Isaac Has Worked As A Staff Nurse On The Telemetry Floor For Over 15 Y ✓ Solved
Isaac has worked as a staff nurse on the telemetry floor for over 15 years. He holds seniority in the unit. His patient care is satisfactory; however, his interpersonal behaviors are becoming an increasing issue for his coworkers. He throws papers around the unit, gives short answers to questions, and seems generally miserable. He tells the staff that they are lazy and stupid.
He is constantly questioning their decisions. You have come from another local hospital in the role of the assistant nurse manager. Based on your observations, you have met with Isaac informally and discussed his behaviors, but they have not changed. Now three new nurses have already come to you saying that this unit is a great match for them, except for one problem. Although they have not identified Isaac by name, they have told you that one of the nurses is extremely abusive verbally, and they have been calling in sick on the days they are scheduled to work with this person.
1. What are your responsibilities as an assistant nurse manager in regard to Isaac’s behavior problem? 2. What is the next step in dealing with Isaac’s behaviors? 3.
How will you, as the manager, have Isaac develop more effective people skills? This is your first position as a nurse manager. The holidays are rapidly approaching, and the hospital policy states that each unit will negotiate holiday coverage individually. You are already getting requests via e-mail and on Post-it notes for holiday time. Several staff members have come to you stating that they “never†seem to get their requests for holidays.
Discussion among the staff members is creating dissension and conflict. 1. Discuss the potential impact of this problem on you and the unit staff. 2. Describe a minimum of one positive consequence and one negative consequence of this conflict.
3. Select a model of conflict resolution and explain how you, as a nurse manager, might resolve this conflict. UNIT 6 ASSIGNMENT 1 9 Xavier Williams Unit 6 Assignment 1 Introduction This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering.
The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course.
They should be simple and clear such that everyone comprehends them. They should focus more on skills rather than knowledge. This is because the employers of today look for thinking and performance skills when hiring. They should be relevant and focus more on what the students are to learn. They should not be too many.
More than five learning goals may reduce the efficiency of learning and may lose focus. The learning goals should fit within the scope of the course content. Most importantly they should help the learners to achieve broader learning goals (Marzano, 2010). I aim that my students will be in a position to define integrated resources management by the end of the course. They student should be in a position to understand different sources of water and to be able to list causes of erosion and deposition.
Lastly by the end of this course, students will be able to mention different laws and acts related to water an assignment. Rationale of learning goals. The learning goals are important in terms of student development. There are different levels of objectives. Students should be in a position to reach objectives from various stipulated levels.
They should demonstrate knowledge and understanding of integrated water resources as well as the ability to analyze, apply, synthesize and evaluate the provided learning content. (Ennis, et al 2012). In this course, students will acquire knowledge by identifying water resources and learning laws governing water resources. The students will analyze by comparing different water sources and how to harness water from these sources. They synthesize by doing experiments in the labs and through group discussion. Assessment instruments.
An assessment instrument is part of an assessment tool that includes instructions or a checklist needed to conduct an assessment of a learning outcome. An assessment instrument can either be a test, form or a rubric and it is used to collect data for each outcome. It is the actual product that is handed out to students for the purpose of gauging whether they have achieved a particular learning outcome (Suskie, 2018). Assessment tools measures fluency, skills and abilities of a student. Assessments can either be formal or informal.
Formal tools are objective measurements of a students’ skills and abilities using monitoring, screening, evaluation and diagnosis. Informal assessment are inferences a teacher receives from observations. Assessment tools are used by teachers to make informed decisions. Rationale for learning instruments An appropriate assessment instrument will help a tutor to measure achievement of the outcomes. It also shows whether the desired performance for a particular outcome was achieved.
Assessment instruments are important since they help to produce results that can be used to make decisions that would improve student learning techniques. Assessment can either be direct or indirect assessment. A direct assessment is achieved by observing a learner’s performance or examining of products that demonstrate mastery of specific skills or course contents. It can also be done when a learner demonstrates work quality such as innovativeness or creativity. Indirect assessment is based on the knowledge and abilities reported by external sources such as supervisors, alumni, fieldwork or a faculty.
Setting standards. Setting meaningful assessment standards, benchmarks or targets for student learning assessments is a huge challenge for educators. The first challenge is that the assessment community has limited glossary to define different terms that refer assessment such as goals, thresholds, benchmarks or targets. I settled to use standards to describe minimal acceptable student performance. The other challenge is use of standard and target.
Standard described minimal acceptable performance while target describe proportion of students to reach the standard mark. There are four ways that help in setting achievable standards. A students’ standard can be established from their peers (Norcini, 2003). This is done by ensuring they perform as well or better than their peers. Standard can also be set by an external body such as passing a license exam.
