In the times of COVID-19 Stress is inevitable. Dealing with the stress effectively so as to we do not develop maladaptive coping strategies becomes important.
This Stress Management presentation is based on the basics of "Stress Management" explained by several Stress management Specialists in the world and I used my own & unique examples to explain some important points in detail
In the times of COVID-19 Stress is inevitable. Dealing with the stress effectively so as to we do not develop maladaptive coping strategies becomes important.
This Stress Management presentation is based on the basics of "Stress Management" explained by several Stress management Specialists in the world and I used my own & unique examples to explain some important points in detail
Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Stress Management (causes of stress n how to manage them) by Sukant GUptaSukant Gupta
this is all for the stress management in which i have tried to cover all the topics n facts that causes for the stress and how to manage the stress. This ppt is for the engineering student as well as for the management student.Hope it may help you :)
Abstract
Background: Across the country, nursing students are experiencing alarming amounts of stress. While stress is a common phenomenon, it has been shown to negatively impact nursing student performance and general health. One solution to this issue is mindfulness-based stress reduction (MBSR). Reported effects of MBSR include stress reduction; mindfulness; improvements in self-esteem; increase in general health; a decrease in anxiety; and an increase in empathy. Because MBSR is not widely included in nursing curricula, students are not learning stress reduction techniques needed to manage daily stress. Purpose: To address this gap, a DNP project was implemented at a university site. The project’s purpose was two-fold: To increase the knowledge of faculty and to provide educational resources for students. Methods: A toolkit was developed that included a Power Point presentation for faculty; a copy of the Perceived Stress Scale (PSS); and handouts on stress and MBSR techniques for students. Thirty-four faculty in an online family nurse practitioner program were offered the toolkit at one university in California; five faculty participated and completed the surveys. Results: Valuable data was obtained on the effectiveness of the presentation on faculty knowledge, perception, acceptance, and willingness to use the resources provided. Conclusion: When provided with a toolkit on stress and MBSR techniques, faculty became more aware of the significance of stress and stated they were willing to utilize the resources provided in future online classes.
Stress is a natural feeling of not being able to cope with specific demands and events. However, It’s natural and normal to be stressed sometimes but long-term stress can cause physical symptoms, emotional symptoms and unhealthy behaviors.
How to build your own resilience and the resilience of your team.
slides accompanying the Rowan workshop and talk on Building Resilience, available inhouse or as a speaker.
Conduct human resource Workshop project of Strategic human resource topic is "Stress management"
The Islamia University of Bahawalpur "Department Of Management sciences" session (2011-2015) MBA Marketing specialization
Stress is a real or interpreted threat to the physiological or psycho social and/or behavioral response due to various factor that have to managed so that it may not lead into fatal psychiatric conditions
Biological psychology: Stress, examines stress as a bodily response and stress in everyday life such as life changes and daily hassles. Based on the Third Edition for Psychology AS 'The Complete Companion Student Book' by Mike Cardwell and Cara Flanagan for AQA 'A'
Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Stress Management (causes of stress n how to manage them) by Sukant GUptaSukant Gupta
this is all for the stress management in which i have tried to cover all the topics n facts that causes for the stress and how to manage the stress. This ppt is for the engineering student as well as for the management student.Hope it may help you :)
Abstract
Background: Across the country, nursing students are experiencing alarming amounts of stress. While stress is a common phenomenon, it has been shown to negatively impact nursing student performance and general health. One solution to this issue is mindfulness-based stress reduction (MBSR). Reported effects of MBSR include stress reduction; mindfulness; improvements in self-esteem; increase in general health; a decrease in anxiety; and an increase in empathy. Because MBSR is not widely included in nursing curricula, students are not learning stress reduction techniques needed to manage daily stress. Purpose: To address this gap, a DNP project was implemented at a university site. The project’s purpose was two-fold: To increase the knowledge of faculty and to provide educational resources for students. Methods: A toolkit was developed that included a Power Point presentation for faculty; a copy of the Perceived Stress Scale (PSS); and handouts on stress and MBSR techniques for students. Thirty-four faculty in an online family nurse practitioner program were offered the toolkit at one university in California; five faculty participated and completed the surveys. Results: Valuable data was obtained on the effectiveness of the presentation on faculty knowledge, perception, acceptance, and willingness to use the resources provided. Conclusion: When provided with a toolkit on stress and MBSR techniques, faculty became more aware of the significance of stress and stated they were willing to utilize the resources provided in future online classes.
