This paper presents a structured educational plan designed to address nursing burnout by targeting workplace stress management. Drawing on Bloom's Taxonomy to frame three progressive learning objectives, the plan guides nurses through identifying causes of workplace stress, applying evidence-based management techniques, and self-evaluating their progress. The curriculum is grounded in the Self-Care Health Promotion Framework and Adult Learning Theory, and employs a blended teaching strategy combining lecture, case method, and active learning. Delivered over one week in daily nurse meetings, the plan incorporates pretest and posttest assessments to measure knowledge gains and the effectiveness of the intervention.
Nursing burnout is a pressing concern in healthcare settings, caused by factors including inadequate staffing, increased workload, long working hours, poor working conditions, and insufficient time to complete tasks effectively. The proposed change project to address this issue is an educational plan targeting nursing burnout — specifically, workplace stress management. This practicum education project focuses on training nurses on nursing burnout, with an emphasis on evidence-based strategies for managing workplace stress and preventing or coping with burnout.
As outlined in the educational plan in Appendix A, this practicum education project seeks to accomplish three major learning objectives. Each objective was developed using Bloom's Taxonomy, a widely used framework for developing learning objectives and assessing student comprehension (Katie, 2014).
The first learning objective was developed using the first two stages of Bloom's Taxonomy — knowledge and comprehension — because it involves identifying the causes of workplace stress in relation to nursing burnout. The second learning objective focuses on the third stage, application, as it promotes nurses' use of workplace stress management techniques in burnout scenarios. The third learning objective is centered on evaluation, the sixth stage of Bloom's Taxonomy. Participants will be required to complete a post-test survey to assess the effectiveness of the workplace stress management and nursing burnout strategies learned during the project.
The topic covered by this practicum educational project is workplace stress management. Workplace stress was identified as the primary characteristic of nursing burnout in this setting. Inadequate staffing, increased workload, long working hours, poor working conditions, and insufficient time to complete tasks effectively all contribute to workplace stress among nurses. This stress, in turn, becomes the basis for nursing burnout, which significantly undermines nurses' effectiveness in delivering quality patient care and supporting health system outcomes. Nowrouzi-Kia et al. (2015) contend that there is a strong link between occupational stress and nursing burnout, which implies that burnout interventions should incorporate workplace stress management strategies.
The topic will be introduced to nurses during the first educational session. In the introductory learning activity, a Workplace Stress Management handbook and a PowerPoint presentation will be used to introduce the topic. The PowerPoint presentation will be developed from the handbook and will serve as a visual aid for the lesson.
The educational plan incorporates pretest and posttest questionnaires to assess participants' initial and post-education knowledge on the subject. In addition to the written questionnaire, oral pretest and posttest questions will be used as part of discussion during question-and-answer sessions at the end of each day of learning.
The pretest oral questions for participants are as follows:
1. Based on your personal experience, how would you describe workplace stress?
2. What are the causes of workplace stress in your current practice?
3. How often do you experience workplace stress, and how do you deal with it?
The posttest oral questions for participants at the conclusion of the education project are as follows:
1. How has this training project changed your understanding and perception of workplace stress?
2. What workplace stress management techniques do you now implement in your daily nursing practice following the insights gained from the training?
3. How has your workplace stress management improved as a result of the insights obtained from this educational project?
"Self-care framework and blended teaching methods"
"Day-by-day lesson activities and materials"
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