zmentors role in supporting the newlylampmentor.london/wp-content/uploads/2016/04/... · mental...

LAMP mentor Conference - ‘Mentors role in supporting the newly

qualified nurse’

Friday 4th December 2015

Preceptorship in Mental Health Nursing

Sarah Burleigh

Assistant Director of Nursing

Definition

A period of structured transition for the newly registered practitioner during which he or she will be supported by a preceptor, to develop confidence as an autonomous professional, refine skills, values and behaviours and to continue on their journey to lifelong learning. (DOH 2010)

Mental Health Nursing across the UK..

• 400,201 Registered Nurses across the UK in all settings.

• 44,659 Registered Mental Health Nurses across the UK. (RCN Data 2014)

• MH Trusts across London have a much higher vacancy rate for nurses, than outside London, between 12-20%.

• Difficulties in recruiting and retaining staff.

• Attrition rate for nurses first positions is 35%-60%

• Higher usage of agency staff.

• Higher turnover rate

Current Challenges

• Availability of Preceptors

• Clarity of role (mentor/supervisor/coach)

• Expectations

• Time management

• Patient and staff safety

• Ethical and moral concerns

What does our history tell us…. Psychotherapeutic/ Psychosocial Nursing.(Eilleen Skellern)

Use of Self and interpersonal relationships in Nursing (Hildegard Peplau)

Family and CBT Work.(Karina Lovell, Catherine Gamble)

Sense of Humour……

Paradigm Support and Supervision

Psychotherapeutic Nursing All nurses undertook their own

Personal Psychotherapy.

Use of Self Self Awareness Training,

experiential learning, role play,

Reflective Practice, Clinical and

Professional Supervision.

Family and CBT Work, Individual and group supervision.

Specific Interventions Verbal and written feedback.

What does the current evidence base tell us….

• Preceptee

• Happy to receive support within the first year.

• Builds confidence when you receive regular feedback.

• A lot of paperwork.

• Helps to have someone to talk through issues

• Preceptor

• Often does not know what the expectations of the role are.

• Some confusion about the specifics of the role.

• Happy to offer support, it’s similar to the mentor role.

Thought about looking for a new job really early on….never thought id feel confident or competent….

My patience has diminished as I am so stressed and overwhelmed a lot of the time. I had not expected to burn out in the first year

I remember I still felt like a student, it took a while to get comfortable in my new role

Worried I would be a burden to the team

I just couldn’t delegate tasks. I tried to do everything myself I soon realised that I couldn’t keep this up PRECEPTEE

Phases of Transition • Endings

• Neutral

• New Beginnings

Letting go of previous behaviours, and relationships. Loss

Cognitive Dissonance. Anxiety, doubt, fear. Reality Shock. Confusion, disorientation.

Ah Ha moments, forming new habits and relationships, building resilience, learning new language

Literature Specific reasons why newly qualified nurses leave the profession.

Specific reasons why nurses stayed in the profession. • “They were there for me” • Proactive support from the whole

team, checking in with me • “ There are no stupid questions” • Consistent encouragement to ask

questions, letting newly qualified nurses know that this was welcomed and that there are several different ways to respond

• “Nurturing the seeds” • A steep learning curve requiring a

build on approach, one step at a time.

• Limited or fragmented Induction

period

• No preceptor, supervision.

• Overwhelming amount of decision making

• Experience feelings of loss, doubt, confusion and disorientation.

• Feeling undervalued, bullied, humiliated, felt like an outsider.

PAN London Standards (June 2015)

The preceptorship programme is clearly linked to the 6 C’s and includes the following elements:

1. Accountability

2. Career development

3. Communication

4. Dealing with conflict/managing difficult conversations

5. Delivering safe care

6. Emotional intelligence

7. Leadership

8. Quality Improvement

9. Resilience

10. Reflection

11. Safe staffing /raising concerns

12. Team working

13. Medicines management (where relevant)

14. Interprofessional learning

Systems and structures

• Policy on Preceptorship

• A leader

• Protected Time

• Training programmes for Preceptees and Preceptors.

