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Literature has previously shown that healthcare staff redeployment has been widely implemented to build capacity, with little focus on nurses. This study aims to manage redeployment more effectively by capturing and scrutinizing nurses’ redeployment experiences.
Methods:
A cross-sectional short and structured interview was conducted. Data was analyzed using Braun and Clarkes 6 Step Thematic Analysis approach.
Results:
55 interviews were conducted predominantly from women (85%, N = 47), over the age of 45 years (45%, N = 25), who were in the role of Specialist Nurse or Staff Nurse (78%, N = 43). 5 critical themes emerged: willingness to work in redeployed role, poor communication, stress and anxiety, feelings of being unsupported and abandoned, and positive experiences despite challenging circumstances.
Conclusion:
Nurses in redeployed roles were susceptible to stress and anxiety and were seeking dedicated leadership as they worked during a pandemic with the additional challenge of unfamiliar workspaces and colleagues. Nurses play a major role in the resilience of healthcare service, which cannot be achieved without a comprehensive resilience strategy. Healthcare organisations are required to develop strategies, policies, and enforcement measures to ensure that their staff are well empowered and protected not just during potential redeployment but also in their daily operations.
This chapter focuses on types of emotional strategies that students are using to deal with negative emotion. It links back to Chapter Three by clarifying that dyslexic student negative emotion is an issue not only because of its prevalence; in fact, the students interviewed did not have any productive strategies to cope emotionally. Consequently, the chapter themes negative emotional coping methods under the actions of avoidance, getting stressed, worrying and crying, panicking, and withdrawing from social interaction. It confirms these themes by providing recollections from voices of students who have employed these methods. Although this may initially seem rather defeatist, the sharing of these experiences by students with dyslexia is in fact positive for dyslexic readers of the book, as they can identify with the scenarios. The second part of the chapter is themed around more productive emotional coping methods that some of the students discussed as mechanisms they found useful: talking to someone, planning and using strategies, implementing breaks, participating in exercise, seeking comfort, and using mental resilience, such as persistence and determination. Specific examples are provided through articulations of dyslexic students, and the dyslexic reader of the book is invited in to consider these approaches.
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