is an assistant professor and program director of the Doctor of Nursing Practice Nurse Anesthesiology Track at the Johns Hopkins School of Nursing, Baltimore, Maryland. Email:
is an assistant professor at the Georgetown University Doctor of Nurse Anesthesia Practice program, Washington, DC. Email:
AANA J. 2021 Oct;89(5):413-418.
Nurse anesthesiology education is inherently stressful, and student registered nurse anesthetists (SRNAs) must demonstrate a high level of resilience for successful completion. Because of the coronavirus disease 2019 (COVID-19) pandemic, social unrest from racial protests, and uncertain economic conditions, SRNAs are facing unprecedented levels of stress. Additionally, traditional clinical and didactic training has been drastically interrupted, leading to feelings of anxiety and uneasiness. Much research has demonstrated that high levels of stress and anxiety can lead to burnout and mental health concerns, including fatigue, depression, substance abuse, and suicidal ideation. To prevent burnout, promote resilience, and decrease the risk of severe mental health conditions, nurse anesthesiology educational programs must explore ways to promote students' well-being, through offered wellness interventions and resources.
护士麻醉学教育本质上具有压力，并且学生注册护士麻醉师（SRNAs）必须表现出高度的适应能力才能成功完成学业。由于 2019 年冠状病毒病（COVID-19）大流行、种族抗议引起的社会动荡和不确定的经济状况，SRNAs 正面临前所未有的压力。此外，传统的临床和理论培训已被严重中断，导致学生感到焦虑不安。大量研究表明，高水平的压力和焦虑会导致倦怠和心理健康问题，包括疲劳、抑郁、药物滥用和自杀意念。为了防止倦怠，提高适应力，降低严重心理健康问题的风险，护士麻醉学教育计划必须探索通过提供健康干预措施和资源来促进学生健康的方法。
