Compassion Fatigue In Nursing School
One of the fundamental values relating to nursing is compassion. The majority of students who enter nursing school have more than just the desire to quickly find a stable and financially secure job. They must have altruistic qualities that drive them into nursing because it is physical and emotional demanding profession. As nurses, we tend to continuously give up ourselves for the well being of our patients, but there comes a point when we can no longer give one hundred percent of ourselves to the patient anymore, leading to compassion fatigue. In order to fully understand the concept of compassion fatigue, it must be broken down into two separate concepts: compassion and fatigue. Modern definition of compassion is “considered as empathy or the deep awareness of another’s suffering, coupled with the desire to alleviate it” (Harris and Griffin). Defining fatigue on the nursing level is “multidimensional subjective phenomenon lacking specificity that is resultant from prolonged physical and mental
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activity.” (Harris and Griffin). In other words, the term can be synonymous with tiredness from being overworked physically or emotionally. When the two terms are combined, it becomes the “physical, emotional, and spiritual result of chronic self- sacrifice and/ or prolonged exposure to difficult situations” (Harris and Griffith).
Another concept commonly mistaken as compassion fatigue is the phenomenon of nurse burnout.
Similarly to compassion fatigue, burnout is the “physical and psychological components, coupled with a decrease in or loss of motivation.” (Harris and Griffith). Opposed to compassion fatigue, burnout is triggered by “increased workplace demands, increased healthcare expectations… lack of resources…and diminished caring” (Harris and Griffith). In addition to practicing nurses, students in nursing school are at risk as well. In a study conducted by Ann Rudman and J. Petter Gustavsson in 2011, the data suggests, “the first three years of practice, every fifth nurse reports feeling “burned out” at some point, and that the second year of practice seems to be particularly stressful” (Michalec, Diefenbeck, and Mahoney). Equally combined, all three components will lead to a decrease of motivation and lack of quality care to the patients, and potentially more costly for
employers.
It is important to realize, “ if the seeds of burnout and compassion fatigue are indeed planted during nursing school, the transition from student to professional may be the fertile ground where social, cultural and environmental cues stimulate the growth of these noxious conditions” (B. Michalec et al.). Therefore, implementing programs to prevent and intervene these cases from happening should begin from the student level and continue to be maintained while in the work environment. In order to create safe and healthy work environment for the nurse, the problem must first be recognized by employers. From there, programs such as counseling and educating the nurse the risks involved with compassion fatigue. Some examples of low cost intervention is recognizing the nurse for their hard work and dedication, timeouts to alleviate their mind from difficult cases, or private rooms where the nurse can take time to debrief and relax.
activity.” (Harris and Griffin). In other words, the term can be synonymous with tiredness from being overworked physically or emotionally. When the two terms are combined, it becomes the “physical, emotional, and spiritual result of chronic self- sacrifice and/ or prolonged exposure to difficult situations” (Harris and Griffith).
Another concept commonly mistaken as compassion fatigue is the phenomenon of nurse burnout.
Similarly to compassion fatigue, burnout is the “physical and psychological components, coupled with a decrease in or loss of motivation.” (Harris and Griffith). Opposed to compassion fatigue, burnout is triggered by “increased workplace demands, increased healthcare expectations… lack of resources…and diminished caring” (Harris and Griffith). In addition to practicing nurses, students in nursing school are at risk as well. In a study conducted by Ann Rudman and J. Petter Gustavsson in 2011, the data suggests, “the first three years of practice, every fifth nurse reports feeling “burned out” at some point, and that the second year of practice seems to be particularly stressful” (Michalec, Diefenbeck, and Mahoney). Equally combined, all three components will lead to a decrease of motivation and lack of quality care to the patients, and potentially more costly for
employers.
It is important to realize, “ if the seeds of burnout and compassion fatigue are indeed planted during nursing school, the transition from student to professional may be the fertile ground where social, cultural and environmental cues stimulate the growth of these noxious conditions” (B. Michalec et al.). Therefore, implementing programs to prevent and intervene these cases from happening should begin from the student level and continue to be maintained while in the work environment. In order to create safe and healthy work environment for the nurse, the problem must first be recognized by employers. From there, programs such as counseling and educating the nurse the risks involved with compassion fatigue. Some examples of low cost intervention is recognizing the nurse for their hard work and dedication, timeouts to alleviate their mind from difficult cases, or private rooms where the nurse can take time to debrief and relax.