2.50
Hdl Handle:
http://hdl.handle.net/10755/603239
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Attitudes of Nurses and Student Nurses toward Self-Care
Other Titles:
Discussing Nurses' Attitudes and Actions [Session]
Author(s):
Cino, Kathleen
Lead Author STTI Affiliation:
Chi Gamma
Author Details:
Kathleen Cino, RN, CNE, cinok@farmingdale.edu
Abstract:
Session presented on Sunday, November 8, 2015: Study Aim The purpose of this study is to assess the impact of classroom learning/experiencing of mind-body therapies on the attitudes of nurses and student nurses with regard to mind-body therapies and self-care.  Background Stress is expected among student nurses and decreased stress coping is evident in poor academic performance, student attrition, and suboptimal professional identity formation (Galbraith & Brown, 2011; Hensel & Laux, 2014).  For nurses and student nurses learning healthy stress coping is part of the development of self-care.  Self-care promotes health and is a core value in the American Holistic Nurses Association Scope and Standards of Practice (Mariano, 2013). The mind-body therapies increase self-awareness of body sensations (i.e. muscle tension), all or nothing thinking, and negative emotions as experienced in the stress response.  Examples of mind-body therapies are mindfulness, yoga, journaling, guided imagery and hypnosis, progressive muscle relaxation, and meditation.  Using mind-body therapies is one way of improving healthful stress coping.  The effectiveness of these therapies increases with practice and genuine interest.  Mind-body therapies may even help change self-defeating behaviors. This study will determine attitudes of study participants to these concepts at the beginning and end of the semester.  The results of this study will contribute to further development/refinement of those mind-body therapies which nurses and nursing students determine support their self-care.  Method Participants: RN-BS completion students and preliscensure student nurses enrolled in a baccalaureate program at a college in the northeast Untied States.  Measures Mind-body Skills Attitudinal Scale (MBSS) (Tractenberg, Chaterji & Haramati, 2007) is 21 item seven point likert scale designed to measure changes in classroom attitude in medical students for mind-body therapy after course work in the subject area.  The scale has also been used with nursing students enrolled in that mind-body medicine course (Karpowicz, Harazduk & Haramati, 2009). Procedure Once the Institutional Review Board at the college approves the study all participants will sign informed consent and complete the MBSS survey.  The educational activity is focused on self-care for health promotion.  After a self-assessment, a plan for care of self is created.  Course readings and activities on a variety of mind-body experiences including progressive muscle relaxation, meditation, laughter, chair yoga, and touch therapy provide the educational component on mind-body skills.  Throughout the semester, the participants will evaluate progress on self-care behaviors.  At the semester end, a final evaluation of self-care activity earns the project grade.  In addition, all participants will complete the post test MBSS survey. Analysis of data for change in particpant attitude toward Mind Body Skill will be done at study end. References Galbraith, N. D., & Brown, K. E. (2011). Assessing intervention effectiveness for reducing stress in student nurses: quantitative systematic review. Journal Of Advanced Nursing, 67(4), 709-721. doi:10.1111/j.1365-2648.2010.05549.x Gibbons, C., Dempster, M., & Moutray, M. (2011). Stress, coping and satisfaction in nursing students. Journal of Advanced Nursing, 67(3), 621-632. doi:10.1111/j.1365-2648.2010.05495.x Hensel, D., & Laux, M. (2014). Longitudinal study of stress, self-care, and professional identity among nursing students. Nurse Educator, 39(5), 227–231. doi: 10.1097/NNE.0000000000000057 Karpowicz, S., Harazduk N.,& Haramati, A.(2009).  Using mind-body medicine for self-awareness and self-care in medical school.  Journal of Holistic Healthcare 6(2), 19-22. Mariano, C (2013).  Holisitc nursing: Scope and standards of practice.  In B. Dossey & L. Keegan (Eds.), Holistic Nursing: a Handbook for Practice (pp.59-84). Burlington, MA: Jones & Bartlett. Tractenberg, R.E., Chaterji, R. & Haramati, A. (2007).  Assessing and analyzing change in attitudes in the classroom. Assessment and Evaluation in Higher Ed 32,107-120.
