Cultivating embodied nursing presence to prevent burnout and compassion fatigue
บทคัดย่อ
การปฏิบัติเพื่อการดำรงอยู่ในปัจจุบันขณะการพยาบาลสามารถส่งเสริมภาวะสุขภาพในผู้ป่วยและป้องกันปัญหาทางสุขภาพจิตในพยาบาล วิธีปฏิบัตินั้นเป็นเรื่องที่ไม่ต้องใช้เวลาและพลังงานมาก ขอเพียงแต่พยาบาลมีความตั้งใจแน่วแน่ที่จะอยู่ในปัจจุบันในขณะดูแลผู้ป่วย ถึงกระนั้น พบว่ามีพยาบาลและนักศึกษาจำนวนมากไม่เข้าใจและไม่สามารถปฏิบัติได้ บทความนี้จึงนำเสนอความรู้และวิธีปฏิบัติเพื่อส่งเสริมการดำรงอยู่ในปัจจุบันอย่างแท้จริงในวิชาชีพพยาบาล
คำสำคัญ: ภาวะเหนื่อยหน่ายในวิชาชีพ ความอ่อนล้าทางความเมตตา การดำรงอยู่ในปัจจุบันขณะการพยาบาล
References
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2. Rutledge DN. Prevalence of secondary traumatic stress among emergency nurses. J Emerg Nurs. 2009; 35(3): 199–204.
3. Sabo B. Reflecting on the concept of compassion fatigue. Online J Issues Nurs. 2011; 16(1):1.
4. Mathieu F. Occupational hazards: Compassion fatigue, vicarious trauma and burnout. Can Nurse. 2014; 110 (5):12–3.
5. Portnoy D. Burnout and compassion fatigue: Watch for the signs. Health Prog. 2011; 92(4): 46–50.
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8. Jearong K, Srivichai, C. Relationship between working environment factors and burnout of nurses, community hospital of Pathumtani province. JRTAN. 2017; 18(2), 299–305. (in Thai)
9. Beck CT. Secondary traumatic stress in nurses: A systematic review. Arch Psychiatr Nurs. 2011; 25(1): 1–10.
10. Murray M, Logan T, Simmons K, Kramer MB, Brown E, Hake, S, et al. Secondary traumatic stress, burnout, compassion fatigue and compassion satisfaction in trauma nurses. AJCC. 2009; 18(3): 1–17.
11. Poghosyan L, Clarke SP, Finlayson M, Aiken LH. Nurse burnout and quality of care: Cross-national investigation in six countries. Res Nurs Health. 2010; 33(4): 288–298.
12. Beh LS, Loo LH. Job stress and coping mechanisms among nursing staff in public health services. IJARBSS. 2012; 2(7): 131–175.
13. Newman MA. Transforming presence: The difference that nursing makes. Philadelphia, PA: E. A. Davis; 2008.
14. Watson J. Human caring science: A theory of nursing. 2nd ed. Sudbury, MA: Jones and Bartlett Learning; 2012.
15. Finfgeld-Connett D. Qualitative comparison and synthesis of nursing presence and caring. Int J Nurs Terminol Classif. 2008; 19(3): 111–119.
16. Rankin EA, DeLashmutt MB. Finding spiritual and nursing presence: The student’s challenge. J Holist Nurs. 2006; 24(4): 282–288.
17. Iseminger K, Levitt F, Kirk L. Healing during existential moments: The art of nursing presence. Nurs Clin North Am. 2009; 4(4): 447–459.
18. Boeck PR. Presence: A concept analysis. SAGE Open. 2014; 4: 1–6.
19. McMenon MA, Christopher KA. Toward a mid-range theory of nursing presence. Nursing Forum. 2011; 46(2): 71–82.
20. Osterman P, Schwartz-Barcott D. Presence: Four ways of being there. Nursing Forum. 1996; 31(2): 23–29.
21. Helminski KE. Living presence: A Sufi way to mindfulness & the essential self. New York, NY: Teacher/Putnam; 1992.
22. Phra Brahmagunabhorn. Buddhadhamma extended edition. 42nd ed. Bangkok: Sahadhammik; 2015. (in Thai)
23. Wallace BA, Bodhi. The nature of mindfulness and its role in Buddhist meditation: A correspondence between B. Alan Wallace and the venerable Bhikkhu Bodhi. Unpublished manuscript, Santa Barbara Institute for Consciousness Studies, Santa Barbara, CA; 2006.
24. The Royal Institute. Dictionary of the Royal Institute B.E. 2542. Bangkok: Nanmeebooks; 2003. (in Thai)
25. Rongmuang S. The effect of embodied learning on nursing students’ presence, wellbeing, relationships with patients, and learning experience. [dissertation]. San Francisco, CA: California Institute of Integral Studies; 2018.
26. Hartelius G, Goleman J. Chapter 12: Body felt imagery: Thoughts of the radically embodied mind. In: Davenport L, editor. Transformative imagery: Cultivating the imagination for healing, change, and growth. London, UK: Jessica Kingsley; 2016. p. 162–173.