• A register of Preceptors

• Written into JDs

Content

• Action learning sets/reflective facilitated groups.

• Preceptees involved in the development of the programme.

• Learning needs analysis completed early in the process.

Essentials..for the preceptee • Identified Preceptor

• Regular structured supervision, using the preceptees reflective diary.

• Acknowledgement and discussion about the change in role.

• Structured shadowing activities.

• Good off duty (days off, annual leave, study days).

• Preceptor course (if available)

For the Preceptor..

• Preceptor preparation, understanding the novice to expert model.

• Understanding the importance of learning the basics first and practising.

• Knowledge of the Reflect-on-action approach

A retrospective contemplation of practice undertaken in order to uncover the knowledge used in a particular situation, by analysing and interpreting the information recalled, Schon (1983). Compared to the Reflect-in-action approach……which comes with practice.

• Ability to give constructive verbal feedback

http://www.amazon.co.uk/Reflective-Practitioner-Professionals-Think-Action/dp/1857423194/ref=sr_1_1?ie=UTF8&s=books&qid=1235559433&sr=1-1

Why is reflective practice so important in Mental Health Nursing?

• Increases Self Awareness

• Improves communication skills

• Increases confidence

• Greater understanding around situational analysis

• Potential to improve working relationships

• Can identify external situations with greater clarity.

• Provides an exploratory framework for potentially distressing events.

• Reduces ego defences.

• Increases transparency

• Reduces the need to be `perfect`.

The Reflective Practitioner (Schon 1983)

Reflection- in- action Reflection- on- action

•Experiencing •Thinking on your feet •Thinking about what to do next •Acting straight away

•Thinking about something that has happened. •Thinking what you would do differently next time •Taking your time

Reflective practice is an important tool in mental health settings, where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer alone. It is an important process in continuous professional competency and development.

Thankyou…..

[email protected]


qualified nurse’


[email protected]

Celebrating Mentors

mailto:[email protected]

© Middlesex University

What do mentors do?

• Mentors are integral to nursing: Mentoring is central to the role and professional responsibilities of all nurses.

• They provide support, guidance and encouragement for student nurses: Students benefit learning from teams with diverse teaching styles and perspectives on practice.

• They ensure quality of mentorship and robustness of assessment: Assessing student competence is a complex task and requires substantial clinical experience and confidence

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What’s in it for us?

• Working with students encourages nurses to keep updated and maintain competency.

• A nurse’s ability to qualify as a mentor is used as an indicator of readiness to take further courses and suitability for promotion.

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Mentorship

Quiz!


1. What was the name of

the first mentor:

a. Athena

b. Mentor

c. Telemachus

Mentor Telemachus


2. Name the following mentors &

their films.

© Middlesex University | 32

a. “You have to let it all go... Fear, doubt, and disbelief. Free your mind.

b. ” All we have to decide is what to do with the time that is given us

c. We have it in us to be … better

d. If you want to be somebody, if you want to go somewhere, you better

wake up and pay attention.

e. "Fear is the path to the dark side. Fear leads to anger, anger leads to

hate, hate leads to suffering.“

f. “In every job that must be done, there is an element of fun. You find the

fun, and - SNAP - the job's a game!.”

4. Which film mentors gave the following

advice …?


What Do Mentees Think about Mentors!

Presentation title | 33


• Empowering me to take the initiative in patient care.

• Motivation/encouraging plus providing relevant information.

• Help me to improve my self knowledge.

• Included me into their routine / arranged other opportunities.

• They believed in me, students can read the behaviours of mentors and if a mentor shows enthusiasm towards you, everything I'm meant to learn … naturally gets learnt.

• Firstly they’ve always made sure that they know where I am at with my knowledge and construct a plan of all the things they can teach me during the placement.

