French Diplomatic System University Essay Example

Introduction

Since the medieval times, the French diplomatic system has characterized the conduction of international relations among states. Indeed, the French system is credited with the attributes of modern diplomatic relations. The French system has its roots from Italy and has over the years emerged as a best practice due to its revolutionary transformation resulting from its efforts to efficiently meet the demands and scope of its international interest.

Throughout the European governments’ history, the European governments were characterized by conservative and anti-democratic leaders1. They were either monarchs or autocrats. These leaders did not accommodate any social or political change in their leadership and instead viewed it as a challenge to the traditional social order. The monarchs had the divine rights to rule their countries in the medieval Europe. France was ruled in this manner until the French Revolution which occurred in the 18th Century which saw the end of Louis XVI. It was the French who first created an early model of modern diplomacy2.

Nicollò Machiavelli, Italy’s most famous diplomat typifies the execution of diplomacy of the Renaissance era; Machiavelli’s had embarked on 32 missions, from his 1498 mission to the Lord of Piombino to his 1527 mission to Francesco Guicciardini 3.

Following its deployment these many times in Machiavelli’s career is a good indication of the work, the costs, and the effort that were injected into these missions; it is also a indicator of its inefficiencies. These missions were temporary, and thus were narrowly focused in their tasks; they were expensive to dispatch, and welcomed much danger while travelling; also, because of the high level officials that attended these missions, they had much bureaucracy4. This marked the beginning of the change in purpose and structure of diplomacy.

French Contributions to Professionalised Diplomacy, Common Language of Diplomacy, Structure and Protocol

The language of diplomacy in the early 18th century and the centuries that followed was Latin5. However, some time in the early 18th century, the French began advocating for the French language to be adopted as the language of diplomacy although the idea was rejected by other world powers arguing that four major treaties that had been signed in French had been interfered with and had some articles inserted in them6. The French language became the de facto language of diplomacy some time in the 18th century and as it was used at the Congress of Vienna and the Congress of Paris7. Diplomacy was recognized as a profession that could be used by countries to represent them in various countries, in early 19th century at a congress held in Vienna in 18157.

The ranks of the diplomatic services were coded to into a common hierarchy so as to eliminate the problems that had enfolded the precedence. The debate over precedence had threatened to stall negotiations since the titles and the appearance was a symbol of power and status of the states. Rulers were often willing to give up significant material advantage in order to preserve the status of their sovereignty as well as to improve their positions. The fight over precedence had occasionally resulted into fierce confrontations especially between ambassadors and their retinue8. This almost led to war between France and Spain. The Congress of Vienna reviewed the precedence that had been set by the pope in 1504.

Professionalization of diplomacy was realized through the adoption of the French system9. The rules and protocols of what had now become modern diplomacy were based on the principles that had been set by the French over the past centuries10. The titles and hierarchies of the profession adopted reflected the ideals of the French system. According to the resolutions of the Congress of Vienna the diplomatic representatives included the first category that comprised of papal nuncios, ambassadors as well as papal legates11. The second category comprised of ministers plenipotentiary as well as minister residents. This category also included the envoys extraordinary. Finally, there was the charge d’affaires.

This system of clearly defined diplomatic hierarchy was a major step towards transforming the diplomatic profession. Seniority of diplomats was based on how long a diplomat had served. The most senior government representatives who represented them in major power countries were the ambassadors, while the lower level diplomats represented their countries in countries that were regarded as less powerful either economically or politically13. This system of diplomatic representation where junior diplomats were sent to countries considered to be less powerful while ambassadors were sent to countries considered to be the most prominent continued into the 20th century when the European states saw the disadvantage of being represented by junior diplomats14.

The transformation of diplomacy into a profession created a corporate feeling among the diplomats such that those residing in the same capital (diplomatic crops) formed their own rules and conventions with the most senior diplomat becoming their dean and spokesman on matters affecting the diplomatic community15. They agreed on standards that surpassed individual nationalist responses to issues that collectively affected them and the countries they represented 16. All these diplomatic corporate feelings developed as a result of the French diplomatic philosophies. The French diplomats saw themselves as members of a distinct, European and then finally global profession. The development of diplomatic corps greatly improved diplomacy as a profession as well as the conduct of international relations.

It made negotiations to become a little easier. The development of diplomatic corps led to the acceptance and creation of resident embassies17. This became a common practice and it led to a shift towards professionalization of diplomacy which was charecterised by frankness and sincerity. Greater honesty and integrity in diplomacy facilitated successful negotiation of treaties.

