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Benchmark – Part B Literature Review Assignment

Benchmark – Part B Literature Review Assignment

Oncology nurses operate in a high-stress setting that promotes burnout. The nurses care for patients who are on the verge of death and are grappling with the concept of death. The care must facilitate healing and prepare patients to deal with pain, sadness, and impending death. Oncology nurses are emotionally exhausted, depersonalized, and have a lower feeling of personal accomplishment as a result of burnout (Gomez-Urquiza et al., 2016). Insomnia, anger, an increased risk of alcohol and drug misuse, absenteeism, and medical blunders are also associated with burnout. It is then critical for hospitals and nurses to adopt protocols for dealing with burnout in order to optimize both nurse care and patient care. A potentially beneficial intervention for nurses is mindfulness practice, which requires a review of evidence-based information to determine its usefulness. The following PICOT question will be used to guide the literature search: Will using mindfulness practice versus no intervention result in a reduction in reported burnout among cancer nurses working with patients at the end of life during a ten-month period?

Criteria for Article Evaluation

A comprehensive literature review was conducted online in response to the PICOT question above. The GCU library now has a collection of peer-reviewed literature. The articles were sourced during the search from databases such as CINAHL, PsycInfo, ProQuest, and Pubmed. The search included the following keywords: burnout, oncology nurses, mindfulness, end-of-life patients, stress, and coping. Peer-reviewed works published within the last five years met the inclusion criterion. The publications included addressed mindfulness interventions for health care professionals, mindfulness interventions for oncology nurses, and mindfulness and nurse well-being. Dissertations, book reviews, therapies with unknown effects, and the application of mindfulness to manage patient populations were excluded as exclusion criteria. Sixty papers were identified, of which twenty were chosen for abstract evaluation. After reviewing the abstracts, we applied the inclusion and exclusion criteria and chose ten papers for full-text review. Five articles were ultimately chosen for the review of the literature, while the remaining five were discarded due to a lack of stated outcomes and low subject engagement. Literature Review Assignment for Benchmark – Part B

Articles about a Selection

Penque (2019) conducted a quasi-experimental, longitudinal, pretest-posttest, correlational study to determine whether implementing mindfulness-based stress reduction programs promotes job satisfaction and minimizes burnout. The study enrolled 61 nurses aged 21 years and older who self-reported having no currently diagnosed mental disease. The nurses were recruited through fliers, emails, staff meetings, council meetings, and one-on-one interactions after receiving approval from the Instructional Review Board. They were subsequently enrolled in the MBSR program, and data were collected three months prior to, during, and following the intervention.

Benchmark - Part B Literature Review Assignment

Benchmark – Part B Literature Review Assignment

The training was based on the MBSR program developed by Kabat-Zinn. The researcher discovered that the program significantly reduced job burnout and enhanced particular psychological traits such as tranquility, self-compassion, and mindfulness. The findings were statistically significant and corroborative of the hypothesis. The study’s limitations include the absence of a randomized controlled sample and comparison group, the study’s focus on a single geographic area, the use of a self-reported evaluation measure, and the possibility of selection bias. The article substantiates the PICOT by demonstrating that mindfulness practice has a beneficial influence on nursing burnout and can assist cancer nurses in caring for patients towards the end of their lives. Part B – Benchmark Review of Literature

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Duarte and Pinto-Gouveia (2017) also executed research to determine how mindfulness-based interventions affect burnout, satisfaction with life, psychological symptoms and self-compassion among oncology nurses. The authors used a non-randomized controlled study and the participants were sourced from two large oncology hospitals in north and central Portugal. The study had 94 oncology nurses with experimental and waitlist comparison condition groups. The intervention used was a 6-week mindfulness-based group intervention as outlined by Kabat-Zinn. The waitlist group also received the intervention after the study. Self-reported measures helped in assessing mindfulness, self-compassion, burnout, depression, and compassion fatigue among others. The study revealed that use of mindfulness mediated changes has a positive impact on burnout, anxiety, and stress as well as satisfaction with life. The participants who received the intervention had increases mindfulness, self-compassion, as well as reduced compassion fatigue and psychological inflexibility, compared to the comparison group. The article not only uses oncology nurses but compares nurses using mindfulness-based intervention and those not using which is the main aim of the PICOT question.

