Assignment Prompt & Instructions
– ## WK5ProjectsDocumentscont.docx
– ## SMARTObjectives.docx
– ## ADDIEMODEL.docx
**## WK5ProjectsDocumentscont.docx**
Develop SMART objectives you want your participants to accomplish from this DNP project
**(DONE BY GERRY**)
Complete the ADDIE tool
**(DONE BY GERRY)**
WILL UPLOAD BOTH DOCUMENTS.
**START FROM HERE PLEASE**
1) Make Power Point slides that you are going to present to them during this ~ 1-hour education session on your topic of early recognition of staff burnout in nurses working in long-term care
Handouts you are going to give to them during this education session
2) Write a Pretest of ~ 10 multiple choice questions—titled Pretest and include on it at the top: Please provided a 4-digit de-identifying number __________
Copy and paste this exact same test and change the title to Posttest
The students will take the exact same test
The test needs to be de-identified, so the participants will create their own 4-digit number and never enter their name
You will compare the pretest and posttest scores for your statistical analysis, paired t test
You should make sure whatever questions you put on your tests that the answers will be available for the participants to
1) have them said by you during your Power Point presentation
2) written on the Power Point slides
3) included in the handout you give to the class
This helps the staff to know the answers when they take the posttest, meaning higher scores which equals an increase in knowledge.
All of this is needed for Week 5.
All of these things should be put into one zip file.
**## SMARTObjectives.docx**
**SMART Objectives Write-Up**
**Introduction**
Burnout among nurses in long-term care facilities is a growing concern, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach & Leiter, 2016). It negatively affects both staff well-being and patient outcomes. Early recognition and intervention are crucial in preventing burnout, promoting retention, and improving quality of care. A staff education program focusing on the early identification of burnout symptoms can enhance nurses’ knowledge and awareness, enabling timely self-care and organizational support interventions. The SMART framework—Specific, Measurable, Achievable, Relevant, and Time-bound—provides a structured approach to developing clear and attainable objectives that guide the implementation and evaluation of this educational intervention (Doran, 1981).
**SMART Objectives**
**1. Specific**
To
**increase nurses’ knowledge** of the early signs, risk factors, and coping strategies for burnout through a structured educational program designed specifically for long-term care staff.
·
**Rationale:** Targeting knowledge improvement ensures nurses can recognize burnout symptoms early in themselves and colleagues, fostering a proactive approach to well-being.
**2. Measurable**
By the end of the educational intervention, at least
**80% of participating nurses** will demonstrate a
**20% improvement in knowledge scores** on a pre- and post-education burnout recognition quiz.
·
**Measurement Tool:** A validated questionnaire assessing understanding of burnout concepts, symptoms, and prevention strategies (e.g., Copenhagen Burnout Inventory or a researcher-developed tool based on Maslach Burnout Inventory principles).
·
**Data Collection:** Pre-test administered before the session and post-test immediately after.
**3. Achievable**
The objective is attainable within the scope of a 60-minute educational session conducted by the DNP student, using evidence-based materials (e.g., PowerPoint presentation, interactive discussion, and case scenarios). The content will be simplified, engaging, and tailored to the needs of long-term care nurses.
·
**Rationale:** Short, targeted educational programs have been shown to effectively improve nurses’ knowledge and awareness of occupational stress and burnout (Adriaenssens et al., 2017).
**4. Relevant**
This objective aligns with organizational goals to promote staff well-being, reduce turnover, and enhance patient care quality. It also supports the DNP essentials related to clinical scholarship, leadership, and evidence-based practice (AACN, 2021).
·
**Relevance:** Improving burnout awareness contributes to better workforce sustainability and higher job satisfaction, directly impacting patient safety and care outcomes (Dyrbye et al., 2020).
**5. Time-Bound**
The educational intervention and evaluation will be
**completed within a 6-week period**:
· Week 1: Pre-intervention data collection and scheduling
· Weeks 2–4: Implementation of the educational sessions
· Week 5: Post-intervention testing
· Week 6: Data analysis and summary of findings
·
**Rationale:** The 6-week timeline allows adequate time for participation, evaluation, and reflection while ensuring the project remains feasible within the DNP practicum timeframe.
**Summary**
By applying the SMART framework, this project will ensure clear, measurable, and achievable objectives that align with the goal of improving nurses’ knowledge on the early recognition of burnout. The structured educational intervention will empower nurses with the skills to identify early warning signs and seek appropriate support, ultimately fostering a healthier work environment and improving care quality in long-term care settings.
**References**
· Adriaenssens, J., De Gucht, V., & Maes, S. (2017).
**Determinants and prevalence of burnout in emergency nurses: A systematic review of 25 years of research.** _International Journal of Nursing Studies, 52_(2), 649–661.