Keywords:
Self-Care; Mind-Body therapy; Research
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B14
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleAttitudes of Nurses and Student Nurses toward Self-Careen
dc.title.alternativeDiscussing Nurses' Attitudes and Actions [Session]en
dc.contributor.authorCino, Kathleenen
dc.contributor.departmentChi Gammaen
dc.author.detailsKathleen Cino, RN, CNE, cinok@farmingdale.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603239en
dc.description.abstractSession presented on Sunday, November 8, 2015: Study Aim The purpose of this study is to assess the impact of classroom learning/experiencing of mind-body therapies on the attitudes of nurses and student nurses with regard to mind-body therapies and self-care.  Background Stress is expected among student nurses and decreased stress coping is evident in poor academic performance, student attrition, and suboptimal professional identity formation (Galbraith & Brown, 2011; Hensel & Laux, 2014).  For nurses and student nurses learning healthy stress coping is part of the development of self-care.  Self-care promotes health and is a core value in the American Holistic Nurses Association Scope and Standards of Practice (Mariano, 2013). The mind-body therapies increase self-awareness of body sensations (i.e. muscle tension), all or nothing thinking, and negative emotions as experienced in the stress response.  Examples of mind-body therapies are mindfulness, yoga, journaling, guided imagery and hypnosis, progressive muscle relaxation, and meditation.  Using mind-body therapies is one way of improving healthful stress coping.  The effectiveness of these therapies increases with practice and genuine interest.  Mind-body therapies may even help change self-defeating behaviors. This study will determine attitudes of study participants to these concepts at the beginning and end of the semester.  The results of this study will contribute to further development/refinement of those mind-body therapies which nurses and nursing students determine support their self-care.  Method Participants: RN-BS completion students and preliscensure student nurses enrolled in a baccalaureate program at a college in the northeast Untied States.  Measures Mind-body Skills Attitudinal Scale (MBSS) (Tractenberg, Chaterji & Haramati, 2007) is 21 item seven point likert scale designed to measure changes in classroom attitude in medical students for mind-body therapy after course work in the subject area.  The scale has also been used with nursing students enrolled in that mind-body medicine course (Karpowicz, Harazduk & Haramati, 2009). Procedure Once the Institutional Review Board at the college approves the study all participants will sign informed consent and complete the MBSS survey.  The educational activity is focused on self-care for health promotion.  After a self-assessment, a plan for care of self is created.  Course readings and activities on a variety of mind-body experiences including progressive muscle relaxation, meditation, laughter, chair yoga, and touch therapy provide the educational component on mind-body skills.  Throughout the semester, the participants will evaluate progress on self-care behaviors.  At the semester end, a final evaluation of self-care activity earns the project grade.  In addition, all participants will complete the post test MBSS survey. Analysis of data for change in particpant attitude toward Mind Body Skill will be done at study end. References Galbraith, N. D., & Brown, K. E. (2011). Assessing intervention effectiveness for reducing stress in student nurses: quantitative systematic review. Journal Of Advanced Nursing, 67(4), 709-721. doi:10.1111/j.1365-2648.2010.05549.x Gibbons, C., Dempster, M., & Moutray, M. (2011). Stress, coping and satisfaction in nursing students. Journal of Advanced Nursing, 67(3), 621-632. doi:10.1111/j.1365-2648.2010.05495.x Hensel, D., & Laux, M. (2014). Longitudinal study of stress, self-care, and professional identity among nursing students. Nurse Educator, 39(5), 227–231. doi: 10.1097/NNE.0000000000000057 Karpowicz, S., Harazduk N.,& Haramati, A.(2009).  Using mind-body medicine for self-awareness and self-care in medical school.  Journal of Holistic Healthcare 6(2), 19-22. Mariano, C (2013).  Holisitc nursing: Scope and standards of practice.  In B. Dossey & L. Keegan (Eds.), Holistic Nursing: a Handbook for Practice (pp.59-84). Burlington, MA: Jones & Bartlett. Tractenberg, R.E., Chaterji, R. & Haramati, A. (2007).  Assessing and analyzing change in attitudes in the classroom. Assessment and Evaluation in Higher Ed 32,107-120.en
dc.subjectSelf-Careen
dc.subjectMind-Body therapyen
dc.subjectResearchen
dc.date.available2016-03-21T16:46:18Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:46:18Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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