Tag: nurse

Nurse Blake on Finding Strength and Humor in the Life of a Nurse

Creator and comedian Nurse Blake shares how personal hardships, humor, and a commitment to patient connection shaped his approach to healthcare.

What made you want to become a nurse, and what keeps you passionate about it today?

When I was younger, in my teens, I went through gay conversion therapy from 15 to 18. I didn’t get a lot of love and a lot of care. I think because of that experience, I wanted to show love and care to other people. That definitely is something that got me interested in healthcare and nursing. My dad is a respiratory therapist, so he also got me into healthcare. Nursing does provide a little more opportunity than respiratory, so I thought it would be a great route for me to go. I’ve just always been interested in trauma, specifically adult trauma, and I like the adrenaline rush.

You’ve talked about the importance of laughter. Can you share a funny or memorable moment that helped get you through a hard shift?

I love to integrate humor into my practice. I like to be very personal, very real, very raw with my patients. I feel like it helps break down that barrier. At the end of the day, I’m a person too, and I’m here to care for you and laugh with you.

I remember one patient; she had been on the unit for quite a few months, waiting for a liver transplant. I was working in Houston, Texas, in the liver transplant ICU, and she wanted to go outside. She hadn’t been outside in months. I was like, “You know what, I’m going to take you outside.” When a person’s hooked up to so many machines and medications, it’s very hard, so it took the team and I two hours to get her ready to transport her outside. Y’all, by the time we got outside, she was out there for maybe three minutes, and she was like, “It’s too hot out here.” She looked at me, I looked at her, and we just started laughing so hard. She felt so bad that we finally got her outside, but she was so happy to see the sun for a little bit. That little moment of real, raw honesty was definitely needed for both of us.

What advice do you have for nurses thinking about going back to school or getting an advanced degree?

Know that you really want it. A lot of people say that they want to do something different and go back to school without really realizing or thinking fully about what the role is. I know a lot of nurse practitioners who were overwhelmed at the bedside, went back to school, took on more loans, became nurse practitioners, and then didn’t realize what nurse practitioners really do. It’s a lot of charting, a lot of bureaucracy. Now they’re a burnt-out nurse practitioner with more student loans.

If you want to do it, do it. I highly recommend it. I’m a huge advocate for advancing your education and your career, but make sure you really, really want it. If you’re burnt out in your role right now, there are so many other jobs in nursing and healthcare you can get before going back to school. These colleges are a business, right? Right when we graduate with our associate’s or bachelor’s, it’s like, “When are you going back to school?” Why can’t being a staff nurse at the bedside be enough? It’s always this chase of having more letters behind your name. Take a deep breath and really think about it. Is this really what you want? Is there not another role you could switch to with the education you have now?

I want to see nurses happy. Every nurse deserves a job that makes them feel fulfilled, a job that’s safe — physically, emotionally, mentally, spiritually — and safe on their license. They deserve to be happy.

Long shifts are tough. What are some things that help you stay comfortable and energized?

Always be prepared to not be able to take a break. There aren’t even laws for nurses to get lunches. Some hospitals make us clock out and clock back in, even if we didn’t actually take a lunch. We’ll get in trouble for not clocking out, even if we had no time for breaks because we’re so short-staffed. Bring snacks. Take care of yourself when you’re off the clock so you can be on your A-game when you’re on the clock. Make sure you’re getting enough sleep and eating right when you’re off work, because when you’re at work, it’s really hard to eat right.

No matter how hard your day gets, know you’re not going to get it all done. Nurses always want to be perfect, but there’s no such thing as a perfect nurse, so shake that off. Just do as much as you can for your patients in the time you have.

Breathe. A lot of times, we forget to breathe. As someone who has panic attacks and anxiety, I know that when I forget to breathe, that’s when my mental health gets worse. I just put myself in the supply closet or the med room and breathe for a second.

If you’re overwhelmed, your patients probably are too, so take a break with them. Pull up a chair, even if it’s for a minute, just to connect. That has always helped me get through the really hard times. Laugh a little bit and tell a joke.

