Bouchard Lindsay, Rainbow Jessica
University of Arizona College of Nursing, USA.
Nurse Educ Today. 2021 May;100:104852. doi: 10.1016/j.nedt.2021.104852. Epub 2021 Mar 6.
Doctor of Nursing Practice (DNP) students often experience challenges that can cause poor academic performance and attrition. Known threats to nurses' professional quality of life and patient care include compassion fatigue and presenteeism; it is not known how these phenomena carry over from prior nursing experience to DNP students' academic experiences and subsequent NP practice. Adverse Childhood Experiences (ACEs) can also threaten nursing students' coping ability and overall wellbeing. Building resilience can combat the negative effects related to professional quality of life and traumatic experiences and promote nursing student success.
Measure compassion fatigue, presenteeism, ACEs, and resiliency in DNP students.
A cross-sectional survey was conducted with three cohorts of DNP students.
A DNP program at a large public American University.
DNP students (n = 118) from four NP specialty tracks: Family, Pediatric, Psychiatric Mental Health, and Adult-Gerontology Acute Care.
Online surveys were sent to three cohorts of DNP students: one group before beginning the program and two groups, one year apart, before starting clinical rotations in the program. Surveys included measures for compassion fatigue, presenteeism, ACEs, and resiliency.
The demographics of this study sample was similar to other published DNP student samples. The students reported moderate levels of compassion fatigue, presenteeism, and resiliency. ACE scores ranged from 0 to 8 out of 10, and 50% reported at least one ACE.
Survey results from three DNP student cohorts indicate that many are pursuing advanced practice nursing education with a history of traumatic childhood events, demands of balancing work and school, and moderate resiliency levels. Many have symptoms of negative professional quality of life and presenteeism that could inhibit their job satisfaction and quality of care as an NP. Promoting DNP students' resiliency may improve their ability to thrive amidst academic and professional challenges.
护理实践博士（DNP）学生经常面临一些挑战，这些挑战可能导致学业成绩不佳和辍学。已知会对护士的职业生活质量和患者护理产生威胁的因素包括同情疲劳和出勤主义；目前尚不清楚这些现象如何从先前的护理经历延续到DNP学生的学术经历以及随后的执业护士实践中。童年不良经历（ACEs）也可能威胁护理专业学生的应对能力和整体幸福感。培养复原力可以对抗与职业生活质量和创伤经历相关的负面影响，并促进护理专业学生的成功。
测量DNP学生的同情疲劳、出勤主义、童年不良经历和复原力。
对三组DNP学生进行了横断面调查。
美国一所大型公立大学的DNP项目。
来自四个执业护士专业方向的DNP学生（n = 118）：家庭、儿科、精神心理健康和成人老年急症护理。
向三组DNP学生发送在线调查问卷：一组在课程开始前，另外两组在课程临床轮转开始前，相隔一年。调查问卷包括同情疲劳、出勤主义、童年不良经历和复原力的测量指标。
本研究样本的人口统计学特征与其他已发表的DNP学生样本相似。学生们报告了中等程度的同情疲劳、出勤主义和复原力。ACE得分在0至10分之间，50%的学生报告至少有一次ACE。
三组DNP学生的调查结果表明，许多人在有童年创伤事件经历、平衡工作和学业需求以及中等复原力水平的情况下追求高级实践护理教育。许多人有负面职业生活质量和出勤主义的症状，这可能会抑制他们作为执业护士的工作满意度和护理质量。提高DNP学生的复原力可能会提高他们在学术和职业挑战中茁壮成长的能力。