Stress is a natural feeling of not being able to cope with specific demands and events. However, It’s natural and normal to be stressed sometimes but long-term stress can cause physical symptoms, emotional symptoms and unhealthy behaviors.
How to build your own resilience and the resilience of your team.
slides accompanying the Rowan workshop and talk on Building Resilience, available inhouse or as a speaker.
Conduct human resource Workshop project of Strategic human resource topic is "Stress management"
The Islamia University of Bahawalpur "Department Of Management sciences" session (2011-2015) MBA Marketing specialization
Stress is a real or interpreted threat to the physiological or psycho social and/or behavioral response due to various factor that have to managed so that it may not lead into fatal psychiatric conditions
Biological psychology: Stress, examines stress as a bodily response and stress in everyday life such as life changes and daily hassles. Based on the Third Edition for Psychology AS 'The Complete Companion Student Book' by Mike Cardwell and Cara Flanagan for AQA 'A'
This video is a talk by Mr. Nilesh Mandlecha on 1 Mar 2016. Topic "How To Deal With Work Place Stress". This is part of the HELP Talk series at HELP,Health Education Library for People, the worlds largest free patient education library www.healthlibrary.com
Workplace Stress: Impact and Outcomes - An India Study 2016 Sabita Rebecca
Chronic life-style related health issues are growing rapidly among the 'Young Indian Workforce'. It is predicted that by 2025, India will have more than 57% of its population suffering from diabetes. Cardiovascular diseases, diabetes, obesity and tobacco consumption are seen as high-risk elements in employee health and wellness that impact the workforce.
Corporates across India have become sensitive to the prevalent health issues and the impact of stress at the workplace on performance and productivity. Leadership firms are working at building health and wellness programs that make their workforce a lot more resilient to the external challenges.
CGP India, along with SHRM India have collaborated to understand the landscape in a more scientific approach than ever done before. The aim was not just to understand the areas of concern but also to measure the impact of stress on the organizations’ top line. The online survey was participated by a total of 2157 respondents and included senior management interviews from 12 organizations spanning across 3 sectors - IT, Banking and Travel & Hospitality.
Stress Management PowerPoint Presentation Content slides include topics such as: understanding the dynamics of stress, quickly and effectively managing stress, symptoms of stress, identifying sources of stress, negative and positive effects of stress, the five step system to tackle stress, 6 strategies to minimize burn-out, from distress to eustress, specific problems and associated treatments, 15 ways to make work less stressful, how to's and much more.
Academic Stress and Mental Health: Balancing the Pressure on Youth | Solh Wel...Solh Wellness
Explore the link between academic stress and Youth Mental Health. Find strategies to balance the pressure of academic stress on Youth from Solh Wellness.
Homework Post 9 Managing Negative EmotionsSkill Practice Refl.docxpooleavelina
Homework Post 9: Managing Negative Emotions
Skill Practice Reflection: Reflect on a time this past week where you used one of the emotion regulation skills (check the facts, opposite action, problem solving, riding the wave) when you were experiencing a negative emotion. Include a response to the following prompts for a total of about 1 page double spaced (1/2 page for skills practice and 1/2 page for WOOP).
· Emotional Regulation Skills: Describe a time in the past week when you were experiencing negative emotions and used one of the emotion regulation skills. Which skills did you use? Are those different than what you think you should have used? How did it turn out? What success and challenges did you face when using these skills?
· Complete a WOOP for a goal you have based on the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan.
· WISH: What is something you wish to change in your future in terms of your ability to manage negative emotions? This change can be longer term, but make sure to then also identify something for within the next 4 weeks.
· OUTCOME: What would a specific outcome be if you were to live out the above wish?
· OBSTACLE: What is an obstacle that will keep you from using the skills to manage negative emotion? Name at least one internal barrier and one external barrier.
