For individuals serving in a healthcare setting, coping with stress is a crucial aspect of their line of work. Stressing in healthcare is mainly caused by the fact that there are numerous challenges that they have to persevere through that may be traumatizing in their line of work. Learned optimism, hardiness training, and stress management can be ideal concepts that may aid in coping with stress by the individuals serving in a healthcare setting.
Learned optimism is the ability in one viewing the world with a positive mindset. By replacing the negative thought, then one with time learns to focus more on the positive actions of action. Learned optimism may be ideal, especially in a healthcare setting. By adopting the learned optimism in a healthcare setting, then it becomes easier for one to reduce the stress levels (Allen, 2017). With learned optimism, the stress that is experienced in the healthcare setting will be dealt with efficiently.
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Adapting the learned optimism over time ensures that one is better placed to recover from setbacks rather than accepting the faults that may be associated with the healthcare system. Learned optimism will ensure that the practitioners focus more on the positivity in their line of work, such as the joy of saving people's lives or aiding patients in their recovery rather than focusing on the negative attributes that are evident in their line of work. With learned optimism with time, the healthcare setting individuals will be highly motivated and result in better mental health, reducing the levels of stress.
Hardiness training is the training method that one is subjected to to ensure that one appears resistant to stress. With hardiness training, individuals get to learn significant aspects of stress control, such as challenge, control, and commitment, which are instilled (Bartone & Hystad, 2016). With accepting the challenge in the healthcare setting, it becomes easier for individuals to understand why some actions stem from people and are in a better position to handle the stress. With control, one can control measures that may seem stressful. Control is thus a key aspect in one being able to handle the stress that may arise from the workplace. Therefore, it is clear that hardiness training can be a useful tool in the healthcare setting to enable individuals to deal with stress.
Stress management can be described as various techniques and psychotherapies that are aimed at controlling the level of stress, especially the chronic levels. We have multiple methods that can be used as stress management tools. Writing a reflection journal may be a tool used by healthcare setting individuals to aid in managing stress at the workplace. In writing a reflection journal, one is better placed to get motivations as to why one opted to choose a particular line of work. Practicing mindfulness is also another tool of stress management as focusing on breath over time aids in the reduction of stress (Agullo et al., 2017). Thus, it is clear that stress management can aid in reducing anxiety, especially in individuals in a healthcare setting.
In conclusion, learned optimism, hardiness training, and stress management could be used to cope with stress by individuals serving in a healthcare setting. Individuals serving in healthcare have to ensure that they at least adopt these methods to ensure their sanity despite the many challenges that they face in the healthcare setting. With the adoption of these methods, it would be sure that to a higher degree that the individuals serving in a healthcare setting will be better placed to cope with stress.
References
Aguiló, S., Lopez-Barbeito, B., García, E., & Aguiló, J. (2017). Stress Management in Primary Caregivers: A Health Challenge. Transactions on Machine Learning and Artificial Intelligence , 5 (4).
Allen, V. L. (2017). Learned optimism: A balm for social worker stress. Social Work and Christianity , 44 (4), 83-91.
Bartone, P. T., Eid, J., & Hystad, S. W. (2016). Training hardiness for stress resilience. Military psychology: Concepts, trends and interventions , 231-248.
