2. Talking about one’s concerns and feelings with an appropriate person or group can relieve stress. Discussing with an instructor or advisor, or informally with colleagues over a cup of coffee, provides surprising relief from stress. Nursing programs provide a number of activities which allow students to talk about feelings and concerns (e.g., discussions in class, post-clinical conferences, study sessions). Helping students realize that these experiences relieve stress emphasizes the importance for students to find such groups after they graduate. 3. Building strong, supportive relationships can be an antidote for burnout and compassion fatigue. Nursing programs provide many opportunities for developing professional/personal relationships, through course work, clinical groups, student organizations, and informal gatherings. Encourage these groups to work together and provide them with opportunities to practice appropriate communication in a variety of situations involving possible conflict. 4. Fostering student engagement and the application of content. A lack of confidence over time can be a precursor to burnout and compassion fatigue. While a lack of confidence is to be expected while a student is learning and is also common in a novice nurse, a primary goal for nursing faculty is developing evidence-based teaching and learning activities that build confidence. Preparing students for the NGN NCLEX® using the Clinical Judgment Measurement Model is also helpful in increasing the confidence of students and new graduates. 5. Providing students opportunities to reflect on specific situations they encounter and their performance in those situations is key. Students should have regular opportunities to practice reflection in both didactic and clinical courses. Developing the skill of reflection begins with students using one or more of the reflection models considered best practice. To ensure that reflection is effectively integrated into classes and clinical experiences, it’s helpful to have course objectives that require reflection. Additionally, all clinical evaluation instruments should assess students’ ability to reflect on their own performance as they progress through the program. 6. Maintaining self-care. Self-care can mean different things to different people. Self-care might include exercise, yoga, massage, sports, or other personal preferences. Many nursing schools have found it beneficial to offer a required or elective course or module on stress management at the beginning of the program. Recommendations such as maintaining life balance, getting adequate sleep, ensuring proper nutrition and hydration, and prioritizing fresh, whole foods over processed alternatives should be emphasized. 7. Setting boundaries between personal life and school life. While it can be challenging to establish boundaries when feeling overwhelmed, spending time doing schoolwork during personal activities can prevent us from receiving the advantages of being away. The author can be accused of grading nursing students’ papers while attending her children’s athletic events. However, a child “dripping” on students’ papers at a swim meet doesn’t exactly scream “Setting Boundaries!” Still, it remains crucial to continually strive for a healthy work-life balance throughout one’s career.
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Maintaining resilience when the workload results in ongoing fatigue
How can resilience be maintained when the workload results in ongoing fatigue, such as during a crisis or when the work exceeds your capacity to complete satisfactorily? Sometimes, the workload, whether in a clinical setting or school, becomes overwhelming and may feel impossible to complete satisfactorily. Fatigue is often marked by a profound lack of energy, sensations of muscle weakness, and slowed movements or central nervous system responses. Additionally, fatigue can lead to significant mental exhaustion, manifesting as a lack of mental clarity, difficulty concentrating, and in some cases, memory lapses. What strategies can be implemented to cope with fatigue? On the following page are some examples of helpful interventions which faculty can share with students either in a formal class or informal discussion.
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