· PLAN: What are your plans for overcoming these obstacles and barriers to using these skills? Make sure to include an if/then statement (i.e. If you face "obstacle x", then you will do ...) and then expand on how you will ensure you stick with that plan. Include specific steps!
Gratitude Practice: Write a half a page about something that happened or something you accomplished this week that you are grateful for.
Lecture + Reading Reflection: Reflect on the previous lecture and the assigned readings for next week and the associated videos. Respond to the following prompts in a half page.
· What is one thing that resonated with you class on Wednesday, particularly from the lecture material? What do you still have questions about (if anything)?
· Identify one way you can see the content in the readings helping you going forward.
GRADING STANDARDS
Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, totaling around 3 double-spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from the TAs, who have experience with using these skills and coaching on the use of them. Your grade is NOT based on how “well” you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points.
Group Discussion Rubric: Good discussion is essential to advancing w ...
Understanding fatigue and an introduction to the FACETS programmeMS Trust
This presentation by Alison Nook and Vicky Slingsby, Occupational Therapists at the Dorset MS Service, explores fatigue in multiple sclerosis, the most common MS symptom. It looks at how fatigue can be managed with energy effectiveness techniques and introduces FACETS (Fatigue: Applying Cognitive behavioural and Energy effectiveness Techniques to lifeStyle),
The seven step problem solving technique
Divergent and convergent thinking must be balanced
Plan-Do-Check-Act (PDCA)
Root Cause analysis and Problem Solving Techniques
Fishbone diagram
MIND MAPPING TECHNIQUE
Stress management
Identifying Stressors
How to fight stress?
PSY2230 Stress and Its ManagementAssignment 2 Target Beha.docxwoodruffeloisa
PSY2230 Stress and Its Management
Assignment 2: Target Behavior Report
Instructions and Rubric
Dr. Kristen Lee
Target Behavior Report (20% of total grade) week five--You will reflect critically upon your targeted behavioral goals and learning within the first half of the course. The paper should use APA style, and be 6-8 pages, double-spaced, in 12-point font Times New Roman.
This paper will allow you to demonstrate what you have learned about stress management. First, choose at least 4-6 of the following assessments that you find most pertinent:
1) Assess your stress (page 17)
2) Symptoms of stress (page 18)
3) Perceived stress scale (pages 19-20)
4) Inventory of college students’ recent life experiences (page 21)
5) Ardell wellness stress (page 22)
6) Student stress scale (page 24)
7) Stress vulnerability questionnaire (page 25)
8) Tombstone test (page 26)
Next, pick two targeted behavioral change to track progress. For example, you may wish to add more sleep or more exercise to your routines, or reduce the amount of fast food you eat. You may want to join a new social group, or start practicing meditation. You will select two areas to work at. You will keep a running journal during weeks two and three on each respective goal.
Your write-up will consist of the following:
· Part 1: Introduction/Results of learning and assessments: Discuss key learning in first half of course, including a summary of key concepts and definitions that have impacted you thus far. Next, describe the specific assessments you chose, rationale behind your choice, and a summary of what you uncovered. Discuss your results. Did they surprise you? Do you agree or disagree? What was the overall impact? Finally, discuss your targeted behavioral change. What did you identify? How did you measure it? How did this impact your behaviors?
· Part 2: Target behaviors: Describe the two target goals, how you measured them, and what your results were. Discuss what interfered or helped facilitate your goals. Be sure to refer to your text to help you identify SMARTER goal setting methods. Submit a minimum of three excerpts from your journal entries.
· Part 3: Conclusion/Essential takeaways: What key insights did you develop? What is the most significant thing you learned from the experience of self-assessment and behavioral change and how is this relevant to our discussion of stress management? (Connect to course materials and discussion)
Reflective Paper Rubric (20 Points)
The following criteria will be considered when evaluating your interview summary
_____/12
Substance
Substance refers to how you discuss the three components of the assignment: (1) course learning and assessment results; (2) target behaviors, rationale, findings and journal excerpts; (3) key insights/most significant areas of learning and relevance to stress management. Substance includes the comprehensiveness and depth of the discussion, and integration of course materials and reading related to st ...