[https://doi.org/10.1016/j.ijnurstu.2014.11.004](https://doi.org/10.1016/j.ijnurstu.2014.11.004)
· American Association of Colleges of Nursing (AACN). (2021).
_The Essentials: Core competencies for professional nursing education._ [https://www.aacnnursing.org/](https://www.aacnnursing.org/)
· Doran, G. T. (1981).
**There’s a S.M.A.R.T. way to write management’s goals and objectives.** _Management Review, 70_(11), 35–36.
· Dyrbye, L. N., Shanafelt, T. D., Sinsky, C. A., Cipriano, P. F., Bhatt, J., Ommaya, A., West, C. P., & Meyers, D. (2020).
**Burnout among health care professionals: A call to explore and address this underrecognized threat to safe, high-quality care.** _NAM Perspectives._ [https://doi.org/10.31478/202001a](https://doi.org/10.31478/202001a)
· Maslach, C., & Leiter, M. P. (2016).
_Burnout: A multidimensional perspective._ In C. L. Cooper & M. J. F. Schaufeli (Eds.),
_The Oxford Handbook of Organizational Well-being_ (pp. 42–63). Oxford University Press.
**## ADDIEMODEL.docx**
**ADDIE Model for Staff Education on Early Recognition of Burnout**
**1. Analysis**
**Purpose:**
To determine the need for a staff education program to enhance nurses’ ability to recognize early signs of burnout in long-term care (LTC) settings.
**Needs Assessment:**
·
**Problem Identified:** High rates of burnout among nurses in LTC settings, leading to decreased job satisfaction, increased turnover, and compromised patient care quality.
·
**Current Gap:** Limited awareness and knowledge among nurses regarding early recognition and management of burnout symptoms.
·
**Target Audience:** Registered Nurses (RNs) and Licensed Practical Nurses (LPNs) working in the LTC facility.
·
**Learning Needs:** Nurses need evidence-based knowledge about early signs of burnout, contributing factors, coping strategies, and institutional resources for prevention.
·
**Learning Environment:** In-person educational sessions conducted in a staff meeting room, supplemented with digital materials.
**Data Collection for Analysis:**
· Pre-assessment survey to evaluate baseline knowledge of burnout recognition.
· Review of staff turnover data, absenteeism, and employee satisfaction surveys.
· Literature review on nurse burnout in LTC settings.
**References:**
· Maslach, C., & Leiter, M. P. (2017).
_Understanding the burnout experience: Recent research and its implications for psychiatry._ _World Psychiatry_, 15(2), 103–111.
· Mudallal, R. H., Othman, W. M., & Al Hassan, N. F. (2017). Nurses’ burnout: The influence of leader empowering behaviors, work conditions, and demographic traits.
_Inquiry_, 54, 46958017724944.
**2. Design**
**Learning Objectives:**
· By the end of the program, participants will be able to:
1. Define burnout and its contributing factors among nurses.
2. Identify at least
**three early warning signs** of burnout in self and peers.
3. Demonstrate understanding of
**preventive strategies** and available support systems.
4. Score at least
**80% or higher** on a post-education knowledge assessment.
**Instructional Strategies:**
· PowerPoint presentation with visuals and case studies.
· Interactive discussion to share real-world experiences.
· Short video clips illustrating burnout scenarios.
· Pre-test and post-test for knowledge measurement.
**Content Outline:**
1. Definition and stages of burnout (Maslach model).
2. Causes and risk factors specific to LTC nursing.
3. Early recognition and assessment tools (e.g., Maslach Burnout Inventory).
4. Strategies for prevention and self-care.
5. Organizational resources and peer support.
**Assessment Plan:**
· Knowledge test (pre/post).
· Participant feedback survey.
**References:**
· Dall’Ora, C., et al. (2020). Burnout in nursing: A theoretical review.
_International Journal of Nursing Studies_, 112, 103737.
**3. Development**
**Program Materials:**
· PowerPoint slides (colorful, engaging visuals).
· Educational handouts summarizing key points.
· Pre- and post-test questionnaires (10 multiple-choice items).
· Evaluation form for participant feedback.
**Educational Tools:**
· Evidence-based burnout education modules.
· Videos and case scenarios demonstrating early burnout signs.
· Facilitator guide outlining session objectives and discussion prompts.
**Pilot Testing:**
· Conduct a small pilot session with 5–7 nurses to assess clarity, timing, and engagement before full rollout.
**References:**
· American Nurses Association (ANA). (2021).
_Healthy nurse, healthy nation: Burnout prevention toolkit._
**4. Implementation**
**Setting:**
Villa Rosa Long-Term Care Facility (example).
**Participants:**
10–15 RNs and LPNs per session.
**Facilitator:**
DNP student (project lead) with guidance from the site preceptor and nursing leadership.
