MUST INCLUDE THESE HEADINGS
Relevant and meaningful service within the community
Enhanced academic learning
purposeful civic learning
Title: ___Prevention of Elder Abuse in Long Term Care Facilities Your Learners (Audience):
This ASL Project will be presented to Certified Nurse’s Aides and Licensed Practical Nurses working at St. John’s Nursing Center.
Brief Overview of the Project:
This presentation will define elder abuse, discuss the incidence of elder abuse, provide examples of elder abuse, provide strategies to prevent elder abuse and present information on consequences of elder abuse.
Why the Community (Your Learners) Need this ASL Project:
Elder Abuse prevention is an in-service which is required by the State of Florida for all staff working in the long-term care setting. It is important that health care staff receive refresher in-services on elder abuse throughout the year; especially considering the high stress environment the COVID-19 pandemic has created for residents and staff working in long term care.
ASL Project Objectives: Objectives describe the expected change in your learner’s behavior— knowledge, (cognitive), attitudes, (affective), and psychomotor skills. In some courses, you may use the Course Objectives to formulate your ASL Project Objectives. Please see Attachment 2, Bloom’s Taxonomy, Formulating Teaching Objectives, for an overview on formulating teaching objectives).
6.8 Define and describe the several types of elder abuse.
6.7 Explain the importance of legal and ethical issues in dealing with elderly persons at risk of abuse or who are experiencing abuse.
ASL Refection 1
TITLE OF PAPER 2
Title of Paper
Name of department, name of college
Course number and name of course
Title of Paper
Nursing can be a rewarding, yet stressful profession. As Registered Nurses, we are aware of the negative consequences that stress can have on the human body, both physically and mentally. Burnout can progressively deteriorate the quality of a nurse’s life, both personally and professionally. Burnout is an occupational hazard (O’Mahony, 2011). As members of this rewarding yet stressful profession, we feel compelled to educate other nurses on how to prevent, identify, and treat burnout. On _______, our group visited _______. Our evaluation of the information presented led us to believe that this group of professionals is more aware of the risk factors for nurse burnout and that they will apply this new education in their everyday lives.
Enhanced Academic Learning
Our objectives for this ASL experience are: 3.7 Describe a workplace problem requiring managerial intervention in a select healthcare setting and 3.8 Demonstrate independent and interdependent decision-making strategies to improve the select problem. Nurses enter the field of nursing with enthusiasm and a desire to do good for those who are, physically, mentally, emotionally, and spiritually ill. However, nurses may become overwhelmed due to the many demands of the patient, the family, and the organization. Burnout leads to emotional and physical exhaustion, depersonalization, and reduced personal accomplishment (O’Mahony, 2011). Applying Dorothy Orem’s Self-Care and Self -Care Deficit nursing theory, any individual who is unable perform or practice activities needed to maintain health and well-being, structural integrity, human functioning and human development is compromised and attention is urgently needed (Coldwell Foster, 2011). The impact of burnout on nurses can be profound. Consequences include low morale, increased absenteeism due to sickness, decreased effectiveness and productivity, poorer job performance and patient care, and higher staff attrition and turnover (O’Mahony, 2011). Even though the profession of nursing is centered on caring for the patient, it should not be at the expense of the nurse’s own health. Nurses need to be aware of impending burnout, its signs and symptoms as well as preventive measure.
Purposeful Civic Learning
We understand the devastating toll burnout can have on a nurse’s physical, psychological, and working relationships. Nurses are the cornerstones of healthcare. When he or she experiences burnout, the profession and also the health and wellness of patients are affected. A nurse may miss changes in patient status due to fatigue and burnout (O’Mahony, 2011). Nurses tend to be selfless caregivers; we overlook our emotional and physical needs in place of others. On any given day, a nurse can experience the highs of helping a mother with the birth of a child and the lows of comforting the sick and dying. This service-learning project focuses on teaching nurse leaders the signs of nurse burnout and resolutions to help combat this growing problem.
Before our presentation, it was our belief that compared to nurses that work directly with the patients on the unit, nurse leaders had a lower risk of developing work-related stress. What we actually learned is that stress does not discriminate, that it can grab a hold of anyone. Studies reveal that nurse leaders tend to undergo higher levels of stress and are at increased risk of burnout. Like other nurses on the unit, work related activities such as dealing with complex or difficult patients, lack of time to complete tasks, and group-work are some of the main stressors and reason for burnout (O’Mahony, 2011). After our presentation, we all came to a consensus that this experience has opened our eyes as to how much more responsibilities a nurse acquires when he or she takes on the title of a leader or a manager. It changed our view on how we perceived the role of a nurse manager and how we would cope with the stressors of being a nurse leader when and if we decide to take on the responsibilities that come with such a title.
As BSN students, our group initially felt inadequate and intimidated by the thought of teaching nurses in leadership and management positions who are more educated than us. However, we critically thought about it and prepared for our challenge. We read scholarly literature on the topic, shared it with each other, and rehearsed our presentation to become knowledgeable about the topic and confident in our approach. We also anticipated potential questions the audience may ask. We began to look at the situation simply as a valuable teaching opportunity, not a mountain to climb.
Coldwell Foster, P. (2011). Self-care deficit nursing theory: Dorothy Orem. In J. B George (Ed.), Nursing theories: The base for professional nursing practice (6th ed., pp 113-145). Upper Saddle River, New Jersey: Pearson
O’Mahony, N. (2011). Nurse burnout and the working environment. Emergency Nurse, 19(5),