Burnout, compassion fatigue, and perceived stress among undergraduate nursing students are significant factors leading to a poorer quality of life, decreased job satisfaction, and adversely impact patient outcomes. Burnout among undergraduate nursing students is a critical individual and workforce issue with contributing factors including a relentless schedule, academically challenging and rigorous programs, pressure to perform, and the completion of clinical hours caring for patients. This paper describes our feasibility study of a nature-based intervention (NBI) to reduce perceived stress and quality of life as it relates to burnout, and compassion fatigue. Quantitative data was collected through demographics, surveys, and electronic sensor data. The project’s aim was to determine the feasibility of NBI monitored by NatureDose^TM to decrease perceived stress burnout and compassion fatigue among undergraduate nursing students.

Introduction: In January 2020, a small, private school of nursing in a university in the pacific northwest, established the Initiative for Vital Practice (I4VP). The I4VP’s primary goal was to create a sustainable pathway for increasing vital practice through increasing resiliency and self-care practices. Objectives. The ensuing pathway’s objectives were to, (1) take previously identified factors related to perceived stress related to workloads, impacts on professional quality of life and psychosocial exposures during the COVID-19 pandemic; and (2) develop and pilot test a wellness intervention (i.e., wellness pods) for faculty and staff to build community and find new ways to enhance well-being through peer support. Methods: Five focused Wellness Pods were developed on Microsoft Teams platform using the individual channels: (1) stress and mind–body exploration pod; (2) mindfulness in healthcare pod; (3) healing relationship pod; (4) environmental pod; and (5) physical activity pod. Faculty and staff self-selected into a Wellness Pod that interested them. The Wellness Pods met weekly in person over a period of two months. Quantitative and qualitative data was collected via cross-sectional surveys including: four sociodemographic items, one item on current stress level, one write-in item on current stress management at work, two write-in items focused on the cognitive reasoning for participation, the 7-item subjective vitality scale focused individual difference, the 7-item subjective vitality scale focused on the state level, the 10-item perceived stress scale, and one item ranking which wellness pod the individual wanted to participate in. There was one trained facilitator for the overall Wellness Pods operations and communication. Results. The average score on the perceived stress scale was 22.3 (SD = 3.5), indicating moderate levels of perceived stress. The average score on the individual difference vitality score was 26.5 (SD = 7.6), whereas the state level vitality score was 21.4 (SD = 9.98), indicating moderate levels of subjective vitality. Two categories: stress management and wellness pods, were identified through content analysis. Conclusions: Through pilot testing, this project demonstrated feasibility for future wellness pods interventions for faculty and staff at schools of nursing. Future research is needed to evaluate the effectiveness of the wellness pods intervention.

The unique health care needs of diverse individuals and communities are complex. To meet these needs, healthcare professionals are being called upon to alter traditional ways of thinking, perceiving, and acting in order to create more inclusive environments. Research shows that using mindsight, a process that increases both insight and empathy, can enhance an individual’s mind–body-environment connection, increase self-awareness, and promote the development of cultural humility. This paper will discuss the current perspectives on the mind/body/environment connection from a Western lens that may impact the enactment of cultural humility for healthcare providers. Two evidence-based approaches, yoga and forest therapy, are recommended as effective intervention tools in fostering mindsight and cultural humility. Blending traditional cognitive learning with techniques anchored in the physical body may hold promise in supporting the development of mindsight and cultural humility in healthcare education and practice.

In the updated School Nursing Practice Framework, delegation is a key part of the school nurse's care coordination role. The delegation of nursing procedures to unregulated assistive persons is a significant responsibility for nurses. Despite this, delegation has received relatively little attention in studies of school nursing practice. This mixed-methods study of delegation between 2018 and 2022 describes the types and quantity of delegations and the factors affecting school nurse delegation. Considerations related to procedures delegated, student context, and unregulated assistive persons were examined. The results of this study highlight the challenges encountered when delegating nursing procedures in a school context including time, appropriate staffing, and resources. This information may help practicing school nurses to reflect on their own practice and generate creative solutions to overcome barriers. In addition, this information is important to supervisors and those developing policy to promote equitable access to education for students with chronic conditions.

Faculty members are expected to integrate content about older adults into undergraduate curricula. Although numerous gerontological education resources exist on the Internet, educators often lack awareness of these resources or the time to explore them. We describe a project that used a peer-review process to organize resources into a searchable, online catalog that includes suggestions for using the content in different courses ( http://www.ohsu.edu/son/ecleps ). Implications are discussed for developing and maintaining the interactive catalog of Web-based instructional resources.

Effective delegation is a critical component that significantly influences student outcomes, efficiency, and the overall interdisciplinary team dynamic. The aim of this study was to identify inhibitors and enablers of delegation in school nursing practice. This study used a descriptive qualitative research approach, using purposive sampling and data collected through a series of focus group interviews. Data were analyzed using a thematic analysis approach. The TranSPEC model was used as a framework to make sense of the data. The overarching theme was “It's a real sink or swim environment.” Inhibiting themes were delegation complexity, moral distress, and being a novice school nurse. Enabling themes were acquisition of delegation skills, moral resilience, and being an experienced school nurse. Sub-themes were also identified. Multiple enablers to the delegation process were identified which present opportunities for school nurses, school administrators, and boards of nursing to enhance the safety of delegation.