• Took me through the theory, then let me watch, to absorb practice.

• Taking time to test me weekly and advising me how to improve.

• Comforted me – ‘don’t worry you’ll get it – learning takes time’

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What’s the best thing a mentor or practice

supervisor has done to help you learn?


• Ignore them or keep passing them off to other people! (lack of time most frequent theme).

• Belittling you in front of a patient(s) or staff….making you feel inadequate of skills/useless (2nd biggest theme).

• Mentors should also speak up to the managers if they aren’t able to take on student. Sometimes mentors can be mentally tired to teach and instead of speaking up it tends to affect the students learning

experience.

• Learning should begin the moment you start your placement to your last day rather than telling the student “don’t worry, there’s still more time for this”…

• Use me to cover shifts! / Have favourites or relationships that are too close / some never say thank you no matter what you do!

• Tell them you are not happy to mentor them for whatever reason!

• Never leave signing-off for the last week!

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What’s the one thing a mentor should never do when working

with a student?


• To be confident / to be patient / to recognise my limitations.

• How to reflect on what I'm doing / How to safely administer meds!

• How to work in teams and as an individual – autonomously.

• To see people as individuals – not as a condition or a crime.

• To always speak up even when no one else feels you’re right.

• It’s ok to cry when something bad or sad happens on the wards.

• How to observe people supportively & keep your records up to date!

• Importance of a conducive working environment – in this case one

where I was empowered to ask questions.

• To be hard-working & professional / to manage my time & organise

myself / You’ll always be learning - even when you qualify.

• How to teach others – supportively & not judging mistakes too harshly.

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What’s the most important thing a mentor has taught you?


• I appreciate their time in educating me - I think they have all done a great job and have played a part in the nurse I am forming into :)

• Be enthusiastic about being a mental health nurse – it’s confusing if people appear not to be proud of being a MH nurse.

• Thank you for always being there to guide us in every shift and for all the kindness and support you’ve given.

• Thanks for taking the time to feedback.

• You’ve helped me learn good practice .. Been kind and generous with their teaching.

• Thank you for helping me find my confidence.

• Thank you for spending a few mins at the end of the days activities and asking if there was anything I needed to discuss.

• Thank you to those who said I would make a great nurse.

• Mentors should be paid more!

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What would you like to say to the people who have

mentored you?

Overwhelmingly the main message was ...

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‘A HUGE thank you – I was

incredibly lucky to have people

who were just as enthusiastic to

teach as I was to learn’ …


qualified nurse’


‘A multitude of fears coupled

with excitement’

Children’s nursing students’

experiences of their first

practice placement

Mary Brady & Dr. Jayne Price, Rachael Bolland and Dr. Gina Finnerty

City 4.12.15

Background

• First placement instrumental in shaping views

about chosen career

• ‘Sense of unease’ with existing preparation for

practice, especially first placement

• Evidence from the literature: Brien (2012);

Melling (2011), NMC (2010) City 4.12.15

1. Explore the anxieties experienced by students

prior to and during their first practice placement

2. To identify strategies which helped prepare

and support students during their first practice

placement

3. Explore the perspective of professional staff

regarding how the anxieties of student nurses

prior to their first practice placement can be

addressed

CHiPP objectives

City 4.12.15

1. Explore the anxieties experienced by students

prior to and during their first practice placement

2. To identify strategies which helped prepare

and support students during their first practice

placement

Explore the perspective of professional staff

regarding how the anxieties of student nurses

prior to their first practice placement can be

addressed

CHiPP objectives

City 4.12.15

Part 1: Self-administered, questionnaire from 21

children’s nursing students prior to their first

placement

Part 2: A focus group was held with 5 students

following the placement using the Nominal

Group technique

Data collection

City 4.12.15

Data from questionnaires

(n=21)

• Ownership

– My mentor

– My placement

• Use of ‘jargon’

