1 What Is The Problementer Text2 Why Is The Problem Important And R ✓ Solved

1. What is the problem? Enter text 2. Why is the problem important and relevant? What would happen if it were not addressed?

Enter text 3. What is the current practice? Enter text 4. How was the problem identified? (Check all that apply) â˜Safety and risk-management concerns â˜Quality concerns (efficiency, effectiveness, timeliness, equity, patient-centeredness) â˜Unsatisfactory patient, staff, or organizational outcomes â˜Variations in practice within the setting â˜Variations in practice compared to community standard â˜Current practice that has not been validated â˜Financial concerns 5. What are the PICO components?

P – (Patient, population, or problem) I – (Intervention) C – (Comparison with other interventions, if foreground question) O – (Outcome measures to determine success) 6. Initial EBP question â˜Background â˜Foreground Enter text Johns Hopkins Nursing Evidence-Based Practice Appendix B: Question Development Tool Johns Hopkins Nursing Evidence-Based Practice Appendix B Question Development Tool © 2017 The Johns Hopkins Hospital/ Johns Hopkins University School of Nursing . List possible search terms, databases to search, and search strategies. Enter text 8. What evidence must be gathered? (Check all that apply) â˜Publications (e.g., EBSCOHost, PubMed, CINAHL, Embase) â˜Standards (regulatory, professional, community) â˜Guidelines â˜Organizational data (e.g., QI, financial data, local clinical expertise, patient/family preferences) â˜Position statements 9.

Revised EBP question (Revisions in the EBP question may not be evident until after the initial evidence review; the revision can be in the background question or a change from the background to a foreground question) Enter text 10. Outcome measurement plan What will we measure? (structure, process, outcome measure) How will we measure it? (metrics are expressed as rate or percent) How often will we measure it? (frequency) Where will we obtain the data? Who will collect the data? To whom will we report the data? Enter text here.

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Enter text here. Enter text here. Directions for Use of the Question Development Tool Purpose This form is used to develop an answerable EBP question and to guide the team in the evidence search process. The question, search terms, search strategy, and sources of evidence can be revised as the EBP team refines the EBP question. What is the problem, and why is it important?

Indicate why the project was undertaken. What led the team to seek evidence? Ensure that the problem statement defines the actual problem and does not include a solution. Whenever possible, quantify the extent of the problem. Validate the final problem description with practicing staff.

It is important for the inter-professional team to take the time together to reflect, gather information, observe current practice, listen to clinicians, visualize how the process can be different or improved, and probe the problem description in order to develop a shared understanding of the problem. What is the current practice? Define the current practice as it relates to the problem. Think about current policies and procedures. Observe practices.

What do you see? How was the problem identified? Check all the statements that apply. What are the PICO components? P (patient, population, problem) e.g., age, sex, setting, ethnicity, condition, disease, type of patient, or population I (intervention) e.g., treatment, medication, education, diagnostic test, or best practice(s) C (comparison with other interventions or current practice for foreground questions; is not applicable for background questions, which identify best practice) O (outcomes) stated in measurable terms; may be a structure, a process, or an outcome measure based on the desired change (e.g., decrease in falls, decrease in length of stay, increase in patient satisfaction) Initial EBP question A starting question (usually a background question) that is often refined and adjusted as the team searches through the literature: · Background questions are broad and are used when the team has little knowledge, experience, or expertise in the area of interest.

Background questions are often used to identify best practices. · Foreground questions are focused, with specific comparisons of two or more ideas or interventions. Foreground questions provide specific bodies of evidence related to the EBP question. Foreground questions often flow from an initial background question and literature review. List possible search terms, databases to search, and search strategies. Using PICO components and the initial EBP question, list search terms.

Terms can be added or adjusted throughout the evidence search. Document the search terms, search strategy, and databases queried in sufficient detail for replication. What evidence must be gathered? Check the types of evidence the team will gather based on the PICO and initial EBP question. Revised EBP question Often, the question that you start with may not be the final EBP question.

Back- ground questions can be refined or changed to a foreground question based on the evidence review. Foreground questions are focused questions that include specific comparisons and produce a narrower range of evidence. Measurement plan Measures can be added or changed as the review of the literature is completed and the translation planning begins: · A measure is an amount or a degree of something, such as number of falls with injury. Each measure must be converted to a metric, which is calculated before and after implementing the change. · Metrics let you know whether the change was successful. They have a numerator and a denominator and are typically expressed as rates or percent.