Another factor which reinforced the corporate feeling among the diplomats was what is termed as a lingua franca of diplomacy18 . That is; the common language of diplomacy. Although earlier on the common language of diplomacy was Latin, the French language gradually took over to become the language of diplomacy19. This was meant to harmonize the diplomatic communication between states that had different languages since it made technical diplomatic vocabulary possible.

It was also an indication of the diplomats’ distinctive political identity. Up to date, most diplomatic phrases used such as “persona non grata, status quo” among others and even the titles of the diplomatic ranks have their origins in the French language and system20. The technical French diplomatic vocabulary developed during this period to become an ordinary diplomatic language. These phrases enable those in the diplomatic careers to communicate and deliver precise information in a professional and in a standard form that is not subject to misinterpretation21.

Thus the adoption of the French system saw the end of the papal authority as well as the use of Latin language. It greatly contributed to the power swing from the monarch and the church to parliaments.

In the early periods of the French diplomatic system, diplomatic promotions were characterized by nepotism and patronage. However, in the 19th century, lower and middle ranks promotions were based on seniority of the individual’s diplomatic service22. Later on in 1856, for one to be promoted to the first level diplomatic services the individual must have worked in the diplomatic service as an attaché for a minimum of three years23. This also made the British to rethink its promotion tactics which were highly influenced by domestic politics. Beginning in 1850s appointments of the British diplomats were appointed based on their professional qualifications and not on political considerations.

Diplomatic Representation

The French Revolution facilitated the rate of increase of representative democracy as well as political participation. Thus the French Revolution opened up diplomacy participation to the professional class to the extent that it even included commoners in both the lower levels of diplomatic services24. However, the senior level diplomatic systems were dominated by the aristocratic government elite.

In turn, in 1914, the British government reviewed its policy on diplomatic participation that was based on income qualification to allow those without income qualifications to pursue diplomatic careers25.

The domination of the French system aristocratic elites meant that the monarch no longer decided on the foreign policies of their host countries26. This created a major shift in the professionalization of diplomacy. The royal families were no longer allowed to practice their traditional authority on diplomatic issues. It also created a power shift in diplomacy from the courts to the cabinets. The monarch was only supposed to ratify the policies so as to ensure that they were government-determined foreign policies27. Thus the diplomats now represented actual sovereign authority of the countries they represented.

The Establishment and Development of the MFA

The French system is also accredited with the formulation of the ministry of foreign affairs. The ministry of foreign affairs was established as a result of the professionalised diplomatic service which developed from the French system. Cardinal Richelieu became the first ever ruler to create the ministry of foreign affairs28. As tension arose within Europe, it was imperative to maintain equilibrium among these states.

This required resident ambassadors for continued diplomacy in all major capitals29. Indeed, as war increased so was the demand for diplomacy. Diplomacy was needed in order to be strategically positioned; hence, an institution to manage the conduct of diplomacy was essential, which became MFA’s, a logical compliment for permanent missions30. Incidentally, Richelieu’s continuous negotiation envisaged permanent diplomatic representation in all states, remote as well as neighboring and hostile as well as friendly; and that negotiation should be ceaselessly pursuing achievement of agreement on all outstanding concerns31.

The ministry of foreign affairs was created in 1626 to serve the interests of the resident embassies32. The resident embassies had placed demands on the French political institutions which promoted Richelieu to create the ministry so as to ensure that his policy of continuous negotiations was not at stake33. Richelieu noted that more diplomacy would increase the possibility of inconsistency particularly in the execution of foreign policy and as such there was need to create a single institution to coordinate and manage activities, appointments and communications of the domestic institutions34. He also needed an institution that would preserve the letters of agreements with the foreign diplomats for future use.

The French development and use of the MFA’s is another major attribute of its system that defines diplomacy. The French system essentially operated from a developed MFA as early as the 17th century; they had detailed instructions regarding specific negotiations, and reports on the general state of European politics; they also developed their style for ceremonies and etiquette using French instead of Latin35. Consequently, François I in the Villers-Cotterêts Ordinance of 1539, prescribed the use of French for judicial decisions and legislative acts, plus with the creation of the French Academy (1634) and the French dictionary (1694), French maintains its position of being the official language of diplomacy to this current day36.

The idea of establishing a foreign affairs ministry was later on emulated by the British and the US in 1782 and 1789 respectively3. The British created the British Foreign Office while the US created the US State Department. This was a step towards harmonizing the administration of diplomatic services under one single institution. The European nations had recognized diplomatic services as part of the public service by early 19th century. The foreign affairs ministry had features of professional diplomacy incorporated in their structures. The early foreign affairs ministries were characterized by departments or units and performed specific diplomatic function such as negotiating treaties37.

