Thursday, July 12, 2012

Woods Cross cancer survivor wins scholarship to pursue college



Woods Cross cancer survivor wins scholarship to pursue college
Megan Ruud • Her care shifted her career goals to pediatric oncology nursing.
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Leah Hogsten | The Salt Lake Tribune Certified Nursing Assistant Megan Ruud checks the vital signs of patients at Avalon Care Center Wednesday, July 11, 2012. Ruud is a cancer survivor who earned a scholarship from the American Cancer Society.
Halloween 2009 was the scariest day of Megan Ruud’s life.
It wasn’t witches, ghost or goblins that made Megan shake. It was being diagnosed with cancer at the age of 15.
Megan, now 17 and a recent graduate from Woods Cross High School, triumphed over cancer and was recently one of 20 cancer survivors in Utah awarded a $2,500 scholarship by the American Cancer Society.
Scholarships were awarded based on financial need, leadership, academic achievement and community service. Candidates had a cancer diagnosis before age 21, a GPA of at least 2.5 and been accepted to an accredited school.
“The purpose of the scholarship program is to help both the patient and family overcome the financial burden of cancer. For many, the financial impact from their cancer diagnosis has put the opportunity for higher education out of reach,” said Patricia Monsoor, regional communications manager for the Great West Division of the American Cancer Society. “With the opportunity for a cancer survivor college scholarship to help cover the increasing cost of tuition and related expenses, pediatric and adolescent cancer survivors are encouraged to fulfill their dreams and realize their full potential.”
Before the cancer diagnosis, Megan had planned to major in interior design.
“I wanted absolutely nothing to do with the medical field,” Megan said.
After the diagnosis, though, Megan is sure she wants to be a Registered Nurse in the field of pediatric oncology. She will attend the University of Utah in the fall.
It was the nurses at Primary Children’s Medical Center that change Megan’s career goals.
“The nurses who helped me with my treatment were so supportive. They were more of a friend than anything else. I want to help make other children’s lives better when they are going through treatment. They were so caring. I could tell they were there because they wanted to be. They were not there for a paycheck, they were there to help people,” Megan said.
Bonnie Blackburn also appreciated the care the nurses gave her daughter.
“She had her favorite nurses,” Blackburn said. “They knew when and how to make her laugh. They knew just what to do.”
While a patient at Primary Children’s, Megan watched little children and babies going through cancer treatment who kept smiling.
“It made me smile. I wanted to support them and show them I could do it, too” she said.
Cancer has not impacted only Megan’s career choice. It has changed how she views life.
“I don’t take things for granted. I appreciate what I have. I don’t dwell on things, I forgive. I know you need to accept apologies. You need to enjoy the moment,” she said.
Megan plans to emulate those nurses who helped her so much during her months of treatment.
During 10th grade, Megan underwent chemotherapy and was too sick to attend school. Instead, she was homeschooled.
She spent 11th and 12th grade making up for the time she missed. Not only did Megan graduate in June with her classmates, she spent her junior and senior year participating in sports and she completed a Certified Nurse Aide course at the Davis Applied Technology College. Megan also volunteered with cancer patients. During her senior year, Megan began working as a Certified Nurse Aide at the Bountiful Care Center in Avalon.
Coworkers at Avalon appreciate Megan’s positive attitude.
“She knows what it is like to be sick and has empathy far beyond her years,” said Avalon administrator Noralyn Snow.
Megan’s supervisor Eric Sunkuli said he did not know Megan was a cancer survivor until a visitor at the facility told him she had been in treatment at Primary Children’s with Megan. He is impressed with how responsible the 17 year old is.
“She is a wonderful worker and a very caring person,” Sunkuli said.
closeup@sltrib.com

© 2012 The Salt Lake Tribune
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Wednesday, July 11, 2012

Funny first day of class stories

Got beat up in Dale Utah by a prostitute that thought I was moving in on her turf. (Dale Utah has ONE gas station and is between SLC and Wendover.) Who knew they had their own prostitute. Guess you don't have to drive to Wendover.

Shot a woodpecker that was pecking on my house then ate it. (It was tough and didn't taste good)

Fell asleep in the ocean in Cambodia on a tube and I can't swim.

Likes to eat cow brain.

Mugged with eggs at an ATM in South America. While someone was helping her wipe the egg off two guys took all her money, wallet, purse etc.

Arrested as a sniper at 15. I was in SLC my dad owned a hotel and their were birds on the hotel. My dad told me to shoot the birds with a BB gun. Someone saw the gun out of the 11th story window and called the police. The SWAT team came and they arrested me.

I've never bought a CD.

My friend pierced my labra in the school bathroom with a hollow needle. (I thought she said labia and was totally grossed out.)

Lived in the rainforest for six months and got bit by a bat.

I hate the outdoors. You know, like trees, the sun, animals.