What’s one thing you wish hospitals or nurse leaders did to better support their teams?

It’s time for hospitals to listen to the nurses. If anyone knows what’s going on in the hospital that’s affecting patients and staff, it’s the nurses. We are with the patients the most. There’s the Nurses Association, and there’s also a big hospital association — CEOs and leaders at hospitals — they have their own lobby and stuff. A lot of times, the hospital association will fight against the Nurses Association. With this big, beautiful bill that’s getting passed, the hospital association is freaking out. It just goes to show that hospitals need to stick with their nurses a lot more. We know what’s going on, and we’d have so much more power if we worked together instead of against each other. Hospitals need to treat their staff the same way they expect staff to treat patients. They need to fight for us. At the end of the day, it affects our communities, and it affects us too, because we’re also members of the community. Even the executives and leaders — you are members. You may be a patient one day. Your family is going to need high-quality, safe care.

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September 12, 2025
Being the Nurse in the Family: Balancing Caregiving and Self-Care Amidst Grief and Stress – Faculty Focus

Editor’s Note: While this article comes from a nurse’s perspective, the heart of it—caring deeply for others while trying to care for yourself—will resonate with educators in every setting. The self-care reminders shared here are meaningful and relevant, no matter what or whom you teach.

As nurses, we train to provide care for others—whether it is in the hospital, clinic, or community. However, many of us also play the role of caregiver within our own families, particularly during times of tremendous grief and stress. Whether it is caring for a sick loved one, supporting a family member through a crisis, or managing the aftermath of a loss, the emotional and physical demands of being the nurse in the family can feel overwhelming. In these challenging times, it is crucial to maintain balance—not only for the sake of those we care for, but also for our own well-being.

This article will explore how nurses can manage the delicate balance of caring for family members while prioritizing their own health and emotional resilience in the face of grief and stress.

The Emotional Toll of Being the Family Nurse

Grief and stress affect individuals differently, but for the nurse who is also a family member, the role can carry extra weight. The skills that we so readily apply in a professional setting—compassion, empathy, attentiveness—become deeply personal when applied to family members.

Watching a loved one suffer or navigating the complexities of a loved one’s health challenges can trigger feelings of helplessness, sadness, and frustration (Bijnsdorp, Onwuteaka-Philipsen, Boot, van der Beek, & Pasman, 2022). At the same time, the desire to “fix” or “care for” can amplify these emotions, making it harder to separate our professional instincts from the personal bond we share with the individual.

The emotional toll of being the nurse in the family can exacerbate the sense of responsibility, particularly when there are multiple tasks to juggle, such as managing medication, coordinating care, and offering emotional support. In addition to the physical and logistical demands, the emotional labor of caregiving can lead to burnout, depression, or even anxiety (Mir, Bakht, and Shah, 2024).

Acknowledging the Need for Self-Care

As a nurse, you are educated in taking care of others, but it is easy to forget that caring for yourself is equally important. The notion of self-care often takes a backseat when caregiving becomes all-consuming (Trees Bolt, 2025). However, neglecting your own needs amid grief and stress can be detrimental to both your own health and your ability to care for your loved one effectively.

To maintain your physical, emotional, and mental well-being, it is essential to establish self-care practices, even during the most demanding times. Here are some strategies for managing stress and grief while continuing to be there for your family:

Set Boundaries

It can be difficult to set boundaries when you are deeply engaged in the care of a loved one. However, it is essential to recognize that you cannot be available to others 100% of the time. Setting boundaries means giving yourself permission to take breaks, asking for help, and recognizing when you need rest. For example, you may need to limit the number of visitors or care tasks during certain hours to allow for self-care time. Clear communication with family members about your needs can help prevent feelings of guilt or resentment from building up.

Delegate Tasks When Possible

As a nurse, your training and education equips you to care for others, but it is crucial to remember that tending to your own well-being is vital; caregiving does not have to be a solo endeavor. Delegate tasks, when possible, whether it is managing household chores, running errands, or organizing transportation for appointments (Alanazi, Shaban, Ramadan, Zaky, Mohammed, Amer, & Shaban, 2023). Family members, friends, or professional services can offer support—whether it is a neighbor preparing meals, a sibling helping with daily routines, or a caregiver service stepping in for several hours. Remember, delegating is not a sign of weakness; it is a way to preserve your own energy and ensure that you can give quality care without burning out.

