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Does Associate Degree Nursing (Adn) PDF

110 Pages·2016·1.41 MB·English
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Regis University ePublications at Regis University All Regis University Theses Summer 2013 Does Associate Degree Nursing (Adn) Student Math Competency Improve with a Math for Nurses Session? Michele A. Dickson Regis University Follow this and additional works at:https://epublications.regis.edu/theses Part of theMedicine and Health Sciences Commons Recommended Citation Dickson, Michele A., "Does Associate Degree Nursing (Adn) Student Math Competency Improve with a Math for Nurses Session?" (2013).All Regis University Theses. 198. https://epublications.regis.edu/theses/198 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please [email protected]. Regis University Rueckert-Hartman College for Health Professions Loretto Heights School of Nursing Doctor of Nursing Practice Capstone Project Disclaimer Use of the materials available in the Regis University Capstone Collection ("Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the "fair use” standards of the U.S. copyright laws and regulations. The Effects of an Educational Support Group Intervention on Nurse Manager Burnout Donna Faviere Submitted as Partial Fulfillment of the Doctor of Nursing Practice Degree Regis University August 5 2013 Copyright 2013 by, Donna Faviere. All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the author’s prior written permissions ii Executive Summary The Effects of an Educational Support Group Intervention on Nurse Manager Burnout Problem Clinical Nurse Managers (NM) play a key role in helping organizations achieves strategic goals and financial outcomes. These complex demands put the NM at high risk to experience occupational stress, which may lead to burnout (Shirey, 2006). Research, although limited demonstrate the importance of providing initiatives that strengthen NM engagement and professional resilience needed to prevent the phenomenon of burnout (Judkins, Reid & Furlow, 2006). Based on this assessment, using the population, intervention, comparison and outcome (PICO) format, the research question: what is the level of engagement among NMs at an acute care facility before and after a support group intervention was developed? Purpose The purpose of this capstone project is to assess whether an educational support group intervention will increase the level of engagement among NMs at an acute care facility. Goal The main goal is to partner with senior leadership to facilitate an educational initiative needed to improve NM engagement and prevent the phenomenon of burnout. Objective The objective is to provide the NM with useful strategies that increase engagement and professional resilience. Plan This capstone project followed Zaccagnini and Whites (2011) Doctor of Nursing Practice Process Model. The plan began with identifying through a needs assessment and comprehensive literature review that NMs at this facility were highly susceptible to burnout. This information provided the framework which developed the goals and objectives, guided the theoretical foundation, and initiated specific plans for the work, evaluation, and implementation once Institutional Review Board approval was obtain from both the research facility and Regis University. Outcomes and Results All eleven participants completed the pre and post Gallup Q12 survey. Despite the positive feedback from the participants and the facilitators during and after the intervention, the overall grand mean Gallup score did not demonstrate a statistical significant increase (p<0.5, 0.133). An unexpected benefit was the statistical significant increase (p<.05, 0.034) in question number three “at work l have the opportunity to do what l do best every day.” Based on Gallup’, this question correlates with the manager’s perception of how they feel they are doing in their role (Buckingham & Coffman, 1999). These findings, although limited, may suggest this type of intervention has a positive impact on the NM’s perception and confidence in their ability to do their job well. iii Dedication I would like to dedicate this capstone project to my son Tyler Faviere, who valued the power of higher learning, and who was so proud of me for pursing this degree at this stage of my life; may he rest in peace. To my wonderful husband Daniel, through thick and thin, we have survived so much. Your love and support through this entire journey speaks volumes of how much you value my goals of making myself the best that l can be. Your endless proof-reading of materials, and patience when the computer was not my friend provided me with the energy to keep the momentum going. To my youngest son Joel Faviere, thank-you for your unconditional love and support you gave me through this entire journey. I know it was difficult at times, but l hope l gave you inspiration to pursue your dreams, no matter what obstacles you must overcome. To my dad and sister, thank-you for always supporting and encouraging me. I know mommy would be very proud. iv Acknowledgements A special thank you to my capstone chairs, and, to my capstone mentor, Carrie Ogilvie; without your patience and understanding, l could never have completed this work. You have always been supportive and have been instrumental in helping me succeed in this program. I will never forget this and hope my future endeavors will make you proud. To my very best friend, Norma Kelley; thank-you for always listening, using a blue pen and not a red pen when proof-reading and for always being there when l was the most frustrated. I would like to thank all of the facilitators, who supported my project, and provided your wisdom to me when l needed it the most. I would like to thank my colleagues who participated in my project. I truly appreciated your support and encouragement shown to me during this entire project. I would like to thank each of the professors’ l encountered at Regis University, your valuable insight, and level of knowledge provided the right atmosphere to help me grow both personally and professionally. Thank-you Marlene for your endless patience on the phone, and your encouragement when l was most frustrated. Without your partnership, this program would have been much more difficult to complete. v Table of Contents Preliminary Pages ................................................................................................................................. i Copyright Page .................................................................................................................................. i Executive Summary.........................................................................................................................ii Dedication........................................................................................................................................iii Acknowledgements.........................................................................................................................iv Table of Contents.............................................................................................................................v List of Figures................................................................................................................................vii List of Tables..................................................................................................................................vii