**Duration:**
60-minute in-person session scheduled during a staff development meeting.
**Implementation Steps:**
1. Secure administrative approval and schedule sessions.
2. Distribute informed consent and pre-test surveys.
3. Deliver the educational session using PowerPoint, video, and discussion.
4. Conduct post-test and collect feedback forms.
5. Provide follow-up resources (email summary, burnout prevention checklist).
**Resources Needed:**
· Projector and laptop.
· Handouts and printed materials.
· Meeting space and consent forms.
**5. Evaluation**
**Purpose:**
To determine if the education program increased nurses’ knowledge about early burnout recognition.
**Evaluation Methods:**
·
**Formative Evaluation:**
· Observation during training sessions (engagement, participation).
· Participant feedback on content clarity and relevance.
·
**Summative Evaluation:**
· Comparison of pre- and post-test knowledge scores.
· Evaluation surveys on satisfaction and perceived knowledge gain.
· Follow-up (2–4 weeks post-intervention) survey on application of learned concepts.
**Expected Outcomes:**
· At least a 20% increase in average post-test knowledge scores.
· 90% of participants report improved understanding of burnout signs and prevention.
**Data Analysis:**
Use descriptive statistics (mean, percentage change) to measure knowledge improvement.
**References:**
· Melnyk, B. M., & Fineout-Overholt, E. (2019).
_Evidence-based practice in nursing & healthcare: A guide to best practice_ (4th ed.). Wolters Kluwer.
· World Health Organization. (2019).
_Burn-out an occupational phenomenon: International Classification of Diseases (ICD-11)._
**## ADDIEMODEL.docx**
**ADDIE Model for Staff Education on Early Recognition of Burnout**
**1. Analysis**
**Purpose:**
To determine the need for a staff education program to enhance nurses’ ability to recognize early signs of burnout in long-term care (LTC) settings.
**Needs Assessment:**
·
**Problem Identified:** High rates of burnout among nurses in LTC settings, leading to decreased job satisfaction, increased turnover, and compromised patient care quality.
·
**Current Gap:** Limited awareness and knowledge among nurses regarding early recognition and management of burnout symptoms.
·
**Target Audience:** Registered Nurses (RNs) and Licensed Practical Nurses (LPNs) working in the LTC facility.
·
**Learning Needs:** Nurses need evidence-based knowledge about early signs of burnout, contributing factors, coping strategies, and institutional resources for prevention.
·
**Learning Environment:** In-person educational sessions conducted in a staff meeting room, supplemented with digital materials.
**Data Collection for Analysis:**
· Pre-assessment survey to evaluate baseline knowledge of burnout recognition.
· Review of staff turnover data, absenteeism, and employee satisfaction surveys.
· Literature review on nurse burnout in LTC settings.
**References:**
· Maslach, C., & Leiter, M. P. (2017).
_Understanding the burnout experience: Recent research and its implications for psychiatry._ _World Psychiatry_, 15(2), 103–111.
· Mudallal, R. H., Othman, W. M., & Al Hassan, N. F. (2017). Nurses’ burnout: The influence of leader empowering behaviors, work conditions, and demographic traits.
_Inquiry_, 54, 46958017724944.
**2. Design**
**Learning Objectives:**
· By the end of the program, participants will be able to:
1. Define burnout and its contributing factors among nurses.
2. Identify at least
**three early warning signs** of burnout in self and peers.
3. Demonstrate understanding of
**preventive strategies** and available support systems.
4. Score at least
**80% or higher** on a post-education knowledge assessment.
**Instructional Strategies:**
· PowerPoint presentation with visuals and case studies.
· Interactive discussion to share real-world experiences.
· Short video clips illustrating burnout scenarios.
· Pre-test and post-test for knowledge measurement.
**Content Outline:**
1. Definition and stages of burnout (Maslach model).
2. Causes and risk factors specific to LTC nursing.
3. Early recognition and assessment tools (e.g., Maslach Burnout Inventory).
4. Strategies for prevention and self-care.
5. Organizational resources and peer support.
**Assessment Plan:**
· Knowledge test (pre/post).
· Participant feedback survey.
**References:**
· Dall’Ora, C., et al. (2020). Burnout in nursing: A theoretical review.
_International Journal of Nursing Studies_, 112, 103737.
**3. Development**
**Program Materials:**
· PowerPoint slides (colorful, engaging visuals).
· Educational handouts summarizing key points.
· Pre- and post-test questionnaires (10 multiple-choice items).
· Evaluation form for participant feedback.
**Educational Tools:**
· Evidence-based burnout education modules.
· Videos and case scenarios demonstrating early burnout signs.
· Facilitator guide outlining session objectives and discussion prompts.
**Pilot Testing:**
· Conduct a small pilot session with 5–7 nurses to assess clarity, timing, and engagement before full rollout.