– Doing the ‘obs’

• Excitement

– Contact with

placement

– Pre placement visits

• Investigating types

of children

• Reading around

illnesses

City 4.12.15

Data from questionnaires

(n=21)

• Concerns

– Fitting in and getting

on with mentor

– Making mistakes

– Professionalism

• Anxiety

– Appear helpful and get

things right

– PAD

– Especially from those

with no or little previous

experience but not all

City 4.12.15

Data from focus group (n=5)

What helped prepare the students ranking votes

Talk by Sept 2013 student

Pre-visit to placement and phone call

Peer support helpful tips

Placement website

Zone induction

Advice from lecturers about being open-minded

Found out what specialist services are involved

Speaking to my PT or another lecturer about my

anxieties

Having a student from the same cohort in the

same placement (beforehand)

1st

2nd

2nd

2nd

3rd

4th

4th

5th

6th

7

5

5

5

3

2

2

1

0

City 4.12.15

“…one previous student… she came into one of our learning practice sessions … and she gave us loads of information … like she brought some bubbles ‘cos that really does work… so previous students from last year about their anxieties, that really helped me as well”

Ownership: “…My placement was great…” , “My health visitor”

“My placement”

Fear: I was at a children’s centre and so... it’s not a ward based thing but they all really welcomed so that …obliterated my fears anyway…

“We knew which days she (mentor) was going to be in & she planned from the first day when we’d do our, sign off PADs and stuff, so that was really nice …instead of trying to chase her for when it’s going to be done.

Focus group (preparation)

City 4.12.15

Data from students’ focus group

What helped support the students ranking votes

Mentor relationships ongoing support

Feeling involved by ALL the team, thanked and valued

Fellow student support on placement

Mentor creativity in identifying learning opportunities

Rota so that she knew what she (student) would be

doing each day

Awareness that link lecturer was available

Visit by the link lecturer

Learning in practice session: ‘saying good bye’

1st

2nd

3rd

3rd

4th

4th

5th

6th

10

5

4

4

3

3

1

0

City 4.12.15

“My placement was amazing, really supportive mentor, I actually wasn’t with my mentor all the time … but …I quite liked that because in the environment that I was in I felt like if she was with me all the time felt like I’d be being watched, and I wouldn’t have been able to be as comfortable to just get on with interacting with the children as much”

“…My mentor was always with me, not too much but … the last two weeks she … grew confident…in me, “Oh do you want to lead this session, you know what to do, and that was quite helpful, for someone to actually believe in me … a lot of support which I felt was quite strong”

“I was very, very anxious but my mentor was very, very nice, we just connected straightaway, it was like magic, very, very helpful”

“My mentor had a rota …for both me and the other students …knew… we’d always be in the nurseries in the morning, but in the afternoon for almost every day she’d give us something else to do…and she’d rotate us each week… even though we had a rota, it wasn’t rigid, we could change things if we wanted to…so that was really supportive and … she planned from the first day when we’d sign off our PADs …”

During the placement

City 4.12.15

• Students develop a sense of ownership of their

experience

• Joint preparation helped buffer their anxiety

• Peer support & knowledge sharing through a

senior student in a preparation for practice

session is a clear recommendation

• A welcoming, interested mentor contributed to

positive learning experience

Conclusions

City 4.12.15

Mary Brady, Dr. Jayne Price, Rachael Bolland and Dr. Gina Finnerty

Thank you

and

any questions?

City 4.12.15


qualified nurse’


Group Work: Kathy Wilson to lead

Exploring experiences and identifying best practice in supporting the

development of the newly qualified nurse


qualified nurse’


WHAT TEACHING METHODS SUPPORT UNDERGRADUATE MENTAL HEALTH

STUDENTNURSES TO DEVELOP COMPASSIONATE CARING RELATIONSHIPS

WITH PATIENTS ?:

AN EXPLORATION FROM THE STUDENT`S PERSPECTIVE.