For example, a metric for the measure falls-with-injury would be the number of falls with injury (numerator) divided by 1,000 patient days (denominator). Other examples of metrics include the number of direct care RNs (numerator) on a unit divided by the total number of direct care staff (denominator); the number of medication errors divided by 1,000 orders. Emotional Intelligence and Enneagram Activity Student name : This is an individual activity; it is not group work. Students are expected to complete their own work. Emotional Intelligence: Review the resources in this week’s Brightspace module on EI (two videos, two articles).

Answer the following questions. Be sure your answers demonstrate synthesis of the posted resources. 1. In your own words, how would you explain Emotional Intelligence (Emotional Quotient) to others? (add your answer next to bullet point) · Why is it important to grow in EQ, especially as a professional nurse? (add your answer next to bullet point) · 2. What is the difference between the two types of Empathy?

Next to your description, provide an example of when you showed each type of empathy. · Affective Empathy: · Cognitive Empathy: 3. What is Self-Awareness ? Add the three components of self-awareness to the bullet points: · · · 4. What are you Passionate about? How is passion related to your drives to become a nurse?

What role does passion play in keeping us sustained in our career? · · · Enneagram: Take the 5-minute Enneagram test at You will receive your personal results upon submission. Submit your results report from the Enneagram test, along with this worksheet, to the Brightspace submission folder. 1. What were your top three types? (list the number and title ): a. b. c. 2.

Decide on the one type that is most “youâ€. Based on the descriptors listed on that report, share your favorite thing from the list – something that you can especially relate to regarding: a. “How to get along with meâ€: b. “What I like about being a… <your number>â€: c. “What is hard about being…<your number>â€: 3.

In a few sentences, share your reaction to your Enneagram test results. 4. How can information like this assist you in developing Emotional Intelligence? 5. In what ways can you integrate your personality strengths into your work as a professional RN and leader? JD/2020

Paper for above instructions

Emotional Intelligence and Nursing: Understanding the Concept and Its Importance

Introduction

Emotional Intelligence (EI), often referred to as Emotional Quotient (EQ), encompasses a set of skills that enable individuals to recognize, understand, and manage their own emotions while simultaneously being aware of the emotions of others (Goleman, 1995). As nursing professionals, emotional intelligence is not merely a personal attribute; it is an essential competency that influences the quality of patient care, staff interactions, and overall organizational efficiency.

What is the Problem?

Nurses often face high-stress environments, and the ability to manage emotions can greatly influence patient outcomes and workplace dynamics (Mayer, Salovey, & Caruso, 2004). A lack of emotional intelligence can lead to ineffective communication, increased errors, burnout, and poor patient satisfaction (Bai et al., 2018). Professionals in nursing must actively cultivate their emotional intelligence to foster positive outcomes for themselves, their colleagues, and their patients.

Why is the Problem Important and Relevant?

The importance of growing in emotional intelligence is underscored by the high-stakes environment of healthcare. When nurses exhibit high emotional intelligence, they are better equipped to handle stress, empathize with patients, and foster collaborative team dynamics (McQueen, 2004). If emotional intelligence remains unaddressed, it can lead to diminished job satisfaction, professional disengagement, and potentially jeopardized patient care (Bjerknes & Bjork, 2012). Failure to enhance emotional intelligence in nursing practices could contribute to higher incidences of medical errors and lower patient satisfaction scores (Patterson et al., 2017).

Current Practice

Ineffective emotional management is often inherent in current nursing practices where long shifts, increased workload, and emotional distress are commonplace. Nurses often prioritize clinical competencies over emotional realities, resulting in adverse outcomes for both staff and patients (Thompson et al., 2014). However, organizations are beginning to recognize the need for emotional intelligence training. Some hospitals now integrate emotional intelligence competencies into their hiring processes and training programs, yet comprehensive strategies remain inconsistent across healthcare settings (Curley, 2016).

How was the Problem Identified?

The problem of insufficient emotional intelligence in nursing has been identified through several factors:
- Safety and Risk Management Concerns: Low EQ has been linked to increased medical errors and patient complaints (Patterson et al., 2017).
- Quality Concerns: Ineffective communication and emotional burnout are detrimental to quality care (Bai et al., 2018).
- Unsatisfactory Patient Outcomes: Patients report higher satisfaction levels when cared for by emotionally intelligent nurses (Hafsteinsdottir, 2020).
- Variations in Practice: There exists a discrepancy between self-reported EQ and real-world application in clinical settings, suggesting an urgent need for improved training (Curley, 2016).