**References:**
· American Nurses Association (ANA). (2021).
_Healthy nurse, healthy nation: Burnout prevention toolkit._
**4. Implementation**
**Setting:**
Villa Rosa Long-Term Care Facility (example).
**Participants:**
10–15 RNs and LPNs per session.
**Facilitator:**
DNP student (project lead) with guidance from the site preceptor and nursing leadership.
**Duration:**
60-minute in-person session scheduled during a staff development meeting.
**Implementation Steps:**
1. Secure administrative approval and schedule sessions.
2. Distribute informed consent and pre-test surveys.
3. Deliver the educational session using PowerPoint, video, and discussion.
4. Conduct post-test and collect feedback forms.
5. Provide follow-up resources (email summary, burnout prevention checklist).
**Resources Needed:**
· Projector and laptop.
· Handouts and printed materials.
· Meeting space and consent forms.
**5. Evaluation**
**Purpose:**
To determine if the education program increased nurses’ knowledge about early burnout recognition.
**Evaluation Methods:**
·
**Formative Evaluation:**
· Observation during training sessions (engagement, participation).
· Participant feedback on content clarity and relevance.
·
**Summative Evaluation:**
· Comparison of pre- and post-test knowledge scores.
· Evaluation surveys on satisfaction and perceived knowledge gain.
· Follow-up (2–4 weeks post-intervention) survey on application of learned concepts.
**Expected Outcomes:**
· At least a 20% increase in average post-test knowledge scores.
· 90% of participants report improved understanding of burnout signs and prevention.
**Data Analysis:**
Use descriptive statistics (mean, percentage change) to measure knowledge improvement.
**References:**
· Melnyk, B. M., & Fineout-Overholt, E. (2019).
_Evidence-based practice in nursing & healthcare: A guide to best practice_ (4th ed.). Wolters Kluwer.
· World Health Organization. (2019).
_Burn-out an occupational phenomenon: International Classification of Diseases (ICD-11)._
**## WK5ProjectsDocumentscont.docx**
Develop SMART objectives you want your participants to accomplish from this DNP project
**(DONE BY GERRY**)
Complete the ADDIE tool
**(DONE BY GERRY)**
WILL UPLOAD BOTH DOCUMENTS.
**START FROM HERE PLEASE**
1) Make Power Point slides that you are going to present to them during this ~ 1-hour education session on your topic of early recognition of staff burnout in nurses working in long-term care
Handouts you are going to give to them during this education session
2) Write a Pretest of ~ 10 multiple choice questions—titled Pretest and include on it at the top: Please provided a 4-digit de-identifying number __________
Copy and paste this exact same test and change the title to Posttest
The students will take the exact same test
The test needs to be de-identified, so the participants will create their own 4-digit number and never enter their name
You will compare the pretest and posttest scores for your statistical analysis, paired t test
You should make sure whatever questions you put on your tests that the answers will be available for the participants to
1) have them said by you during your Power Point presentation
2) written on the Power Point slides
3) included in the handout you give to the class
This helps the staff to know the answers when they take the posttest, meaning higher scores which equals an increase in knowledge.
All of this is needed for Week 5.
All of these things should be put into one zip file.
**## SMARTObjectives.docx**
**SMART Objectives Write-Up**
**Introduction**
Burnout among nurses in long-term care facilities is a growing concern, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach & Leiter, 2016). It negatively affects both staff well-being and patient outcomes. Early recognition and intervention are crucial in preventing burnout, promoting retention, and improving quality of care. A staff education program focusing on the early identification of burnout symptoms can enhance nurses’ knowledge and awareness, enabling timely self-care and organizational support interventions. The SMART framework—Specific, Measurable, Achievable, Relevant, and Time-bound—provides a structured approach to developing clear and attainable objectives that guide the implementation and evaluation of this educational intervention (Doran, 1981).
**SMART Objectives**
**1. Specific**
To
**increase nurses’ knowledge** of the early signs, risk factors, and coping strategies for burnout through a structured educational program designed specifically for long-term care staff.
·
**Rationale:** Targeting knowledge improvement ensures nurses can recognize burnout symptoms early in themselves and colleagues, fostering a proactive approach to well-being.
**2. Measurable**
By the end of the educational intervention, at least
**80% of participating nurses** will demonstrate a
**20% improvement in knowledge scores** on a pre- and post-education burnout recognition quiz.
·
**Measurement Tool:** A validated questionnaire assessing understanding of burnout concepts, symptoms, and prevention strategies (e.g., Copenhagen Burnout Inventory or a researcher-developed tool based on Maslach Burnout Inventory principles).
