Encouraging Self-care for Nurse Practitioner Students to Decrease Stress and Prevent Burnout
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Presenter(s)
Sandra Paddock, DNP, APRN, FNP-BC, PMHNP-BC
Abstract
Background: Burnout among health care workers (HCWs) is a documented problem that threatens the healthcare infrastructure in the United States. Nurses comprise the largest sector of HCWs. More than 50% of nurses report they manifest signs of burnout. Attending to self-care may protect nurses from burnout. Unfortunately, nurses often fail to attain adequate self-care and risk developing burnout. Similarly, more than one-third of students in a health-related program have symptoms of depression and anxiety. If burnout among nurses is a significant problem, then strategies to decrease stressors and increase self-care among nursing students in formal education programs are needed.
Methods: Nurse practitioner (NP) students were provided reminders on the importance of self-care through the university learning management system. Free online images, quotes, and resources to nurture the mind, body, and spirit were posted biweekly over two academic semesters. Images included nature scenes and yoga poses, while messages curated included topics of self-care, self-acceptance, practicing gratitude, and celebrating success. Access to free online yoga sessions was furnished. Creating unique identification codes for participants ensured anonymity of responses. The Perceived Stress Scale (PSS) measured students’ stress before and after the intervention. Approval for conduct of the project was obtained from the university Institutional Review Board.
Results: Forty-four students were invited to participate. Five were matched on pre and post surveys. There was no difference in the average PSS scores between the two time points. Students reported devoting > 50 hours a week to work and study. One student initiated the practice of yoga. Four of five students increased the frequency of their yoga practice. All participants indicated intent to continue to practice yoga following graduation.
Conclusion: The findings support the benefit of faculty providing reminders and access to resources to increase self-care among NP students. This strategy could be viewed as an opportunity to secure a strong nursing workforce for the future. The investment of faculty time was worthwhile and revealed that concentrated efforts can impact the health behaviors of nurse practitioner students. Due to the small sample size (n = 5) and potential extraneous variables impacting stress levels, generalization of findings to other NP students is limited. More research should be directed at NP students' stress levels to determine self-care modalities that demonstrate a reduction in stress levels.
College
College of Nursing & Health Sciences
Department
Nursing - Graduate
Campus
Winona
Location
Winona, Minnesota
Start Date
4-24-2025 12:20 PM
End Date
4-24-2025 12:40 PM
Presentation Type
Oral Presentation
Format of Presentation or Performance
Pre-Recorded Video
Closed Captions for Paddock RCA Day 2025 Presentation
Encouraging Self-care for Nurse Practitioner Students to Decrease Stress and Prevent Burnout
Winona, Minnesota
Background: Burnout among health care workers (HCWs) is a documented problem that threatens the healthcare infrastructure in the United States. Nurses comprise the largest sector of HCWs. More than 50% of nurses report they manifest signs of burnout. Attending to self-care may protect nurses from burnout. Unfortunately, nurses often fail to attain adequate self-care and risk developing burnout. Similarly, more than one-third of students in a health-related program have symptoms of depression and anxiety. If burnout among nurses is a significant problem, then strategies to decrease stressors and increase self-care among nursing students in formal education programs are needed.
Methods: Nurse practitioner (NP) students were provided reminders on the importance of self-care through the university learning management system. Free online images, quotes, and resources to nurture the mind, body, and spirit were posted biweekly over two academic semesters. Images included nature scenes and yoga poses, while messages curated included topics of self-care, self-acceptance, practicing gratitude, and celebrating success. Access to free online yoga sessions was furnished. Creating unique identification codes for participants ensured anonymity of responses. The Perceived Stress Scale (PSS) measured students’ stress before and after the intervention. Approval for conduct of the project was obtained from the university Institutional Review Board.
Results: Forty-four students were invited to participate. Five were matched on pre and post surveys. There was no difference in the average PSS scores between the two time points. Students reported devoting > 50 hours a week to work and study. One student initiated the practice of yoga. Four of five students increased the frequency of their yoga practice. All participants indicated intent to continue to practice yoga following graduation.
Conclusion: The findings support the benefit of faculty providing reminders and access to resources to increase self-care among NP students. This strategy could be viewed as an opportunity to secure a strong nursing workforce for the future. The investment of faculty time was worthwhile and revealed that concentrated efforts can impact the health behaviors of nurse practitioner students. Due to the small sample size (n = 5) and potential extraneous variables impacting stress levels, generalization of findings to other NP students is limited. More research should be directed at NP students' stress levels to determine self-care modalities that demonstrate a reduction in stress levels.