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
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Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
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NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Maxilla, Mandible & Hyoid Bone & Clinical Correlations by Dr. RIG.pptx
Group work - Stress management
1. Group work
You are to form six groups of six (6) {the sixth (6th
) group will consist of seven (7)} using an alphabetical approach (from A –
Alexander to C – Constantine, and the process repeats itself). There is only one grouping comprising of thirty- seven students. Select a
group leader and identify group members. Students failing to be a part of or function in a group will not be graded. Group work
accounts for twenty (20) per cent of your marks.
Decide on a topic of interest among group members. Applying the ‗ten (10) Steps to Teaching Others‘ from the reading for this unit,
in Alfaro-LeFevre‘s book, develop a teaching plan.
Group members include:
1.Cornibert, Kelly-Ann (Group leader)
2. Dyett-Crooks,Leah
3. Dubay- Ramrattan, Jaya
4. Deterville, Eliah
5. Dumar, Jacqueline
6.Rachael, Constantine
2. Topic of interest:
Stress management in amongst registered nurses at the Victoria Hospital.
Expected outcomes:
At the end of this teaching plan workers will be able to:
1) Define stress.
2) Identify factors which may influence stress at the work place.
3) Identify signs and symptoms of work related stress.
4) Identify strategies to deal with the stress factors identified.
5) Identify coping mechanisms to deal with work related stress
• Assess patient‘s knowledge of stress management by utilizing the following questions:
o What do you know about stress and its management among nurses?
o What have you been told about stress management in nursing?
o How have you managed stress in the past?
o What stress management strategies have you utilized recently to help relieve your WRS?
3. o How will you say you manifest WR stress?
o In your estimation, what do you consider as the triggers?
o What situation triggers your greatest stress levels?
o Of all the coping measures you have tried, which one seems to be the best to relieve your stress?
o You have c/o WRS, how is it affecting you and your family?
o When highly stressed, and in your attempt to cope with stress, are there attending problems that you have difficulty
handling?
This assists in understanding the nurse‘s areas that are of greatest concerns to be identified and addressed.
o Question the learner‘s preferred learning styles. The method by which the learner prefers to be taught is evaluated it
may be doing, observing, listening or reading. Ask the nurse the following questions, these questions have been
adopted from the AHEC Clear Health Communication Program, Ohio State University(2007):
What‘s your preferred method of learning? For example, Reading? Listening? Doing?
Reflect on the last time that you learned a new skill, operated new equipment, or learnt a new hobby). In
what way did you learn it? What was the best way for you?
4. Observe and note if the nurse explain things in intellectual or tangible terms.
o Identify barriers to learning:
Are there any problems that would prevent you from learning at this time? (within one, two, four weeks, etc)
(Lieb, 1991).
Do you think that the stipulated time for the teaching session is sufficient facilitate a comprehensive
understanding of stress management? (Lieb, 1991).
Are you confident enough to implement the various strategies taught to cope with stressful situations in your
life (Lieb, 1991)?
Do you have sufficient information about opportunities to learn about stress management to make changes in
your life (Lieb, 1991)?
Do you experience scheduling problems when using stress management techniques (Lieb, 1991)?
Do you lack of motivation to utilize effective stress management techniques (Lieb, 1991)?
Are there institutional policies that hinder you from utilizing effective stress management techniques (Lieb,
1991)?
5. Ensure that the learner is encouraged to engage in the teaching session: Please feel comfortable to ask questions, seek
clarifications on all information about stress management that is being offered. Also this teaching session continuously centers
on your preferred stressful areas thus appropriate stress management techniques will be discussed with you.
Provide support
Everyone experiences factors which contribute to stress at the work place, you can now identify them and we will discuss ways
to manage stressful situations. Here are some coping mechanisms for stressful situations according to the Mayo Clinic (2013):
Scale back. Reduce on your obligations when probable. Evaluate your daily, weekly and monthly schedule and find
meetings, activities, dinners or chores that you can cut back on or delegate to someone else.