·
**Data Collection:** Pre-test administered before the session and post-test immediately after.
**3. Achievable**
The objective is attainable within the scope of a 60-minute educational session conducted by the DNP student, using evidence-based materials (e.g., PowerPoint presentation, interactive discussion, and case scenarios). The content will be simplified, engaging, and tailored to the needs of long-term care nurses.
·
**Rationale:** Short, targeted educational programs have been shown to effectively improve nurses’ knowledge and awareness of occupational stress and burnout (Adriaenssens et al., 2017).
**4. Relevant**
This objective aligns with organizational goals to promote staff well-being, reduce turnover, and enhance patient care quality. It also supports the DNP essentials related to clinical scholarship, leadership, and evidence-based practice (AACN, 2021).
·
**Relevance:** Improving burnout awareness contributes to better workforce sustainability and higher job satisfaction, directly impacting patient safety and care outcomes (Dyrbye et al., 2020).
**5. Time-Bound**
The educational intervention and evaluation will be
**completed within a 6-week period**:
· Week 1: Pre-intervention data collection and scheduling
· Weeks 2–4: Implementation of the educational sessions
· Week 5: Post-intervention testing
· Week 6: Data analysis and summary of findings
·
**Rationale:** The 6-week timeline allows adequate time for participation, evaluation, and reflection while ensuring the project remains feasible within the DNP practicum timeframe.
**Summary**
By applying the SMART framework, this project will ensure clear, measurable, and achievable objectives that align with the goal of improving nurses’ knowledge on the early recognition of burnout. The structured educational intervention will empower nurses with the skills to identify early warning signs and seek appropriate support, ultimately fostering a healthier work environment and improving care quality in long-term care settings.
**References**
· Adriaenssens, J., De Gucht, V., & Maes, S. (2017).
**Determinants and prevalence of burnout in emergency nurses: A systematic review of 25 years of research.** _International Journal of Nursing Studies, 52_(2), 649–661.
[https://doi.org/10.1016/j.ijnurstu.2014.11.004](https://doi.org/10.1016/j.ijnurstu.2014.11.004)
· American Association of Colleges of Nursing (AACN). (2021).
_The Essentials: Core competencies for professional nursing education._ [https://www.aacnnursing.org/](https://www.aacnnursing.org/)
· Doran, G. T. (1981).
**There’s a S.M.A.R.T. way to write management’s goals and objectives.** _Management Review, 70_(11), 35–36.
· Dyrbye, L. N., Shanafelt, T. D., Sinsky, C. A., Cipriano, P. F., Bhatt, J., Ommaya, A., West, C. P., & Meyers, D. (2020).
**Burnout among health care professionals: A call to explore and address this underrecognized threat to safe, high-quality care.** _NAM Perspectives._ [https://doi.org/10.31478/202001a](https://doi.org/10.31478/202001a)
· Maslach, C., & Leiter, M. P. (2016).
_Burnout: A multidimensional perspective._ In C. L. Cooper & M. J. F. Schaufeli (Eds.),
_The Oxford Handbook of Organizational Well-being_ (pp. 42–63). Oxford University Press.
**## ADDIEMODEL.docx**
**ADDIE Model for Staff Education on Early Recognition of Burnout**
**1. Analysis**
**Purpose:**
To determine the need for a staff education program to enhance nurses’ ability to recognize early signs of burnout in long-term care (LTC) settings.
**Needs Assessment:**
·
**Problem Identified:** High rates of burnout among nurses in LTC settings, leading to decreased job satisfaction, increased turnover, and compromised patient care quality.
·
**Current Gap:** Limited awareness and knowledge among nurses regarding early recognition and management of burnout symptoms.
·
**Target Audience:** Registered Nurses (RNs) and Licensed Practical Nurses (LPNs) working in the LTC facility.
·
**Learning Needs:** Nurses need evidence-based knowledge about early signs of burnout, contributing factors, coping strategies, and institutional resources for prevention.
·
**Learning Environment:** In-person educational sessions conducted in a staff meeting room, supplemented with digital materials.
**Data Collection for Analysis:**
· Pre-assessment survey to evaluate baseline knowledge of burnout recognition.
· Review of staff turnover data, absenteeism, and employee satisfaction surveys.
· Literature review on nurse burnout in LTC settings.
**References:**
· Maslach, C., & Leiter, M. P. (2017).
_Understanding the burnout experience: Recent research and its implications for psychiatry._ _World Psychiatry_, 15(2), 103–111.
· Mudallal, R. H., Othman, W. M., & Al Hassan, N. F. (2017). Nurses’ burnout: The influence of leader empowering behaviors, work conditions, and demographic traits.
_Inquiry_, 54, 46958017724944.
**2. Design**
**Learning Objectives:**
· By the end of the program, participants will be able to:
1. Define burnout and its contributing factors among nurses.
2. Identify at least
**three early warning signs** of burnout in self and peers.
3. Demonstrate understanding of
**preventive strategies** and available support systems.
4. Score at least
**80% or higher** on a post-education knowledge assessment.
**Instructional Strategies:**
· PowerPoint presentation with visuals and case studies.