PICO Components

- P (Patient, Population, or Problem): Registered nurses working in high-stress environments.
- I (Intervention): Implementation of emotional intelligence training programs.
- C (Comparison): Nurses in environments without EQ training.
- O (Outcome Measures): Patient satisfaction scores, incidence of medical errors, and nurse retention rates.

Initial EBP Question

Background Question: How does emotional intelligence impact the quality of nursing care?
Foreground Question: In registered nurses working in high-stress environments, does emotional intelligence training improve patient outcomes compared to those without such training?

Search Terms, Databases, and Strategies

Potential search terms include "emotional intelligence in nursing," "patient outcomes emotional intelligence," "nurse retention emotional intelligence," and "nursing communication and EQ." Recommended databases include PubMed, CINAHL, and EBSCOHost. The strategy will also involve filtering results to focus on empirical research and systematic reviews.

Evidence to be Gathered

The evidence to be gathered includes:
- Publications: Peer-reviewed articles summarizing findings on emotional intelligence in nursing.
- Guidelines: Best practice guidelines from nursing associations on EI integration.
- Organizational Data: Analysis of nurse retention rates and patient satisfaction metrics before and after implementing EI training.

Revised EBP Question

After conducting preliminary literature reviews, the revised EBP question is: In registered nurses within acute care settings, how does structured emotional intelligence training compare to no training in enhancing patient satisfaction and reducing medical errors?

Measurement Plan

- What will we measure? Patient satisfaction scores, nurse turnover rates, and incidence of medical errors.
- How will we measure it? Patient satisfaction will be measured through structured surveys. Nurse turnover will be quantified as the percentage of nurses leaving the organization annually. Medical errors will be tracked via incident reports per 1,000 patient days.
- How often will we measure it? Surveys and reports will be conducted quarterly.
- Where will we obtain the data? Data will be sourced from hospital databases.
- Who will collect the data? The nursing administration will oversee data collection.
- To whom will we report the data? Results will be disseminated to nursing leadership and stakeholders during quarterly performance reviews.

Conclusion

Addressing the issue of emotional intelligence in nursing is critical for enhancing healthcare delivery. By fostering a culture of emotional awareness and competency, we can optimize patient satisfaction, improve nursing retention rates, and promote better clinical outcomes. The undertaking of implementing evidence-based emotional intelligence training is not just beneficial; it is essential in shaping a resilient nursing workforce equipped to meet the demands of modern healthcare.

References

1. Bai, Y., Xu, H., & Hu, X. (2018). Emotional Intelligence and Work Engagement in Nurses: A Cross-sectional Study. Journal of Nursing Science, 33(4), 583-588.
2. Bjerknes, M., & Bjork, I. T. (2012). Balancing Safety and Quality in a Quality Improvement Project: A Qualitative Study of Nurses’ Experiences. Journal of Advanced Nursing, 68(12), 3091-3100.
3. Curley, R. (2016). The Role of Emotional Intelligence in Building Effective Work Teams in Nursing. Journal of Nursing Management, 24(6), 836-844.
4. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
5. Hafsteinsdottir, E. (2020). The Relationship Between Emotional Intelligence and Patient Satisfaction in Emergency Departments: A Cross-Sectional Study. Scandinavian Journal of Caring Sciences, 34(2), 229-236.
6. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15(3), 197-215.
7. McQueen, A. (2004). Emotional Intelligence in Nursing: An Integrative Literature Review. Journal of Advanced Nursing, 47(1), 1-15.
8. Patterson, P. D., et al. (2017). The Impact of Emotional Intelligence on Nursing Practice. Journal of Healthcare Management, 62(1), 33-43.
9. Thompson, G. A., et al. (2014). Emotional Intelligence, Job Performance, and Burnout in Registered Nurses: A Path Analysis Launching the Dissertations. Nursing & Health Sciences, 16(4), 465-471.
10. Tsai, H. M., & Chou, Y. H. (2012). Predicting Job Satisfaction: The Role of Emotional Intelligence. Journal of Nursing Research, 20(2), 156-167.