Prepare. Prepare for meetings or trips, scheduling your time better, and setting realistic goals for tasks both big and
small in advance to reduce stress. An unaccounted situation causes stress to build up.
Reach out. Make or renew connections with others. Surrounding yourself with supportive family, friends, co-workers,
or clergy and God fearing spiritual persons have a major positive effect on your mental well-being and your ability to
cope with stress. Go to church services as the assembling together is good for your spiritual and mental wellbeing and
volunteer your services in your church and community.
Take up a hobby. The time spent engaging in enjoyable activities soothes and calms your restless mind. Attempt
exploring nature, sewing, reading, gardening, crafts, tinkering with electronics, fishing, carpentry, music — things that
you don't get competitive or more stressed out about.
6. Relax. Physical activity, meditation, yoga, massage and other relaxation techniques can help you manage stress. The
goal here is to center your attention on calming and relaxing your mind and body thus freeing your thoughts from
stressful thoughts.
Get enough sleep. Your immune system is weakened when it does not receive sufficient sleep thus you feel more
irritable and less focused. Most people need seven to eight hours of sleep a day.
Get professional help. If whatever method(s) you have deemed appropriate to reduce your stress levels does not
alleviate it, consult your doctor for appropriate referrals. Chronic, uncontrolled stress can lead to a variety of potentially
serious health problems, including depression and pain.
Conducive environment
The teaching session will take place in the nurse‘s lounge at 10:00am on Monday 20th
May, 2013. This location is conducive,
as it is located in a quiet area of the hospital. The time chosen is convenient for persons coming from home and those who
worked the night shift which ended at 7am, where they are able to rest before attending the teaching session, allowing the
learners to be comfortable and rested. However if persons are not able to attend the session at the abovementioned time
different more appropriate arrangements can be made. There will be two (2) booths in the conference rooms to complete the
session before the teaching commences.
Illustrations
7. In the teaching session, there will be use of two assessment tests, diagrams, discussions through use of scenarios, pamphlets
and simulations and this will enhance comprehension as we cater for all individuals present who learn through theory and
visual aids.
Mental images
Various comparisons and representations are utilized to explain terms, concepts, prescribed regimens to the learner. Individuals
understand concepts more clearly when they are taught using terms, words, situations that are personalized to their everyday
experiences.
Triggers
For increased compliance, remembering and understanding of the concepts being taught it is effective to utilize words that
persons are familiar with.
Keep it simple
The information provided during the teaching session will be given in simple terms for the benefits of every individual
understanding.
Learners responses
Learners are given time to ask questions to clarify misconceptions during the teaching session.
8. Summary
A summary of all key points in the teaching plan will be repeated. A handout will be given to allow learners to review and
refresh their memory.
Topic: Stress management in the work environment
Date and time: 20th
May, 2013, 10AM
Location: Nurses lounge, Victoria Hospital
Objectives / expected
outcomes
Data / Information provided to learners Aids used for
illustration
Evaluation
1) By the end of 15
- 20 minutes
learners will be
able to define
stress and
identify factors
which may
influence stress
According to Davis (2001), stress is any physical,
physiological or psychological force that disturbs the body‘s
equilibrium.
Factors that influence stress includes:
Being Overworked
Most obvious stress factor where one has too much work to
do, insufficient time to perform it (Aynilists, 2013).
Being Underworked
An individual don‘t wants to be caught doing nothing and
being paid on the company‘s time. This is particularly hard if
you have no control over your workflow (Aynilists, 2013).
At the beginning
of teaching
session, learners
will be given
handout ―WHERE
ARE YOU NOW‖
for assessment and
questioning.
By the end of 20
minutes learners
define stress as events
which lead to
negative effects on
one‘s body. The
learners identify
different stress
9. at the work
place.
Job Security
Layoffs are made with little hiring. Not having job security
can be seriously magnified (Aynilists, 2013).
Progression
No one wants to remain in the same position, on the same pay
for an extended period of time, but many careers are currently
stifled by a market where little hiring or promotion is being
done. Even though you may have a job, not being able to get
to your next level can make you feel bored and trapped, which
can be stressful (Aynilists, 2013).
