Stress in Nursing Practice - 780 Words

Stress is a common occurrence in the workplace. In health care in particular, there are high levels of stress which can have a negative impact on the environment, the staff, and ultimately the patients. Nurses are subjected to a great deal of occupational stress which in turn impacts the quality of patient care. Occupational stress can be defined as, â€Å"the destructive physical and emotional response that occurs when the requirements of the job do not match the capabilities or desires of the employee† (Hall, 2004). The health care profession is unique in its ability to cause stress on its employees. Health care environments are fast-paced settings in which nurses and physicians are physically responsible for the well-being of other people†¦show more content†¦Other issues that were also identified as sources of stress included: the patient’s changing condition, workload, negative communication, salaries, and lack of teamwork (Hall, 2004). The identified stre ssors in the nursing work environment have a significant impact on the quality of care the patient’s receive. The stressors nurses are facing are causing a high turnover rate in an already nationwide shortage (Hall, 2004). Because of the stress, many nurses are seeking jobs that do not involve direct patient care which is intensifying the nursing shortage and making safety of patient care a serious issue (Hughes Clancy, 2009). With the combination of high stress levels among nurses and the lack of skilled nurses there is a high risk for error along with patient care which leads to potential legal exposure. Nurses are caring for other people’s lives and each decision made can affect that person in a positive or negative way. In today’s world, legal action is taken quite frequently, especially in the medical field. It is essential for nurses to be conscious of the stressors they are dealing with and how they are impacting the delivery of patient care. When dealin g with high levels of stress, nurses have the tendency to let their emotions get too far. Verbal and lateral violence is common among nurses who are overly stressed. Workplace violence is a real but serious issue that all nurses need to be aware of. Reporting workplace violence to the properShow MoreRelatedThe Nursing Program : Clinical And Theoretical Courses Essay1471 Words   |  6 PagesThe nursing program contains of clinical and theoretical courses that complement each other. The nursing program is focused towards preparing professional and competent nurses who would apply their knowledge and skills throughout their work process. Therefore, emphasis should be placed on students’ clinical learning and training since it applies all the clinical skills; affective, psychomotor, and theoretical knowledge. 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While this movement carries many benefits, it can at times be easy to forget about the challenges that healthcare providers can encounter. Students in particular may face manyRead MoreNurse Gould Is Experiencing Emotional And Psychological Stress Related Stress976 Words   |  4 Pages1) a. Nurse Gould is experiencing emotional and psychological stress related to her new position as an assistant director in an intensive care nursery. Nurse Gould is experiencing work related stress. Nurse Gould lacks practical experience in nursing. This places a great deal of stress on her as staff nurses do not believe that they can refer to her for assistance when it comes to issues related to nursing practice (Huber, 2014). Staff nurses do not seek her assistance because they doubt her abilities

The Proposal For Jewish Proselytization And John Crocker...

One can draw interesting parallels between the proposal for Jewish proselytization and John Crocker’s biography of Samuel Johnson. To quote the remarks of one reviewer of Crocker’s book, â€Å"the merits of Mr. Crocker s performance are on a par with those of a certain leg of mutton on which Dr. Johnson dined, while travelling from London to Oxford, and which he, with characteristic energy, pronounced to be as bad as bad could be, ill fed, ill killed, ill kept, and ill dressed. Similarly, the aforementioned proposal is ill-conceived, ill- advised, and unfortunately, illness-inducing. It bears mentioning that the ardent advocates of Jewish proselytization are not pious Haredim—men who spend their days poring over the timeless texts of tradition—nor are they of the Modern Orthodox persuasion, a coterie who attempts the Sisyphean task of synthesizing values both ancient and modern. No, these zealous purveyors of Judaism have emerged from the lonely pews and desolate temples of the more progressive Reform and Conservative movements, a truth which is acutely revelatory. Salvific imperialism is a notion foreign to both Judaism and a historically conscious conservatism. As Jewish apathy to conversion is a subject well tread, it suffices to repeat that there remains no indication whatsoever within the Bible that the Jews sought out converts. This inattention to missionizing reflects Jewish recognition that Gentiles could achieve moral perfection outside the suffocating strictures