Sunday, July 8, 2012

Notes from a skills tester at the CNA instructor conference

C.N.A. Skills Testing
June 13, 2012

Testing Procedure:

Need to be on time, wear scrubs, have hair pulled back, have a wrist watch and have I.D. and voucher.

What are students tested on?
·         Vital Signs:
Temp:                     How to correctly obtain a tympanic temperature: many forget to pull back on the ear gently.
Pulse:                     How to locate a radial pulse.  Please teach them how to obtain an apical pulse.

Respirations:

B/P:                        Don't re-inflate cuff.  Do NOT tighten B/P valve too tight, just turn until it stops.

Make sure students know how to time for 30 seconds or 1 minute and do any math involved. Students are allowed to use a calculator for the skill and written tests.

·         Beginning/Ending Procedure:
Many are forgetting to verbalize/demonstrate-WEARING GLOVES, providing privacy, raising bed to working height, return bed to lowest position & report and document.

·         Critical Criteria:
Critical criteria include behaviors that are part of EVERY skill tested.
1. Infection control and universal precautions:  (Following all rules of medical asepsis)
2. Safety: (Protecting resident and self from physical harm)
3. Residents’ rights:  (Taking action to prevent or minimize emotional stress to resident)
4. Communication:  (Explaining procedure to resident prior to initiating it)
5. Recognizing and reporting changes: (Observing and reporting abnormalities)

·         Hand Washing: Demonstrating hand washing is necessary and is evaluated as part of the critical criteria. Approximately 40% of students are doing this WRONG!!!

Hand washing Procedure
1. Don’t touch the sink with your uniform
2. Turn water to warm
3. Wet and soap hands
4. Wash hands with fingers down for 15-30 seconds, including wrist, nails and between fingers
5. Rinse with fingertips down
6. Use dry paper towel to dry hands
7. Use same paper towel to turn off faucets
8. Discard paper towels appropriately (Do not use it to finish drying your hands)

Prompts: Each student will be given 2 prompts (helpful hints during the test, if needed).  What is a prompt?
 What skills do I think most people struggle on?
Right vs. Left:  (Right vs. left side of resident, this will count as a prompt.  I give at least one prompt a day for this), hand washing, placing Nasal Cannula, obtaining accurate height, log roll with hip fracture precautions, dressing/undressing, PROM and ambulating (placing cane and wheelchair on strong side).


Overview of Skills:

Each student will be given a scenario with 5 skills from the list below.
 Students are expected to demonstrate skills. 
Students need to physically practice each skill, not just watch.

SKILL 1: PRESSURE ULCER PREVENTION
Most students do this skill very good!!!
SKILL 2: POSITION FOLEY CATHETER/BAG/TUBING
Some students forget to place tubing over leg and attach to bed frame (not over or on side rail) always-below level of bladder.
SKILL 3: OXYGEN
MANY students have never placed a nasal cannula before.
SKILL 4: OCCUPIED DRAW SHEET CHANGE
Many students forget to raise the side rail when turning patient. Some students do not know what the draw sheet is.
SKILL 5: APPLY COLD PACK OR WARM COMPRESS
Most students do fine with this skill, they will need to verbalize how often to check/remove compress.
SKILL 6: MEASURE AND RECORD FLUID INTAKE
They need to calculate intake by subtracting what is remaining in container from the amount they are told was originally in the container.
SKILL 7: CONVERTING OUNCES TO ML’S
Some students forget the conversion rate.
SKILL 8: EMPTY DOWN DRAINAGE BAG AND MEASURE/RECORD URINE OUTPUT
Many students do fine with this skill.
SKILL 9: ISOLATION PRECAUTIONS
Some students forget what order to put on/remove PPE.
SKILL 10: POSTMORTEM CARE:
Due to the length of time it would take to perform all of the steps we have students verbalize the bathing and oral care.
SKILL 11: ABDOMINAL THRUST (Conscious Patient only)
They need to remember to ask “Are you choking”.  Many students do not know correct placement.
SKILL 12: OBTAIN AND RECORD WEIGHT AND HEIGHT
Most students do fine measuring the weight.  Many students do not know how to measure height.
SKILL 13: APPLICATION OF ANTI-EMBOLISM STOCKINGS (TED hose)
Some students do not know how to place the heel in the correct location.
SKILL 14: PASSIVE RANGE OF MOTION 2 JOINTS
Most students do not do this properly.  They need to know the terms flexion, extension, adduction, abduction or rotation- how to take the joint through all ranges of motion.
SKILL 15: MOVING AND POSITIONING RESIDENTS
Most students do well at positioning.  Many students forget to raise side rail while turning patient.
SKILL 16: ASSISTING TO AMBULATE
Many students forget cane should be placed on residents’ strong side.
SKILL 17: TRANSFERRING FROM A BED TO A WHEELCHAIR
Many students are forgetting to lock the wheelchair brakes. MANY DO NOT KNOW WHERE TO PLACE THE WHEELCHAIR WHEN THEY TRANSFER.  They do not know what a “Pivot Transfer” is.
SKILL 18: RESTRAINTS
Some students forget how to tie a quick-release knot.
SKILL 19: DENTURE CARE
  Some students forget to line the sink.
SKILL 20: LOG ROLLING RESIDENT WITH HIP FRACTURE PRECAUTIONS
This is a very difficult skill for MOST students.  They are forgetting to use at least 2 persons and the draw sheet. Resident should not be rolled onto injured side and they also forget to place abduction splint or pillows between legs to support hip.
SKILL 21: ORAL CARE FOR AN UNCONSCIOUS RESIDENT/ASPIRATION PRECAUTIONS
Most students do fine with skill.  A few students do not know they should not use toothpaste and a toothbrush for this skill.
SKILL 22: BACK RUB/MASSAGE
Most students do fine with this skill.
SKILL 23: FOOT/TOENAIL CARE
Most students do fine with this skill.
SKILL 24: DRESSING/UNDRESSING RESIDENT
Many students forget to dress weak side first and undress weak side last.
SKILL 25: SHAVING
Most students do fine with this skill.
SKILL 26: PROVIDE PERI-CARE
Most students are doing fine with this.
SKILL 27: ASSISTING WITH A BEDPAN/FRACTURE PAN
Some students do not know how to properly place fracture pan.
SKILL 28: COLLECTING A STOOL SPECIMEN
Most students do not know to place the label on the specimen container and not just in the bag.