Having the Wrong Job
Having a job that you have insufficient skills or experience to
handle, you‘re going to feel like you‘re sinking. When you
can‘t ask for training or help because you don‘t want to admit
you‘re not right for it, the stress increases (Aynilists, 2013).
Blame culture
In the workplace people adapt to cultures, if someone cannot
confess to errors there are implausible to progress and learn.
If no one can acknowledge the error, blaming becomes
common, producing an environment of fear and lack of trust
that is actually stressful to deal with in the workplace in every
day basis. (Aynilists, 2013).
A Skit acted out
by presenters
which indentified
the different stress
factors in which
the learners had to
spot / identify
them from the skit
and personal
experiences.
factors, namely:
Job security
Being
overworked
Being
stagnant, not
being
promoted
Poor work
environment
Poor
management
Generally the learners
voiced that having a
substantial amount of
work with little time
10. Bad Management
A lack of strong and effective management can leave a team
directionless, and individuals in a state of disorganized
confusion that is very stressful. Conversely, over-management
and micromanagement are claustrophobically stressful for
employees and leave no room for creativity or growth
(Aynilists, 2013).
Bullying by co-workers
Unfortunately, workplaces can bear a striking similarity to
playgrounds when the pressure is on and bullying by a
colleague or manager can make life very difficult taking their
problems and worries out on their team or colleagues
(Aynilists, 2013).
No Support Network
Workplaces with weak, or non-existent, human resources
structures, and a lack of proper procedures for making
complaints or dealing with problems, mean that employees are
left to handle situations on their own. This can cause a huge
amount of stress and a sense of fear and isolation (Aynilists,
2013).
Poor Working Environment
Companies may not have procedures in place for regular
health and safety. Poor work environment would consist of
old or broken equipment, poor lighting, uncomfortable
to complete it is one
of the most stressful
factors in the work
environment.
11. furniture, excessively high levels of noise can make for an
extremely stressful working environment (Aynilists, 2013).
2) By the end of
10-15 minutes
learns will
identify signs
and symptoms
of work related
stress.
An individual who is experiencing work related stress may
experience the following:
Feelings of anxiety, irritability, depression, loss of
interest at work, insomnia (inability to sleep), trouble
concentrating, social withdrawal, loss of sex drive, use
of alcohol or drugs to cope with stress factors (Segal,
Smith & Robinson, 2012).
Active discussion
between learners
and presenters.
By the end of 5
minutes learners
identify the following
signs of work related
stress:
Anxiety, depression,
use if alcohol and
drugs.
3) By the end of 10
minutes learners
will identify
strategies to
deal with the
stress factors
Escape
Remove self physically and mentally from the stressful
situation. This can be done by: going for a walk, listening to
music, meditation (Stress Management Workshop Handout).
Physical relaxation
This will assist in decreasing cortisol levels which leads to
Use of pictures
(see below).
Handouts given at
end of teaching
session.
By the end of 10
minutes the learners
identify the following
as ways to deal with
the stress factors
identified earlier:
12. identified stress, increasing confidence. This can be accomplished by:
jogging, yoga, sporting activities, dancing, swimming (Stress
Management Workshop Handout).
Self care
To increase energy levels one should care for self. This is
done through adequate sleep, balanced diet, drinking sufficient
water, reduce intake of caffeine, sugary foods, alcohol,
nicotine, recreational drugs (Stress Management Workshop
Handout).
Time management
Much pressure is caused by feeling you have too many
demands and too little time. Sometimes individuals
procrastinate. This can be reduced if individuals prioritize, do
not procrastinate, and do not cut out sleep. Cut down on social
escape, physical
relaxation, self care,
time management,
having a support
network. Some
voiced that having
participating in these
activities occasionally
will act as
prophylaxis to stress
management.
Near the end of
teaching a summary
of the valid points
13. time when necessary, during long periods of work take a 5
minute break and move around (Stress Management
Workshop Handout).
Build a support network
Find individuals and support groups where you can talk to
vent (Stress Management Workshop Handout).
will be re-enforced.
Learners will be
asked questions to
evaluate their
understanding and
amount of
information retained.
