RYERSON UNIVERSITY SCHOOL OF NURSING Post Diploma Degree Program

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1 RYERSON UNIVERSITY SCHOOL OF NURSING Post Diploma Degree Program NUR 810/ CNUR CONCEPTS IN CONTEMPORARY NURSING PRACTICE (Updated June 29, 2007) Lead Teacher Office Phone Diane Pirner 456C (416) , x7991 dpirner@ryerson.ca Office Hours: TBA Course Description: The focus of this course is to analyse and apply theory and contemporary concepts associated with health and illness, healthcare delivery, and family development through the lifespan. Discussion will involve individuals and families with a focus on contemporary nursing practice at primary, secondary and tertiary levels. Concepts to be explored include client-nurse diversity, self-care, and care-giver burden, chronic illness, resilience, and powerlessness. Course Prerequisites: NUR 80A/B, NUC 832 Course Objectives: On completion of the course, the student will: 1. describe theoretical concepts underlying the care of individuals, families and groups. 2. develop an increased awareness of the nature and scope of the literature related to the care of individuals, families and groups. 3. analyze the relevance of selected theoretical concepts used as approaches to care of individuals, families and groups. 4. develop appropriate nursing interventions for clients, families or groups who are responding to maturational and/or situational crises. Scheduled hours: 3 hours/week 2 hours within classroom and 1 hour Internet online discussions (The weekly scheduled hours will be modified for the course offered in the shorter spring term. Any additional changes will be posted on the announcement page of each blackboard course). This course is available via 100% delivery; combined hybrid delivery 2 hours in class and 1 hour online. The Full Time Ryerson Day School Students (located at Ryerson) Fall 2008 will be scheduled for weekly 100% online delivery of and interaction with the content. They will also have 1 open class (in a classroom) each month they are welcome to attend. The midterm and end of term test will be written in classroom settings (not online) during the scheduled time identified in the timetable. Students are expected to be in the classroom week 1. Please see your blackboard course for further details.

2 2 Teaching Methodology: lectures, case studies, discussion questions, group work, self-directed study, internet delivery. Required texts/ resources: American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th ed.). Washington, DC: Author. OR American Psychological Association. (2005). The concise rules of APA Style. Washington, DC: Author. Ryerson School of Nursing Handbook, Post Diploma students, Bachelor of Science in Nursing E-resource All of the required readings are located in an E- resource link that can be accessed through the Ryerson Library at type in course code: NUR 810 (please remember to activate/ reactivate your library card so you can access these full text online articles from the resource page that has been set up for the course). Each CNUR 810/ NUR 810 section will be supported by a blackboard course. You will need a matrix account to access the blackboard course. Prior to day one of your class it is recommended that you get your matrix account and library card set up. To get a matrix account / reactivate your matrix account go to: To access the black board course that you are registered in type the following into your browser: To renew your library card: To request a new library card: Class Topics (Concepts): Spiritual care & spirituality in nursing Life span issues of the nurse: Influences on practice Caring for self: A nursing necessity Family violence Palliative care Powerlessness, empowerment, hardiness & resilience Body image: Relevant nursing challenges Complementary therapies Chronic illness: Stigma & coping Diversity Horizontal violence & the workplace

3 *NB: These are the concepts: Papers dealing with a concept may incidentally relate to a disease or condition: the disease is only an example, (e.g. the application paper must focus on Body Image, not on the client with anorexia). 3 Methods of Evaluation: Midterm test Individual application paper End of term test worth 30% of your grade worth 35% of your grade worth 35% of your grade 1) Midterm test Multiple-choice test consisting of 60 questions 1 hour and 30 minutes For 13 week delivery: the midterm test will include content from weeks 1-5 (12 questions/concept) For 10 week delivery: the midterm test will include content from weeks 1-4 (12 questions/concept) The test will be during the identified class time for those taking the combination delivery (classroom/internet delivery- 2 hours in class & 1 hour online/week) and for those student taking the 100% internet delivery the test will be online and available on Friday of the test week between the hours of hours. Midterm test dates: Semester Delivery method Week of test Fall &Winter % internet delivery Week 7 Combined classroom/internet delivery Week 7 Spring % internet delivery Week 7 Combined classroom/internet delivery Week 5 2) End of term test Multiple-choice test consisting of 72 questions 1 hour and 45 minutes For 14 week delivery: the end of term test will include content from weeks 6-12 (12 questions/concept) For 10 week delivery: the end of term test will include content from weeks 6-9 (12 questions/concept) CE course sections including 19 month and 30 month programs: for those taking the combination delivery (classroom/internet delivery- 2 hours in class & 1 hour online/week) the test will be during the identified class time and for those student taking the 100% internet delivery the test will be online and available on Friday of the test week between the hours of hours. Fall Ryerson full-time day program section: the end of term test will during the identified examination period.