 





 

Wednesday, July 4, 2012

Alleviating Job Stress in Nurses

Alleviating Job Stress in Nurses

Rashaun Roberts, PhD; Paula L. Grubb, PhD; James W. Grosch, MBA, PhD
Posted: 06/25/2012

Job Stress and the Nursing Profession

Nurses are exposed to many stressful demands and pressures and are therefore at heightened risk for an array of health, safety, and other problems. This article provides an overview of stress among nurses, including job features and workplace characteristics that contribute to the high stress levels. It also describes the effect that nursing stress has on the individual's health, safety, and well-being as well as on healthcare organizations. Finally, it discusses approaches that healthcare organizations can take to prevent or reduce nursing stress and its negative consequences.

Stress as a Workplace Problem

Stress is pervasive in the American workforce. One fourth of workers in the United States view their jobs as the top stressor in their lives,[1] and 26%-52% of workers report moderate-to-high levels of stress at work.[2-4] Furthermore, 75% of employees believe that they incur more on-the-job stress than workers did a generation ago. Work-related stress is more strongly associated with health complaints than are financial or family problems.[5]
How is this ubiquitous concept defined? As it has garnered increasing attention from public health and other researchers,several definitions of job stress have surfaced over the past few decades. The National Institute for Occupational Safety and Health (NIOSH) defines job stress as "the harmful physical and emotional responses that occur when the requirements of the job do not match the capabilities, resources or needs of the worker."[1] Other definitions of job stress emphasize that it is an adverse reaction to excessive job pressures and demands.[6] Still other definitions assert that job stress occurs when workers do not have the decision-making authority and skill levels to meet the demands of the job and when the efforts they make on the job are not matched by the job's rewards (eg, support, respect, security, or opportunities for advancement and income).[7,8] Although these concepts differ slightly, each conveys the general idea that job stress arises when a person lacks adequate resources (eg, skills, equipment, support, training) to manage the demands of his or her job effectively.
Stress engendered by an inability to meet work demands can lead to illness, injury, and psychological distress.[9,10] An impressive body of empirical research supports the link between job stress and problems in health and safety. Mood and sleep disturbances, upset stomach, headaches, and disrupted familial relationships are common early manifestations of job stress.[1,11-13] In addition, rapidly accumulating evidence suggests that stress at work plays an important role in high blood pressure and elevated cholesterol levels,[14] cardiovascular disease,[15,16] infectious and autoimmune diseases,[17] anxiety and depression,[18] and accidents and injuries.[19]
Job stress has far-reaching consequences, not only for the health and safety of workers but also for employers. Stress contributes to outcomes that threaten organizational success, including physical injuries at work, absenteeism, turnover, reduced productivity, diminished job satisfaction,[20] low morale, and burnout.[21] Job stress is believed to account for approximately 50% of all workplace absences and for as much as 40% of employee turnover.[22,23] These and other stress-related outcomes result in considerable losses to industry, costing employers up to $60 billion per year.[24]
Significant financial costs associated with job stress also are absorbed by the US economy. Econometric analyses show that healthcare expenditures have increased nearly 50% for workers who perceive their jobs as stressful and nearly 200% for those who report high levels of job stress and depression.[20] According to national estimates, the total cost of job stress incurred by the US economy ranges from $250-$300 billion annually.[25]

