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Final Organization Paperweebly
Final Organization Paperweebly
Final Organization Paperweebly
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students will improve their own health and will know how to deal with stress at an earlier point
in their career (Blum, 2014). Second, caring for oneself will prepare students to be better nurseeducators for their patients because nurses who practice positive self-care behaviors become
better role models, educators, and patient advocates (ANA, 2016, p. 1).
Change theory
Prochaska and DiClemente's six stages of change best informs our recommendations for
change because the stages allow for an assessment of readiness for change and provide
recommendations for implementation. Prochaska and DiClemente suggest that there are six steps
involved in change. The first stage, pre-contemplation, describes an organization that is not ready
to make change within the next six months. The next stage is contemplation and represents an
organization planning to make change in the next six months. At this point, the organization is
aware of the positive aspects of change, but also the negative impact of change. The following
steps are preparation, action, maintenance and termination. BTC is in the preparation stage
illustrating an organization preparing to make an intentional change within the next three
months. This model will help nursing instructors to transition from the current EBP curriculum
into the proposed self-care curriculum. After implementing change, an organization in the
maintenance phase can assess outcomes and make necessary refinements to meet the needs of the
population. The proposed changes to the curriculum include flexibility in assignment topics
based on student feedback from the survey data. Gradual increase in assignment complexity is
proposed as part of the new curriculum implementation to allow for enhanced learning. Current
BTC students and faculty will experience an adjustment during this transition and this model
addresses resistance to change, which is common in nursing. As with any transition, adjustments
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to the curriculum will be necessary based on the needs of students and faculty while in the
maintenance phase of change.
Lewins Force Field Analysis
Implementing new curriculum comes with barriers and challenges as well as positive
change. Implementing changes in the curriculum can be a difficult transition for students. Based
on survey results, BTC nursing students expressed dismay in implementing additional self-care
topics and do not wish to work in groups. Students were unhappy with unclear directions and
expectations in the rubric guiding the assignments. This is a second challenge that applies to the
nursing faculty. Our proposed solution includes consistent grading among instructors across the
program. One positive aspect of this change is that each assignment focuses on a component of
self-care that builds on the previous assignment which allows students to practice self-care
techniques. We intentionally placed occupational well-being as the final assignment to prepare
students for the transition into the workplace. The proposed change in assignments allows
students more freedom in selecting topics that relate to their personal experience or interest.
BTC is highly likely to implement our proposed additions to the curriculum. The nursing
program faculty at BTC have expressed continued interest in changing the EBP projects based on
current research supporting the necessity of self-care in nursing. We have been working
collaboratively with the instructors to provide interventions that are relevant to the current
curriculum taught in each quarter.
Recommendations for Implementation
Once BTC and PHSJMC begin implementing self-care in their curriculum, the influences
on health and well-being will likely be positive. The first step to implementing our proposal is to
develop new curriculum that meets the educational requirements of the program. Teaching
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healthcare professionals to engage in healthy behaviors early on is beneficial and will better
prepare them for a lifelong career in healthcare. The second step will be to ensure that the
nursing faculty reaches a mutual consensus of expectations, and that their needs are met as well
as students. Nursing faculty will also need to ensure that the assignment expectations are clearly
defined for nursing students. After implementation, it will be crucial for students and faculty to
remain open-minded and collaborate as a team to make necessary adjustments.
Conclusion
After a review of the literature, there is strong evidence supporting the need for self-care
curriculum in nursing programs. BTC is supporting the implementation of self-care in their
nursing program because there is a need to support nurses in developing self-care skills early in
their career. If health promotion and self-care strategies are included in the nursing curricula, it
will enhance nursing students understanding and value of self-care, which in turn will help them
to provide high quality and safe care for their patients when they start their practice.
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References
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Appendix A
FOCUS PDCA
Find a Process to Improve- Through research we identified a need for improved self-care
curriculum in the nursing program at Bellingham Technical College and PeaceHealth St. Joseph
Medical Centers new nurse residency program. We are making recommendations for change in
EBP projects each quarter and in the residency based on the current research to improve
satisfaction and retention in the nursing profession.
Organize a Team that knows the process- We have organized a knowledgeable team including:
Kami and Michelle who are recent graduates of Bellingham Technical Colleges ADN program
as well as Diana Davidson, current nursing faculty and Julie Samms who is a former instructor
and graduate of BTC. Another member of our team includes Lilia who has six years of nursing
experience and knowledge of importance of self-care and also mentors new nurses. We are also
working with Jane Sloane who is a nurse educator in the residency program at St. Joseph
Medical Center.
Clarify current knowledge of the process- Access to current self-care EBP projects at BTC and
in the residency program. Knowledge of gap in needs based on survey results gathered from
these populations. Survey covered existing self-care techniques used and suggestions for
improvement in future EBP projects as well as residency program recommendations.
Understand causes of process variation- Through our meetings with Diana Davidson and Jane
Sloane we identified a growing need for improvement in self-care among students and nurses.
While research supports the need for improved self-care curriculum for student and new nurses,
we found through our survey results that only 35% of nursing students were interested in
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implementing self-care into EBP projects. Only a small percent of nurses in the residency
program recalled having education regarding self-care in their undergraduate programs.
Select the Process Improvement- In the first quarter BTC will emphasize importance of
developing an effective self-care routine and resilience in the nursing profession. This knowledge
will prepare students for progression in the curriculum, in the workforce as well as in their lives.
The EBP projects will build upon knowledge learned in the previous quarter. In the sixth and
final quarter students will research topics related to occupation such as lateral violence. This will
assist them in their transition from student nurse to practicing nurse.
Plandraft a plan- Six self-care topics will be introduced in each of the six quarter with topics
building upon each other. Projects will gradually increase in complexity throughout the program.
Recommendations for the residency program will include continuation of the same self-care
topics introduced in ADN programs.
Doexecute the plan- Collect and analyze survey results. Synthesize current research regarding
importance of self-care. Collaborate with instructors to develop recommendations for changes in
EBP projects.
Checklessons learned? There is a lack of interest and emphasis on self-care in nursing and
residency programs based on our survey results and current research. There is a need for further
education regarding the role of self-care in the nursing profession. Early implementation of selfcare provides a foundation for success throughout nursing education and career.
Evaluate Actto continue improvement- should our recommendations be adopted, evaluation
would include student and instructor feedback. Future WWU BSN students can further develop
the self-care curriculum and assess current data regarding individual implementation of self-care
techniques via survey.
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Appendix B
Logic Model
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Appendix C
Proposed Change
Developing a
Preparing students
for
Self-Care
work experience
Curriculum
for BTC
Nursing
Students and
PHSJMC
Better role models,
residency
educators and patient
advocates
program
Increasing retention of
new nurses
Limited peer-reviewed
research for some topics