Department of Graduate and Undergraduate Studies in Education, Faculty of Education, Brock University, St. Catharines, Canada.
Department of Nursing, Faculty of Applied Health Sciences, Brock University, St. Catharines, Canada.
Nurse Educ Pract. 2019 Mar;36:108-113. doi: 10.1016/j.nepr.2019.03.011. Epub 2019 Mar 16.
In Canada, nurses comprise half the healthcare employment sector, yet comparably, they are twice as likely to experience absenteeism due to occupational burnout. This issue is pronounced for entry-level nurses. The College of Nurses of Ontario (CNO) mandates professional practice standards and entry-level practice competencies; notably, these documents lack explicit performance expectations linked to nursing self-care. This lack of acknowledgment is reflected in what is known, which is little, about how self-care competencies are taught and assessed in nursing education programs. From a Program Director perspective, this study examined the strategies used to teach and assess self-care competencies in Ontario's nursing education programs. Survey results (n = 8), reported intention-action gaps highest (i.e., there is a need for increased teaching), in self-care competencies not mandated by the CNO (i.e., relationship, emotional, and spiritual self-care), whereas competencies mandated by the CNO (i.e., professionalism), were rated higher in relative teaching than importance. Given that self-care strategies (e.g. maintaining healthy interpersonal relationships and engaging in spiritual growth and mindfulness) have shown to be protective factors against workload stress, burnout, and job attrition, regulatory colleges need to consider mandating these self-care competencies within their professional practice standards and entry-level registered nurse practice guidelines.
在加拿大，护士占据了医疗保健行业就业人数的一半，但相对而言，他们因职业倦怠而缺勤的可能性是其他职业的两倍。这个问题在初级护士中更为明显。安大略省护士学院（CNO）规定了专业实践标准和初级实践能力；值得注意的是，这些文件缺乏与护理自我保健相关的明确绩效期望。这种缺乏认可反映在人们对护理教育计划中如何教授和评估自我保健能力的了解甚少。从项目主任的角度来看，这项研究考察了安大略省护理教育计划中用于教授和评估自我保健能力的策略。调查结果（n=8）报告称，自我保健能力方面的意图-行动差距最大（即需要增加教学），这些能力不受 CNO 规定（即人际关系、情感和精神自我保健），而 CNO 规定的能力（即专业性）在教学方面的评分高于重要性。鉴于自我保健策略（例如，保持健康的人际关系、参与精神成长和正念）已被证明是对抗工作负荷压力、倦怠和离职的保护因素，监管学院需要考虑在其专业实践标准和初级注册护士实践指南中规定这些自我保健能力。