Stress in Nurses

Nursing has long been considered one of the most stressful professions.[26-28] Stress in nursing is attributed largely to the physical labor, suffering and emotional demands of patients and families, work hours, shiftwork, interpersonal relationships (eg, inter- and intraprofessional conflict), and other pressures that are central to the work nurses do.[29-35] Factors that have increased stress among nurses since the 1980s include the rising use of sophisticated healthcare technologies, budget cuts, increasing workload, and constant organizational changes in some healthcare environments.[35-37]
Research findings support the conclusion that the multiple pressures associated with nursing responsibilities and the healthcare setting translate into significant stress levels among nurses. Over the past decade, nurses have consistently reported the highest levels of job stress of all healthcare professionals.[38-43] Surveys have consistently found that nurses identify stress and overwork as one of their top two safety and health concerns.[44,45]

Risk Factors for Stress in Nurses

Occupational safety and health researchers and practitioners agree that nurses are heavily exposed to a myriad of "psychosocial stressors" in their daily work. The term "psychosocial stressors" refers to stressful working conditions and/or job characteristics that relate to how tasks are designed. Psychosocial stressors can also refer to management style, aspects of interpersonal relationships, and work roles. Examples of these stressors include heavy workload, conflicting job demands, long working hours, and shiftwork.
Nurses seem to be overexposed to a range of psychosocial stressors, including the following[46]:
  • Lack of control;
  • Long work hours;
  • Shiftwork;
  • Interpersonal conflicts;
  • Insufficient resources;
  • Poor reward systems;
  • Inadequate structure of communication flow in hospitals and other healthcare settings; and
  • Bullying and physical violence.[33,47-56]
Although all of these stressors are significant, workplace bullying and physical violence are of growing concern. The American Nurses Association found that 17% of surveyed nurses reported that they had been physically assaulted at work in the past year and 56.9% had been threatened or verbally abused.[44] Physical violence against nurses is typically perpetrated by patients, patients' family members, or strangers (eg, in emergency departments), whereas nonphysical, or "lateral," violence in the form of incivility, disruptive behavior, verbal aggression, and bullying tend to be perpetrated by other nurses, nurse managers, physicians, and other coworkers.[57-59]

Effect of Stress on Nurses

Nursing studies have firmly established that excessive exposure to psychosocial stressors produces considerable job stress, resulting in various problematic short- and long-term outcomes. Depression and sleep problems have been reported as frequent stress-related outcomes.[60,61] Job stress has been associated with reduced job satisfaction,[62] increased psychological distress,[63] physical complaints,[64,65] and absenteeism.[66] Several studies have found that high levels of job stress contribute to feelings of inadequacy, self-doubt, lower self-esteem, irritability, and somatic disturbance in nurses.[67-73] As a group, nurses tend to have higher rates of mortality[74,75] and disproportionately high rates of general illness, stress-related disease, psychiatric outpatient consultation, and psychiatric admissions.[75-77]
Moral distress and compassion fatigue are consequences of nursing stress that have received special attention from researchers in recent years.[78-84] Owing to the personal, intimate nature of caring as a nursing professional, nurses may be conflicted in their roles and may make moral judgments about a proper course of action with respect to medical treatment.[80] Moral distress can arise from issues surrounding end-of-life care, depersonalizing patients on an institutional level, policy constraints, and other situations that nurses believe may affect their ability to provide quality patient care.[80-83] Contemporary business practices and politics in healthcare have led to corporate or commercial value systems being instilled into a profession that is traditionally considered a moral practice involving caring and compassion.[82] The disconnect between a corporate marketing model and the philosophy of nursing creates an ethical dilemma that can lead to compassion fatigue. Compassion fatigue occurs when a nurse psychologically withdraws and becomes disengaged from the caring nature of the job. Both moral distress and compassion fatigue have serious effects in terms of dissatisfaction, feelings of powerlessness, and poor physical and mental health outcomes.[80,82,84]
Related to compassion fatigue, burnout is another adverse consequence of stress that nurses may experience from their work. Burnout has been studied extensively by job stress researchers.[85-88] Conceptualized in the literature as a severe consequence of prolonged stress at work,[87,89] burnout is described as a syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment.[90] Emotional exhaustion is a feeling of being overextended, depleted of energy, and exhausted by one's work; depersonalization is an increased mental distance from one's job that results in an unfeeling or impersonal response toward recipients of one's service, care, treatment, or instruction.[90] The final component of burnout -- reduced personal accomplishment -- is a feeling of incompetence and lack of success in one's work with people.[90]
Studies have shown that nurses have very high rates of burnout.[42,91] Aiken and colleagues[85] found that more than 40% of hospital staff nurses scored in the high range for burnout, with 43.2% of nurses reporting high levels of emotional exhaustion.
Declining energy, depersonalization, and increased feelings of incompetence in hospital nurses have significant effects on their health and well-being. Burnout affects individuals physically, psychologically, and socially.[42,92] In nursing studies, it has been associated with psychological distress and somatic complaints.[67,93,94] In addition, nurses experiencing burnout have been found to be more likely to eat poorly, smoke cigarettes, and abuse alcohol and other drugs, all of which can lead to negative health conditions and diminished well-being.[95-97]

