Date of Conferral

2-11-2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Melanie Braswell

Abstract

This doctoral project was a practice-based staff education project aimed at educating nurses concerning early burnout recognition. The educational intervention was chosen to promote awareness and knowledge related to the concept of burnout and self-care among nurses employed in a long-term care facility. The practice problem addressed was the high prevalence of nurse burnout and the limited ability of nurses to recognize early signs of burnout. The problem is significant in nursing practice as burnout is detrimental to the clinical judgment, patient safety, job satisfaction and staff retention. The guiding question of the project was as follows: Does a staff education program on early recognition of staff burnout in nurses working in long term care increase their knowledge? The purpose of the project was to develop, implement, and evaluate evidence based educational intervention to raise awareness of concepts of burnout, early warning signs, and self-care strategies. Analytical strategies involved the use of pretest and posttest to address the change in knowledge after the educational intervention. The analysis of differences between preintervention and postintervention scores was performed by a paired sample test t test. The results revealed the knowledge of nurses improved after the educational program increased from a mean score of 5 to a mean score of 7.53. Every participant had an increase in score from pretest to posttest. A planned burnout education module was the noteworthy outcome. Conclusions supported the staff education as the viable approach to the problem of burnout awareness. The project has implications to nursing practice as it promotes well-being, positive social change, and diversity, equity, and inclusion with culturally responsive burnout education.

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