NURS6051 Walden University Transforming Nursing & Healthcare Through Technology

NURS6051 Walden University Transforming Nursing & Healthcare Through Technology

Stress in Nursing Students Influencing Retention (Szabo, Tache, & Somogyi, 2012). Academic pursuits, clinical practice, student-faculty interactions, and the pressure to succeed all cause stress among nursing students. The goal of this research is to investigate the phenomenon of physio-psycho-social responses to stress in nursing students using the framework of the Data, Information, Knowledge, and Wisdom (DIKW) Continuum. Furthermore, there is a link between stress and nursing program retention.

Clinical Concern

Nursing students exhibit the impacts of stress in a variety of ways, including anxiety, depression, and behavioral, cognitive, emotional, and physical symptoms. Although these stress-related challenges are common in everyday life, nursing students also face difficulties in achieving educational goals, feeling unappreciated, losing optimism, and becoming disillusioned. Using the DIKW continuum, a dissection of data, information, knowledge, and wisdom will lead to an improvement in the learning environment’s challenges and pressures.

Data is understood to be objective information that has been deciphered and organized. Data and information knowledge illuminates, integrates, and generates an understanding of the data and information gathered. Wisdom is the accumulation of data, information, and knowledge and its application to study through the use of technology instruments to support the continuum (McGonigle & Mastrian, 2012, p. 99).

Data

The Walden Library and the internet provide an almost limitless supply of data for my research. Between 2010 and 2016, evidence-based studies were accessed via Google Scholar, the Cochrane Database of Systematic Reviews, and internet searches. Nursing students, depression, stress, and attrition rates were the keywords I used in my search. Deciphering abstracts and deciding which articles to use, as well as articles published on the internet. To back up my conclusions, I used systematic reviews of quantitative studies published in the scientific literature.

The data gathered reflects a substantial quantity of research exploring the impact of stress on nursing students in terms of retention rates and self-worth and dispelling general misconceptions about the nursing sector. Nursing students who experience stress as a result of the pressures of a tough curriculum are identified as data components, and the repercussions of stress as they relate to the student’s progress are assessed.

Information to Data

Compared to other professions, health professionals have the highest stress level; nurses are the most stressed in this group (Pulido-Martos et al., 2011, p. 02). All of the studies for this paper discovered many sources that can produce stress, anxiety, and sadness. The most typical difficulties are observed in clinical practice settings. Several factors for student anxiety and pressure to perform include feeling unqualified, being prone to making mistakes, experiencing death and dying, watching pain and suffering, being scrutinized by staff and teachers, and having interpersonal interactions with clinical instructors (Chernomas & Shapiro, 2013).

Knowledge to Information

The discovery of the relationship between data and information serves as the foundation for a knowledge base. The link between rising stress on nursing students and attrition rates contributes to the unavoidable nursing shortage forecast for 2020. According to a systematic review, the Patient Care and Affordability Act (PCACA) will enhance the demand for health professionals in the area (Cogburn et al., 2015). In response to my inquiry, the nursing profession will require 800,000 additional nurses by 2020. As a result, it is critical to keep students in the nursing sector (Cogburn et al., 2015).

Wisdom to Knowledge

After defining the critical aspect with the knowledge base, the next stage will be to uncover potential answers to the clinical question. Searching databases and piecing together the jigsaw of stress, anxiety, and depression in nursing students, as well as potential causes and treatments. Finally, the way this phenomenon leads is by maintaining nursing students with compassion, empathy, and elucidations of the prospects a nursing career provides.

An environment for applying theory in patient care is a crucial learning milestone in the clinical context. Creating a supportive learning environment is critical for reducing student anxiety and tension (Moscaritolo, 2009). Humour is indicated as a teaching approach in Moscaritolo’s study. Appling humour, according to her, is a technique to engage students, reduce stress and anxiety in the clinical situation, and build a better relationship with the clinical instructor (Moscaritolo, 2009).

Counseling, peer tutoring, complete orientation, and caring, understanding teachers are just a few of the treatments available to help students stay in nursing school (Fontaine, 2014). A last examination of my research revealed the topic of predictive testing for nursing students in the admissions process. One proposed answer to first-year nursing student retention is to revise the nursing entrance criteria.

Summary

Stress is unavoidable in an educational setting; yet, based on the research I conducted, I can say that the stress level of nursing students is much higher. In my brief time as a nurse educator, I can speak to the strain and pressure students face in order to “get through,” and I recall the similar effect it had on me when I was a nursing student not long ago. On paper, the level of anxiety a student experiences may appear logical and preventable. Unfortunately, all we can do is mitigate the impact on incoming nurses.

As educators and facilitators of the medical profession, we must find a means to keep these students in order to combat the imminent nursing shortage. More studies on strategies to reduce stress and anxiety and increase retention are needed. Our future and the future of nursing rely on the nursing student’s strong foundation of learning and comprehension in order to produce compelling registered nurses.

References

Chernomas, W. M., & Shapiro, C. (2013). Stress, Depression, and Anxiety among Undergraduate Nursing Students. International Journal of Nursing Education Scholarship, 10(1). doi:10.1515/ijnes-2012-0032

Cogburn, M., Carter-Templeton, H., Horton, R., Toliver, T., & Platt, M. (2015). Attrition of Medical Students and Nursing Students with Anxiety and Depression: A Systematic Review. ANN BEHAV SCI MED EDUC, 21(1), 30–37. doi:10.1007/bf03355306

Del Prato, Bankert, E., Grust, P., & Joseph, J. (2011). Transforming nursing education: a review of stressors and strategies that support students’ professional socialization. AMEP, 2, 109. doi:10.2147/amp.s18359

Fontaine, K. (2014). Effects of a Retention Intervention Program for Associate Degree Nursing Students. Nursing Education Perspectives, 35(2), 94–99. doi:10.5480/12-815.1

McGonigle, D., & Mastrian, K. G. (2012). The Human-Technology Interface. In Nursing informatics and the foundation of knowledge (3rd ed., p. 201).

Moscaritolo, L. M. (2009). Interventional Strategies to Decrease Nursing Student Anxiety in the Clinical Learning Environment. Journal of Nursing Education, 48(1), 17-23. doi:10.3928/01484834-20090101-08

Pulido-Martos, M., Augusto-Landa, J., & Lopez-Zafra, E. (2011). Sources of stress in nursing students: a systematic review of quantitative studies. International Nursing Review,59(1), 15-25. doi:10.1111/j.1466-7657.2011.00939.x

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• Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
  

  NURS6051 Walden University Transforming Nursing & Healthcare Through Technology

• Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
• Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.

The Assignment: (1 page not including the title and reference page)

Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:

• Briefly and generally explain the policy or regulation you selected.
• Address the impact of the policy or regulation you selected on system implementation.
• Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
• Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.
• Use APA format and include a title page, in-text citations, and a reference page.
• Use the Safe Assign Drafts to check your match percentage before submitting your work.