Effect of Nursing Stress on Healthcare Organizations

Stress not only adversely affects the health, safety, and well-being of nurses at the individual level, it also negatively affects healthcare organizations. Research indicates that the stress fostered by workplace bullying, psychological aggression, incivility, and disruptive behavior affects healthcare costs, turnover, retention, and formal grievances and lawsuits.[56-58] Moreover, lateral workplace violence has been shown to jeopardize patient safety, satisfaction, and health outcomes.[57,98,99]
Implications for the quality and efficacy of the healthcare an organization provides have been a particular focus of investigations on stress and burnout, both generally and specifically with regard to workplace bullying and psychological aggression.[97] Studies have found that stress and burnout are strongly linked to suboptimal patient care as reported by nurses,[97,100] and other studies have found that stress and burnout in nurses negatively affect patients' perception of the quality of their care. For example, in a review of the literature, Halbesleben and colleagues[101] found a significant relationship between higher levels of emotional exhaustion and depersonalization in nursing staff and lower patient satisfaction. They explained that burned-out nurses may not be as alert or mentally aware, which compromises their ability to provide high-quality patient care. Lack of mental alertness due to burnout also contributed to a higher likelihood of medical errors.[101]
Nursing stress produces other organizational consequences. It has been linked to a number of poor outcomes, such as lower morale, reduced job performance, increased tardiness, and absenteeism.[55,67,93,94] It also seems to fuel job dissatisfaction, a precursor to staff turnover.[102] Rates of job dissatisfaction are extraordinarily high in nurses. Aiken and colleagues[85] found that 41.5% of nurses were dissatisfied with their jobs and that 1 in 5 nurses surveyed intended to leave his or her job as a result of dissatisfaction, burnout, and stress.[85]
Stress-related attrition can generate considerable labor costs for healthcare organizations that are not recoverable from private or public insurance sources.[85] A survey of turnover in acute care facilities found that replacement costs for nurse positions were equal to or greater than 2 times their annual salaries.[103] Annual turnover rates for registered nurses are estimated by the Joint Commission[104] to range from 18%-26%, with cost estimates for each turnover ranging from $62,100-$67,000.[105]
Stress-related attrition contributes to suboptimum patient outcomes and exacerbates already-inadequate nurse-to-patient ratios.[106] Aiken and colleagues[85] found that each additional patient per nurse resulted in a 7% increase in the likelihood of a patient dying within 30 days of hospital admission. Other studies have found associations between low nurse staffing levels and hospital-acquired pneumonia, urinary tract infections, sepsis, nosocomial infections, pressure ulcers, upper gastrointestinal bleeding, shock and cardiac arrest, medication errors, falls, and longer-than-expected lengths of stay.[107]

Approaches to Reducing Job Stress in Nurses

Because job stress and its consequences are serious, growing concerns for nurses, patients, hospitals, and the healthcare industry as a whole, approaches to reduce nursing stress must be identified. Effective approaches could ensure better safety and health outcomes in nurses, leading to safe, efficient, and high-quality patient care, ultimately alleviating the economic consequences of stress on hospitals, industry, and the economy.[13,108]
Some approaches to addressing nursing stress target the worker (person-focused interventions), others target the work environment (organization-focused interventions), and still others target both.

Person-Focused Interventions

A stress management program (SMP) is an example of a person-focused intervention. Almost half of employers in the United States provide some type of stress management training for their workforces.[1] These programs improve the ability of workers to cope with difficult work situations by educating them about the nature and sources of stress and the effects of stress on health, and build skills to reduce stress (eg, time management or relaxation skills).[1] SMPs can rapidly reduce the symptoms of stress, such as anxiety and sleep disturbance, and have the advantage of being inexpensive and easy to implement.[109]
However, SMPs tend to be generic. Through a participatory approach in which job stress practitioners work collaboratively with nurses, SMP content that is directly relevant and applicable to the specific work environment, interpersonal issues, and job characteristics or tasks encountered by nurses can be developed, implemented, and evaluated. Customized nurse SMPs that are practical for use on and off the job may have the best potential for positively influencing the health and well-being of nurses.

