{'fraction_non_alphanumeric': 0.03044496487119438, 'fraction_numerical': 0.00156128024980484, 'mean_word_length': 5.574358974358974, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Practicing What We Preach: Teaching Psychiatric-Mental Health Student Nurses to Care For Themselves.

It is well known that stress has a profoundly negative impact on the physical, mental, and spiritual health of nurses. In addition, undergraduate nursing students experience a tremendous amount of stress as a result of their academic and clinical requirements. In the current study, new self-care activities were introduced in an undergraduate psychiatric-mental health nursing course at a midsize, teaching-intensive university over the course of four academic semesters. Thematic analysis was conducted using qualitative feedback from 79 students who completed standard university course evaluations, and four major themes emerged: Stress Levels, Use of Self-Care Strategies and Coping Skills, Self-Reflection, and Perception of Instructor. Overall, students found value in self-care activities that have potential to reduce burnout, increase retention, and improve student and patient outcomes. Therefore, a proactive approach should be taken early in undergraduate programs to provide education to nursing students about strategies to combat the deleterious effects of stress and promote self-care. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.].