27. Heeter C, Allbritton M. Being there: Implications of neuroscience and meditation for self-presence in virtual worlds. JVWResearch. 2015; 8(2): 1–8.
28. Farb NAS, Segal ZV, Anderson AK. Mindfulness meditation training alters cortical representations of interoceptive attention. Soc Cogn Affect Neurosci. 2013; 8(1): 15–26.
29. Paterson JG, Zderad LT. Humanistic nursing. Northport, NY: John Wiley & Sons; 1976.
30. Gardner DL. Presence. In: Bulecheck GM, McCloskey JC, Aydelotte, MK, editors.
Nursing interventions: Treatments for nursing diagnoses. Philadelphia, PA: W. B. Saunders; 1985. p. 316–324.
31. Parse RP. Human becoming: Parse’s theory of nursing. Nurs Sci Q. 1992; 5(1): 35–42.
32. Turpin RL. State of the science of nursing presence revisited: Knowledge for preserving nursing presence capability. IJHC. 2014; 18(4): 14–29.
33. Wangyal T. Awakening the luminous mind: Tibetan meditation for inner peace and joy. Carlsbad, CA: Hay House; 2012.
34. Wilde MH. Why embodiment now? ANS. 1999; 22(2): 25–38.
35. Braunschneider H. Preventing and managing compassion fatigue and burnout in nursing. ESSAI. 2013; 11(11), 14–18.
36. Hartelius G. Body maps of attention: Phenomenal markers for two varieties of mindfulness. Mindfulness. 2015; 6(6), 1271–1281.
37. Horst TL. The body in adult education: Introducing a somatic learning model. In: Lundry SL, Isaac EP, editors. Proceedings of the 49th annual adult education research conference, St. Louis: University of MO; 2008. p.162 –167.
38. Swartz AL. Complexity science and adult education: The role of trauma in nurses’ embodied learning. [dissertation]. University Park, PA: Pennsylvania State University; 2009.
39. Nuibandan A, Noopetch P, Damkhang J, Promtape N. The effect of mindfulness by hand movement on stress and sati level of nurse students of Prince of Songkla University. Songklanagarind J Nurs. 2011; 31(1), 19–34. (in Thai)
40. Terathongkum S, Taweekoon T. The effect of a mental development program on stress and meditation efficacy of Ramathibodi nursing students. Rama Nurs J. 2010; 16(3): 364–377. (in Thai)
41. Penque S. Mindfulness based stress reduction effects on registered nurses. [dissertation]. Minneapolis, MN: University of Minnesota; 2009.
2. Rutledge DN. Prevalence of secondary traumatic stress among emergency nurses. J Emerg Nurs. 2009; 35(3): 199–204.
3. Sabo B. Reflecting on the concept of compassion fatigue. Online J Issues Nurs. 2011; 16(1):1.
4. Mathieu F. Occupational hazards: Compassion fatigue, vicarious trauma and burnout. Can Nurse. 2014; 110 (5):12–3.
5. Portnoy D. Burnout and compassion fatigue: Watch for the signs. Health Prog. 2011; 92(4): 46–50.
6. Newell JM, Macneil GA. Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue: A review of theoretical terms, risk factors, and preventive methods for clinician and researchers. Best Practice in Mental Health. 2010; 6(2): 57–67.
7. Zhou B. Factors affecting nurses’ work burnout: A case study of Bangkok metropolitan authority’s medical college hospital and Vajira hospital. [thesis]. Bangkok: National Institute of Development Administration; 2009. (in Thai)
8. Jearong K, Srivichai, C. Relationship between working environment factors and burnout of nurses, community hospital of Pathumtani province. JRTAN. 2017; 18(2), 299–305. (in Thai)
9. Beck CT. Secondary traumatic stress in nurses: A systematic review. Arch Psychiatr Nurs. 2011; 25(1): 1–10.
10. Murray M, Logan T, Simmons K, Kramer MB, Brown E, Hake, S, et al. Secondary traumatic stress, burnout, compassion fatigue and compassion satisfaction in trauma nurses. AJCC. 2009; 18(3): 1–17.
11. Poghosyan L, Clarke SP, Finlayson M, Aiken LH. Nurse burnout and quality of care: Cross-national investigation in six countries. Res Nurs Health. 2010; 33(4): 288–298.
12. Beh LS, Loo LH. Job stress and coping mechanisms among nursing staff in public health services. IJARBSS. 2012; 2(7): 131–175.
13. Newman MA. Transforming presence: The difference that nursing makes. Philadelphia, PA: E. A. Davis; 2008.
14. Watson J. Human caring science: A theory of nursing. 2nd ed. Sudbury, MA: Jones and Bartlett Learning; 2012.
15. Finfgeld-Connett D. Qualitative comparison and synthesis of nursing presence and caring. Int J Nurs Terminol Classif. 2008; 19(3): 111–119.
16. Rankin EA, DeLashmutt MB. Finding spiritual and nursing presence: The student’s challenge. J Holist Nurs. 2006; 24(4): 282–288.