Positive Behavior Definition and Illustrations Essay Example For Students

Positive Behavior: Definition and Illustrations Essay Outline1 DEFINITION 2 ILLUSTRATIONS OF POSITIVE BEHAVIOR3 EFFECTIVENESS OF POSITIVE BEHAVIOR4 EFFECTIVENESS OF POSITIVE BEHAVIOR DEFINITION Behavior that tends to satisfy the desires of the respondent is posi tive behavior. It will become apparent that by this definition some positive behavior may lead to antisocial (so called â€Å"negative†) responses and hence is not recommended. Further more, some behavior that is itself socially acceptable and apparently positive is not, by this definition, actually positive because it docs not tend to satisfy the desires of the re spondent. The reverse is also true: some behavior that is socially not ac ceptable and apparently negative is yet actually positive because it oper ates to satisfy the desires of the re cipient. These propositions and illus trations of them arc to be considered in the following paragraphs, the inten tion being to provide basic under- standings and specific applications of positive behavior. ILLUSTRATIONS OF POSITIVE BEHAVIOR Actions that can be classified under the following headings are custom arily called positive: showing interest, agreeing, making balanced criticisms, approving, showing affection, co-oper ating, protecting, praising, under standing, and forgiving.1 All these are alike in one respect: they take into account the other fellows wants and enhance his realization of them. Let us examine a few illustrations to clari fy this point. Four high-school Seniors were be ginning to discuss the Junior play after the first performance. John said, â€Å"They were very amateurish and corny, dont you think?† The re sponses were as follows: Evelyn: They sure were! Jim: I don’t think so. I think they were O.K. John (to Jim): Whaddayuh mean, O.K.! Helen: They were amateurish, all right; but maybe they’ll be better tomorrow night. Come to think of it, we were pretty awful last year oureelves. Joiin: Oh, I guess we weren’t so hot either. They did all right for their first crack at it. This conversation contained three typical responses to John’s first nega tive remark: Evelyn’s, a positive one; Jims, clearly negative; and Helen’s, a balanced criticism. The positive re sponse gave the speaker agreement and had the force of saying, â€Å"I stand   with you; your opinion fits in; you be long.† Hence it satisfied John’s desire to be accepted.* The negative response gave him disagreement and had the force of saying, â€Å"You stand alone; I do not accept your opinion (which in this instance stands for you); hence I reject you.† This response did not fulfil John’s desire for accepta nce. In effect, it did just the reverse, and he involuntarily responded to it with an other negative comment that implied rejection toward Jim. Helen’s answer contained agree ment and also additional truth; it is a balanced criticism and helped John to modify his opinion. In effect, Helen’s comment says, â€Å"I accept your opin- ion; hence I accept you; and I add this point of view to complete the pic ture.† John’s desire for acceptance was satisfied, and he immediately was able to return acceptance to Helen’s additional point of view. Then he re vised his previously expressed criti cism by saying that, although the Juniors were amateurish, they did pretty well, considering. When Under Secretary of War Pat terson recently visited the technical training center at Willow Run, the supervisor of training classes said to him, within the hearing of a certain instructor, â€Å"I’d like to have you see what’s going on here, General.† The instructor was then introduced to the official from Washington and, when the latter asked, â€Å"What does go on here?† the supervisor turned to the in structor and said, â€Å"You tell him about it.† Mr. Patterson spent the next half hour keenly interested in everything the instructor had to say. The entire incident appealed to the instructor’s desire to excel, though he may not have been aware of the fact. The su pervisor implicitly praised him by leading a distinguished person to his department; this was as much as to say, â€Å"I think this man is doing out standing work.† Giving him an intro duction to the Under Secretary of War was gratifying; then telling him to do the explaining provided him with an other opportunity to assert himself in a field in which he excelled. The Gen eral, in showing interest and remain ing so long, was positive also because his action, like that of the supervisor, satisfied the instructors desire to ex cel. The effect of these satisfactions was to intensify the instructor’s inter est in self-attainment through greater service for the men who had approved of him. Positive behavior thus takes into account the other fellow’s desires and enhances his realization of them. Be coming sensitive to other people’s wants and gaining ability to respond positively to them are, however, far more difficult than listing illustrations in an article. Indeed, this is the life long task in human relations, for which an attitude of affection or un selfishness must be laid down as the foundation. Many persons do not possess either this attitude or the tech  niques of positive behavior as uncon scious habit patterns. Though it is possible to develop these patterns even after maturity is reached, it takes time and constant, conscious effort. Ideally these things are learned in in fancy from parents, brothers, and sisters and are then developed further through education. EFFECTIVENESS OF POSITIVE BEHAVIOR When education everywhere recog nizes the importance of human rela tions, more people will be familiar not only with the positive techniques that make for happiness but also with the reasons why they do. Why is it that sarcasm, faultfinding, and negation tend to stimulate people to inappro priate responses and that understand ing, approval, agreement, balanced criticism, etc., stimulate people to socially appropriate responses? In the past we have rested with such ex planations as â€Å"Give a dog a bad name, and he’ll live up to it,† but this and similar sayings arc not explana tions at all. Positive stimulation is effective in influencing the respondent’s behavior because it either helps him to continue in, or improve upon, present activities or releases him from activities not sought by the stimulator. By referring to the first illustration given above, we can readily see that, when John’s desires were satisfied, he did not re assert his faultfinding op inion about