Журнал сестринского дела и ухода

????? ??????? ???????????? ???? ???????? ?????????? ????? ?????, ? ??????? ??? ?????????????? ?????? 1 ???? ? ??????? ?????????????. ???? ?????????? ???? ??????? ?? ??????????????????? ??????? Holston Medical Group ? ??????????, ???? ????????. ?????????? ????????? ??????? ??????????, ??????? ?????????????? ?? ??????? ?? ????? ?????????? ? ???????? 1 ????. ?????????? ????????? ?????????? ???? ?? ?????????? ??????? ?????????? ?????????. ???????? ? ?????? ?????????? ??????????? ? ?????????????? ?????????????? ???????? ????????. ??? ????????? ????????? ??????. ????????? ????? ????, ??????? ????????: ?????????? ?????????? ?????, ??????????? ?? ??????? ????????? ????????? ? ????????, ???????, ??? ??? ?????????? ?? ??????, ????????, ?????????? ????? ??? ????????? ? ?????????? ??????, ?????????, ??? ??????????? ? ??????? ??????? ?????? ????????????? ?? ????????, ? ????? ? ???, ??? ??????????? ? ??????? ??????? ??????? ???, ??? ??????, ?? ?? ??? ??? ??????. ??????????, ?????????? ? ???? ??????? ????????????, ???????????? ????????????? ??????????? ??? ???? ???, ??????? ????????? ? ????? ??????? ? ???????? 1 ????. ??? ????? ???????????? ???? ? ???, ??? ??????????? ??? ????? ? ???????? 1 ???? ? ?? ????????? ?????? ???? ??????????, ? ?? ??????? ????????????. ??? ???????????? ?????????? ??-?? ?????????? ?????????? ??????????, ? ?????????? ?????????? ????????????, ????? ?????? ??????????? ????? ????????????? ????????????, ??????????????? ?? ???????? ?????? ???? ?????? ?????????.

???????????: ???? ????????? ???????????? ?????????????? ???????????? ??? ???????? ?????, ?????????? ? ???????? ??????????? ????????? ? ????? ?????, ????????? ?? ?????????? ??????????. ??????: ?????? ???? ??????? ? ??????? ??????, ??????? ?????????????? ????????? 163 ?????????, ?????????? ? ????????? ???????? ?????? ? ?????, ?????. ?????? ???? ??????????? ?? ?????? ????? ??????????? ????????? ??? ????????? ????????? ?????????????? ?????? ????????? (ICN) ? ????????? ?? ?????????? ? ???????????? ????????? (EPIQ). ??????????: ?? 5-???????? ????? ??????????????? ????????? ? ???????? ????????? ???????? ? ???????? ??????????? ??? ????????? ??? ????????? ????????? ????????? 3,93 ± 0,91 ? 3,63 ± 0,93 ??????????????. ????? ???????? ??????????? ICN ?? ?????????????? ???????? ? ??????????? ???? ??? ????????? ????????? «???????? ?????, ???????????? ???????????, ?????????? ???????? ? ??????????????? ??????» ???????? ????????? ????, ????? ??? «?????????? ? ???????????? ????????, ???????????? ? ????? ???????????» ???? ?????? ???????. ????? ??????? ??????? ??????????????? ? ????????? ????????? ??? ?????? ? ????? ??????? ??????? ?????????????? ???????? ???????????. ??????????: ?????????? ????????????, ??? ??????? ??????????????? ? ?????????? ???????? ????????, ???????? ?? ???????? ??????????? ? ??????? ????? ?? ???????? ??? ???????????. ????? ???????, ??????? ??????????? ??????????????? ?????????, ?????????????? ?? ???????????? ????? ????? ?? ???????? ??? ???????????, ??? ???????????? ???????? ? ????? ????????? ???????? ??????????? ? ????????? ????? ?? ???????? ??? ???????????.

The emotions of childhood are intense and difficult to control, but over the years, they are mixed and moulded into more subtle and expressed feelings full of meaning and under cognitive control. During this process, people use certain defense mechanisms to deal with the pressure of their emotions, or deceive themselves about the actual conditions so that they can view reality as non-threatening. While the community’s attitude towards people who live with a mental, physical or emotional disability or those who have been abused has been ranging from disregard, rejection and stigmatization to apathy; for health professionals and families of traumatized children, there seemed to be little opportunity to escape from the emotional and physical effects of being face to face with reality. Suggestions are that compassion fatigue could be due to psychological and physiological responses when working with and caring for traumatized people. A problem was identified during visits to the clinical facilities, when despite four years of exposure to general nursing, midwifery and community health; psychosocial nursing students expressed their fears of being traumatized by their experiences. Despite theoretical knowledge and practical training, they seemed to be in a state of emotional exhaustion. The question was asked: are nursing students emotionally prepared to work with severely emotionally, intellectually or physically traumatized children in the community? The qualitative, descriptive study and psychodynamic approach was to explore and describe final year psychosocial nursing students’ reflections and experiences during clinical placement with children who are traumatized by accidental or non-accidental injury or abuse. A purposive sample comprised of written and marked narratives from psychosocial reflective journals of 16 final (4th) year students until saturation of information was reached. Thematic analysis of the written narratives highlighted an emotional rollercoaster of feelings, ethical and professional conflict between the abused and being the abuser.

The relationship among nurses’ work practice environment, organizational commitment, and work engagement was explored in this study. A Descriptive-correlation with modified qualitative validation was the research design utilized in the study. One hundred thirty-eight (138) Emergency Department (ED) staff nurses who have been working in the ED for more than six months in 13 tertiary hospitals in northern Philippines answered the questionnaires. The sample size was calculated using the G*Power® 3.1.9.2 program. Simple random sampling was used in selecting the respondents from May to August 2015. The Practice Environment Scale of the Nursing Work Index, the Organizational Commitment Questionnaire, and the Utrecht Work Engagement Scale were the tools used to obtain the data. Data were analyzed using mean, Pearson’s r Correlation, and multiple regression. In general, ED staff nurses describe their work practice environment in the Emergency Department as good. ED staff nurses are slightly committed to their department. ED staff nurses are highly engaged in their work. There is a weak and insignificant relationship between the work practice environment and organizational commitment, work practice environment and work engagement and organizational commitment and work engagement of nurses in the ED. Work practice environment significantly influences the work engagement of nurses in the ED, while organizational commitment does not significantly do so. The results of this study offer further inputs in the discourse regarding the relationship between the quality of the work practice environment, organizational commitment, and work engagement. The workplace should address any or all of the dimensions of opportunity, information, resources, and support to increase commitment and engagement.