Discussion: Workplace Environment Assessment

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Discussion: Workplace Environment Assessment

Discussion: Workplace Environment Assessment

Assignment: Workplace Environment Assessment

Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.

In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.

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To Prepare:

· Examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015). Can locate at this link: https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf

· Review your Work Environment Assessment Template.

——Copy of my Template attached under files

· Reflect on your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues.

—–Main Discussion posting is attached as files

· Select and review one of the following articles found in the Resources:

o  Clark, Olender, Cardoni, and Kenski (2011)

o  Clark (2018)

o Clark (2015)- Will use this article, same as above, here is link: : https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf

o  Griffin and Clark (2014)

The Assignment (3-6 pages total):

Part 1: Work Environment Assessment (1-2 pages)

· Review the Work Environment Assessment Template you completed for this Module’s Discussion.

· Describe the results of the Work Environment Assessment you completed on your workplace.

· Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.

· Explain what the results of the Assessment suggest about the health and civility of your workplace.

Part 2: Reviewing the Literature (1-2 pages)

· Briefly describe the theory or concept presented in the article you selected.

· Explain how the theory or concept presented in the article relates to the results of your Work Environment Assessment.

· Explain how your organization could apply the theory highlighted in your selected article to improve organizational health and/or create stronger work teams. Be specific and provide examples.

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)

· Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.

· Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.

Module 4: Communication and Relationship Building (Weeks 7-9)

Laureate Education (Producer). (2018). Diagnosis: Communication Breakdown [Video file]. Baltimore, MD: Author.

 

Learning Objectives

Students will:
  • Assess work environments for workplace civility
  • Analyze strategies to address workplace incivility
  • Analyze evidence-based theories for promoting organizational health
  • Recommend strategies for improving workplace environments

 

Due By Assignment
Week 7, Days 1–2
Read the Learning Resources.
Compose your initial Discussion post.
Week 7, Day 3 Post your initial Discussion post.
Begin to compose your Assignment.
Week 7, Days 4-5 Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 7, Day 6 Post two peer Discussion responses.
Week 8, Days 1-7 Continue to compose your Assignment.
Week 9, Day 1-6 Continue to compose your Assignment.
Week 9, Days 7 Deadline to submit your Assignment.

 


Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.

  • Chapter 5, “Collaborative Leadership Contexts: Networks, Communication, Decision Making, and Motivation” (pp. 121–144)
  • Chapter 9, “Creating and Shaping the Organizational Environment and Culture to Support Practice Excellence” (pp. 247–278)
  • Chapter 10, “Building Cohesive and Effective Teams” (pp. 279–298)

Select at least ONE of the following:

Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice: Nurse leader perspectives. Journal of Nursing Administration, 41(7/8), 324–330. doi:10.1097/NNA.0b013e31822509c4

Note: You will access this article from the Walden Library databases.

Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator. doi:10.1097/NNE.0000000000000563

Note: You will access this article from the Walden Library databases.

Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. Journal of Continuing Education in Nursing, 45(12), 535–542. doi:10.3928/00220124-20141122-02

Note: You will access this article from the Walden Library databases.

Document: Work Environment Assessment Template (Word document)

Required Media

 

TEDx. (2017, April). Jody Hoffer Gittell: The power of a simple idea [Video file]. Retrieved from https://www.youtube.com/watch?v=X7nL5RC5kdE

 

Laureate Education (Producer). (2009a). Working with Groups and Teams [Video file]. Baltimore, MD: Author.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6053_Module04_Week07_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6053_Module04_Week07_Discussion_Rubric

 
RE: Discussion – Week 7

The concerns mentioned in your post are common in many organizations.  Incivility in the workplace can cause many problems such as poor patient outcomes, unsafe working conditions, rising healthcare costs, and high staff turnover.  Studies indicate that stress causes work place incivility.  It is important to incorporate stress reduction techniques into daily activities.  (Clark et al., 2011). During working hours employees should be encouraged to take frequent breaks, eat healthy meals, and have a safe outlet for voicing concerns.  Leadership behaviors should be guided to assure the well-being of their staff by encouraging diversity, serving as a mentor, and by being innovative.  (Jacobs et al., 2018).

There are several ways to improve the encouragement of free expression and employee satisfaction within your organization.  I would recommend that the leadership team implement an employee retention committee.  This committee can identify and address concerns related to conflict resolution, retention of staff, employee satisfaction, and can create a platform for staff to have a voice.

