PAVING THE PATH TO MINDFULNESS: IMPLEMENTATION OF A PROGRAM TO REDUCE STRESS AND BURNOUT IN INPATIENT PSYCHIATRIC NURSES

Public Deposited

Downloadable Content

Download PDF
Request Version for Screen Reader
Last Modified
  • March 22, 2019
Creator
  • Rush, Kristin
    • Affiliation: School of Nursing
Abstract
  • Background: Inpatient psychiatric nurses experience high levels of stress and burnout contributing to negative healthcare outcomes. Although evidence supports a high prevalence of burnout, very few programs have been implemented to target prevention of stress and burnout in psychiatric nurses. Purpose: The purpose of project was to evaluate the helpfulness of a four-week mindfulness program designed to reduce stress and burnout in psychiatric nurses working on locked inpatient units. Methods: This evaluation was formative in nature to assist in the development and implementation of a four-week mindfulness program. The primary outcome measures were the effectiveness of program content and the learning platform. A secondary outcome measure assessed the barriers to and facilitators of the program. These outcomes were measured through collection of quantitative data from an anonymous online survey and qualitative data obtained through a focus group. Results: Twenty-two psychiatric inpatient nurses enrolled in the program in a large Southeastern hospital in the United States. Sixteen nurses completed the final survey with the majority composition being female, working on day shift, and ranging from age 20 to 61+ years. The majority of the participants either agreed or strongly agreed that the program content was helpful (87.5%) and the learning platform was feasible (90.6%). Conclusion: The data suggests that the majority of the participants found this mindfulness program worthwhile and useful. The information derived from this formative evaluation provided guidance for continued development of the program with intent to make the program available through the hospital intranet.
Date of publication
Keyword
DOI
Resource type
Advisor
  • Giscombe, Cheryl
  • Cameron, Robert
  • Hubbard, Grace
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2018
Language

Relations

Parents:

This work has no parents.

Items

Thumbnail Title Date Uploaded Visibility Actions
file details Rush_unc_0153D_17549.pdf 2019-04-11 Public Download