Seek Emotional Support

Grief and stress can feel isolating, and it is easy to fall into the trap of thinking you must carry the burden alone. Seek support from others who understand your emotional and physical needs (Fallek, Tattelman, Browne, Kaplan, & Selwyn, 2019; Rahmani, Hosseinzadeh, & Gholizadeh, 2023). This could include talking to a trusted friend, joining a support group, or speaking with a therapist who specializes in grief or caregiver stress. Sharing your feelings with others allows you to process emotions that may be difficult to express otherwise.

As a nurse, you understand the importance of emotional health, but it is easy to neglect your own emotional needs when you prioritize taking care of others. Regularly checking in with yourself can help you identify any signs of distress or burnout before they become overwhelming.

Practice Mindfulness and Stress-Relief Techniques

In times of grief and stress, practicing mindfulness or stress-relief techniques can be incredibly beneficial. Simple practices like deep breathing, meditation, or even a quick walk outside can help reduce anxiety and bring you back to the present moment (Kong, Tong, & Lui, 2024).

Yoga, journaling, or other forms of creative expression can also be valuable ways to process emotions in a safe and constructive manner.

Mindfulness helps counteract the tendency to become overwhelmed by the magnitude of the situation. By staying grounded, you can better manage your responses to stress and provide more compassionate care to your loved one.

Maintain Healthy Routines

During times of grief and caregiving, it can be tempting to put personal routines on hold. However, maintaining healthy habits—such as regular sleep, eating nutritious meals, and staying physically active—can significantly improve your ability to cope with stress (Bodziony, 2022). Sleep and nutrition are critical to emotional resilience, and regular physical activity releases endorphins, which can improve mood and reduce feelings of anxiety or sadness.

While it may feel impossible to prioritize exercise or sleep when you are juggling caregiving responsibilities, even small steps—like taking short walks or prioritizing a 10-minute rest period—can help replenish your energy and improve your ability to care for others.

Acknowledge and Accept Your Emotions

Being the nurse in the family does not mean you have to suppress your emotions. It is important to recognize and accept your feelings of grief, sadness, frustration, and even anger. These emotions are a normal part of caregiving and loss. By acknowledging and processing your feelings, you can better manage them and avoid emotional exhaustion (Fallek, Tattelman, Browne, Kaplan, & Selwyn, 2019). Give yourself permission to feel what you are feeling without judgment.

If you experience moments of doubt or guilt about needing time for yourself, remind yourself that you are better equipped to care for others when your own needs are met. Taking care of yourself is not selfish; it is necessary for sustaining your ability to support your family in the long term.

Conclusion

Being the nurse in the family during times of grief and stress is a profound responsibility that requires resilience, compassion, and self-awareness. However, it is vital to remember that you can only offer the best care to others when you take the time to care for yourself. By setting boundaries, delegating tasks, seeking support, practicing mindfulness, and maintaining healthy routines, you can better navigate the challenges of caregiving while preserving your own well-being. Grief and stress are inevitable, but by taking initiative-taking steps to care for yourself, you can continue to be a source of strength for your family while ensuring that you remain emotionally and physically capable of facing the difficult road ahead.

Angie Timm earned her BSN (1991), from OSF St. Francis Medical Center College of Nursing in Peoria, IL. and MSN (2011) from University of Phoenix with an emphasis in Health Care Education. Angie Timm is an Assistant Professor at Saint Francis Medical Center College of Nursing, Peoria, Illinois.

Dr. Maureen Hermann earned her BSN (1995), MSN (2011), and DNP (2016), with an emphasis in leadership, from Saint Francis Medical Center College of Nursing in Peoria, IL. Dr. Maureen Hermann is an Associate Professor at Creighton University, Omaha, Nebraska.

