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Preparation of Support Persons of Nurse Anesthesia Students

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MLA citation style (9th ed.)

Randall D. Wyatt BSN, RN, CCRN-CMC/CSC, USF DNP-NAP Student. Preparation of Support Persons of Nurse Anesthesia Students. . n232. saint-francis.hykucommons.org/concern/generic_works/87e5745a-aa97-4f3f-b932-45e92d074b78?locale=en.

APA citation style (7th ed.)

R. D. W. B. R. C. U. D. Student. (n232). Preparation of Support Persons of Nurse Anesthesia Students. https://saint-francis.hykucommons.org/concern/generic_works/87e5745a-aa97-4f3f-b932-45e92d074b78?locale=en

Chicago citation style (CMOS 17, author-date)

Randall D. Wyatt BSN, RN, CCRN-CMC/CSC, USF DNP-NAP Student. Preparation of Support Persons of Nurse Anesthesia Students. n232. https://saint-francis.hykucommons.org/concern/generic_works/87e5745a-aa97-4f3f-b932-45e92d074b78?locale=en.

Note: These citations are programmatically generated and may be incomplete.

Background Stress amongst nurse anesthesia students is linked to poor academic performance,
increased student attrition rates and failure to pass certification exams after graduation. Support
persons play a significant role in mitigating the adverse levels of stress experienced by student
registered nurse anesthetists (SRNA). However, social support persons are often ill-equipped for
the major life transitions and stress that accompany nurse anesthesia school and are at risk for
absorbing the student’s negative emotions and stress. Involving spouses and families in support
programs and resiliency training can aid in alleviating the crossover effects of stress and equip
them to better anticipate the expected changes in family dynamics and the students time
commitments. Methodology This Doctor of Nursing Practice (DNP) project was an evidence-based quality improvement project designed to increase feelings of preparedness and to decrease
levels of perceived stress amongst the support persons of SRNA’s. Baseline demographic data
and perceived stress levels were collected via a pre-intervention survey for 15 participants. After
viewing a seminar, a post-intervention evaluation tool was distributed to participants to
complete. Responses to the evaluation tool were compared to the pre-intervention survey
responses. Findings Of the SRNA support persons attending, 73.3% felt that they could have
been better prepared before the student started school. When asked how helpful the seminar that
they had viewed would have been at the start of the program, 67% responded that it would have
been “very useful” and 20% felt that it was “imperative”. In addition, 93.3% of respondents
reported that they would have liked the opportunity at the start of the program to attend a
seminar like the one used in this project. Conclusion and Implications Based on the strength of
these findings, it is recommended that other SRNA programs implement similar information seminars. Further research is required, especially in relation to the long-term effects of this type
of intervention on student attrition rates.

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