4 End of term test dates: Semester Delivery method Week of test Fall &Winter % internet delivery Week 13 Combined classroom/internet delivery Week 13 for all CE sections 4 Examination period for full-time Ryerson day section in Fall 2006 Spring % internet delivery Week 13 Combined classroom/internet delivery Week 10 Please see the Ryerson Student handbook for academic considerations for tests and examinations. Request for changes of test dates for vacation schedules will not be considered. 3) Individual application paper: In this paper you will select one of the class topics which has been covered or will be covered during this course. You will apply the pertinent theoretical concepts to a clinical situation from your past or present nursing experience (not personal life experiences). This paper offers you the opportunity to analyze a practice issue in light of enhanced knowledge and personal awareness. The paper must follow APA format. Marks will be deducted for improper APA format. Application Paper should include: 1. an introduction to the scope of the paper and a conclusion that captures the essence of your discussion. 2. a description of the clinical situation to be analyzed. 3. the identification of the relevance of the topic/clinical situation to you both personally and professionally. 4. the identification, discussion, and analysis of 3 issues of the concept within the clinical situation. 5. discussion of how theory related to the concept (from the scholarly sources/ articles) facilitates your understanding/interpretation of issues/aspects of clinical situation. 6. how your analysis of the clinical situation utilizing theory related to concept will influence your future nursing practice. 7. conclusion/ summary 8. Theoretical content must be clearly related to the situation you are discussing 9. Headings must be used. A more detailed discussion of the expectations of the paper is provided within the Blackboard course.

5 N.B. "Theory" identified in 6. does not refer to Nursing Theory or Theorists (e.g. Watson, Roy and their models). It refers to the scientific information contained in the scholarly readings - those in all readings listed with the class concept and/or any scholarly material related to the concept you have chosen. 5 Length: typewritten pages (excluding title page and reference pages). Grading/ feedback sheet: The grading/ feedback sheet that will be utilized is provided below. Grading sheet Introduction: Yes No Provides an overview of paper Identifies concept to be addressed in paper Identifies issues of the concept in the clinical situation Clearly states Concisely states Description of clinical situation: Yes No Provides sufficient detail Clearly states Discussion of relevance of clinical situation/ topic to student both personally & professionally: Discusses relevance of clinical situation/ topic to student personally Discusses of relevance of clinical situation/ topic to student professionally Yes No Identification, Discussion and Analysis of the Issues Identification, discussion, and analysis of 3 issues of the concept Integration of ideas and theory from different scholarly references in the discussion and analysis within the context of the clinical of the issue:[instructor s notes/ course note provided by any situation that was presented: instructors in class /on line are excluded] There is an expectation that the literature that is included will be linked back and discussed within the context of the issue as it is presented in the situation Minimum of 8 scholarly references are included: articles and chapters from published books Issue 1: Issue 1: Exceptional Exceptional Excellent Excellent Good Good Satisfactory Satisfactory Minimal Minimal Absence Absence Issue 2: Issue 2: Exceptional Exceptional Excellent Excellent Good Good Satisfactory Satisfactory Minimal Minimal Absence Absence Issue 3: Issue 3: Exceptional Exceptional Excellent Excellent Good Good

6 Satisfactory Minimal Absence Satisfactory Minimal Absence 6 Discussion/ analysis of how future practice may be influenced: Yes No Identifies and discusses how analysis of the issues and theory may influence future practice Provides sufficiently details Clearly states Conclusion/ Summary: Yes No Captures the essence of paper Overview of content presented and discussed in paper: Grasp of subject matter: Comprehensive grasp Good grasp Satisfactory grasp Minimal treatment of the subject matter Superficial treatment of the subject matter Demonstration of ability to organize and present ideas logically and fluently: Superior Excellent Good Satisfactory Minimal Absence of Demonstration of originality, creativity, and critical thinking Exceptional Good Satisfactory Minimal Absence of Originality Creativity Critical thinking Format of paper: Yes No Title page: Name/ student number, course number, University, teacher s name, date due Length: pages Use of headings APA format: Font 12 Direct quotes Indirect quotes References Pagination GRADE Correct Essentially correct Occasional minor errors Multiple errors Does not utilize guidelines correctly