Civil servants were assigned specialized responsibilities and rules of diplomacy related to the features of the diplomatic profession38. The MFA was responsible for recruiting and developing potential diplomats.

The Development and Training of Diplomats

The French emphasized that the character and the intelligence of a diplomat, particularly that of an ambassador is of great significance as they are expected to represent the state singly for a number of years39. According to the French system, an ambassador should be capable of carrying out his or her assignments by virtue of his or her training. Thus they formulated the training and the features of an ideal ambassador. They also developed diplomatic manuals in the 17th and 18th centuries outlining the agreed upon qualifications required for one to become an ambassador40. For example, clergymen, jurists and military officers were deemed unfit to carry out diplomatic duties. They also expected to be good listeners and creative enough to improvise situations.

During the early periods of the European diplomacy, their standards of operation were still low, however the European countries made great improvements in 19th and the 20th centuries. They adopted selection of diplomat trainees and training of the diplomats in accordance with the French ideals in order to achieve better professional standards. Such levels of professionalism facilitated the dialogue between countries41.

European countries were now able to project their powers outside their territories. This French evolution of diplomatic entry requirements changed the British mode of selection and training of its diplomats. They now had to undergo some months of probation in the British Foreign Office. The British introduced an examination in which those undergoing the training had to pass and it tested the trainees’ handwriting as well as their grasp in foreign languages42. Later on in 1905, the British government required that the trainees take a Civil Service examination and examinations on French and German languages43.

The French system was also the first one to introduce diplomacy as an independent career44. This was established to facilitate the integration of the diplomatic service with the country’s professionalised domestic administration. They developed formal methods of training diplomats in the early periods of modern diplomacy at around the 19th century45 (Langhorne 1995). They introduced the on-job training where those aspiring to join the diplomatic careers had to undergo unpaid attachment in the offices of the ambassadors.

According to the French system, the attaché had to visit the resident mission of the foreign countries and serve in the junior positions voluntarily without expecting any salary46. As a result of the French evolution of the diplomatic training strategy, European countries universally adopted the travel and experience mode of training their potential diplomats in foreign countries47. Revolution in Europe later led to development of systematic training of diplomats in mid 19th century as governments reviewed their constitutions so as to look into the efficiency of the diplomatic service48. In Britain for example, they realised the essence of reviewing the attaché training system to include the study of international law.

Diplomatic Immunity

Additionally, the French is credited with the development and wide use of diplomatic immunity through its establishment of resident diplomats. The French expansion and development of the French system under Louis XVI (1642-1659), saw it as an art to adopt; in fact, the French monarch had 20 resident ambassadors established in 168549. From the above, the French system undoubtedly had major influence regarding the Vienna Convention (1815). This international convention standardized, inter alia, the code of customary international law for diplomatic immunity50.

Controversy of the French System

Moreover, the French system can be credited with, though controversial, This feature of the French system drew some controversy: concerns about gathering and protecting information in combination with conducting negotiation in secrecy was excessive, and was attacks for failure to prevent wars51.

Contrarily, the controversy maybe due to misuse of the word diplomacy giving its dual meaning: foreign policy and negotiation; truly, foreign policy should never be confidential, because citizens must have knowledge of their obligations; conversely, negotiation should be covert due to damages caused by leakages (Nicolson 1961, 40).

Inefficiencies of the French System

The French system was also characterised by some inefficiencies. Adoption of the French diplomatic system also had its negative consequence on the professionalization of diplomacy. It slowed down democratisation of foreign services. During the early periods of the French system, their diplomatic expenses were managed poorly such that their salaries depended on their success and the ability of their supporters to lobby their cause back at home. This occurred up to late 18th century. However, this did not just occur in the French system alone but all over Europe.

Conclusion

The diplomatic community and its different systems have had major influences from the thinkers of the past; however, the French influences predominantly define today’s diplomacy. The French system influenced the establishment and the development of professionalised diplomacy, the ministry of foreign affairs as well as political institutions. The domestic public services developed as a result of the diplomatic services that were initiated by the emergence of professionalization of diplomacy.

The French system of diplomacy was more effective and stable since it was clearly separated from its domestic politics. It had its own distinct rules and regulations governing its international relations. Besides, the French recognised it as an occupation that required unique training so as to achieve the knowledge and skills necessary for diplomats to effectively perform their functions. The ministry of foreign affairs was charged with the responsibility of professionally conducting its diplomatic services on foreign policy. They also managed finances and the careers of the diplomats.