Author: Constance Mambanje, Practice Learning

Facilitator, West London Mental Health Trust.

PHENOMEN0N OF INTEREST

• Compassion is a fundamental value of nursing (DH 2012) and

should be seen in everyday practice.

• The Francis Report (2013) revealed that if compassion and

fundamental principles of patient care were lacking, things

can go tragically wrong.

• The educational context : Compassion is one of the Essential

Skills Clusters (NMC 2010) of Pre-registration nurse

education.

• Recommendations from Willis (2012 and 2015) that nurse

education programmes must be evaluated and based on

research. The educational context also explores teaching and

learning theories as it seeks to teach and nurture this value.

.

PHENOMENOM OF INTEREST

• In mental health, current care is focused on the recovery

model, which can only be effective when there is a

compassionate and caring relationship between the service

user and the nurse, Compassion can be absent if mental

health nurses are not educated in understanding and

tolerating distress (Fisher 2002).

• Stickly and Spandler (2011) highlight that compassion for

Mental Health Nurses entails being able to empathise with

one’s life experiences and understanding how these

experiences may cause psychological problems.

• All humans have some compassion within them, however the

level of compassion the nurse requires may be above and

beyond what we naturally have.

.

The Iceberg metaphor (Satir et al 1991)

Assumes that compassionate care is

something inherent in human nature, often

remaining hidden but sometimes inert and can

be stimulated

UNFOLDING COMPASSION TAPPING INTO THE CLOSED FEELINGS

Compassionate caring

Mambanje (2014) Adapted from Satir (1991) Iceberg Model

Teach

&

Nurture

BACKGROUND OF THE STUDY

PURPOSE: The purpose of the study was to

explore the perspective of third year undergraduate

mental health student nurses on what teaching

methods supported them in developing

compassionate caring relationships with patients.

DESIGN: Individual semi structured interviews were

carried out with 12 pre- registration mental health

3rd year students asking them to describe and

reflect on how the teaching methods used by their

lecturers had helped develop their conception and

understanding of compassion and caring in nursing.

METHODOLOGY: A Descriptive Phenomenological

approach with thematic analysis was used to

develop themes derived from students’ responses.

ETHICS

• Ethical approval was granted by the University Ethics

Committee.

• The research involved working with students and

accordingly the British Educational Research Association

(2011) ethical guidelines for educational research were

taken into account.

DATA ANALYSIS AND THEMES IDENTIFIED

Thematic analysis (Braun and Clarke 2006) was used to analyse

data.

THEMES

• Teaching methods to teach compassion

• Outcomes of teaching compassion

• Challenges of being compassionate in mental health nursing

• What in influences compassion in mental health

• Knowledge development throughout training.

RESULTS: TEACHING METHODS

0 1 2 3 4 5 6 7 8 9 10

Practice placements

Service user involment

Lectures

Reflections

Group work

Case Studies

Story Telling

Further reading

Videos

Power point presentation

Seminars

Assignments

Communication module

Role play

Compassionate lecturers

Teaching Methods

TEACHING METHODS

“What worked for me was role play and group work……you only

learn from meaningful experience or if there is emotional element in

the learning process”.

” We had role play as a group today, our group picked on the negative

incident where compassion was lacking …..It made us realise what is

omitted in care”.

RESULTS : OUTCOME OF TEACHING COMPASSION

2 .They also felt that being taught compassion yielded two different outcomes.

a - The teaching further developed compassion and caring already present

b - Where it was not present, some students learnt to play act compassion and caring.

Mambanje(2014)

OUTCOME OF TEACHING COMPASSION

• “Compassion can be developed in those that have it

naturally and those that don’t have it can be taught ...”

• “whilst you can teach it, the best way you can do is to train….

They can act it but it will not come naturally because it’s not

coming from within”.

• ” it takes time in those who don’t have it, but it eventually

creates awareness”.