References

Alanazi, M.A., Shaban, M.M., Ramadan, O.M.E., Zaky, M.E., Mohammed, H.H., Amer, F.G.M., & Shaban, M. (2024). Navigating end of life decision making in nursing: A systematic review of ethical challenges and palliative care practices. BMC Nurs 23, 467. https://doi.org/10.1186/s12912-024-02087-5

Bijnsdorp, D. M., Onwuteaka-Philipsen, B. D., Boot, C. R. L., van der Beek, Al, J., & Pasman, H. R. W. (2022). Caregivers burden at the end of life of their loved one: Insights from a longitudinal qualitative study among working family caregivers. BMC Palliative Care, 21(142). https://doi.org/10.1186/s12904-022-01031-1

Bodziony, MS. (2022). Creating a healthy grieving process. Society of Behavioral Medicine. Retrieved from https://www.sbm.org/healthy-living/staying-healthy-while-coping-with-grief

Fallek, R., Tatelman, E., Browne, T., Kaplan, R., & Selwyn, P. (2019). Helping healthcare providers and staff process grief through a hospital-based program. American Journal of Nursing, 119(7), 24-33.

Kong, Y., Tong, Z., & Liu, L. (2024). Nurses’ self-care levels and its related factors: A cross-sectional study. BMC Nurs 23, 835. https://doi.org/10.1186/s12912-024-02510-x

Trees Bolt, E.E. (2025). Nurses need care, too – How curbing self-sacrifice can prevent burnout. American Society of Registered Nurses. Retrieved from https://www.asrn.org/journal-nursing/3241-nurses-need-care-too%e2%80%94how-curbing-self-sacrifice-can-prevent-burnouts.html

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July 23, 2025
The Silent Crisis: Bullying Among Nurse Educators in Higher Education – Faculty Focus

Bullying in nursing is a well-documented issue, but less attention has been given to the experiences of nurse educators who face hostility within academic institutions. While nursing education should promote professional growth, collaboration, and mentorship, many nurse educators—especially those in tenure-track positions—experience bullying from colleagues, senior faculty, or administrators. These hostile work environments have profound consequences, leading many talented educators to leave academia entirely or return to clinical practice. The prevalence of academic bullying, its impact on both individuals and institutions and strategies for addressing it must be explored to create healthier academic environments.

The Scope of Bullying in Nursing Academia

Bullying in higher education is a widespread and systemic issue. Keashly and Neuman (2010) found that faculty members in academia frequently experience bullying behaviors, including persistent criticism, professional exclusion, and attempts to damage their reputation. These behaviors often go unaddressed due to power imbalances, hierarchical structures, and institutional tolerance for incivility. Within nursing education, bullying often manifests in ways that undermine an educator’s credibility and professional standing, such as excessive scrutiny of work, withholding of resources, and exclusion from key academic opportunities.

The hierarchical structure of academia places tenure-track faculty at particular risk, as they are vulnerable to unfair evaluation practices, disproportionate workloads, and a lack of mentorship from senior faculty. Levecque et al. (2017) found that faculty in highly demanding positions—such as those pursuing tenure—are at greater risk for mental health challenges, including anxiety, depression, and burnout. When bullying is added to these pressures, the result is often faculty disengagement or attrition.

The Impact on Nurse Educators and Institutions

The consequences of academic bullying extend beyond the individuals directly affected. Nurse educators who experience bullying report increased stress, reduced job satisfaction, and emotional exhaustion (Clark, Olender, Cardoni, & Kenski, 2011). When educators feel unsupported, their ability to mentor students and contribute to nursing scholarship declines, diminishing the overall quality of nursing education.

This loss of faculty members is particularly concerning, given the ongoing nursing faculty shortage. The American Association of Colleges of Nursing (AACN) reports that thousands of qualified nursing applicants are turned away each year due to a lack of faculty. Bullying-induced faculty turnover exacerbates this crisis, forcing institutions to rely on fewer educators to meet growing educational demands. Furthermore, a toxic workplace culture may discourage younger nurse educators from entering academia, perpetuating the shortage and reducing the profession’s ability to educate future nurses.