References

Clark, C., Olender, L., & Cardoni, C. (2011). Fostering civility in nursing education and practice: Nurse Leader

perspectives. Journal of Nursing Administration, 41, 324-330.

https://doi.org/10.1097/NNA.0b013e31822509c4

Jacobs, B., McGovern, J., & Heninmiller, J. (2018). Engaging employees in well-being: Moving from the triple

aim to the quadruple aim. Nursing Administration Quarterly, 42, 231-245

https://doi.org/10.1097/NAQ.0000000000000303

RE: Discussion – Week 7

The results of the Clark Healthy Workplace Inventory affirmed my perception that my facility could stand to improve its civility falling in the mildly healthy category, especially in recruitment and retention. While my facility promotes respect, communication and employee health, it struggles in retaining new nurses. Most leave within a year or less of hire to either go to a smaller hospital, or leave nursing all together. While the company strives to foster a civil work environment focusing on employee engagement, it still struggles with recruitment, retention, and job satisfaction (Clark, 2015). The hospital is large enough that nursing students at the local college can participate in many clinical areas, but it continues to struggle in recruiting these graduates. While these students are coming unprepared and led by instructors that are not allowed to access the computer charting system, they lack the full picture of how a nurse struggles some days to get charting completed with all the other responsibilities they face.

I remember an incident where I was helping get a patient ready for surgery and there was a snow storm. The on call surgical team was struggling to get there, some unable to get up the hill due to ice. I told the anesthesiologist, who was not on call but the other one was stuck in a snow bank, that I was going to circulate, something I had not done at this hospital but had experience with this as it was a cesarian section. He refused to come in. As house supervisor I pleaded my case but he said no. I had a nursing student up there who had no idea things in labor and delivery could be that way. I tried to tell her it was not right what he did, and I would write up a variance but as he was foreign and older, he wasn’t going to change. This student decided no to apply as she couldn’t understand how a hospital could allow this. End result was we managed to deliver vaginally, baby was safe, the doctor had to face the compliance officer and the student went to work at a walk-in clinic.

This student was unprepared in how things truly can be and had an idea about nursing that was a little shattered that day. Professionals are not always professional to one another; tension rises and this job can be hard. Preparing students for the reality can help them handle navigate better and hopefully stay a while before quitting.

Summary of Results – Clark Healthy Workplace Inventory 73/100. Communication is respectful at all levels is the only question that got a 5. Most others received a 4, meaning somewhat true. This put my facility at a mildly healthy status on the civility

 

 

 

 

 

Identify two things that surprised you about the results. Also identify one idea that you believed prior to conducting the Assessment that was confirmed. While there is a focus on employee health and respect, there is a lack of mentoring, recruiting and sustaining staff. Benefits and wages are not comparable to other facilities, and while staff believe their health is a concern, the overtime being put in by most nurses is causing low morale and burnout. One idea I believed was the ability for professional growth and how it is encouraged. Staff take advantage of the student loan assistance and many are in graduate school with goals of working at the hospital after graduation. Plans of professional growth are encouraged and celebrated.

 

 

 

 

 

 

 

 

 

What do the results of the Assessment suggest about the health and civility of your workplace? A score of 73 suggests my workplace is mildly healthy. Staff are encouraged to speak up when incivility occurs and the compliance officer is quick to assess any complaint received. Concern regarding the lack of new nurse hires even though the nursing school is in town, or they do accept a position and feel the workload is too much because they were not prepared during clinicals. Nurse educators either are unprepared and out of practice in working on the floor or do not stay up to date on current practice. Lack of an appropriate preceptorship, such as larger hospitals use, have caused new graduates to look elsewhere.

 

 

 

 

 

Briefly describe the theory or concept presented in the article(s) you selected.

Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.

 

Conceptual framework model was developed to show the shared stress by nurse educators and those in practice. While nursing staff are dealing with high acuity patients, lack of support staff lack of skills in managing conflict, educators are dealing with a generation of students that are entitled while struggling to keep up with current evidence-based practice and new technology. (Clark et al., 2011). This is the frustration felt as nurse graduates apply and are disappointed in the offer, or unprepared in dealing with a busy workload and stressed doctors and more experienced nurses who may lack patience. This leads to conflict and usually, resignations.

 

 

 

 

 

 

  Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples. My organization could work with nurse educators to help provide accurate on boarding so the clinical educator is prepared and can set clear expectations for students. Incivility that causes staff to leave can cost an organization a lot of money and resources. While 61 percent of new graduate nurses leave the field within the first year, this can be reduced with clear expectations of roles and learning effective communication (Abedini & Parvizy, 2019). By using this model, it shows the interference and frustration both parties feel. This can help with recognition and not only both nurse and educator to work together, but to help prepare students and teach them communication

 

 

 

 

General Notes/Comments  

 

 

 

 

 

 

 

 

 

 

 

 

References

Abedini, Z., & Parvizy, S. (2019). The effects of group discussion and self-learning on nursing students’ civility. Iranian Journal of Nursing and Midwifery Research24(4), 268–273.

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace: Let’s end the silence that surrounds incivility. American Nurse Today10(11), 18–23.

Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice. JONA: The Journal of Nursing Administration41(7/8), 324–330. https://doi.org/10.1097/nna.0b013e31822509c4

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