• More skills training are needed when you may not naturally

be compassionate but you need the skills to show the patient

because sometimes compassion can be like play acting as

long as it is beneficial to the patient”.

RESULTS: CHALLENGES OF BEING COMPASSIONATE IN MH NURSING

Students shared that compassion in mental health nursing was a

challenge because the symptoms are not always visible and also

that the patients can sometimes be abusive making it difficult to be

compassionate.

The complexity of showing compassion in mental health which

needs the right balance of boundaries between risk assessment

and compassion.

CHALLENGES

• “In mental health, symptoms are different and staff is often

abused by patients; it is not easy to show compassion”.

• “In mental health they are difficult to engage, you are looking

beyond the abuse, you reaching out for disease that is really

not showing and then you work with that…”

• “In mental health you have to be patient and this requires

repeating yourself several times”.

WHAT INFLUENCES COMPASSION IN MH?

Students identified :

• upbringing, culture, compassionate lecturers being role models, and

recruiting students with the right values for compassion.

• The students recognized that they also learnt to be more

compassionate carers after seeing their lecturers being

compassionate towards them and in this instance lecturers became

role models. “

INFLUENCES

“Lastly I would make a point on our lecturers , from my

experience we have lecturers who are easy to get along with

who can stop at any time and ask questions and we have a

few who seem not to want to spend time with us, especially

my personal tutor he sits with us ,when he meets us he

jokes with us , That in itself is compassion in him , that is

role modelling it actually helps you in your studies you look

up to him ,it is a mirror of what is being taught” .

“Lecturers who are warm and thoughtful, they become role

models”.

• I think they should screen for compassionate caring people

on admission………You have to have a person who has a

heart for it.”

RESULTS : KNOWLEDGE DEVELOPMENT THROUGHOUT TRAINING

0 1 2 3 4 5 6 7 8 9 10

Compassionate Lectures helped Development

Learnt compassion improved with experience

Compassion developed with course progression

Group improved compassion with courseprogression

3 years training has not changed my level ofcompassion

Adhering NMC code of conduct developedcompassion

There is room for improvement in teaching

Knowledge development in 3 Years

KNOWLEDGE DEVELOPMENT

I had compassion in me and the education brings out better

understanding of what compassion is. I feel I have developed

because I have been able to practice it in the last three years. I

can say I now have developed passion for compassion”.

“I had it in me but coming to Bucks has enhanced it”.

NEXT STEPS

• Joint publication

• Sharing the results with partner Universities to inform the

2016 curriculum development.

• Carry out similar study in other fields ( Adult and Child) and

compare results.

• Possibly research in practice around how/whether

practitioners/mentors influence the development of

compassionate caring in our students.

REFERENCES

• Braun, V and Clarke, V (2006) Using thematic analysis in Psychology.Qualitataive research in

Psychology. 3 (2) 77-101.

• British Educational Research Association (2011) Ethical guidelines for educational research. Available

at http://www.bera.ac.uk [accessed 4 January 2014].

• Department of health (2012) Compassion in Practice Our Vision and Strategy: Nursing, Midwifery and

Care Staff Our Vision and Strategy. The Stationery Office London.

• Francis R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry . The Stationery

Office, London.

• Fisher, J, E. (2002) Fear and Learning in Mental Health settings. International Journal of Mental

Health Nursing.11 (2):128-134.

• Nursing and Midwifery Council (2010) Essentials skills clusters and guidance for their use. NMC,

London.

• Satir, V., Banmen, J., Gerberm, J., and Gomori, M. (1991). The Satir model: Family

therapy and beyond. Palo Alto, CA: Science and Behaviour Books.

• Stickley , T and Spandler , H ( 2011) Compassion and Mental Health Nursing: In Theories for Mental

Health Nursing : A guide for practice. Sage publications.