7 Expected method of submission: the paper can be submitted anytime up to the day of class during week 8 of the course. The paper is to be submitted to Turnitin. Details of how the paper is to be submitted to Turnitin will be posted on blackboard by week 2. Students who do not want their work submitted to this plagiarism detection service must, by the end of the second week of the course speak with their instructor and submit a written conformation via the messaging system to the instructor. The following criteria must be then completed: 1. paper is to be submitted electronically via the messaging system by the identified due date and time. 2. full text copies of all articles and references must be provided to instructor by due date of paper. 3. within each full text copy of the references provided to the instructor all sources of theory included in paper should be clearly highlighted 4. all copies of working notes/drafts should be provided to instructor including but not limited to all papers, computer files by due date of paper. When an instructor has reason to suspect that an individual piece of work has been plagiarized, the instructor shall be permitted to submit that work to any plagiarism detection service. (as per Ryerson University course management policy 4.3 Other course issues) 7 Date Due: Week 8 of the course Feedback and grading: Your course instructor will endeavour to provide you with feedback/ grading within 2 weeks after due date. The papers will be returned electronically via blackboard messaging system. Academic Integrity and Plagiarism: Policies related to academic integrity and plagiarism will be enforced. Students must refer to information on this policy in the School of Nursing Student Handbook and Ryerson University Calendar. Weekly Schedule: for 13 week course -Fall and Winter Weekly topic Week 1 Introduction & overview of course Powerlessness, empowerment, hardiness & resilience Week 2 Spiritual care & spirituality Week 3 Diversity

8 8 Week 4 Family violence Week 5 Week 6 Body image: Relevant nursing challenges Palliative care Week 7 Mid Term Test (covers content from weeks 1-5) Week 8 Week 9 Complementary therapies Individual application paper due Chronic illness: Stigma & coping Week 10 Horizontal violence & the workplace Week 11 Life span issues of the nurse: Influences on practice Week 12 Caring for self: A nursing necessity Week 13 End of Term test for CE sections of course (covers content from weeks 6-12) End of term test for Ryerson full-time day school section-fall 2006 will be during Fall term examination period Weekly Schedule: for 10 Week Course - Spring 2007 (Hybrid delivery sections only please note that the 100% internet section follows the above 14 week schedule) Weekly topic Week 1 Introduction & overview of course Powerlessness, empowerment, hardiness & resilience Week 2 Powerlessness, empowerment, hardiness & resilience Spiritual care & Spirituality Week 3 Diversity Family violence

9 9 Week 4 Body image: Relevant nursing challenges Week 5 Mid Term Test (covers content from weeks 1-4) Week 6 Palliative care Complementary therapies Week 7 Chronic illness: Stigma & coping Week 8 Week 9 Week 10 Individual application paper due Horizontal violence & the workplace Life span issues of the nurse: Influences on practice Caring for self: A nursing necessity End of Term test Course Policies: 1. Student Code of Conduct: Students must be familiar with and abide by all University and School of Nursing policies including the Student Code of Academic Conduct, the Student Code of Non-Academic Conduct and Professional Conduct. A student may be WITHDRAWN from the nursing program for reasons of unprofessional behavior or professional misconduct. 2. All students are required to activate and maintain a Ryerson Matrix account and access Ryerson mail on a regular basis. 3. Students need to inform faculty of any situation that arises during the semester which may have an adverse effect upon their academic performance and that they must request any necessary considerations (e.g. medical or compassionate), or accommodations [e.g. religious observance, disability (should be registered with the Access Centre), etc.] according to policies and well in advance. Failure to do so will jeopardize any academic appeals. 4. Turnitin, an electronic plagiarism detection service, will be used for the submission of papers. Details of how to submit your paper will be provided in week 1. Students who do not want their work submitted to this plagiarism detection service must, by the end of the second week of class, consult with the instructor to make alternate arrangements. When an instructor has reason to suspect that an individual piece of work has been plagiarized, the instructor shall be permitted to submit that work to any plagiarism detection service.

