Date of Paper/Work
Type of Paper/Work
Master of Science in Nursing
Existing research describes that nursing students report having significant stress and feelings of burnout during their nursing education program related to the academic rigor of nursing education, classroom and clinical learning experiences, high expectations, fear of hurting patients, exhaustion, and being placed in the caregiver role. Research also indicates that nursing faculty report stress as being a primary concern and that it can be related to work, family, personal health, or financial concerns. Stress negatively impacts the ability of nursing students and faculty to engage in self-care practices.
This study was conducted to learn more about the self-care practices that nursing students and nursing faculty currently engage in and the self-care practices that nursing students and nursing faculty would like to improve in order to adequately care for themselves and others in their clinical and academic practice. Nursing students and nursing faculty at a women’s university completed an anonymous online survey based on Dossey and Keegan’s Circle of Human Potential assessment (2009) to identify their current and desired engagement with self-care practices. Findings indicate that both nursing students and faculty are interested in increasing their self-care practices, specifically related to the area of choices. Based on study findings, recommendations are offered for education, practice, and further research. As patient care becomes more complex and registered nurses are expected to practice to their full scope of practice, nursing students, nursing faculty, and nurses are challenged to prioritize and integrate self-care practices as a professional and ethical responsibility to promote safe and competent patient care.
Hopkins, Katherine Elizabeth. (2014). Self-care Practices of Baccalaureate Nursing Students and Nursing Faculty. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/ma_nursing/78