This evidence-based practice project assessed the impact of integrating mindfulness training into an existing nurse residency program. BACKGROUND: Stress and burnout are endemic in healthcare. The transition to practice is associated with stress and anxiety for newly graduated nurses. Evidence supports mindfulness-based interventions to mitigate stress and burnout and improve the workplace environment and patient outcomes. METHODS: This project employed a pre/post design to measure burnout, stress, and mindfulness, comparing means and standard deviations between intervention and comparison nurse residency cohorts. Mindfulness training was integrated at 4 points within the 1st 6 months of the residency program. RESULTS: The intervention cohort reported significantly less burnout and stress and more mindfulness at 6 months than the comparison group. CONCLUSIONS: Mindfulness training can be feasibly integrated into an existing nurse residency program to decrease stress and burnout for new graduate nurses during the transition to practice.

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The aim of this study was to examine community hospital nurses' interest and potential barriers in pursuing advanced education. In October 2010, nursing leaders in Florida formed a task force to implement the Institute of Medicine Future of Nursing recommendations pertaining to the education of nurses. A survey-based descriptive analysis of nurses employed at 3 community hospitals in Florida was performed. A total of 746 nurses answered open-ended questions related to current status in regard to advancing education. The greatest barriers were (1) time constraints, specifically family and work schedule conflicts, and (2) financial concerns. Eleven percent (n = 73) noted the lack of pay incentive and 11% (n = 71) noted that they were nearing retirement. The findings bring an evidence-based approach to summarizing the trials, concerns, and barriers to nurses continuing their education. The Web-based survey proved to be a useful tool to quickly and inexpensively gather feedback from nurses concerning their plans and perceived barriers related to continuing their education.

Mindfulness has many benefits, but its mechanisms of action are not universally understood. This analysis explores mindfulness and informs a model for its practical applications in health care and professional development. A mindful nursing professional development practitioner can use metacognitive thought processes to enhance interpersonal connections and create better learning environments to facilitate practice change. The literature supports the testing of this model in nursing professional development.