10 10 5. All students enrolled in the Post Diploma program must have a valid or pending registration with the College of Nurses of Ontario (CNO) must also maintain their College of Nurses registration. Students are required to notify the School of Nursing of any change in CNO registration status. Failure to attain/maintain CNO registration will result in WITHDRAWAL from the nursing course(s) and the program. 6. Students with disabilities that require academic adaptations or services must provide their instructor with the current Request for Accommodation Form authorized by the The Access Centre for Students with Disabilities, Student Services at the beginning of the semester. All policies can be found at note: Academic Standing For Year 2 full-time and part-time students remaining in NUDP ("old") version of the program, the promotion policies which have previously existed will remain effective. (See university calendar under the heading Academic Standing ) For Year 1 full-time and part-time students who have transferred to the new version of the program (PRNP), the new promotion policies are outlined in the university calendar under the heading Academic Standing. One statement in the new policy is as follows: Students must achieve a minimum grade of "C" in all professional nursing courses other than those nursing courses graded as Pass/Fail in order to be eligible to enroll in professional nursing courses in the subsequent semester. Students who earn a grade lower than "C" in these courses will be given a probationary standing regardless of their overall GPA. Students who receive less than a C in a professional nursing course will be required to repeat that course. A second consecutive grade less than "C" in a given professional nursing course will result in a withdrawn status. Powerlessness, Empowerment, Hardiness & Resilience Objectives: 1. define and discuss the terms: powerlessness, empowerment, hardiness and resilience 2. consider powerlessness, empowerment, hardiness and resilience and a) discuss common factors/dynamics that contribute to their development. b) identify individuals or groups most vulnerable to the consequences of these states. c) identify effects that these states can have on the functioning of individuals or groups. 3. describe nursing strategies to assist individuals/groups to promote personal development and enhance optimal functioning.

11 11 Required Readings: Brooks, M. (2003). Health related hardiness and chronic illness: A synthesis of current research. Nursing Forum, 38(3), Cataldo, J. K. (2001), the relationship of hardiness and depression to disability in institutionalized older adults. Rehabilitation Nursing, 26(1), Hewitt-Taylor, J. (2004). Challenging the balance of power. Patient empowerment. Nursing Standard, 18(22), Powers, P. (2003). Empowerment as treatment and the role of health professionals. Advances in Nursing Science, 26(3), Rew, L., Taylor-Seehafer, M., Thomas, N. Y., & Yockey, R. D. (2001). Correlates of resilience in homeless adolescents. Journal of Nursing Scholarship, 33(1), Spiritual Care & Spirituality in Nursing Objectives: 1. discuss the meaning of the term "spiritual". 2. examine common views on the nature of humankind. 3. identify the relationship between beliefs, attitudes and values and an individuals' spiritual dimension. 4. define and describe some spiritual needs. 5. examine barriers and facilitators to providing spiritual care and support. 6. discuss how nursing process can be utilized with clients' spiritual needs. Required readings: Baldacchino, D., & Pullen, L. (2001). Spiritual coping strategies: A review of the nursing research literature. Journal of Advanced Nursing, 34(6), Clark Callister, L., Matsumura, G., Bond, A.E., & Mangum. E. (2004). Threading spirituality through nursing education. Holistic Nursing Practice. 18 (3), Cavendish, C., Konecny, L., Mitzeliotis, C. Russo, D., et al. (2003). International Journal of Nursing Terminologies and Classifications. 14(4), Hammond. A. (2003). Substance misuse and serious mental illness: Spiritual care. Nursing Standard, 18(2),

12 Diversity 12 Objectives 1. define and discuss the following: diversity, multiculturalism, cultural competence & ageism. 2. identify aspects of diversity present within the nursing profession and in society with regards to; age, education, and experience, gender, culture, ethnicity and race. 3. examine and analyze the potential / actual impact of diversity on the nurse- client family relationship. 4. identify and discuss the major characteristics of culturally competent care Required readings: College of Nurses of Ontario (2004). Practice Guidelines: Culturally sensitive care. ONT: Author. Dennis, B. P. (2003). Incorporating cultural diversity in nursing care: An action plan. The American Black Nursing Faculty, 1/ 2, Ellis O'Lynn, C. (2004). Gender based barriers for male students in nursing education programs: prevalence and perceived importance. Journal of Nursing Education, 43(5), Ebersole, P. (2000). Ageism as a women's issue. Geriatric Nursing 21(4), 174. Letvak, S. (2002). Myths and realities of ageism and nursing. Association of Operating Room Nurses 75(6) Mateo, M. A., & Smith, S. P. (2001). Journal of Multicultural Nursing & Health, 7(2), Moore. C. A. (2004). Disability as difference and the nursing profession. Journal of Nursing Education, 43(5), Simpson, R. L. (2001). Nursing Administration Quarterly, 25(3), Terune, C. (2004). From desegregation to diversity: How far have we come? Journal of Nursing Education. 43(5), Objectives Family Violence 1. identify major theoretical frameworks used to explain violence in our society. 2. identify populations at high risk for violence.