• Willis ( 2012):Quality with compassion: The future of Nurse Education. Available at:

www.williscommission.org.uk .[accessed 21/12/13].

http://www.bera.ac.uk/

http://www.williscommission.org.uk/


qualified nurse’ Friday 4th December 2015

Group Work: David Keen to lead

How do we assess and evidence values & compassion?


qualified nurse’


Emotional Resilience and Emotional Labour for Newly-Qualified Nurses

Mark Holloway

Chartered Occupational Psychologist

4th December 2015

Programme For This Session

● What are the pressures of being a newly-qualified nurse?

● What do we mean by emotional resilience and emotional labour?

● Why are they important?

● What can we do to help?

Pressure On The New Arrival

● Work-related stress

● Presenteeism

● Psychological contract

● Lack of engagement

● Intention to leave

If You Can’t Change It Reframe It

● As a newly-qualified nurse you are one of two nurses on duty and have 20 patients to look after, with the support of a few unqualified staff. What do you do?

● If you can’t change it reframe it

http://www.sciencephoto.com/image/272609/large/M4500211-Child_wearing_spectacles-SPL.jpg

Emotional Labour

● Service workers are the majority

● Daily interactions performing

emotional labour

● Regulate emotions by managing

feelings and expressions of

emotions

Features Of Emotional Labour

● Deep Acting

● Surface Acting

● Emotion-Rule Dissonance

Outcomes Of Emotional Labour

● Depletes mental resources

● Compromises authenticity

● Unpleasant social relationships

● Emotional burnout

Ways To Reduce Emotional Labour

● Set up regular debriefing sessions

● Create a place and a time where people can truly be themselves

What Is Resilience?

● “The property of a material that enables it to resume its original shape or position after being bent, stretched, or compressed; elasticity”

What Is Resilience At Work?

● Maintaining high performance and positive wellbeing in the face of adverse conditions, and recovering from or adjusting easily to misfortune or change

Why Is Resilience Important?

● Without resilience, how can you demonstrate compassion in practice?

– Care

– Compassion

– Competence

– Communication

– Courage

– Commitment

How To Increase Resilience

● For the past five years I’ve been running Emotional Resilience Workshops for the NHS, the RCN and, most recently, for newly-qualified nurses

Resilience At Work

● www.robertsoncooper.com i-resilience questionnaire

http://www.robertsoncooper.com

What is Adaptability?

• Being flexible and adapting to changing situations which are beyond our control

• Exercises to develop realistic optimism

What is Social Support?

●Building good relationships with others and seeking out support rather than trying to cope on your own

●Exercises to teach the art of better conversations

What Is Purposefulness?

● Having a clear sense of purpose, clear values, drive and direction

● Exercises to challenge deep-seated beliefs

Icebergs

● Do any of these messages ring a bell with you?

– I can handle what comes my way

– Keep yourself to yourself

– Other people know best

– There are always people worse off than me

– If a job’s worth doing, it’s worth doing well

– What goes around comes around

Icebergs

● Think of a belief that is important to you

● Ask yourself:

– Is it still meaningful?

– Is it accurate?

– Is it too rigid?

– Is it useful?

What Is Confidence?

● Feeling competent and effective, experiencing high self esteem and positive emotions

● Exercises around strengths and happiness using the VIA Survey of Character Strengths

A Formula For Happiness

● H = S + C + V

● H = Enduring Level of Happiness

● S = Set Range

● C = Circumstances of your Life

● V = Factors Under Voluntary Control

Life Circumstances

● Around 8% to 15% of our enduring happiness is determined by our life circumstances

● Put the following life

circumstances in order of

how much impact they have

on happiness

What Makes Us Happy?

● Marriage

● Social Life

● Gender

● Religion

● Health

● Wealth

● Age

● Education

● Climate

● Race

Closing Remarks

● What are the pressures of being a newly-qualified nurse?

● What do we mean by emotional resilience and emotional labour?

● Why are they important?

● What can we do to help?

● [email protected]


qualified nurse’


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