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Student Burnout

The nursing program offered at the University of Ontario institute of technology is very innovative and well planned. It provides nursing students the knowledge, theory, standard and foundation they need to become efficient and competent professional nurses in the changing world of nursing. With this being said the structure of the nursing program, I feel, is very demanding and fast paced. Students, like me, are bombarded with assignments after assignments; tests after tests. I feel that as nursing students we do not have the chance or the time to fully grasp the information we have be given, understand it and interpret it completely. We become so focused on completing assignments and attaining great marks on tests that we experience burnout very quickly. Perhaps, I feel this way because it is my first year but I am hoping that in second year the structure of the program is less stressful and that the pace is adequate and efficient. I also hope that with time I learn to adequately management my time and develop better organization skills.

Nursing Burnout and You

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Nursing Shortage in Ontario

Oncology nursing

Oncology is a branch of medicine that studies and investigates tumours. Oncology medicine seeks to understand the development of cancer while also searching for the answers to the treatment and prevention of cancer. Cancer is one of the major chronic diseases facing modern Canadian society today (Mick, 2007). It is not a discriminating disease since is effects all individuals regardless of their ethnicity, age or sex. Oncology nurses are essential and vital aspect of the oncology health care professionals. They are specialized nurses who are responsible for the care of cancer patients. They educate patients in regards to cancer, as well; they are responsible for the assessment and treatment planning for patients (Purnell, Walsh, & Milone, 2004). Many nursing students I have noticed have limited knowledge on oncology nursing and the many different areas of nursing; thus, it is the responsibility of nursing school to thoroughly educate nursing students about this branch of nursing and all the other branches of nursing. I feel that students need to acquire this knowledge in their first year so that they have the chance and time to reflect on the areas of nursing they would like to enter into in the future. This is one of the major drawbacks I have observed from my nursing education.

Reference

Mick, J. (2007). Factors affecting the evolution of oncology nursing care. Clinical Journal of Oncology Nursing, 12(2), 307-313. Retrieved September 21, 2008, from ProQuest Nursing & Allied Health Source database.

Purnell, M. J., Walsh, S. M., & Milone, M. A. (2004). Oncology nursing education: Teaching strategies that work. Nursing Education Perspective, 25(6), 304-308. Retrieved September 21, 2008, from ProQuest Nursing & Allied Health Source database.

Integrity in nursing

Integrity is highly important to the nursing profession because nurses are health care providers whose main responsibility is to promote health and well-being as well as to provide a safe and caring environment for the ill within society (Cook, Gilmer & Bess, 2003). Nurses work with individuals who are ill and vulnerable. These individuals in turn, expect their nurses to be knowledgeable and well skilled in providing care for them at the most vulnerable periods in their lives (Trojul, Elstad & Sorlie, 2007). Therefore, it is the responsibility of nursing students to exercise honesty and integrity in acquiring the skills and knowledge they need to become skillful, knowledgeable and competent nurses. If a person does not have the personal qualities of honesty, integrity, sincerity and selflessness than nursing is not the profession for them.

Reference

Cook, T.H., Gilmer, M.J., & Bess, C.J. (2003). Beginning students’ definitions of nursing: An inductive framework of professional identity. Journal of Nursing Education, 42(7), 311-317.

Torjuul, K., Elstad, I., & Solie, V. (2007). Compassion and responsibility in surgical care. Nursing Ethics, 14(4), 522-532.