13 3. identify issues specific to children who have been seriously abused and children who have witnessed family violence. 4. identify issues specific to elders experiencing abuse/neglect. 5. discuss the role of nursing in the care of families experiencing violence. 6. discuss areas for further nursing research in the area of family violence. 13 Required readings: Gray- Vickrey, P. (2000). Combating abuse: Protecting the older adult. Nursing, 30(7), Hogstel, M., & Cox, L. (1999). Elder abuse revisited. Journal of Gerontological Nursing, 7, Mulryan, K. (2000). Combating abuse: Protecting the child. Nursing, 30(7), Sheehan, J. (2001). Violence- how you can make a difference- real ways to help a victim find safety. Nursing, 31(8), Objectives: Body Image 1. Review the meaning of the following: - body image - stigma - self concept - bariatrics - self-esteem - body dysmorphic disorder - anorexia nervosa - bulimia - transgenderment - orthorexia nervosa 2. Review how an individual's body image evolves and develops at various ages and the factors that contribute to its nature and modification. 3. Discuss the nursing interventions that can assist a client to deal with body image disturbances. 4. Analyze and discuss some of the factors that can contribute to the development of body image disturbance in bariatric, bulimic and anorexic clients (clinical example). 5. Identify strategies which can be used by nurses to provide support for the bariatric, anorexic or client to help him/her develop and/or sustain a healthier body image. Required readings: Carrol, L., Gilroy, P., & Ryan, J. (2002). Counselling transgender, transsexual and gendervariant clients. Journal of Counselling and Development, 80(2), Furnaham, A., Badmin, N., & Snaeade, I. (2002). Body image dissatisfaction: Gender differences in eating attitudes, self-esteem, and reasons for exercise. The Journal of Psychology, 136(6),

14 Lysne, C. et al. (2002). Body image, binge eating and obesity in males. Healthy Weight Journal, 16(4), O Dea, J. A., & Abraham, S. (2000). Improving the body image, eating attitudes and behaviours of young male and female adolescents: A new educational approach that focuses on selfesteem. International Journal of Eating Disorders, 28(1), Price, B. (1990). A model for body image care. Journal of Advanced Nursing, 15, Objectives Palliative Care 1. identify the particular challenges and rewards commonly associated with palliative care nursing. 2. identify and discuss prevalent ethical issues pertinent to palliative care nursing and how these issues may be addressed: a. research in palliative care b. quality of life c. decision making d. clinical, biological and social death 3. discuss and analyze the goals and desired outcomes of family care during the palliative care trajectory. 4. identify cultural issues of particular pertinence in palliative care. Required readings: Heming, D., & Colmer, A. (2003). Caring of dying patients. Nursing Standard, 18(10), Pattison, P. (2004). Integration of critical care and palliative care at end of life. British Journal of Nursing, 13(3), Sharp, J., & Oldham, J. (2004). Developing a palliative care outreach service. Nursing Standard, 18(32), Complementary Therapies Objectives: 1. discuss the roles and responsibilities of nurses in the use of complementary therapies 2. explore the knowledge and attitudes of healthcare professionals of the use of complementary therapies. 3. identify and discuss the usage of complementary therapies with client. 4. with each of the following therapies: music therapy; humour therapy; and pet therapy: a) describe the therapy and rationale for use of this therapy with clients. b) discuss client-centered benefits attributed to this therapy. c) discuss potential limitations, or contraindications for, use of this therapy. 14