Organization-Focused Interventions

The disadvantage of SMPs -- even if they are customized -- is that they don't address the psychosocial stressors of the healthcare environment. Organization-focused interventions, however, can address this deficit. These interventions involve identifying the stressful aspects of the job (eg, excessive workload, conflicting expectations) and then designing strategies to reduce or eliminate these stressors. The advantage of this approach is that it directly addresses the root causes of work-related stress. Some examples of organization-focused interventions include the following:
  • Ensuring that the workload is in line with workers' capabilities and resources;
  • Designing jobs to provide meaning, stimulation, and opportunities for workers to use their skills;
  • Clearly defining workers' roles and responsibilities;
  • Giving workers opportunities to participate in decisions and actions affecting their jobs;
  • Improving communication;
  • Reducing uncertainty about career development and future employment prospects;
  • Providing opportunities for social interaction among workers; and
  • Establishing work schedules that are compatible with demands and responsibilities outside the job.
Similar to SMPs, organization-focused interventions should be customized according to work setting. Nurses and management staff can work with job stress practitioners to diagnose organizational and work-unit conditions that contribute to stress. Once these conditions are properly diagnosed, approaches to counter or eliminate them can be developed. For example, in hospital settings such interventions could target staffing ratios, adjust work hours or shifts, incorporate rest breaks, and provide a more balanced workload.

Integrated Stress Prevention

The strongest efforts to improve working conditions using organization-focused interventions are unlikely to eliminate stress completely. Consequently, a combination of person- and organization-focused interventions is often the most useful approach for preventing stress at work.[110] An integrated stress prevention program should include the following:
  • Building general awareness about job stress (causes, costs, and control);
  • Securing top management commitment and support for the program;
  • Incorporating employee input and involvement in all phases of the program; and
  • Establishing the technical capacity to conduct the program (eg, specialized training for in-house staff or use of job stress consultants).
If well-planned and implemented, integrated programs potentially can be effective in reducing or eliminating job stress for nurses. Each approach has unique advantages: Person-focused interventions have a more positive effect on individual outcomes, and organization-focused interventions have a more positive effect on organizational outcomes.[110]
Integrated job stress and other health and safety interventions targeted to the special needs of nurses and their work settings will facilitate the overarching goal of improving their health and safety.

The Return of the Smiley Face

The Return of the Smiley Face

Kathy S. Douglas MHA, RN
Posted: 06/29/2012; Nurs Econ. 2012;30(2):117, 119 © 2012 Jannetti Publications, Inc.

Abstract and Introduction

Introduction

Most of us remember the big yellow smiley face that seemed to be just about everywhere in the late 1960s and into the '70s. The endearing character reminded us to be happy. Looking at the smiley face one would be hard pressed to not respond with a smile. But more than a smile, this simple yet powerful drawing represented something so much bigger. In a time when our country was weary of war, a time of restlessness when calls for peace and equal rights were permeating even the most remote parts of our being, the smiley face offered relief. It represented happiness that could be taken in and felt deeply, even if only for a moment.
The first happy face symbol was seen in the film Hamastad with Ingmar Bergman in 1948. The yellow iconic version, which we have all come to know and love, was designed by commercial artist Harvey Ball in 1963 (Wikipedia, 2012). In the '70s the yellow smiley face seemed to be everywhere, becoming a symbol of a generation. Paired with the phrase "Have a Happy Day" and later songs like Bobby McFerrin's "Don't Worry Be Happy," the power of the smile was popularized. Today we are in a much different world, one in which the understanding of the value of happiness can seem distant.

The Business of Happiness

Much like running into an old friend you had not seen in years, there was instant recognition and a wave of joy when, during a recent stroll through the airport bookstore, a giant yellow smiley face filled the entire cover of a magazine. The surprise grew exponentially when, on closer examination, it was revealed that the prominent new home of the beloved character was the cover of the Harvard Business Review accompanied by the title "The Value Happiness."
If recollection serves, the period during which yellow smiley faces were so pervasive was linked to what they represented, a rebellion against the establishment and the promotion of freedom and joy. Much has changed in the world since and it is now unusual to see the smiley face character, although on occasion :-) accompanies an e-mail or text. Enter 2012 and the Harvard Business Review devoting an entire issue (January/February 2012) to the business case for happiness. For those of us who have been calling for a closer look at the health and well-being of our health care workforce, this is very exciting.
It could very well be the beginning of relabeling and newly embracing the "soft stuff" that so many business leaders have tended to shun. Sadly true even in health care, where we are suppose to be ever mindful of people's well-being, talking about "feelings" does not go over well in the board room, in setting workforce management strategies, or in budget discussions. Well, that could all be changing. With such a well-respected journal taking a stand on happiness, we may finally be getting the attention of leadership on this long neglected and important topic.
There is no question that measuring factors such as how people are feeling is difficult. Applying that to business strategies is even more challenging. After all, we are very focused on data and "hard numbers" to inform our decisions and guide our constant hunger for improved performance and better margins.

