Date of Award

Summer 2026

Abstract

Introduction Nurse burnout is a growing concern in healthcare due to its negative effects on nurse well-being, staff retention, patient safety and quality of care. This quality improvement project evaluated whether a brief educational intervention could improve nurses’ confidence in recognizing and managing early signs of burnout within an inpatient hematology and oncology unit.

Methods This QI project utilized the Plan-Do-Study-Act (PDSA) framework to guide implementation and evaluation. Registered nurses completed anonymous pre- and post- intervention electronic surveys and descriptive statistics were used to compare change in self-reported confidence and burnout perception.

Intervention Participants were directed through a brief electronic educational pamphlet addressing burnout recognition, contributing factors, coping strategies and local available resources. The education materials and surveys were accessed through a Quick Response (QR) code that was placed throughout the unit and reinforced during shift huddles to facilitate participation while maintaining minimal nurse workflow disruptions.

Results Eighteen of 44 eligible registered nurses participated which was a 40% response rate. Participating nurses demonstrated a 5% increase in confidence in recognizing early burnout symptoms and a 5% increase in confidence in utilizing burnout management strategies. Emotional exhaustion and perception of organizational support and effect on patient care remained unchanged.

Conclusion Although the intervention did not achieve the targeted 15% improvement, this project demonstrated that a brief educational intervention could increase burnout awareness while also being easily implemented into the routine nurse workflow.

Document Type

Master's Thesis

First Advisor

Deborah Simonton

Second Advisor

Melissa Pomeroy

College or School

CHHS

Department or Program

Department of Nursing

Degree Name

Master of Science

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