15 d) describe the implications of the use of this therapy for nursing practice. 15 College of Nurses of Ontario (2004). Practice guidelines: Complementary Therapies. ONT: Author Cuellar, N. G., Cahill, B., Ford, J., & Aycock. T. (2003). The development of an educational workshop on complementary and alternative medicine. What every nurse should know The Journal of Continuing Education in Nursing, 34(3), Fearson, J. (2003). Complimentary therapy: Knowledge and attitudes of health professionals. Paediatric Nursing, 15(6), Scace, J. (2003). Complementary therapies in palliative care of children with cancer: A literature review. Paediatric Nursing, 15(3), Smith, S. (2004). Who uses complimentary therapies? Holistic Nursing Practice, 18, (3) 176. Music therapy Hilliard, R. E. (2001). The use of music therapy in meeting the multidimensional needs of hospice patients and families. Journal of Palliative Care, 17(3), McCaffrey, R., & Locsin. R. (2002). Music listening as a nursing intervention: A symphony of practice. Holistic Nursing Practice, 16(3), Humour therapy Mooney, E. M. (2002). Orthopedic Nursing, 19(3), Pet therapy Hooker, S. D., Holbrook Freeman, L., & Stewart. P. (2002). Pet therapy research: An overview. Holistic Nursing Practice, 16(5), Objectives Chronic Illness: Stigma & Coping 1. discuss the concept of chronic illness and the effects of stigma on the affected individual. 2. describe the impact of chronic illness on the individual child/ adolescent/ adult. 3. discuss the impact of chronic illness on the family system. 4. discuss the role of the nurse in working with the client and family dealing with chronic illness. Required readings Loughlin, l. (2004). Depression and social support: effective treatment for homebound elderly. Journal of Gerontological Nursing. 30(5),

16 Joachim, G., & Acorn, S. (2000). Stigma of visible and invisible chronic conditions. Journal of Advanced Nursing, 32(1), O Neill, E., & Morrow, L. (2001). The symptom experience of women with chronic illness. Journal of Advanced Nursing, 33(2), Sartain, S. A., Clarke, C. L., & Hetman, R. (2000). Hearing the voices of children with chronic illness. Journal of Advanced Nursing, 32(4), Horizontal Violence and the Work Place Objectives: 1. define and discuss the term horizontal violence. 2. examine incidences of horizontal violence in the workplace. 3. explore prevention of, precipitating factors in, strategies for dealing with horizontal violence. 4. examine possible outcomes of horizontal violence on nurses and the profession. Required readings: Farrell, G. (2001). From tall poppies to squashed weeds: Why don t nurses pull together more. Journal of Advanced Nursing, 35(1), Hamlin.L. (2000). Horizontal violence in the operating room British Journal of Perioperative Nursing, 10(1), Jackson, D. C. J., & Mannix, J. (2002). Who would want to be a nurse? Violence in the workplace - a factor in recruitment and retention. Journal of Nursing Management, 10 (1) Objectives Lifespan Issues of the Nurse 1. describe Benner's levels of nursing proficiency. 2. based on Benner's Model, determine own level of nursing proficiency. 3. explore personal and professional developmental issues. 4. explore the relationship between own level of nursing proficiency, phase in career pattern, and personal psychosocial development. 5. discuss the relevance of assessing personal and professional development in terms of professional nursing practice. 6. identify specific systems/resources required to support nurses in all areas of development. Required readings: Benner, P. (1982). From novice to expert. American Journal of Nursing, 82(3),

17 17 Casey, A. (2000). Nursing competencies for Paediatric Nursing, 12(5), 3. Cotton, A. H. (2001). Private thoughts in public spheres: Issues in reflection and reflective practices in nursing. Journal of Advanced Nursing, 36(4), Donner, G. J., & Wheeler, M.M. (2001). Career planning and development for nurses: the time has come. International Nursing Review, 48(2), Hannigan, B. (2001). A discussion of the strengths and weakness of reflection in nursing practice and education. Journal of Clinical Nursing, 10, Lawton, S. (2001). Nursing Standard. Continuing Professional Development, 17(24), Objectives Caring for self 1. describe the concept of self-care. 2. describe the concept of burnout as it applies to current nursing workplace issues. 3. identify specific stressors and support needs in nursing work environments. 4. describe the relationship between self-care and stress in the workplace. 5. participate in self-care evaluation focusing on: a) assessment of current self-care b) identification of needs related to self-care 6. identify strategies to support self-care. 7. develop a personal self-care plan to address self-care needs and evaluate self-care activities. Required readings: Altun, I. (2002). Burnout and nurses personal and professional values. Nursing Ethics, 9(3), Riley, J. (2003). Holistic self-care: Strategies for initiating a personal assessment. Association of Operating Room Nurses Journal, 51(10), Rowe, J. (2003). The suffering of the healer. Nursing Forum, 38(4), Strickland, D. (1998). Balancing life s many choices- All dressed up and to many places to go. Association of Operating Room Nurses Journal, 68(4), Toscano, P. (1998). The personality of the buffer burnout. Nursing Management, 29(8), 2-35.