the players. He may have been a little jealous of the Junior play cast; per haps he felt inferior about his own ability in comparison with theirs; or several factors may have motivated his destructive criticism. When his criticism was accepted by Helen, he was able to think more clearly and take other factors into account. He then became positive. Helen’s positive behavior stimulated him to a positive response because it released him from whatever his primary desires were and enabled him to consider Helen’s desire, namely, to evaluate the performance in terms of the play ers’ inexperience. Science/Religion Definition Of Religion And Defense Definition Of Reli EssaySuch would be the case, for example, if one were to agree with a person who is destroying anothers reputation or if one were to approve of criminal actions. The approval would be positive insofar as it tended to satisfy the wants of the antisocial person, but the approval itself would also be antisocial. Here is the one exception in which positive behavior is socially detrimental and in which negative behavior—disapproval, dis agreement, rejection—is definitely in dicated. Positive behavior, then, is that which recognizes the wants of another person and tends to satisfy them. It is effective in human relations be- cause it either helps the person to continue in, or to improve on, present activities or releases him from purely personal desires. We shall see how complex the practice of positive tech niques may become. wants and enables him to shift to more socially appropriate behavior, its stim ulus value could be positive. The second exception involves an irate customer or client in the act of abusing an executive. More often than not, an attitude of acceptance and quiet listening (both, obviously, positive reactions) will be effective. After a few minutes of abuse the angry one becomes more self-con tained; his desire to punish the ex ecutive wanes; and he can begin to reason. There arc instances, however, when the irate person only becomes more irate as the manager against whom he is leveling his hostility con tinues to control himself and listens with an attitude of acceptance. A high-school principal once en countered such a person and noticed that, instead of helping the parent get things off his chest, he was actually making the parent more disturbed. He then reversed his technique and for a brief moment put on a scene, made a few caustic remarks, and, to all appearances, lost control of his temper, too. The parent was sur prised; he stood wide-eyed, open mouthed, staring at the principal. Then, at the first opportunity, he seized on an overstatement of the principal, and the following conversation took place. Then the principal went on to admit that he had lost his temper; it was easy after that to be positive in re sponse and to admit the same error. The next thought was a constructive one, back to the problem: â€Å"I want that kid of mine to graduate, and I don’t know what to do with him.† The apparently negative behavior of the principal had a positive stimu lus value for the parent because it gave him a bit of punishment, which he unc onsciously craved in return for his own conduct, and it also removed his feeling of inferiority in relation to one who had been perfectly self-con trollcd. Before this man could begin to think constructively about his problem, he needed the punishment as well as a common ground for dis cussion. In supplying these needs, the principal was really positive, al though his actions seemed to be the reverse. As a matter of fact, all his previous conduct—listening, practic ing self-control, and showing a will ingness to hear the man’s story—was negative in its effect, for it heightened the man’s frustrations. None of the parents wants was being fulfilled un til the principal became angry. Posi tive behavior is thus positive in terms of its stimulus value for the recipient, and there are occasions when appar ently negative and antisocial conduct is positive. Also listed among the difficulties met when positive techniques arc used is the apparently negative in fluence that such techniques have on children who take them as unwelcome solicitations for their friendship. In stead of responding in like manner to friendliness and courtesy, they dis regard or actually the kindness extended to them. From previous discussion it will be evident that positive behavior is not satisfying to these pupils. They have no desire to develop a friendship with the teacher. Therefore they do not respond with positive reactions. They want to be left alone. In these instances, again, behavior that seems to be negative has a positive value, while behavior that appears to be positive has a negative value for the recipient. Frequently children who are left to themselves eventually make overtures of friend ship to those who leave them alone. Then for the teacher to respond in like manner would be positive in its stimulus value as well as in its obvious content.CONCLUSION It may be felt that undue emphasis has been given to wishy-washy con- duct—agreeing, approving, helping, understanding, forgiving, and so forth—and that positive behavior as outlined here, if logically carried to its conclusion (excepting positive stimulation in antisocial instances), would lead to a â€Å"door-mat society† in which everyone fawned on everyone else. Although there seems to the writer little indication that such a difficulty would rise to catastrophic dimensions in Western civilization, it will be admitted that each person has   the duty of developing his own abili ties to their utmost in the direction of service and that pursuing this duty will involve frequent compromise be tween consideration for others and consideration for one’s own desires. This is a problem unique for each in dividual, to be worked out in the area somewhere between total selfishness and total self-abnegation. We cannot say (for our society has not tried it on a big scale or over any considerable length of time) that a consistent pattern of positive be havior would interfere with self development. Certain kinds of com petition might be modified—competi tion for material gain, perhaps. This type of competition might then con ceivably be replaced by competition for service—a basic cultural aim in which positive conduct would have more c ongenial soil. Even so, every individual would have to choose at times whether to pursue his own de sires or to deny them in favor of another’s. Life will never relieve us from making choices.