Bibliography

Adam, Watson. Diplomacy: The Dialogue Between States. New York: New Press/McGraw Hill, 1983.

Anderson, Michael. The Rise of Modern Diplomacy: 1450-1919. Harlow: Longman, 1993.

Berridge, Gabriel. Diplomacy: Theory and Practice (3rd ed), (Basingstoke: Palgrave Macmillan, 2005.

Berridge, Gordon. Diplomacy: theory and practice. Palgrave: Macmillan, 2002.

Berridge, Gordon, Keen-sooper, Henry and Otte, Timothy. Diplomatic Theory from Machiavelli to Kissinger. Palgrave: Macmillan, 2001.

Cunningham, George. Journey to Become a Diplomat: With a Guide to Careers in World Affairs. New York: Houghton Mifflin Company, 2005.

Dieckhoff, Anthony. Nation and Nationalism in France: Between Idealism and Reality. London: University of Oxford, 2005.

de Callières, François, On the Manner of Negotiating with Princes. Notre Dame: University of Notre Dame Press, 1963.

Hamilton, Kelvin and Langhorne, Robert. The Practice of Diplomacy. London: Routledge, 1995.

Hanrahan, Nathan. A History of Diplomatic Immunity and the Development of International Organisation Immunity”, (2005). Web.

Jones, Robert. The British Diplomatic Service, 1814-1915. Waterloo: Wilfrid Laurier University Press, 1983.

Jönsson, Charles, and Hall, Martin. Essence of Diplomacy. Palgrave: Macmillan, 2005.

Keens-Soper, Henry and Schweizer, Kelvin. François de Callières: The Art of Diplomacy. Leicester: Leicester University Press, 1983.

Langhorne, Robert. Europe and the development of diplomacy, 1938-1961,in M.

Dockrill et al. (eds), Europe within the global system,1938-1960. Bochum: Universitätsverlag Dr N. Brockmeyer,1995.

Lewis, Oliver. To what extent was diplomacy professionalised in the French system? Leicester: Leicester University Press, 2008.

Mallett, Michael. Italian renaissance diplomacy: Diplomacy & Statecraft. London: Routledge, 2001.

Nicolson, Harold, The Evolution of the Diplomatic Method. New York: Macmillan 1983.

Nicolson, Harold. Diplomacy: then and now. Foreign Affairs’ (1961). Web.

Nigel, Bland. Satow’s Guide to Diplomatic Practice. London: Longman, Green 1958.

Nigro, Lawrence. Theory and Practice of Modern Diplomacy: Origins and Development to 1914′. Web.

Peacock, Harold. A History of Modern Europe, 1789-1978.

London: Heinemann Educational Books Ltd, 1980.

Ross, Michael. “Rethinking Diplomatic Immunity: A Preview of Remedial Approaches to Address the Abuse of Diplomatic Immunity and Privileges. Kansas: University of Arizona Press, 1989.

Serres, John and Wood, Joseph. Diplomatic Ceremonial and Protocol: Principles, Procedures and Practices. New York: Columbia University Press, 1970.

Szykman, Simon, Diplomacy: An Historical Perspective. Old Town: Spring Publishers, 1995.

Wieithoff, Wilson. Machiavellen Paradigm for Diplomatic Communication. New York: Kennikat Press, 1981.