17. Iseminger K, Levitt F, Kirk L. Healing during existential moments: The art of nursing presence. Nurs Clin North Am. 2009; 4(4): 447–459.
18. Boeck PR. Presence: A concept analysis. SAGE Open. 2014; 4: 1–6.
19. McMenon MA, Christopher KA. Toward a mid-range theory of nursing presence. Nursing Forum. 2011; 46(2): 71–82.
20. Osterman P, Schwartz-Barcott D. Presence: Four ways of being there. Nursing Forum. 1996; 31(2): 23–29.
21. Helminski KE. Living presence: A Sufi way to mindfulness & the essential self. New York, NY: Teacher/Putnam; 1992.
22. Phra Brahmagunabhorn. Buddhadhamma extended edition. 42nd ed. Bangkok: Sahadhammik; 2015. (in Thai)
23. Wallace BA, Bodhi. The nature of mindfulness and its role in Buddhist meditation: A correspondence between B. Alan Wallace and the venerable Bhikkhu Bodhi. Unpublished manuscript, Santa Barbara Institute for Consciousness Studies, Santa Barbara, CA; 2006.
24. The Royal Institute. Dictionary of the Royal Institute B.E. 2542. Bangkok: Nanmeebooks; 2003. (in Thai)
25. Rongmuang S. The effect of embodied learning on nursing students’ presence, wellbeing, relationships with patients, and learning experience. [dissertation]. San Francisco, CA: California Institute of Integral Studies; 2018.
26. Hartelius G, Goleman J. Chapter 12: Body felt imagery: Thoughts of the radically embodied mind. In: Davenport L, editor. Transformative imagery: Cultivating the imagination for healing, change, and growth. London, UK: Jessica Kingsley; 2016. p. 162–173.
27. Heeter C, Allbritton M. Being there: Implications of neuroscience and meditation for self-presence in virtual worlds. JVWResearch. 2015; 8(2): 1–8.
28. Farb NAS, Segal ZV, Anderson AK. Mindfulness meditation training alters cortical representations of interoceptive attention. Soc Cogn Affect Neurosci. 2013; 8(1): 15–26.
29. Paterson JG, Zderad LT. Humanistic nursing. Northport, NY: John Wiley & Sons; 1976.
30. Gardner DL. Presence. In: Bulecheck GM, McCloskey JC, Aydelotte, MK, editors.
Nursing interventions: Treatments for nursing diagnoses. Philadelphia, PA: W. B. Saunders; 1985. p. 316–324.
31. Parse RP. Human becoming: Parse’s theory of nursing. Nurs Sci Q. 1992; 5(1): 35–42.
32. Turpin RL. State of the science of nursing presence revisited: Knowledge for preserving nursing presence capability. IJHC. 2014; 18(4): 14–29.
33. Wangyal T. Awakening the luminous mind: Tibetan meditation for inner peace and joy. Carlsbad, CA: Hay House; 2012.
34. Wilde MH. Why embodiment now? ANS. 1999; 22(2): 25–38.
35. Braunschneider H. Preventing and managing compassion fatigue and burnout in nursing. ESSAI. 2013; 11(11), 14–18.
36. Hartelius G. Body maps of attention: Phenomenal markers for two varieties of mindfulness. Mindfulness. 2015; 6(6), 1271–1281.
37. Horst TL. The body in adult education: Introducing a somatic learning model. In: Lundry SL, Isaac EP, editors. Proceedings of the 49th annual adult education research conference, St. Louis: University of MO; 2008. p.162 –167.
38. Swartz AL. Complexity science and adult education: The role of trauma in nurses’ embodied learning. [dissertation]. University Park, PA: Pennsylvania State University; 2009.
39. Nuibandan A, Noopetch P, Damkhang J, Promtape N. The effect of mindfulness by hand movement on stress and sati level of nurse students of Prince of Songkla University. Songklanagarind J Nurs. 2011; 31(1), 19–34. (in Thai)
40. Terathongkum S, Taweekoon T. The effect of a mental development program on stress and meditation efficacy of Ramathibodi nursing students. Rama Nurs J. 2010; 16(3): 364–377. (in Thai)
41. Penque S. Mindfulness based stress reduction effects on registered nurses. [dissertation]. Minneapolis, MN: University of Minnesota; 2009.
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2018-10-02
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วารสารพยาบาลศาสตร์และสุขภาพเป็นเจ้าของลิขสิทธิ์ในการเผยแพร่ผลงานที่ตีพิมพ์ห้ามผู้ใดนำบทความที่ได้รับการตีพิมพ์ในวารสารพยาบาลศาสตร์และสุขภาพไปเผยแพร่ในลักษณะต่างๆ ดังนี้ การนำบทความไปเผยแพร่ออนไลน์ การถ่ายเอกสารบทความเพื่อกิจกรรมที่ไม่ใช่การเรียนการสอน การส่งบทความไปตีพิมพ์เผยแพร่ที่อื่น ยกเว้นเสียแต่ได้รับอนุญาตจากวารสารพยาบาลศาสตร์และสุขภาพ
