Compassion Fatigue Among Recent Bachelor of Science in Nursing New Graduates

Abstract

Purpose: To describe symptoms, triggers, and outcomes of compassion fatigue (CF) among newly licensed registered nurses in southern Arizona. Background: Compassion fatigue is an occupational hazard unique to workers in the caring professions. Symptoms reflect burnout, which stems from the work environment, and the internal response to witnessing the grief of others, known as secondary traumatic stress. Newly licensed registered nurses are a unique population, as they are in their first months of honing their professional practice and advocating for themselves without the help of an academic institution. There is no evidence that new nurses are immune to the risk of compassion fatigue. Method: Two workshops were developed to reduce risk of compassion fatigue among newly licensed registered nurses (N=4), through education and skills training. Participants were educated regarding the phenomenon of compassion fatigue or coping strategies, and each content area included dialogue. Dialogues were analyzed for commonalities of experiences, symptoms, triggers, and outcomes of compassion fatigue. Findings: Participants reported fatigue and burnout due to lack of institutional support, the rapid transition from supervised student nurse to autonomy, lack of technical knowledge, and expectation to work on additional trainings from home. The lack of ability and comfort to advocate for oneself caused high anxiety; participants noted that this skill is not learned in nursing school and develops only with actual nursing experience. Participants admitted to having poor boundaries, which allows patients, co-workers, and the institution to ‘take advantage’ of their novice status. Despite feeling compassion fatigue, all participants noted that they still have compassion for their patients. Implications: Burnout appears to be a significant risk factor of compassion fatigue development in the new registered nurse. New nurses depend more on their didactic education as they transition into full autonomy. These participants desired longer, more supportive training programs via residencies lasting at least several months. The new nurse should have training in professional advocacy that does not jeopardize interprofessional or interpersonal relationships. Participants describe that they still have compassion for their patients; a new phrase may be indicated to describe the phenomenon.