Addressing Bullying in Nursing Academia

Given the significant impact of academic bullying, institutions must take proactive steps to identify, manage, and prevent these behaviors.

1. Recognizing and Reporting Bullying

Bullying in academia can be subtle, making it difficult to document and report. However, keeping a record of incidents, including dates, interactions, and effects, can provide necessary evidence when seeking support. Educators should familiarize themselves with their institution’s policies and report bullying through appropriate channels, such as human resources or faculty grievance committees.

2. Fostering a Culture of Civility

Clark et al. (2011) emphasize the importance of fostering a culture of civility within nursing education. Institutions should actively promote respect, professionalism, and mentorship while discouraging competitive or exclusionary behaviors. Faculty development programs that focus on conflict resolution, communication skills, and leadership training can help create a more supportive work environment.

3. Strengthening Institutional Policies

Many academic institutions have workplace violence and anti-bullying policies, but these often go unenforced. Keashly and Neuman (2010) highlight that stronger institutional accountability measures—such as anonymous reporting systems, independent faculty ombudsman offices, and clear disciplinary actions—are needed to address bullying effectively. Institutions must not only implement policies but also actively enforce them.

4. Providing Support and Advocacy

Support networks can be a powerful tool in mitigating the effects of bullying. Connecting with trusted colleagues, mentors, or professional organizations, such as the National League for Nursing (NLN) or AACN, can provide emotional and professional support. Faculty experiencing bullying should seek guidance from legal professionals or faculty unions if institutional responses are inadequate.

5. Prioritizing Self-Care and Career Flexibility

For nurse educators facing persistent bullying, self-care and professional reassessment are critical. Seeking therapy or counseling, practicing mindfulness, and engaging in professional development outside of a toxic work environment can help educators protect their mental well-being. If the workplace culture remains unsupportive, transitioning to a different institution or returning to clinical practice may be a viable option.

Conclusion

Bullying among nurse educators in higher education is a serious yet underrecognized issue that negatively impacts both faculty and students. The hierarchical nature of academia and institutional tolerance for incivility often allow bullying to persist unchecked, leading to faculty burnout, decreased student engagement, and an exacerbation of the nursing faculty shortage. Addressing this issue requires individual advocacy, institutional policy changes, and a cultural shift toward civility and mentorship. By recognizing and addressing bullying in nursing academia, institutions can retain skilled educators, improve faculty well-being, and ultimately strengthen the future of nursing education.

Dr. Robert Lucia is a three-time Bradley University graduate, receiving his undergraduate degree in 2008, his master’s in 2011, and his doctorate in 2019. All three of his degrees were from the College of Education and Health Sciences. Dr. Lucia started his career at the Children’s Hospital of Illinois in 2010 as a mental health provider in Pediatric Palliative Care. He worked closely with patients with devastating diagnoses, companioning them through their end-of-life journey. In 2015, he joined the Cystic Fibrosis Clinic at OSF Healthcare as inpatient clinical coordinator. This innovative role was created to help manage the inpatient consult service for cystic fibrosis patients in both the pediatric and adult setting. This unique RN role utilized the full nursing scope of practice, and the work Dr. Lucia did to reduce 30-day readmission rates was published nationally. In 2019, Dr. Lucia moved into clinical practice in OSF OnCall Urgent Care and eventually was the Lead Provider for the region. He has been teaching in higher education in some capacity since 2010. Dr. Lucia continues to maintain clinical practice in a federal qualified primary care clinic, in addition to a pediatric sleep medicine clinic. Dr. Lucia is passionate about health care leadership and has received training at Harvard University in both Foundational Leadership and Remote Leadership. Additionally, he received training from the University of South Florida in Inclusive and Ethical Leadership.

References

Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice: Nurse leader perspectives. Journal of Nursing Administration, 41(7-8), 324-330. Retrieved from https://pubmed.ncbi.nlm.nih.gov/21799364/

Keashly, L., & Neuman, J. H. (2010). Faculty experiences with bullying in higher education: Causes, consequences, and management. Administrative Theory & Praxis, 32(1), 48–70.