· Interactive discussion to share real-world experiences.
· Short video clips illustrating burnout scenarios.
· Pre-test and post-test for knowledge measurement.
**Content Outline:**
1. Definition and stages of burnout (Maslach model).
2. Causes and risk factors specific to LTC nursing.
3. Early recognition and assessment tools (e.g., Maslach Burnout Inventory).
4. Strategies for prevention and self-care.
5. Organizational resources and peer support.
**Assessment Plan:**
· Knowledge test (pre/post).
· Participant feedback survey.
**References:**
· Dall’Ora, C., et al. (2020). Burnout in nursing: A theoretical review.
_International Journal of Nursing Studies_, 112, 103737.
**3. Development**
**Program Materials:**
· PowerPoint slides (colorful, engaging visuals).
· Educational handouts summarizing key points.
· Pre- and post-test questionnaires (10 multiple-choice items).
· Evaluation form for participant feedback.
**Educational Tools:**
· Evidence-based burnout education modules.
· Videos and case scenarios demonstrating early burnout signs.
· Facilitator guide outlining session objectives and discussion prompts.
**Pilot Testing:**
· Conduct a small pilot session with 5–7 nurses to assess clarity, timing, and engagement before full rollout.
**References:**
· American Nurses Association (ANA). (2021).
_Healthy nurse, healthy nation: Burnout prevention toolkit._
**4. Implementation**
**Setting:**
Villa Rosa Long-Term Care Facility (example).
**Participants:**
10–15 RNs and LPNs per session.
**Facilitator:**
DNP student (project lead) with guidance from the site preceptor and nursing leadership.
**Duration:**
60-minute in-person session scheduled during a staff development meeting.
**Implementation Steps:**
1. Secure administrative approval and schedule sessions.
2. Distribute informed consent and pre-test surveys.
3. Deliver the educational session using PowerPoint, video, and discussion.
4. Conduct post-test and collect feedback forms.
5. Provide follow-up resources (email summary, burnout prevention checklist).
**Resources Needed:**
· Projector and laptop.
· Handouts and printed materials.
· Meeting space and consent forms.
**5. Evaluation**
**Purpose:**
To determine if the education program increased nurses’ knowledge about early burnout recognition.
**Evaluation Methods:**
·
**Formative Evaluation:**
· Observation during training sessions (engagement, participation).
· Participant feedback on content clarity and relevance.
·
**Summative Evaluation:**
· Comparison of pre- and post-test knowledge scores.
· Evaluation surveys on satisfaction and perceived knowledge gain.
· Follow-up (2–4 weeks post-intervention) survey on application of learned concepts.
**Expected Outcomes:**
· At least a 20% increase in average post-test knowledge scores.
· 90% of participants report improved understanding of burnout signs and prevention.
**Data Analysis:**
Use descriptive statistics (mean, percentage change) to measure knowledge improvement.
**References:**
· Melnyk, B. M., & Fineout-Overholt, E. (2019).
_Evidence-based practice in nursing & healthcare: A guide to best practice_ (4th ed.). Wolters Kluwer.
· World Health Organization. (2019).
_Burn-out an occupational phenomenon: International Classification of Diseases (ICD-11)._
**## WK5ProjectsDocumentscont.docx**
Develop SMART objectives you want your participants to accomplish from this DNP project
**(DONE BY GERRY**)
Complete the ADDIE tool
**(DONE BY GERRY)**
WILL UPLOAD BOTH DOCUMENTS.
**START FROM HERE PLEASE**
1) Make Power Point slides that you are going to present to them during this ~ 1-hour education session on your topic of early recognition of staff burnout in nurses working in long-term care
Handouts you are going to give to them during this education session
2) Write a Pretest of ~ 10 multiple choice questions—titled Pretest and include on it at the top: Please provided a 4-digit de-identifying number __________
Copy and paste this exact same test and change the title to Posttest
The students will take the exact same test
The test needs to be de-identified, so the participants will create their own 4-digit number and never enter their name
You will compare the pretest and posttest scores for your statistical analysis, paired t test
You should make sure whatever questions you put on your tests that the answers will be available for the participants to
1) have them said by you during your Power Point presentation
2) written on the Power Point slides
3) included in the handout you give to the class
This helps the staff to know the answers when they take the posttest, meaning higher scores which equals an increase in knowledge.
All of this is needed for Week 5.
All of these things should be put into one zip file.