Foonotes

  1. Mallett, Michael, Italian renaissance diplomacy: Diplomacy & Statecraft, volume12, No.1, 2001. P. 62-63.
  2. Szykman, Simon, Diplomacy: An Historical Perspective, 1995.
  3. Wieithoff, W., ‘Machiavellen Paradigm for Diplomatic Communication’ The Journal of Politics, 1981, Vol. 43, Issue 4, p 53.
  4. Berridge, G., ‘Diplomacy: theory and practice’, Palgrave Macmillan, 2002, p 106.
  5. Nicolson, Harold, The Evolution of the Diplomatic Method, 1983.
  6. Keens-Soper, H M A & Schweizer, K W (eds), François de Callières: The Art of Diplomacy., 1983.
  7. Anderson, M S, The Rise of Modern Diplomacy: 1450-1919, 1993, p 18.
  8. Anderson, M S, The Rise of Modern Diplomacy: 1450-1919, 1993, p 18.
  9. Nicolson, H., ‘Diplomacy: then and now’, Foreign Affairs’ Web.
  10. Keens-Soper, H M A & Schweizer, K W (eds), François de Callières: The Art of Diplomacy., 1983, p 110.
  11. Anderson, M S, The Rise of Modern Diplomacy: 1450-1919, 1993, p 19.
  12. Peacock, H.L,.A History of Modern Europe, 1789-1978. 6th Ed.,1980, p 76.
  13. Peacock, H.L 1980 (as a bove).
  14. Jönsson, C., and Hall, M., ‘Essence of Diplomacy’, Palgrave Macmillan, (2005). Web.
  15. Peacock, H.L,.A History of Modern Europe, 1789-1978. 6th Ed.,1980, p 82.
  16. Peacock, H.L,.A History of Modern Europe, 1789-1978. 6th Ed.,1980, p 79.
  17. Keens-Soper, H M A & Schweizer, K W (eds), François de Callières: The Art of Diplomacy., 1983, p 110.
  18. Keens-Soper, H M A & Schweizer, K W (eds), 1983 (as above).
  19. Lewis, Oliver, To what extent was diplomacy professionalised in the French system? 2008. Web.
  20. Serres, J. and Wood, J. R, Diplomatic Ceremonial and Protocol: Principles, Procedures and Practices, 1970.
  21. Nigro, L., ‘Theory and Practice of Modern Diplomacy: Origins and Development to 1914’ . Web.
  22. Lewis, Oliver, To what extent was diplomacy professionalised in the French system? 2008. Web.
  23. Nigro, L, 2010 (as in 22 above).
  24. Lewis, Oliver, 2008, (as in 23 above).
  25. Serres, J. and Wood, J. R, Diplomatic Ceremonial and Protocol: Principles, Procedures and Practices, 1970, p 7.
  26. Serres, J. and Wood, J. R, 1970, (as in 23 above).
  27. Nicolson, H., ‘Diplomacy: then and now’, Foreign Affairs’. Web.
  28. Berridge, G R, Diplomacy: Theory and Practice, 2005, (3rd ed), p 111.
  29. Berridge, G R, 2005, (as in 29 above).
  30. Berridge, G., Keen-sooper, H., and Otte, T., Diplomatic Theory from Machiavelli to Kissinger, (2001), p 74. Web.
  31. Jönsson, C., and Hall, M., (as in 15 above).
  32. Jönsson, C., and Hall, M., (as in 15 above).
  33. Adam, Watson, Diplomacy: The Dialogue Between States, 1983, p 83.
  34. Jones, R., The British Diplomatic Service, 1814-1915, 1983, p 6-7. Web.
  35. Dieckhoff, A., Nation and Nationalism in France: Between Idealism and Reality, 2005, p 3.
  36. Hamilton, K and Langhorne, R, The Practice of Diplomacy,1995, p 77.
  37. Lewis, Oliver, 2008( as in 15 above).
  38. Nigel, Bland, ed, Satow’s Guide to Diplomatic Practice, 1958, p 1.
  39. Serres, J. and Wood, J. R, Diplomatic Ceremonial and Protocol: Principles, Procedures and Practices, 1970, P 4.
  40. de Callières, François, On the Manner of Negotiating with Princes, 1963, p, 113.
  41. de Callières, François, 1963 ( as in 40 above).
  42. Cunningham, George. Journey to Become a Diplomat: With a Guide to Careers in World Affairs FPA Global Vision Books, 2005, p 122.
  43. Langhorne, R, Europe and the development of diplomacy, 1938-1961,in M. Dockrill et al. (eds), Europe within the global system,1938-1960 ,1995, 43.
  44. Hamilton, K and Langhorne, R, The Practice of Diplomac, 1995,p, 79.
  45. Langhorne, R, 1995, (as in 43 above).
  46. Langhorne, R, 1995, (as in 43 above).
  47. Langhorne, R, 1995, (as in 43 above).
  48. Langhorne, R, 1995, (as in 43 above).
  49. Hanrahan, N., A History of Diplomatic Immunity and the Development of International Organisation Immunity”, (2005), p 5. Web.
  50. Ross, M., “Rethinking Diplomatic Immunity: A Preview of RemedialApproaches to Address the Abuse of Diplomatic Immunity and Privileges” The American University Journal of International Law & Policy, 1989, Vol.4 No. 173, p. 180.
  51. Jönsson, C., and Hall, M., ‘Essence of Diplomacy’, Palgrave Macmillan, (2005), p. 11. Web.
  52. Nicolson, H., ‘Diplomacy: then and now’, Foreign Affairs’. Web.