Macbeth Commentary Essays - English-language Films,

Macbeth Commentary Macbeth Commentary In Macbeth's speech about the witches telling him their prophecies, central and dramatic purpose are given in more than one way. Macbeth's aside is mainly an inward conflict in a case of man versus himself. Many times in the passage, Macbeth relays signs of fear but with reward near by. Contained in Macbeth's aside are very important elements of dramatic purpose as well as a central purpose that foreshadows the underlying theme of the whole play. Central purpose is achieved through Macbeth's arguments with himself and the tone he conveys. He asks himself questions, attempting to work them out in his head, giving the reader a short psychoanalysis of what he is thinking and why. The central purpose in the passage is that of ultimate betrayal. The witches have given him prophecies that he will become Thane of Cawdor and later the King of Scotland and one thinks that will please Macbeth but in actuality it wreaks havoc with his emotions and feelings. ?If good, why do I yield to that suggestion whose horrid image doth unfix my hair and make my seated heart knock at my ribs... is a question posed by Macbeth to himself. The use of such rhetoric lets the reader realize that there is inevitably something wrong with Macbeth becoming king and that something will have to go down before his success. Showing the reader that there is evil masked among the great success, gives off images of betrayal and also that nothing is ever as it seems. Dramatic purpose is shown in many ways throughout the passage. The main instrument used to advance the drama in the passage are the questions that Macbeth asks himself. The questions reveal that something is wrong and that Macbeth feels insecure about receiving these positions, showing how much evil is rustling beneath the glory. Also boosting the drama is Macbeth's repetition of words favoring darkness. ?If ill....,? ?...horrid images...,? and ?...whose murder...,? all reemphasize the fact that above all, darkness is ever present in the passage. In the passage from Macbeth, dramatic purpose and central purpose are conveyed to show the ultimate image of darkness and eventual betrayal of Duncan by Macbeth. Although slight, Shakespeare skillfully goes around the point and turns the words into more a foreshadowing image that a tell-all image. The tact in Shakespeare's language is essential the reader understanding the complexities of the play.