A handout will be
given to learners at
the end of teaching
session to allow for
review and to refresh
memory
17. References:
Aynilists, (2013) Top 10 causes of stress in the work place retrieved on 18/05/2013 from
http://allyouneedislists.com/world-business/online-business/top-10-causes-of-stress-in-the-
workplace/
Davis, F.A. (2001), Taber‘s Cyclopedic Medical Dictionary (20th
ed) F.A. Davis Company, Philadelphia, PA
19103.
How can you manage stress diagram retrieved on 18/05/2013 from http://stressmanage.net/wp-
content/uploads/2012/08/Stress-Management.jpg
Lieb, S. (1991) Adult learning principles. Retrieved May 31, 2013, from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm.
Ohio State University,(2007); Clear health communication program Retrieved May 31, 2013, from
http://medicine.osu.edu/sitetool/sites/pdfs/ahecpublic/Learning_Assessment.pdf
Segal, J., Smith, M., Robinson, L., & Segal, R., (2012) stress at work retrieved on 18/05/2013 from
http://www.helpguide.org/mental/work_stress_management.htm
Student Counseling Service, Stress Management Workshop Handout retrieved on 18/05/2013 from
http://www2.lse.ac.uk/intranet/students/supportServices/Handout.pdf
Stress management diagram retrieved on 18/05/2013 from http://stressmanage.net/wp-
content/uploads/2012/08/Stress-Management-Tips.jpg
ASSIGNMENT 5.1
DEVELOPING A CTDM BUILDING BLOCK 3
18. Assignment 5.1
Use the same grouping that was used for the group assignment in Unit 4 to complete this assignment. Choose one of the decision
making models and processes that were found in your reading. By following the steps of the model or process, show how you will
ensure that the staff on the ward where you work comply with the directive given by the Nursing Administrator to have the nursing
process (patient classification, work load index, and nursing care plan) implemented and maintained in the hospital.
Group members include:
1.Cornibert, Kelly-Ann (Group leader)
2. Dyett-Crooks,Leah
3. Dubay- Ramrattan, Jaya
4. Deterville, Eliah
5. Dumar, Jacqueline
6.Rachael, Constantine
19. The Model chosen by the group is the DECIDE Model. This Model aids health care managers in making more quality decisions.
Decisions that will in due course, result in success in the clinical setting (Guo, 2008).
According to Guo, (2008), the DECIDE model is the acronym of 6 particular activities needed in the decision-making process, which
includes:
(1) D = Define the problem,
(2) E = Establish the criteria,
(3) C = Consider all the alternatives,
(4) I = Identify the best alternative,
(5) D = Develop and implement a plan of action,
(6) E = Evaluate and monitor the solution and feedback when necessary.
20. Define the problem:
Based on the situation given, the Nurses are not using the Nursing Process (patient classification, work load index, and nursing care
plan) to administer care. The problem stems from the Registered Nurses not complying with the Nursing Administrator willingness to
incorporate the use of the Nursing Process in the patient‘s care. It is important that the nursing process be utilized for superior quality
of care to be administered. If the Nursing Process is used, the care provider would have enhanced patient outcome, meet the patient‘s
needs holistically, improve their job satisfaction (Clement, 2007).
Establish the criteria
Utilization of the Nursing Process would;
Enhanced patients care outcome (Clement, 2007).
Any RN can follow up patient care (Clement, 2007).
Meets the needs of the patient, family and community (Clement, 2007)
Creates opportunities for patients to be directly involved in their care (Clement, 2007)
21. It provides job satisfaction for nurses, by allowing nurses to determine what interventions based on accurate identification of
the patients problems, hence preventing trial and error nursing. (Clement, 2007)
In having the staff utilize to nursing process in administering care, the quality of care administered to the patient is preserved and
achieved with this decision, therefore avoiding, decreased patient outcome, inability to meet patients needs, job dissatisfaction for
nurses (clement, 2007). The effective use and implementation of the nursing process in health care delivery would ensure the
preservation and achievement of quality patient care across the life span.