The Implications of Unhappiness

Even if we do not have confidence in the growing body of research and understanding that is inspiring such work as represented in the Harvard Business Review, there is always logic to consider. Even without any data to turn to, it makes a lot of sense that when people are happy, well rested, and inspired, they will perform better work. Yet, there are many signs that we do not understand or accept this in health care.
When we calculate hours of care needed for patients and then translate that into how many nurses are needed, we may capture additional time needed for care coordination, but where do we capture and then calculate into our hours the needs of the nurse? How many more errors do we need to have before we realize that noticing and managing things like fatigue can have big financial returns? And what about attitude? If caregivers are experiencing compassion fatigue, often rightfully so, what impact is that going to have on the patient experience, resulting reimbursement implications, and personnel outcomes like sick calls or turnover? How many qualified nurses do we lose to other career choices because we do not attend to their needs? The cost and quality implications of an unhappy workforce seem immense, yet we don't look there to save money.
The pressures to improve performance and reduce costs are not going away. We have a choice; we can keep trying to squeeze more out of our health care workforce or we can invest in their well-being and get more out of them. I, for one, say to our old friend Smiley Face, welcome back! You are very much needed!

Sidebar

Executive Summary

  • The iconic, ubiquitous smiley face of the 1960s and '70s represented happiness that could be taken in and felt deeply, even if only for a moment.
  • Today we are in a much different world, one in which the understanding of the value of happiness can seem distant.
  • Talking about "feelings" does not go over well in the board room, in setting workforce management strategies, or in budget discussions.
  • That could all be changing and we may finally be getting the attention of leadership on this long neglected and important topic.
  • The cost and quality implications of an unhappy workforce seem immense.
  • We can keep trying to squeeze more out of our health care workforce or we can invest in their wellbeing and get more out of them.

References



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Back to Basics

Judy A. Rollins, PhD, RN
Posted: 06/28/2012; Pediatr Nurs. 2012;38(3):129-130. © 2012 Jannetti Publications, Inc.

Abstract and Introduction

Introduction

As I write this during National Nurses Week, I am thinking about the many ways this wonderful profession we share has evolved over the years. However, despite the many advances, one thing has not changed: nurses continue to experience stress at higher rates than most other groups (American Holistic Nurses Association, 2012).
The National Institute for Occupational Safety and Heath (NIOSH) (1999) defines work stress, job stress, occupational stress, or work-related stress (WRS) as "the harmful physical and emotional responses that occur when the requirements of the job do not match the capabilities, resources, or needs of the worker" (para. 10). Occupational stressors vary among health care occupations and even within occupations, depending on the task being performed. Studies of nurses have found the following factors to be linked with stress (NIOSH, 2008):
  • Work overload.
  • Time pressure.
  • Lack of social support at work (especially from supervisors, head nurses, and higher management).
  • Exposure to infectious diseases.
  • Needle stick injuries.
  • Exposure to work-related violence or threats.
  • Sleep deprivation.
  • Role ambiguity and conflict.
  • Understaffing.
  • Career development issues.
  • Dealing with difficult or seriously ill patients.
Nurses understand the potential for serious injury to patients if they make mistakes. They know that patients and families are suffering, and that some patients die. In addition to fear of needle sticks, they may fear injuries from heavy lifting and pulling. They sometimes have to struggle to be gracious in the face of abuse, and they are aware of the potential for lawsuits. It is not surprising that when compared with many other jobs, health care workers have higher rates of substance abuse, suicide, depression, and anxiety (Ondash, 2008). Further, a recent research brief reports that U.S. hospital workers are less healthy, consume more medical services, and accrue higher health care costs than the U.S. workforce at large (Thomson Reuters, 2011).
The literature is overflowing with suggestions for controlling stress in the workplace. NIOSH suggests an approach that combines organizational change and stress management, and yet acknowledges that even the most conscientious efforts in these areas are unlikely to eliminate stress completely for all workers (NIOSH, 2008). Because we face stressors in other aspects of our lives, an individual approach to managing stress could complement the strategies our workplace implements and can perhaps lead to more positive outcomes.

