An educational program on self-care for nurses was developed based on conversations with nurses who reported feelings of overwhelm, exhaustion, and burnout. The program goals and objectives aim to define self-care, teach self-care techniques, and address barriers to implementation. A three hour teaching plan incorporates a lecture to address cognitive learning, a demonstration of a self-care technique for psychomotor skills, and a discussion for affective learning. Evaluations include a post-test, return demonstration, and recording thoughts to assess the effectiveness of the teaching methods.

1. Self Care for Nurses
Tiffany Martin BSN, RN

2. Rationale
This program was created after engaging in every day conversations
with the Post Anesthesia Care Unit (PACU) nurses. A common theme
was noted amongst nurses regarding self care:
Nurses shared feelings of overwhelm, exhaustion, and care giver
burnout related to both personal and professional responsibilities.

3. According to the American
Holistic Nurses Association
(AHNA)
Self-care is critical to
providing care for others
(AHNA, 2015)
Therefore it is essential
for the nurse to practice
self care in order to be
of service to others.

4. Literature Review
Kravits, McAllistar,-Black, Grant, and Kirk (2010) discuss the link between lack of self-care and
nursing with an article focused on the implementation of self-care strategies’ to prevent
burnout.
The link between self care and burnout was also discussed in an article focusing on
implementing Jhin Shin Jystu as a self care method and the relationship to stress, physical
health, emotional health, and caring efficacy. (Lamke, 2014).
A study published in 2012 explored the relationship between nurses self care; stress and
weight. Result of the study showed 72% of nurses reported the absences of exercise in their
daily lives (Eun-Shim Nahm, 2012).

5. Learning Needs
Assessment
Physical readiness: A closed unit will be used to
conduct the program, as this will decrease the
likeliness of environmental noise and distractions.
Experiential readiness: Level of aspiration will be
identified with nurses signing up for the educational
session, and . Nurses will be given the opportunity to
communicate what they hope to learn during the
session.
Knowledge readiness: Present knowledge base and
preferred learning style will be assessed during sign
up for the educational session as nurses will answer
a simple questionnaire to assess prior knowledge of
self care
Emotional readiness: to ensure anxiety is at the
appropriate level for learning, the class will be
planned at a convenient time when nurses are free
from obligations such as patient care and/or staff
meetings

6. Humanistic Learning
Theory
​Humanism, according to Bastable (2014) is a philosophy that
acknowledges the uniqueness of the individual and further assumes
individuals desire positive growth.
Humanism supports the adult learner, with allowing the educator to
act as a facilitator while the student directs learning. (Dennick,
2012). These concepts are inline with a desire for positive growth.

7. Goals and Objectives
Goal: After learning the benefits of self-care, Nurses (learner) will adopt a self-care
program
Objectives:
Following a 1 hr. lecture, the nurse will be able to define self-care and ways to
implement self care practices(cognitive; knowledge level)
After watching 10-minute demonstration of the Self Chakra Connection the learner
will be able to return demonstrate technique (psychomotor; guided response level)
Following a 25-minute group discussion on concerns related to implementing a
self-care program, the learner will be able to express concerns related to
effectively implementing a self-care program (affective; responding level)

8. Teaching Plan and
Evaluation
The duration of the program will
be 3 hours to allow time for a 1-
hour lecture, 10-minute
demonstration, and 25-minute
group discussion as well as time
for evaluation. Content has been
tailored to stimulate the
cognitive, affective, and
psychomotor domains by
implementing multiple learning
activities/instructional methods

9. Teaching Plan and
Evaluation
The teaching plan and
evaluation has been created
with the use of previous
research (Kravits, K 2010) on
similar topics to support
evidence-based practice.

10. Teaching Plan and
Evaluation
The lecture component was
selected to ensure the
cognitive needs were met first,
as for learning to occur the
cognitive level must first be
addressed (Bastable, 2014)
The evaluation associated
with the lecture will be in the
format of a posttest, to ensure
content retention.

11. Teaching Plan and
Evaluation
The Self Chakra Connection
(Healing Touch Program,
2015) will be taught to
support the psychomotor
domain
The learners will be evaluated
by return demonstration

12. Teaching Plan and
Evaluation
A group discussion covering
the topic of concerns related
to self-care will be
implemented to support the
affective domain.
Evaluation of this method will
involve the nurses recording
thoughts or concerns on pen
and paper

13. SummaryAn educational activity will be prepared
for nurses after determining the need
for the program during informal
conversations.
Goals and objectives have been
created to support the humanistic
learning theory as well as
accommodate the cognitive
,psychomotor, and affective learning
domains
The teaching plan and evaluation has
been created with the use of previous
research on similar topics to support
evidence-based practice.
For future teaching projects , it would
be recommended to include additional
time to incorporate demonstration of
multiple self care strategies to offer
learners variety.

14. References
AHNA. (2015). Nurture Yourself. Retrieved January 30, 2015, from American Holistic Nurses Association:
http://www.ahna.org/Membership/Member-Advantage/Self-care
Bastable, S. B. (2014). Nurse as Educator Principles of Teaching and Learning for Nursing Practice. Burlington,
MA: Jones & Barlett Learning.
Eun-Shim Nahm, J. W. (2012). Nurses' self-care behaviors related to weight and stress. Nursing Outlook , e23-
e31.
Kravits K, M.-B. R. (2010, August). Self-care strategies for nurses: A psycho-educational intervention for stress
reduction and the prevention of burnout☆Self-care strategies for nurses: A psycho-educational intervention for
stress reduction and the prevention of burnout☆. Applied Nuring Research , 130-138.
Lamke, D. C.-C. (2014). "Not Just a Theory": The Relationship Between Jin Shin Jyutsu Self Care Training for
Nurses and Stress, Physical Health, Emotional Health, and Caring Efficiay. Journal of Holistic Nursing , 278-
289.
Program, H. T. (2015, Febuary 7). Resources/Self- Care. Retrieved Febuary 7, 2015, from
http://www.healingtouchprogram.com/resources/self-care
Martin, T (2015). Teaching Project: Self Care for Nurses