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.

Roberts, S. J., DeMarco, R., & Griffin, M. (2009). The effect of oppressed group behaviors on the culture of the nursing workplace: A review of the evidence and interventions for change. Journal of Nursing Management, 17(3), 288-293. Retrieved from https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2834.2008.00959.x

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April 30, 2025
The labour of being a student nurse

It’s 5:15pm and I’ve just finished an extra shift on placement to meet my required 2300 hours. I haven’t had time to change out of my nursing uniform.

I had to support a deteriorating patient, a patient who was dying, and a patient that needed a new catheter as an emergency – otherwise they could have died too. And then I remembered I was running late to a board of governors’ meeting.

I run in and apologise: scrubs on, hair ragged, eyes puffy, pouring the first glass of water I have managed to drink since 8am that morning.

I explain I need to leave a bit early for patient bedtime calls. People were surprised, and suddenly the focus was away from the agenda and the questions flooded. I began to explain what it is really like to be a student nurse.

I explained about the unpaid placement hours, dealing with real life patients and people who rely on us in some of their most vulnerable moments. The full time studying, having to work alongside it all and the toll on our mental and physical health. I was just scratching the surface.

According to the Royal College of Nursing (RCN), more than 32,000 student nurses could drop out of their courses by the next parliament and seven in ten are considering quitting due to financial pressures. Statistics like these don’t surprise me, instead they reflect me and my colleagues’ experiences.

Ultimately, institutions and governments can’t support student nurses, increase numbers and reduce retention issues if they first don’t understand their experience.

It’s a full-time job on top of a full-time job

We are told studying a full-time degree is a full-time job. Many students are now working more hours part- or full-time to fill the gap left by an inadequate student maintenance system, but what about student nurses?

Student nurses juggle between 37.5 and 48 hours a week of unpaid work placements – and also work part-time jobs because the cost of living is so tough. We see student nurses rely on the free tea and toast in the staff rooms as their only source of nutrition for the day.

In August I was on a five-day week placement. I had hours I had to make up as I was unable to attend a period of placement earlier that year due to my mum being treated for cancer. For student nurses, every time we encounter a barrier, the first thing we think about is the hours we’ll need to make up.

We’re not entitled to sick pay, special leave or bereavement when it comes to placement. At the time of writing, I am currently on my ninth straight working day, between placement and my job as a sabbatical officer. My rent is due, my bills need paying – this is survival.

Is it even worth it?

It’s understandable that nursing students often feel like they exist in a limbo between the university they’re studying at and their placements. Where the student journey is so different, there needs to be different or specialised support to ensure nursing students can succeed.

Nursing students don’t have the ability to commit to all the things that enrich the student experience – clubs, societies or volunteering – because they don’t have the time for it.

It makes many question if they can ever actually just be students.

In a context of an incredibly challenged health care system, student nurses are being asked to do more and more before they are qualified. As future healthcare professionals who signed up for these degrees because we want to take care of others, we are in positions where we can’t care for ourselves.

The labour of being a student nurse feels heavy but that’s not to say that there isn’t room to make positive change.

To universities, talk to your healthcare students, celebrate their differences from other students but acknowledge the challenge it can bring. By understanding them and lobbying on their behalf they’ll feel validated and supported by their institution.

Looking to the government, with future reform of the NHS on the government’s agenda, how will you look at the whole student nurse journey before focusing on only recruitment? Working with trade unions including the RCN to improve the immediate conditions of student nurses is an important first step to ensure retention.

This could include student discounts on food in hospital trusts, travel bursaries, and flexible working regulations. In order to increase recruitment in the long term, the government should consider livable bursaries and the introduction of a loan forgiveness scheme.

It’s important that both the health sector and the higher education sector look after our future NHS and healthcare workforce. Because no matter who you are or where you come from, in yours’ or your loved one’s time of need, we want to always be there to help you.

We’ll only see progress once there is a joined up approach from universities and government to improve the experience, and that starts with better understanding the labour of being a student nurse.

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January 31, 2025