Evidence-Based Practice Quality Improvement Project Proposal

Abstract

The purpose of this proposal is to describe the main parts of the quality improvement project that is oriented to improving nurses’ practice, performance, and the quality of care while using effective stress management strategies to address possible burnout. The problem statement is presented in the proposal with a focus on potential outcomes of non-resolving the issue. The discussion of the problem, as well as the analysis of possible ways to address it, is supported by the review of the recent literature on the topic. To implement the project, it is necessary to focus on integrating the intervention into a working process of the selected facility and analyze the pre- and post-intervention data. A detailed discussion of the findings is required to make certain recommendations for nurses.

EBP Quality Improvement Project Proposal

The number of nurses who experience stress associated with their working environments is very high (Khamisa, Oldenburg, Peltzer, & Ilic, 2015). Triggers of stress can include particular aspects of nursing practice, communication with patients, and the necessity of making decisions in problematic cases among other factors (Sarafis et al., 2016).

As a result, occupational stress often leads to nurses’ burnout, and it can be characterized by low concentration levels, low productivity, and general decreases in performance (Laschinger & Fida, 2014). Those nurses who experience emotional pressure and report stress are inclined to demonstrate the decreased quality of care. The purpose of this proposal is to discuss the problem identified for the quality improvement project, present a review of the recent literature on the issue, describe methods which will be used to implement the change, discuss methods to analyze changes in the quality of care, and predict potential outcomes.

Problem Statement

While analyzing the situation in nurses’ workplaces, it is possible to identify the following problem: in spite of experiencing occupational stress on a daily basis, many nurses do not know how to cope with this challenge, and their burnout potentially leads to negative changes in their productivity, performance, and quality of care, resulting in adverse effects on patients’ outcomes.

If nurses cannot manage their stress, and organizations do not support nurses in their attempts to overcome the pressure and avoid burnout, it is possible to expect high turnover levels and significant decreases in the quality of the provided care (Laschinger & Fida, 2014; Mohamed, 2016). In order to guarantee that nurses are able to cope with stress and deliver high-quality care, it is important to educate them regarding the use of specific stress management techniques which are effective to reduce burnout, resulting in improved patients’ experiences and outcomes.

Review of Literature

To find scholarly articles that present the results of studies on the problem of nurses’ burnout and the use of stress management strategies, it was important to search such databases as PubMed, ScienceDirect, ProQuest, and EBSCOHost. The review of the retrieved articles indicates that studies can be divided into those which describe how nurses’ stress and burnout influence the quality of their care and those which explain how the use of stress management strategies can influence nurses’ performance.

According to Khamisa et al. (2015), many nurses experience fatigue in their workplace, and the quality of their care decreases because nurses do not realize how they can face everyday challenges without being exhausted. Moreover, Laschinger and Fida (2014) claimed in their research that nurses can experience so high levels of stress and fatigue that they become unable to provide effective care for patients, and this situation creates a range of challenges for healthcare facilities.

Those nurses who suffer from emotional pressure and burnout are inclined to make more medical errors and cause delays in working with patients (Khamisa, Peltzer, & Oldenburg, 2013). Thus, studies show that nurses’ burnout and exhaustion are key causes of injuries and ineffective decisions made regarding patients’ treatments (Khamisa et al., 2013; Laschinger & Fida, 2014). In their study, Cañadas-De la Fuente et al. (2015) state that those nurses who work in emergency departments and intensive care units are at a high risk of experiencing stress which influences their performance. Therefore, it is important to focus on approaches that can be used to decrease stress levels in nurses.

In order to address the problems discussed in these studies, researchers also tested certain tools to help nurses cope with their stress. In her research, Mohamed (2016) stated that coping strategies which are used by nurses in order to adapt their behaviors and address occupational stress are effective to help nurses overcome challenges associated with their work. Cañadas-De la Fuente et al. (2015) also noted in their study that those nurses who apply stress management or coping strategies are inclined to demonstrate higher performance than those nurses who suffer from burnout and cannot cope with emotional pressure.

The ideas presented in the article by Sarafis et al. (2016) are also in line with the opinions of other researchers, and investigators paid attention to the fact that nurses require certain education on the problem of using stress management techniques in order to become able to overcome burnout. Researchers’ opinions regarding the effectiveness of stress management techniques are important to be taken into account while developing the project.

Methods

The PICO(T) standards are applied in this project in order to determine the question to answer: In nurses who experience stress and burnout in their workplace (P), how can the education regarding stress management techniques and their application (I) reduce burnout and increase productivity and the quality of care (C) compared to the lack of such education on stress management techniques. From this perspective, it is important to accentuate the idea that the intervention chosen to influence nurses’ experiences and the quality of care is the education on stress management strategies.

