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Nursing students and professional nurses cannot avoid the pressure of their work and the number of obligations to be followed. Thus, it is recommended to investigate and implement interventions to help nurses reduce stress and organize their practice properly. Regarding the offered critical appraisal and the authors findings, cognitive-behavioral skills training can be defined as one of the best practices for nurses to manage their stress. The peculiarity of this intervention is the possibility to choose between emotional regulation, resilience, assertiveness, and time management (Alkhawaldeh et al., 2020). According to the researchers, the desired effect can be achieved after a 5-week education program during which nurses obtain knowledge on how to deal with their anxiety and occupational stress (Alkhawaldeh et al., 2020). However, sometimes, positive outcomes may be observed in less than one month. Cognitive competences include engagement in lifelong learning and the development of critical thinking skills (RodrÃguez-Pérez et al., 2022). Thus, when nurses receive professional help, they are ready to make rational decisions and predict unwanted risks and threats.
The idea of cognitive-behavioral training is not new in nursing practice, and it does not take much time to prepare newly graduated nurses. Repeated exposures to negative or desperate emotions, noisy environments, infections, and multitasking contribute to the progress of work-related stress in nursing practice (Feddeh & Darawad, 2020; Hattingh & Downing, 2020). Nurses cannot prevent all these events and situations, but their cognitive-behavioral training allows them to understand what to do and not put their physical and mental well-being at risk. When nurses know what to do with the negative environment and how to choose the best behaviors, they are encouraged to cooperate, support each other, and communicate with all stakeholders of a healthcare process.
References
Alkhawaldeh, J. F. M. A., Soh, K. L., Mukhtar, F. B. M., Peng, O. C., & Anshasi, H. A. (2020). Stress management interventions for intensive and critical care nurses: A systematic review. Nursing in Critical Care, 25(2), 84-92. Web.
Feddeh, S. A., & Darawad, M. W. (2020). Correlates to work-related stress of newly-graduated nurses in critical care units. International Journal of Caring Sciences, 13(1), 507-516
Hattingh, H., & Downing, C. (2020). Clinical learning environment: Lived experiences of post-basic critical care nursing students. International Journal of Africa Nursing Sciences, 13. Web.
RodrÃguez-Pérez, M., Mena-Navarro, F., DomÃnguez-Pichardo, A., & Teresa-Morales, C. (2022). Current social perception of and value attached to nursing professionals competences: An integrative review. International Journal of Environmental Research and Public Health, 19(3). Web.
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