C- Consider all the alternatives
A ward meeting can be held, asking the staff for their opinions, on how to achieve the goal of having nursing staff utilize the Nursing
Process in providing care.
Possible choices to meet the criteria above include:
Delegating staff to be responsible for the patient classification.
Use and ensure the nurse to patient ratio, according to patient classification (AACCN, 2013)
22. Hire more staff to facilitate nurse – patient ratio.
Train staff through workshops, on how to use the Nursing Process and it benefits.
Motivate staff by recognizing them at staff meetings for good performance, give good appraisals.
Do not use the Nursing Process.
Creation of suggestion boxes on various units
Engage nursing staff in weekly self reflection exercises and collegial dialogue on their experiences with the implementation of
the nursing process.
Formulate or revise admission forms to include forms for proper documentation of nursing care plans.
Use of most alternatives stated above should allow the use of the nursing process by Registered Nurses as an instrument used to
provide optimal care. Getting the staff actively involved will avoid staff resistance to the decision or change. The nursing staff may
use Maslow’s hierarchy of needs to fulfill this goal allowing optimal patient care.
I - Identify the best alternatives.
23. At this phase the alternatives gained from the previous phase are reflected on, and the best are identified to be utilized. The best
alternative can be obtained through analyzing past experiences, intuition and research evidence (Guo, 2008).
The best alternatives would include:
Train staff through workshops, on how to use the Nursing Process and it benefits.
Delegating staff to be responsible for the patient classification.
Use and ensure the nurse to patient ratio, according to patient classification (AACCN, 2013)
Hire more staff to facilitate nurse – patient ratio.
Motivate staff by recognizing them at staff meetings for good performance, give good appraisals.
D- Develop and implement a plan of action.
Having workshops to train staff will require resources including personnel to do the training, a physical structure, equipments, cost.
24. The workshop will be held on the 8th
June, 2013 at 9am, in the Staff Lounge at the Victoria Hospital. The workshop will include what
is required of the manager and staff, the importance and benefits of using the nursing process as an instrument when providing care.
Goals such as by the end of one week, the manager will see improvement with the use of the nursing process and patient care will be
instituted. At the end of the week the manager reviews the notes to assess nursing care plan. A schedule will be made assigning staff
members days in which to do the patient classification, in order to determine the nursing resources needed to administer quality
nursing care. The manager is to ensure that this is done. According to the AACCN (2013), the Manager will do the staffing based on:
o The number of patients and level and intensity of care to be provided, with consideration given to admissions,
discharges and transfers that nurses must handle each shift.
o The level of experience and knowledge of those providing care.
Training sessions will be held biannually to ensure staff stays on par and the utilization of the nursing process as an instrument of care
is maintained.
E- Evaluate and monitor the solution.
At this phase the plan is analyzed for defects. A meeting can be held with staff who will voice concerns, queries and gains about the
change. Staff may voice not having adequate time to do care plans due to the amount of work or number of patients providing care for.
25. This can be attended to by hiring more nurses and subordinate staff to lighten work load. Nursing care outcomes can also be evaluated
through the use of data acquision (patient satisfaction tool) and questioning of inconsistencies allowing for revision of actions and
goals.
In conclusion, decision making requires skills, knowledge, experience and understanding. The decision-making process and model
intends to assist managers improve their decision making to result in more effective decisions and become better equipped to act in
various situations that require decisions to be made. The DECIDE model is used in this scenario to help the manager make an
informed decision, with the assistance of staff, which will promote cooperation and implementation of the change. Monthly the
manager will monitor and evaluate the implementation of plan, whether principles are being followed, quality of care improved and
job satisfaction among staff is obtained, making the relevant changes where necessary (Guo, 2008).
References
American Association of Critical Care Nurses (2013), retrieved on 7/6/2013 from http://www.aacn.org/wd/practice/content/nurse-
staffing-ratio.pcms?menu=
26. Clement, I. (2007). Basic concepts on nursing procedures. Jaypee Brothers Publishers.
Guo, L.,(2008); DECIDE: A Decision Making Model for More Effective Decisions Making By Health Care Managers. The Health
care managers, Volume 27 Number 2, p.118-127.