The Power of Meaningful Activity

What can we do? It could be much easier than you imagine: Use your hands and make something. Meaningful hand use is activity that is both something you enjoy and something that is purposeful or linked to someone you care about. Barron and Baron (2012) explain:
Whether it is mundane or routine, whether it involves concentration and construction or rote movement and free thought, hand use has meaning if it nurtures your family or others, improves the aesthetics of your surroundings, awakens your inner life, or makes you feel calm because it creates order (p. 44).
Creating or tending things by hand enhances mental health and makes us happy. Lambert (2008) discovered many benefits of hand use, including:
  • Decreased depression.
  • Decreased anxiety.
  • Decreased stress.
  • Increased positive emotions.
  • Enhanced cognition.
  • Decreased loneliness by increasing human touch and social contacts.
  • Increased concentration.
  • Increased self-esteem.
Exploring the relationship between hand use, current cultural habits, and mood, Lambert (2008) proposes that hands-on work satisfies our primal need to make things and could also be an antidote for our cultural malaise. The fact that we spend too much time on technological devices and we buy almost all of what we need rather than having to make it has deprived us of processes that provide pleasure, meaning, and pride. Lambert's unique theory suggests that physical effort directed toward tangible outcomes activates particular regions of the brain and builds resilience against the emotional emptiness and negative thinking associated with depression. She reminds us of the importance of physical activity in establishing control in a fast-paced culture that is focused more on the prospect of immediate gratification than savoring the fruits of our labor.
When we make, repair, or create things, we feel vital and effective. It is no longer about reaching one's potential as about doing something interesting; it is less about ambition and more about living. According to Barron and Baron (2012), when we are dissolved in a deeply absorbing task, we lose self-consciousness and pass the time in a contented state. When we do meaningful work with our hands, a neurochemical feedback floods our brains with dopamine and serotonin; we have evolved to release these chemicals both to reward ourselves for working with our hands and to motivate ourselves to do it some more (Lambert, 2008). Thought to be a mechanism of survival, the kind of work that dispenses these chemicals is anything with a survivalbased outcome. "That includes procuring food and shelter (think dicing onions or remodeling the bathroom) as well as grooming and clothing ourselves (French-braiding your daughter's hair, sewing a dress)" (Newman, 2011, para 4).
As nurses, our hands are very much involved in the survival of others. Perhaps the reward of the feelgood chemicals is one reason we continue on despite the stress.
We live in a fast-paced world with a growing number of time-saving options. However, not all of these options are advancing our quality of life. Think about what we do with our hands (texting, pushing buttons on the microwave to "cook" a prepared meal, answering email). Newman (2011) suggests that to be happier, we should try to make our lives a little harder. For example, rather than rushing off to the store to buy a child a costume for a play, try sewing one. In a study about sewing, Reiner (1995) found that women who sew experience a significant drop in heart rate, blood pressure, and perspiration. I am betting that a study conducted today would likely show the similar outcomes for men who sew.
What is something creative and meaningful that you might do with your hands? Bake a cake? Cook a stew? Knit some booties? Rake leaves instead of using a leaf blower? Plant a small garden? Make handmade invitations instead of sending an e-vite? Paint a picture? Write some poetry?
Remember as a child how good it felt to say, "I made it with my own two hands?" Explore some of the many and often very easy ways that your hands can help you navigate and balance the challenges of nursing today. Let your creativity and meaningful hand use enhance your well-being. Take a bit of time to return to the basics.

References

  • American Holistic Nurses Association. (2012). Holistic stress management for nurses. Retrieved from http://www.ahna.org/resources/stressmanagement/tabid/1229/default.aspx
  • Barron, C., & Barron, A. (2012). The creativity cure. New York: Scribner.
  • Lambert, K. (2008). Lifting depression: A neuroscientist's hands-on approach to activating your brain's healing power. New York: Basic Books.
  • National Institute for Occupational Safety and Health. (1999). Stress…at work. Cincinnati, OH: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, DHHS (NIOSH) Publication No. 99–101. Retrieved from http://www.cdc.gov/niosh/docs/99–101/
  • National Institute for Occupational Safety and Health. (2008). Exposure to stress: Occupational hazards in hospitals. Washington, DC: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, DHHS (NIOSH) Publication Number 2008–136. Retrieved from http://www.cdc.gov/niosh/docs/2008–136/pdfs/2008–136.pdf
  • Newman, C. (2011). Want to be happier? Try making your life a little harder. Ladies Home Journal. Retrieved from http://www.lhj.com/health/stress/mood-boosters/want-to-be-happier/
  • Ondash, E. (2008). Hospitals explore ways to reduce nurses' stress. Retrieved from http://www.amnhealthcare.com/news/features-details.aspx?Id=7216
  • Reiner, R. (1995). Stress reduction's common thread. Journal of the American Medical Association, 274(4), 291.
  • Thomson Reuters. (2011). Sicker and costlier: Healthcare utilization of U.S. hospital employees. Retrieved from http://img.en25.com/Web/ThomsonReuters/H_PAY_EMP_1108_10237_HHE_ Report_WEB.PDF


Salt Lake City driver allegedly knocks over 91-year-old man for being too slow



Salt Lake City driver allegedly knocks over 91-year-old man for being too slow
Salt Lake City police say a motorist rammed his car into a 91-year-old man’s shopping cart because the man was going too slow.
The collision knocked down the elderly man, giving him minor injuries, according to the Salt Lake City police watch log.
About 4 p.m. Friday, the man had unloaded his shopping cart and was walking it back into the Walmart near 300 W. 1300 South. A 55-year-old driver honked for the man to move, the watch log says.
When the man didn’t move, the driver accelerated his car into the shopping cart, according to the watch log. Police are asking prosecutors to consider felony assault charges against the driver.