Burton et al. (2017) equally systematically reviewed articles to determine how mindfulness-based intervention reduce stress among health professionals. The researchers set exclusion and inclusion criteria and then searched articles that met their conditions on MEDLINE, PsycINFO, CINAHL, and BNI and eventually they settled on nine articles. All the articles used interventions like traditional Mindfulness-Based Stress Reduction (MBSR), modified MBSR, mindfulness-based cognitive attitude training, or telephonic MBSR. The articles were then meta-analyzed and they revealed that MBIs reduce stress among healthcare professionals. Eight of the analyzed articles reported positive effects and only one did not. The articles also indicated an improvement in burnout among health practitioners. Therefore, article offers various mindfulness interventions that can be used to support nurse oncologists and thus useful in the current research. Benchmark – Part B Literature Review Assignment

In their article, Vivian et al. (2019) evaluated the significant statistical relationships between nurse’s perceived stress, patient satisfaction score, self-care habits, emotional self-regulation, frequency of stressors and mindfulness. The authors used a cross-sectional survey where 340 nurses from all Methodist Dallas Medical Center departments participated. The researchers noted that perceived stress was caused by death and dying, lack of support, conflict with physicians and workload. In terms of dispositional mindfulness, the researcher found out that adult critical care units had the least scores. The article is essential because it guided on how to set priorities ad tailor mindfulness-based stress-reduction interventions.

Lastly, Flatt and Dabney (2019) executed a literature review to find out whether mindfulness-based stress reduction results in a lesser rate of burnout. The researchers explored current evidence on how MBSR impacts healthcare worker burnout. Flatt and Dabney (2019) used databases like CINHAL, SUMSearch, and PubMed to get their evidence. They found six articles that answered their question and all of them had interventions that lasted between 6 to 8 weeks with training sessions lasting 1 to 2.5 hours. Most of the articles assessed outcomes like burnout, stress, distress, depression and compassion fatigue. All of the articles indicated a need to use mindfulness-based program to reduce or prevent burnout or stress.

Articles Comparison

All the articles analyze the use of mindfulness-based interventions in enhancing health professionals’ ability to execute their duties. Penque (2019) for instance recommends the use of MBSR because it promotes physical and psychological wellbeing of nurses. The need to use such a tool stem from the fact that managing clinical work stress results in job burnout. Similar sentiments are reflected by Duarte and Pinto-Gouveia (2017) who state that MBI intervention improves burnout and psychological distress among nurses. All the articles report a positive effect of mindfulness among nurses in handling burnout and thus indicate a need to implement such a program for oncologist nurses managing end of life patients (Vivian et al., 2019; Flatt & Dabney, 2019; Burton et al., 2017).

In terms of differences, the authors have used varying durations of interventions though most of them range from 6-8 weeks. Additionally, the number of samples used varies although the results obtained are consistent with existing literature. For instance, Penque (2019) used 8 weeks, Duarte and Pinto-Gouveia (2017) used 6 weeks while Burton et al. (2017) reported most of analyzed studies lasted between 6-8 weeks. Two articles handle general health practitioners (Burton et al., 2017; Vivian et al., 2019) while the other three specifically address nurses with one dealing with oncology nurses (Duarte & Pinto-Gouveia, 2017).

Areas of Further Study

In terms of practice implication, Penque (2019) assert the need to advocate for mindfulness programs to help nurses reframe difficult situations and redirect their negative thinking. The practice should be practiced more often to ensure that one avoids negativity and get insights into situations faced within the clinical settings. The intervention should be taught to oncology nurses to create a group of nurses who can promote camaraderie and support each other in stressful situations. There is a need to handle time commitment since it is a common barrier to the application of mindfulness –interventions (Vivian et al., 2019). To handle time issues, a brief and easy to access interventions should be used to enhance uptake and effectiveness and ensure that nurses can apply them and handle their intensive workloads. For future research, intervention done should include several assessment time points to help in coming up with stronger conclusions (Duarte & Pinto-Gouveia, 2017).  Burton et al. (2017) also emphasize the need to use checks of fidelity in future studies to ensure that interventions are delivered as set and clear conclusions are made.

References

Burton, A., Burgess, C., Dean, S., Koutsopoulou, G. Z., & Hugh‐Jones, S. (2017). How effective are mindfulness‐based interventions for reducing stress among healthcare professionals? A systematic review and meta‐analysis. Stress and Health, 33(1), 3-13.

Duarte, J., & Pinto-Gouveia, J. (2017). Mindfulness, self-compassion, and psychological inflexibility mediate the effects of a mindfulness-based intervention in a sample of oncology nurses. Journal of Contextual Behavioral Science, 6(2), 125-133.

Flatt, T., & Dabney, B. W. (2019). Mindfulness-Based Stress Reduction and Workplace Burnout: A Literature Review. Sigma Theta Tau International.

Gomez-Urquiza, J. L., Aneas-López, A. B., la Fuente-Solana, D., Emilia, I., Albendín-García, L., & Díaz-Rodríguez, L. (2016). Prevalence, Risk Factors, and Levels of Burnout Among Oncology Nurses: A Systematic Review. In Oncology nursing forum, 43(3).

Penque, S. (2019). Mindfulness to promote nurses’ well-being. Nursing Management, 50(5), 38-44.

Vivian, E., Oduor, H., Arceneaux, S. R., Flores, J. A., Vo, A., & Madson Madden, B. (2019). A cross-sectional study of perceived stress, mindfulness, emotional self-regulation, and self-care habits in registered nurses at a tertiary care medical center. SAGE Open Nursing, 5, 2377960819827472.

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

 

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