Nurses who work in the selected facility are to be divided into two groups: the nurses who will receive education regarding stress management techniques and who will apply them in their practice and the nurses who represent a control group. Levels of stress and possible signs of burnout will be assessed for nurses from both groups before and after the implementation of the determined intervention in order to identify any changes in nurses’ performance. The data collection will be realized with the help of questionnaires.

Data Analysis

The data collected as a result of using questionnaires to determine pre- and post-intervention trends will be analyzed with the help of finding the mean, the frequency distribution, and the standard deviation. These numbers will be associated with possible changes in nurses’ productivity, performance, and care because of the implemented intervention. Furthermore, a paired t-test will be used to determine any possible relationships between the implemented intervention and the performance of nurses. An unpaired t-test will be used in order to compare and contrast the outcomes for two groups of nurses related to their levels of stress and changes in performance.

Discussion and Findings

It is possible to predict certain statistically significant differences in burnout levels, performance, and the quality of care for those nurses who are educated regarding stress management techniques and those nurses who do not use these strategies. Furthermore, it is possible to predict statistically significant differences in performance and the level of care observed before and after starting the quality improvement project and implementing the intervention.

In addition, after analyzing the data, it will be important to state whether the found results are statistically valid or whether the observed changes and differences in performance and stress are due to chance. The findings of the project need to be discussed in detail because they are important to decide regarding the provision of education on stress management techniques for all nurses on a regular basis.

Conclusion

The proposed quality improvement project is oriented to addressing the problem of high stress and burnout levels observed in relation to those nurses who work in different healthcare facilities. The development of this problematic situation often results in affecting the quality of the provided services and decreasing nurses’ productivity. The recent literature on the topic presents data regarding the effective use of certain coping or stress management strategies for nurses. From this point, the purpose of this project is to implement such intervention as a nurse education regarding stress management techniques in order to determine how this initiative can influence nurses’ experiences and performance. The received data will be analyzed with the help of determining statistical averages and completing t-tests.

References

Cañadas-De la Fuente, G. A., Vargas, C., San Luis, C., García, I., Cañadas, G. R., & De la Fuente, E. (2015). Risk factors and prevalence of burnout syndrome in the nursing profession. International Journal of Nursing Studies, 52(1), 240-249.

Khamisa, N., Oldenburg, B., Peltzer, K., & Ilic, D. (2015). Work related stress, burnout, job satisfaction and general health of nurses. International Journal of Environmental Research and Public Health, 12(1), 652-666.

Khamisa, N., Peltzer, K., & Oldenburg, B. (2013). Burnout in relation to specific contributing factors and health outcomes among nurses: A systematic review. International Journal of Environmental Research and Public Health, 10(6), 2214-2240.

Laschinger, H. K., & Fida, R. (2014). New nurses burnout and workplace wellbeing: The influence of authentic leadership and psychological capital. Burnout Research, 1(1), 19-28.

Mohamed, F. R. (2016). Relationship among nurses role overload, burnout and managerial coping strategies at intensive care units. International Journal of Nursing Education, 8(2), 39-45.

Sarafis, P., Rousaki, E., Tsounis, A., Malliarou, M., Lahana, L., Bamidis, P.,… Papastavrou, E. (2016). The impact of occupational stress on nurses’ caring behaviors and their health related quality of life. BMC Nursing, 15(1), 56-66.

Lincoln’s And Dickinson’s Rhetorical Discourses

People have often resorted to rhetoric when they discuss important issues. Such topics as war, revolution and the future of the nation were often a topic of a rhetorical discourse. Leaders and poets have used rhetorical tools to articulate their ideas and it is sometimes difficult to differentiate between a pure poetic work and a rhetorical piece. Abraham Lincoln’s “Second inaugural address” and Emily Dickinson’s “Success is counted sweetest” can be regarded as an illustration of close ties between poetics and rhetoric. It is possible to consider the use of such rhetorical means as argument, appeal, arrangement and artistic devices in these two works to understand that the line between the two pieces of writing is rather blurred.

It is possible to start with analysis of the use of argument in Lincoln’s and Dickinson’s works. Admittedly, Lincoln’s speech, which is his second inaugural address, is aimed at persuading people in his ability to lead them. Herrick (2005, p. 13) notes that argument is one of the means which is “simply reasoning… with the goal of influencing an audience”. Lincoln makes use of this tool and provides a variety of arguments in his speech to support his major claim. Thus, he focuses on the topic, which is in people’s minds, and the president provides reasons for war mentioning that there were two parties that “deprecated war” but one of them made war and the other “would accept war” (Lincoln, 2014, par. 3). Clearly, a speech of a president should have particular arguments to make it credible and convincing enough.

