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NUR 590 Topic 1 Discussion Question One

NUR 590 Topic 1 Discussion Question One

Change Initiative Proposed: Resilience Training Program

Numerous techniques can be undertaken to promote attentive nursing behaviors among oncology nurses, hence reducing burnout. One technique that could be taken in this study is to employ acceptance and commitment therapy (ACT) (Jennings et al., 2017). The intervention aims to educate nurses about how to cope with hardship and trauma associated with burnout. Oncology nurses acquire insight into what defines burnout and how to detect potential reasons within the work environment through this technique. ACT enhances mental processes and enables cancer nurses to be more optimistic about their current work environment. Adopting the intervention would ensure that nurses have an optimistic attitude toward patient care, which will help them develop compassion and empathy in order to provide the best possible care to their clients. NUR 590 Discussion Question No. 1

ACT is critical in supporting staff growth as a nurse practitioner. It enables nurses to seek individual therapy by self-referral or through the occupational health team for practitioners who exhibit symptoms of depression or burnout at work. The therapy enables nurses to provide skilled, nonjudgmental psychological support to impacted individuals, enabling them to accept the current condition of care and maintain consistency in pursuing behaviors that increase the value of services offered to patients (Goodman, 2019). ACT lends itself to research-based intervention since it ensures that oncology nurses (P) are trained (I) in how to cope successfully (O) with care issues, in contrast to the mediation method, which encourages mindfulness-based stress reduction (C) within ten months (T). ACT ensures prospective oncology nurses acquire and embrace abilities that will enable them to care for patients in even the most difficult scenarios including stress (Jennings et al., 2017). Additionally, the proposed intervention is centered on psychological and behavioral skills that promote mindfulness and value-based activities that benefit oncology nurses’ well-being. NUR 590 Discussion Question No. 1

References

Goodman, B. (2019). Psychology and sociology in nursing. London: Learning Matters.

Jennings, T., Flaxman, P. E., Egdell, K., Pestell, S., Whipday, E., & Herbert, A. (2017). A resilience training programme to improve nurses’ mental health. Nursing Times113(10), 22-26.

Role of EBP in Specialty Area of Practice as an Oncology Nurse

Acceptance and commitment therapy (ACT) has emerged to be a mindfulness-based method to improve the mental health status of

NUR 590 Topic 1 Discussion Question One

NUR 590 Topic 1 Discussion Question One

critical care nurses. Particularly, ACT is an evidenced-based practice (EBP) with immense value to oncology nurses as it provides a wide range of behavioral and psychological skills to help the practitioners cope with burnout (de Oliveira et al., 2019). In practice as an oncology nurse, ACT enables one to share their pressing needs during practice to ensure that the present challenge does not escalate to a burnout. The premise helps to diffuse mental health difficulties encountered by oncology nurse in a bid to improve job performance (Jennings et al., 2017). Nonetheless, the EBP ensure corporation among oncology nursing team with occupational health staff and psychologists in a health facility for an early intervention on depression or stressful work setting.

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ACT is considered a more recent approach of improving cognitive behavioral therapy among nurses not only in oncology but also in critical care especially for those handling surgical procedures. Just like in oncology setting, advanced registered critical care nurses in surgical wards use the EBP to provide care to patients with both acute and chronic pain (de Oliveira et al., 2019). The premise is based on argument that ACT ensures that the practitioners cultivate a culture of psychological flexibility to enable them provide compassionate care to patients enduring pain. However, as opposed to oncology setting, the implementation of ACT by nurses in surgical wards tends to be more effective as nurses are less likely to be judgmental (Jennings et al., 2017). This is because improving resilience of oncology nurses is challenged by internal obstacles related to value-based behavior such as feelings and thoughts especially in moments of grief as opposed to nurses in surgical wards.

References

de Oliveira, S. M., de Alcantara Sousa, L. V., Gadelha, M. D. S. V., & do Nascimento, V. B. (2019). Prevention Actions of Burnout Syndrome in Nurses: An Integrating Literature Review. Clinical practice and epidemiology in mental health: CP & EMH15, 64. DOI: 10.2174/1745017901915010064

Jennings, T., Flaxman, P. E., Egdell, K., Pestell, S., Whipday, E., & Herbert, A. (2017). A resilience training programme to improve nurses’ mental health. Nursing Times113(10), 22-26.

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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