**## SMARTObjectives.docx**
**SMART Objectives Write-Up**
**Introduction**
Burnout among nurses in long-term care facilities is a growing concern, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach & Leiter, 2016). It negatively affects both staff well-being and patient outcomes. Early recognition and intervention are crucial in preventing burnout, promoting retention, and improving quality of care. A staff education program focusing on the early identification of burnout symptoms can enhance nurses’ knowledge and awareness, enabling timely self-care and organizational support interventions. The SMART framework—Specific, Measurable, Achievable, Relevant, and Time-bound—provides a structured approach to developing clear and attainable objectives that guide the implementation and evaluation of this educational intervention (Doran, 1981).
**SMART Objectives**
**1. Specific**
To
**increase nurses’ knowledge** of the early signs, risk factors, and coping strategies for burnout through a structured educational program designed specifically for long-term care staff.
·
**Rationale:** Targeting knowledge improvement ensures nurses can recognize burnout symptoms early in themselves and colleagues, fostering a proactive approach to well-being.
**2. Measurable**
By the end of the educational intervention, at least
**80% of participating nurses** will demonstrate a
**20% improvement in knowledge scores** on a pre- and post-education burnout recognition quiz.
·
**Measurement Tool:** A validated questionnaire assessing understanding of burnout concepts, symptoms, and prevention strategies (e.g., Copenhagen Burnout Inventory or a researcher-developed tool based on Maslach Burnout Inventory principles).
·
**Data Collection:** Pre-test administered before the session and post-test immediately after.
**3. Achievable**
The objective is attainable within the scope of a 60-minute educational session conducted by the DNP student, using evidence-based materials (e.g., PowerPoint presentation, interactive discussion, and case scenarios). The content will be simplified, engaging, and tailored to the needs of long-term care nurses.
·
**Rationale:** Short, targeted educational programs have been shown to effectively improve nurses’ knowledge and awareness of occupational stress and burnout (Adriaenssens et al., 2017).
**4. Relevant**
This objective aligns with organizational goals to promote staff well-being, reduce turnover, and enhance patient care quality. It also supports the DNP essentials related to clinical scholarship, leadership, and evidence-based practice (AACN, 2021).
·
**Relevance:** Improving burnout awareness contributes to better workforce sustainability and higher job satisfaction, directly impacting patient safety and care outcomes (Dyrbye et al., 2020).
**5. Time-Bound**
The educational intervention and evaluation will be
**completed within a 6-week period**:
· Week 1: Pre-intervention data collection and scheduling
· Weeks 2–4: Implementation of the educational sessions
· Week 5: Post-intervention testing
· Week 6: Data analysis and summary of findings
·
**Rationale:** The 6-week timeline allows adequate time for participation, evaluation, and reflection while ensuring the project remains feasible within the DNP practicum timeframe.
**Summary**
By applying the SMART framework, this project will ensure clear, measurable, and achievable objectives that align with the goal of improving nurses’ knowledge on the early recognition of burnout. The structured educational intervention will empower nurses with the skills to identify early warning signs and seek appropriate support, ultimately fostering a healthier work environment and improving care quality in long-term care settings.
**References**
· Adriaenssens, J., De Gucht, V., & Maes, S. (2017).
**Determinants and prevalence of burnout in emergency nurses: A systematic review of 25 years of research.** _International Journal of Nursing Studies, 52_(2), 649–661.
[https://doi.org/10.1016/j.ijnurstu.2014.11.004](https://doi.org/10.1016/j.ijnurstu.2014.11.004)
· American Association of Colleges of Nursing (AACN). (2021).
_The Essentials: Core competencies for professional nursing education._ [https://www.aacnnursing.org/](https://www.aacnnursing.org/)
· Doran, G. T. (1981).
**There’s a S.M.A.R.T. way to write management’s goals and objectives.** _Management Review, 70_(11), 35–36.
· Dyrbye, L. N., Shanafelt, T. D., Sinsky, C. A., Cipriano, P. F., Bhatt, J., Ommaya, A., West, C. P., & Meyers, D. (2020).
**Burnout among health care professionals: A call to explore and address this underrecognized threat to safe, high-quality care.** _NAM Perspectives._ [https://doi.org/10.31478/202001a](https://doi.org/10.31478/202001a)
· Maslach, C., & Leiter, M. P. (2016).
_Burnout: A multidimensional perspective._ In C. L. Cooper & M. J. F. Schaufeli (Eds.),
_The Oxford Handbook of Organizational Well-being_ (pp. 42–63). Oxford University Press.
**## ADDIEMODEL.docx**
**ADDIE Model for Staff Education on Early Recognition of Burnout**
**1. Analysis**
**Purpose:**
To determine the need for a staff education program to enhance nurses’ ability to recognize early signs of burnout in long-term care (LTC) settings.
**Needs Assessment:**
·
**Problem Identified:** High rates of burnout among nurses in LTC settings, leading to decreased job satisfaction, increased turnover, and compromised patient care quality.