List of Appendices.........................................................................................................................vii Problem Recognition and Definition...................................................................................................8 Statement of Purpose........................................................................................................................8 Problem Statement...........................................................................................................................9 PICO Statement and Research Question......................................................................................11 Project Significance, Scope and Rationale...................................................................................12 Theoretical Foundation of Project and Change............................................................................18 Systematic Literature Review.......................................................................................................21 Market/Risk Analysis..........................................................................................................................25 Project Strengths, Weaknesses, Opportunities, and Threats.......................................................25 Driving and Restraining Forces....................................................................................................27 Stakeholders and Project Team.....................................................................................................29 Cost-Benefit Analysis....................................................................................................................30 Project Objectives...............................................................................................................................33 Mission ............................................................................................................................................ 33 Vision 33 vi Capstone Project Goals..................................................................................................................33 Objectives........................................................................................................................................ 34 Evaluation............................................................................................................................................35 Population/Sampling Parameter....................................................................................................35 Methodology and Measurements.......................................................................................................36 Protection of Human Subjects Rights..........................................................................................38 Instrumentation Reliability/Validity and Intended Statistics.....................................................39 Data Collection and Intervention Protocol...................................................................................39 Timeframe.......................................................................................................................................40 Budget and Resources.........................................................................................................................41 Project Findings and Results..............................................................................................................42 Demographics................................................................................................................................. 42 Project Findings..............................................................................................................................43 Discussion.......................................................................................................................................44 Limitations, Recommendations, Implications for Change..............................................................48 Limitations.....................................................................................................................................48 Recommendations..........................................................................................................................48 Implication for Change...................................................................................................................50 Conclusion...........................................................................................................................................51 References............................................................................................................................................53 Appendices...........................................................................................................................................59 vii List of Figures Logic Model........................................................................................................................................35 List of Tables Strengths, Weaknesses, Opportunities, Threats...............................................................................26 Time Frame.........................................................................................................................................41 Budget Analysis.................................................................................................................................42 List of Appendices A. Educational Intervention Objectives...........................................................................................59 B. Educational Sessions Preparation References.............................................................................60 C. Systematic Literature Review......................................................................................................61 D. Invitation to Participate .................................................................................................................90 E. Informed Consent ..........................................................................................................................91 F. Gallup Q12 Engagement Survey ..................................................................................................92 G. Survey Tool Approval...................................................................................................................95 H. Research Facility IRB Approval ..................................................................................................96 I. Regis University IRB Approval....................................................................................................98 J. CITI Training Certificate...............................................................................................................99 K. Research Facility Authorization.................................................................................................100 L. Descriptive Statistics...................................................................................................................101

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Dickson, Michele A., "Does Associate Degree Nursing (Adn) Student Math skills associated with either leadership or the professional resilience
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