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Nurses’ Self-Care for Evading Burnout and Compassion Fatigue Student Name: Institutional Affiliation: Instructor Name: Course: Date:

Nurses’ Self-Care for Evading Burnout and Compassion Fatigue Describing Nurses’ Burnout, Compassion Fatigue and Self-Care Nurses’ burnout can be defined as the underlying work-related scenario that is generated over time and exerts mental-founded, physical, and emotion-based fatigue on nurses. The context may be steered by possible work-founded strains that may include extended clinical practice hours and the sustained need to demonstrate prompt quality decision-making competencies (Kohli & Padmakumari, 2020). Another facilitator may be the professional accountability for providing care to patients and patient populations that are perceived to not be capable of attaining safe and quality person-centered healthcare outcomes. The other reason may be low nurse-to-patient ratios that reduce the efficacy of extending timely and quality care to patients (Kohli & Padmakumari, 2020). Compassion fatigue, on the other hand, mirrors the underlying physical-founded, emotional, and psychologically-related effects that nurses experience when caring for patients. The basis is that nurses feel they are incapable of helping patients to relive the specific suffering they are undergoing (Kohli & Padmakumari, 2020). Compassion fatigue is more specified in nature per a given scenario such as limited resources and directly impacts nurses’ personal and professional accountability for extending safe and quality direct care provision. Nurses’ self-care highlights their baseline personal responsibility for limiting or evading possible physical, emotional, and psychological needs. Maintaining self-care helps nurses to ensure effective prevention of illness, promotion coupled with the sustenance of safe and quality health, and handling of possible disabilities (Hofmeyer et al., 2020).

Evading Burnout and Applying Self-Care within Nursing School Ensuring effective time management while also being cognizant of one's nurse role boundaries is a significant approach for evading burnout and sustaining self-care while in nursing school. An example involves the effective configuration of studying timetables to limit or prevent possible fatigue and overlapping of class and personal time (Vizeshfar et al., 2022). On this note, one can allot every day, four-one-hour study timeframes every day that are specified to each school nursing unit being pursued for the nursing course (Vizeshfar et al., 2022). In this regard, there should be a five-minute mindfulness activity between each one-hour study session that is founded on listening to music to aid in calming down. Seeking a social connection network is another approach that can aid in comprehending and mitigating various forms of challenges within the nursing school journey. The context approach helps limit or stop possible senses of loneliness via emotional support provision. An example involves joining an already formed study group with renowned class members that one has identified as friendly to them (Abdul-Mumin et al., 2023). On this note, weekly time schedules can be devised in the evening when one is free and away from distractions which helps improve class work comprehension and foster strong social ties. Identifying specific mindfulness methods that are specific to one's personal needs is another approach to preventing burnout and steering self-care. The identified methods help generate mental-founded clarity which is an important factor in stopping possible stressful events within the learning framework (Abdul-Mumin et al., 2023). An example involves engaging in a fifteen-minute jog every morning before attending classes. Another example involves engaging in yoga to relieve stress and aid in steering sound sleeping patterns (Abdul-Mumin et al., 2023).

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Evading Burnout and Applying Self-Care in Transitioning to Clinical Practice Seeking an avenue for continuous learning to sharpen and generate more personal and professional skill sets is an approach that can be applied to evade burnout and uphold self-care by nurses when transitioning to clinical practice. The approach acts as a motivator for steering work-related satisfaction via new-founded confidence in executing personal and professional clinical care competencies (Razai et al., 2023). An example involves hospice nurses pursuing short nurse informatics courses to increase their clinical care proficiencies that amalgamate with adhering to ethical and compliance standards (Razai et al., 2023). As a result, the hospice nurses’ confidence levels for steering physical and remote forms of care can be heightened. Seeking a sound work-life framework is another approach that can be applied to prevent burnout and ensure self-care. On this note, new-practice nurses can be well-equipped to manage their physical, emotional psychological wellness coupled with well-being (Razai et al., 2023). An example involves the initiation of lifestyle changes that amalgamate being cognizant of healthy eating habits and maintaining physical fitness. Another example involves being consistently aware of one’s energy management by accomplishing personal devotions and preventing them from being overlapped with professional work schedules (Razai et al., 2023). Seeking a social support framework is another approach that can be integrated by nurses when transitioning to clinical practice to evade burnout and ensure self-care. On this note, one can fixate on learning from the social support framework on how to effectively identify work-life stressors (Razai et al., 2023). As a result, there is an increased chance for elevating resilience competence for meeting specific physical, emotional, and psychological needs. An example

involves story-telling with peer group members to learn about varying work-life challenges, how to mitigate them, and how to foster continued inspiration for tackling them (Razai et al., 2023).

References Abdul-Mumin, K. H., Maideen, A. A., & Lupat, A. (2023). "Embracing the Inner Strength and Staying Strong": Exploring Self-Care Preparedness among Nurses for Enhancing Their Psychological Well-Being against the Long-Term Effect of COVID-19 Pandemic in Brunei Darussalam. International Journal of Environmental Research and Public Health , 20 (17), 6629. https://doi.org/10.3390/ijerph20176629 Hofmeyer, A., Kennedy , K., & Taylor , R. (2020). Contesting the term ‘compassion fatigue’: Integrating findings from social neuroscience and self-care research. Collegian , 27 (2), 232–237. https://doi.org/https://doi.org/10.1016/j.colegn.2019.07.001 Kohli, D., & Padmakumari, P. (2020). Self-Care, Burnout, and Compassion Fatigue in Oncology Professionals. Indian Journal of Occupational & Environmental Medicine , 24 (3), 168– 171. https://doi.org/10.4103/ijoem.IJOEM_201_19 Razai , M. S., Kooner , P., & Majeem , A. (2023). Strategies and Interventions to Improve Healthcare Professionals’ Well-Being and Reduce Burnout. Journal of Primary Care & Community Health , 14 (21501319231178640). https://doi.org/10.1177/21501319231178641 Vizeshfar, F., Rakhshan, M., & Shirazi, F. (2022). The effect of time management education on critical care nurses' prioritization: a randomized clinical trial. Acute and Critical Care , 37 (2), 202–208. https://doi.org/10.4266/acc.2021.01123

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