·
**Current Gap:** Limited awareness and knowledge among nurses regarding early recognition and management of burnout symptoms.
·
**Target Audience:** Registered Nurses (RNs) and Licensed Practical Nurses (LPNs) working in the LTC facility.
·
**Learning Needs:** Nurses need evidence-based knowledge about early signs of burnout, contributing factors, coping strategies, and institutional resources for prevention.
·
**Learning Environment:** In-person educational sessions conducted in a staff meeting room, supplemented with digital materials.
**Data Collection for Analysis:**
· Pre-assessment survey to evaluate baseline knowledge of burnout recognition.
· Review of staff turnover data, absenteeism, and employee satisfaction surveys.
· Literature review on nurse burnout in LTC settings.
**References:**
· Maslach, C., & Leiter, M. P. (2017).
_Understanding the burnout experience: Recent research and its implications for psychiatry._ _World Psychiatry_, 15(2), 103–111.
· Mudallal, R. H., Othman, W. M., & Al Hassan, N. F. (2017). Nurses’ burnout: The influence of leader empowering behaviors, work conditions, and demographic traits.
_Inquiry_, 54, 46958017724944.
**2. Design**
**Learning Objectives:**
· By the end of the program, participants will be able to:
1. Define burnout and its contributing factors among nurses.
2. Identify at least
**three early warning signs** of burnout in self and peers.
3. Demonstrate understanding of
**preventive strategies** and available support systems.
4. Score at least
**80% or higher** on a post-education knowledge assessment.
**Instructional Strategies:**
· PowerPoint presentation with visuals and case studies.
· Interactive discussion to share real-world experiences.
· Short video clips illustrating burnout scenarios.
· Pre-test and post-test for knowledge measurement.
**Content Outline:**
1. Definition and stages of burnout (Maslach model).
2. Causes and risk factors specific to LTC nursing.
3. Early recognition and assessment tools (e.g., Maslach Burnout Inventory).
4. Strategies for prevention and self-care.
5. Organizational resources and peer support.
**Assessment Plan:**
· Knowledge test (pre/post).
· Participant feedback survey.
**References:**
· Dall’Ora, C., et al. (2020). Burnout in nursing: A theoretical review.
_International Journal of Nursing Studies_, 112, 103737.
**3. Development**
**Program Materials:**
· PowerPoint slides (colorful, engaging visuals).
· Educational handouts summarizing key points.
· Pre- and post-test questionnaires (10 multiple-choice items).
· Evaluation form for participant feedback.
**Educational Tools:**
· Evidence-based burnout education modules.
· Videos and case scenarios demonstrating early burnout signs.
· Facilitator guide outlining session objectives and discussion prompts.
**Pilot Testing:**
· Conduct a small pilot session with 5–7 nurses to assess clarity, timing, and engagement before full rollout.
**References:**
· American Nurses Association (ANA). (2021).
_Healthy nurse, healthy nation: Burnout prevention toolkit._
**4. Implementation**
**Setting:**
Villa Rosa Long-Term Care Facility (example).
**Participants:**
10–15 RNs and LPNs per session.
**Facilitator:**
DNP student (project lead) with guidance from the site preceptor and nursing leadership.
**Duration:**
60-minute in-person session scheduled during a staff development meeting.
**Implementation Steps:**
1. Secure administrative approval and schedule sessions.
2. Distribute informed consent and pre-test surveys.
3. Deliver the educational session using PowerPoint, video, and discussion.
4. Conduct post-test and collect feedback forms.
5. Provide follow-up resources (email summary, burnout prevention checklist).
**Resources Needed:**
· Projector and laptop.
· Handouts and printed materials.
· Meeting space and consent forms.
**5. Evaluation**
**Purpose:**
To determine if the education program increased nurses’ knowledge about early burnout recognition.
**Evaluation Methods:**
·
**Formative Evaluation:**
· Observation during training sessions (engagement, participation).
· Participant feedback on content clarity and relevance.
·
**Summative Evaluation:**
· Comparison of pre- and post-test knowledge scores.
· Evaluation surveys on satisfaction and perceived knowledge gain.
· Follow-up (2–4 weeks post-intervention) survey on application of learned concepts.
**Expected Outcomes:**
· At least a 20% increase in average post-test knowledge scores.
· 90% of participants report improved understanding of burnout signs and prevention.
**Data Analysis:**
Use descriptive statistics (mean, percentage change) to measure knowledge improvement.
**References:**
· Melnyk, B. M., & Fineout-Overholt, E. (2019).
_Evidence-based practice in nursing & healthcare: A guide to best practice_ (4th ed.). Wolters Kluwer.
· World Health Organization. (2019).
_Burn-out an occupational phenomenon: International Classification of Diseases (ICD-11)._
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