Peterson Kerry, Mundo William, McGladrey Laura, Aagaard Laurra M, Stalder Sarah, Cook Paul F
Kerry Peterson, PhD, DNP, PMHCNS-BC, PMHNP-BC, FAANP, University of Colorado, Aurora, CO, USA.
William Mundo, MD, MPH, Denver Health Medical Center, Denver, CO, USA.
J Am Psychiatr Nurses Assoc. 2023 Sep-Oct;29(5):363-374. doi: 10.1177/10783903231186997. Epub 2023 Aug 3.
Nurses and nursing students have been at the forefront of the fight against COVID-19, often working in conditions that produce stress injuries and burnout. Early recognition and mitigation of stress and emotional trauma help prevent burnout.
To evaluate the effectiveness of an online 8-hour stress awareness course and associated 1-hour support group in reducing stress and burnout among nursing students.
We conducted a program evaluation for an online stress awareness pilot course offered to nursing students. The course, and associated support groups led by trained psychiatric mental health nurse practitioner students, included a common language for talking about stress, screening tools for recognizing stress injuries, and strategies for improving self-care. Students completed pre- and post-course surveys. Outcome measures included changes on course learning objectives, level of burnout, health-related locus of control, and experiences of stress and coping.
Nursing students ( = 360) enrolled in the course, and 224 (62%) completed pre- and post-course surveys. Sixty percent rated the course excellent or very good. Depression Anxiety and Stress Scales and Impact of Event Scale Revised scores were within established normal ranges. There was a significant increase in all nine course learning objectives ( < .001) and decreased signs of stress ( < .001). Students' level of burnout decreased by odds ratio = 0.58 (95% CI: [0.4, 0.9], < .006).
Nursing leaders can use psychoeducational strategies to mitigate the impact of stress, build confidence, and support nursing students entering the workforce during these unprecedented times.
护士和护理专业学生一直处于抗击新冠肺炎疫情的前沿，他们经常在会导致压力性损伤和职业倦怠的条件下工作。尽早识别并缓解压力和情感创伤有助于预防职业倦怠。
评估一个8小时在线压力认知课程及相关1小时支持小组在减轻护理专业学生压力和职业倦怠方面的效果。
我们对向护理专业学生提供的一个在线压力认知试点课程进行了项目评估。该课程以及由受过培训的精神科心理健康护理专业学生主导的相关支持小组，包括用于谈论压力的通用语言、识别压力性损伤的筛查工具以及改善自我护理的策略。学生们完成了课程前后的调查。结果指标包括课程学习目标的变化、职业倦怠程度、与健康相关的控制源以及压力和应对经历。
360名护理专业学生报名参加了该课程，224名（62%）完成了课程前后的调查。60%的学生对该课程给予优秀或非常好的评价。抑郁焦虑压力量表和事件影响量表修订版的得分在既定的正常范围内。所有九个课程学习目标都有显著提高（P<0.001），压力迹象有所减少（P<0.001）。学生的职业倦怠程度降低，优势比=0.58（95%置信区间：[0.4, 0.9]，P<0.006）。
在这些前所未有的时期，护理领导者可以采用心理教育策略来减轻压力的影响、增强信心并支持即将进入职场的护理专业学生。