As far as the poem by Emily Dickinson is concerned, it is necessary to note that it seems that the work also contains argument. Thus, the poet starts with her statement that “Success is counted sweetest / By those who ne’er succeed” and provides some evidence (Dickinson, 2014, para. 1). The next two lines contain details supporting the argument and the poet highlights what exactly is needed to understand success. It is necessary to point out that the poet uses only one piece of argument due to limitations of a piece of poetry (for example, its size). However, the poem contains this device and this makes the poem absolutely rhetorical.

Another rhetorical tool is appeal. Both writings equally resort to this means of persuasion. For instance, Lincoln alludes to the wrongs of the society stating that both slaves and their masters “pray to the same God” (Lincoln, 2014, par. 3). This emotional statement appeals to people’s faith and their hearts. The president also uses first person plural and stresses that he wants to be one of them and go the extra mile with them as he claims, “let us strive on to finish the work we are in” (Lincoln, 2014, par. 4). The poem is even more emotional as the poet depicts a dying soldier who welcomes the change and the better world he helped to create. Again, the reader sympathizes as no one can remain indifferent when a person is suffering and dying. Therefore, it is obvious that appeal is a potent tool which makes the listeners share the viewpoint of the speaker.

The effect created with the help of appeal is enhanced by the use of such rhetorical tool as arrangement. The two works start with the subject matter as the authors highlight their major argument, and they finish with a very potent and emotional appeal. Lincoln starts talking about the war and the future of the nation while Dickinson sets the scene and states that success is a complicating concept that can be clear to a few people.

At the end, Lincoln inspires people and encourages them to believe and to strive for a better world. Dickinson provide the most conspicuous and appealing picture of a dying soldier who is the one to understand what success really is. Admittedly, this arrangement creates a strong feeling and the listeners are impressed. It is possible to note that this arrangement is effective as emotionally strong ending helps the speaker persuade the listeners as this emotional load makes them sympathetic.

Finally, artistic devices also serve to create an effective persuasive piece. Notably, both Lincoln and Dickinson make use of these tools. Thus, the poem is more appealing due to the presence or even abundance of metaphors. For instance, the first stanza ends in a bright metaphor, “To comprehend a nectar / Requires sorest need” (Dickinson, 2014, para. 1). Nectar stands for knowledge or rather understanding in this case. This adds certain sacral power to the lines. Another metaphor is also appealing as the author notes “The distant strains of triumph / Burst agonized and clear!” (Dickinson, 2014, para. 3). Therefore, the poem is constituted by a number of metaphors. These devices help the poet to draw a lively and appealing picture.

It is noteworthy that Lincoln also resorts to this literary device. He notes that they have to “bind up the nation’s wounds” (Lincoln, 2014, par. 4). In this sentence, ‘wounds’ stand for destruction and loss of human’s lives as well as lack of understanding between people. Another tool used is metonymy that aims at depicting the wrongs of the society where slavery is a norm. The president stresses that it is not just to wring bread “from the sweat of other men’s faces” (Lincoln, 2014, par. 3).

Here, ‘sweat’ stands for labor of slaves. Of course, the use of the device makes the speech more emotional and appealing. Interestingly, Lincoln also uses rhyme in his speech, “Fondly do we hope, fervently do we pray, that this mighty scourge of war may speedily pass away” (as cited in Herrick, 2005, p. 14). This makes the speech very poetic and quite similar to Dickinson’s poem as both pieces use rhyme. Finally, the president uses allusion as he alludes to the Bible reciting some lines from the holy book. All these means make the speech very emotional and appealing to its audience.

In conclusion, it is possible to note that even though the two works are seen as pertaining to different types of writing, they are very similar. It is possible to refer to these two works as poetic rhetorical pieces. Both Lincoln and Dickinson employ four rhetorical tools. Clearly, they utilize these tools a bit differently due to the difference between forms. Nonetheless, the two works are very similar as they appeal to people and articulate a very important message. The two works have similar impact on the reader as people start thinking about war, death, life and hope. These are inspiring pieces of writing which help people obtain their moral pillars.

Reference List

Dickinson, E. (2014). Second inaugural address. Web.

Herrick, J.A. (2005). The history and theory of rhetoric: An introduction. Boston, MA: Pearson. Web.

Lincoln, A. (2014). Second inaugural address. Web.

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