 2015 USI Health Profession Educator Conference, Evansville, Indiana, USA.en
dc.description.noteThis work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.en
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