Crit Care Nurs Q Vol. 35, No. 4, pp. 388–395 Copyright c© 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins
Concept Analysis Compassion Fatigue and Effects Upon Critical Care Nurses
Belinda Jenkins, BSN, RN, CEN; Nancy A. Warren, PhD, RN
Walker and Avant’s method of concept analysis was used to delve into the initial understanding of compassion fatigue, a relatively new concept being explored with critical care nurses and other health care professionals. The term was originally used in 1992 involving research exploring burnout experienced by critical care nurses when a trend emerged where nurses appeared to have lost their “ability to nurture.” The term has since been used synonymously with secondary traumatic stress disorder. Two important goals exist for this article: First, theoretically to conduct a concept analysis of compassion fatigue, thereby providing information for critical care nurses to understand the concept as a universal human experience. Second, from a caring perspective, identifying the effects related to critical care nurses provides an opportunity to address physical and somatic consequences of compassion fatigue that will ultimately become important to nursing practice, education, and research. Key words: burnout, compassion fatigue, secondary traumatic stress
T HE PROCESS that will be followed withinthis article is the model developed and implemented by Walker and Avant.1 Eight stages are outlined within the model, and a brief explanation is provided of each. The first stage of the model is to select a concept. Con- cept selection is very important and should be one of interest to the authors or related to the actual work of the authors. This concept should be manageable yet not too broad. Sec- ond, the authors should determine the aims or purposes of the analysis. This section should answer the question why is this concept im- portant to the authors. Third, identification of the uses of the concept that you can discover
Author Affiliations: Belmont University, Nashville, Tennessee (Ms Jenkins); and Department of Nursing, University of Tennessee, Martin (Dr Warren).
The authors have disclosed that they have no signif- icant relationships with, or financial interest in, any commercial companies pertaining to this article.
Correspondence: Nancy A. Warren, PhD, RN, De- partment of Nursing, University of Tennessee, 136 H Gooch Hall, Martin, TN 38238 (nwarren@utm.edu or belinda.jenkins@pop.belmont.edu).
DOI: 10.1097/CNQ.0b013e318268fe09
in the literature supports the definition of the concept. During this stage, through available literature, dictionaries, thesauruses, and col- leagues, the authors will identify possible uses of the concept. The review of literature will provide the evidence-based foundation for the analysis. During the fourth stage, the defin- ing attributes will be determined. Through the literature reviews regarding the concept, all the similar characteristics emerge. Fifth, a model case is identified. The model case pro- vides the reader an example of the defining at- tributes of the concept; this can be provided in a borderline, related, contrary, invented, or illegitimate case. These are provided in the sixth stage. The seventh stage includes identification of the antecedents and conse- quences. Antecedents are defined by Walker and Avant as those events or incidents that must occur or take place prior to the occur- rence of the concept, and consequences are defined as those events or incidents that occur as a result of the occurrence of the concept. The last stage defines the empirical referents, which are defined as classes or categories of actual phenomena that by their existence or presence demonstrate the occurrence of the concept itself. The goal of this article was

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Priorities one nursing relevant strategy that is likely to result in meaningful improvement which could be implemented within the setting where the incident occurred.

Clinical Incident and Quality Improvement Report

Building upon weekly activities undertaken in the tutorial sessions this assessment task involves analysing the root causes of a clinical incident and identifying evidence based quality improvement strategies to prevent recurrence of the incident.

You will be paired with another student to undertake the root cause analysis (RCA) and prepare the RCA report. Each student in the pair will be required to solely contribute to a specific component of the assessment task, for which individual marks will be awarded.

To complete the report you will be required to:
Part A
• In your analysis identify the various causes that contributed to the clinical incident
• Use an RCA template to analyse the incident and identify root causes.
• Identify action that could be taken to prevent recurrence of the event
Part B
• After analysing the root causes of the incident, each student is to work individually to:
a. Prioritise one nursing relevant strategy, and;
b. For your chosen strategy (Communication), draw upon available evidence to justify solutions or possible strategies to minimise the risk of recurrence of the incident

This evidence must be drawn from at least 5 peer-reviewed research papers on Communication from CINAHL, systematic reviews or evidence based clinical guidelines dated from 2008 onwards.

Your report should be structured under headings and include the following:
o Title: Identify the incident you have analysed
o Introduction: Clear statement about the clinical incident and the root cause analysis method.
o Root cause analysis: Completed root cause analysis template that identifies possible root causes of the incident.
o Potential interventions: Identify actions that could be taken to reduce the occurrence of the incident. Prioritise one nursing relevant strategy that is likely to result in meaningful improvement which could be implemented within the setting where the incident occurred. Justify your choice of strategy.
o Evidence base for intervention: For your chosen strategy draw upon available evidence to ensure your solution is evidence based. Evidence should be drawn from peer-reviewed research papers, systematic reviews, evidence based guidelines, or evidence based systems and processes.
o Conclusions: Draws logical and insightful conclusions about the incident and strategies to prevent its recurrence.

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The post Priorities one nursing relevant strategy that is likely to result in meaningful improvement which could be implemented within the setting where the incident occurred. appeared first on nursing term paper.

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Multifaceted Assessment: Anne Marie’s Case

Many exceptionalities in children have a high comorbidity, which can make identification and intervention challenging for professionals. This is why, aside from legal and ethical requirements, multifaceted assessment is essential.
Review the following scenario:

Anne Marie is a thirteen-year-old girl who has always struggled socially and behaviorally. Although she has a few friends, she often argues with them, as well as with adults. Despite these challenges, she has always been successful academically, and so a formal evaluation was never conducted. However, Anne Marie’s parents are concerned that her behavior has become more pronounced this year and that she is spending even more time alone. Her parents are not sure if her problems are due to typical development (that is, puberty), a developmental disability such as an autism spectrum disorder, or an emotional disturbance.

Using the module readings, the Argosy University online library resources, and the Internet, research multifaceted assessment.
Incorporate what you learned in your readings and respond to the following:

• Explain why it might be important to distinguish between typical development, developmental disability, and emotional disturbance for Anne Marie.
• Evaluate the roles each of the following would play in addressing Anne Marie’s challenges:
  • Individuals with Disabilities Education Act (IDEA) 2004
  • Diagnostic and Statistical Manual of Mental Disorders (DSM)
  • Functional Behavior Assessment (FBA)
• Identify any other information that might be important when assessing Anne Marie’s difficulties and designing an intervention for her. Discuss why this information would be important and how would you go about obtaining that information?

Write your initial response in 300–500 words.

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