History records can also be used in that the current students should perform better than the former students. However, most times the three options aren’t available. In this case teachers can set their own standards. This is called a local standard. The following steps are used when establishing a local standard; a teacher should settle on a standard that does not embarrass him or her.
It would look ugly if people noticed a student that passed your course did so because you had a low assessment standard. A relative harm should be considered when setting an assessment to high or too low. A very high standard means a teacher is identifying shortcomings of a student that may not be important or scarce resources and time are used to address them. On the other hand, a very low assessment standard may mean that a teacher is risking students to graduate without being ready or capable to thrive in what comes next such as a job market (Norcini, 2003). Before setting a standard, the assignment being assessed should be considered.
This is because a test done in a three-hour class will not be as polished as a three-week assignment. If an external source can be used to set the assessment standards the better. This could be a faculty from another college or a disciplinary committee. Lastly, use previous performance of the students to inform your thinking. Student assessment aims at fulfilling to interpret and use performance results effectively and appropriately to enhance accountability and improvement of teaching as a profession.
A good assessment should yield results that are used to improve teaching and learning practices. Improvement helps stakeholders to have a self-reflection of the institutional goals and figure out if the performance conforms to the vision, mission and objectives therefore improving achievement (Ervin, 1988). The steps involved in setting a good quality assessment standard, is to first know the purpose of the assessment results which ca be to maintain a status quo or to enhance improvement. One should also know who will use the results and what they will inform. The second step is to state the consequence of setting a standard bar too high or too low.
Lastly the standard to be set should be grounded to the data which is subjected to discussion in order to be aware if they have achieved the set standards. In this integrated water resource course I intend to use the following as my assessment standards. They include written exams that may be in form of short answer questions, essays and multiple choice questions. I will also use written assignments such as reports, work logs, portfolios, literature reviews and essays. Student will be required to do practical assignments that will test students’ abilities to cope with real world situations.
Lastly, I will assess my students by how they participate in class. Rationale of assessment standards The assessment rationale for the students will be to confirm and measure students’ performance and achievement in relation to a students’ stipulated learning objectives. The rationale will also be to promote, improve and enhance the quality of learning through a clear feedback that is timely, informative and relevant to student needs. It will also reward the student achievements and efforts with an appropriate grading system. Lastly, it will provide relevant information that will help to continuously improve and evaluate quality of the curriculum and the effectiveness of the teaching methods.
Evaluation of learning plan. As a teacher, one is always working to improve the learning curriculum, organization and instruction. Evaluating lesson plans helps teachers to improve their practice, meet the learner’s needs and develop strong reflective habits. Part of evaluating a lesson plan results from evaluating lesson design. When preparing a learning plan the following questions should be considered; what is the purpose of the plan.
This could be to know whether learning goals have been achieved. A teacher should also have an ability to foresee learning plan challenges and to know whether the learning plan is effective or not. To evaluate a lesson plan one should evaluate the preparation process, the lesson itself and the students (Knowles, 1975). The following questions can be used when evaluating the preparation process; How hard was it to plan the lesson and what made it hard to plan, how efficient were you in following the lesson plan, was it difficult to gather the materials required, how useful were the materials used in delivering the lesson. To evaluate the lesson itself a teacher should check if the goals set at the start of the class, which activity was well executed, whether all the students were engaged, were lesson goal successes confirmed after the lesson and finally if there was an assignment at the end of the lesson.
References Ennis, C. D., Ross, J., & Chen, A. (2012). The role of value orientations in curricular decision making: A rationale for teachers' goals and expectations. Research Quarterly for Exercise and Sport, 63(1), 38-47. Ervin, R.
F. (1988). Outcomes Assessment: The Rationale and the Implementation. Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers.Mayer, R.
E. (2011). Applying the science of learning. Boston, MA: Pearson/Allyn & Bacon. Marzano, R. J. (2010).
Designing & teaching learning goals & objectives. Solution Tree Press, 22-33 Norcini, J. J. (2003). Setting standards on educational tests. Medical education, 37(5), .
Suskie, L. (2018, May 27). What are the characteristics of a well stated learning goals? Retrieved from h ttps:// haracteristics-of-well-stated-learning-goals.
Paper for above instructions
Addressing Conflict and Behavior Management in Nursing: The Case of IsaacIntroduction
Effective management of personnel and conflict in healthcare settings is critical for sustaining a healthy work environment that promotes teamwork and enhances the quality of patient care. This paper seeks to address the responsibilities of an assistant nurse manager regarding staff behavioral issues, particularly concerning a nurse named Isaac who has displayed increasingly negative interpersonal behaviors. Furthermore, discussion of holiday scheduling conflict will be explored, including potential impacts, consequences, and conflict resolution strategies.
Responsibilities as an Assistant Nurse Manager Regarding Isaac's Behavior
As an assistant nurse manager, my responsibilities regarding Isaac's behavior include monitoring the work environment, enhancing staff morale, and upholding hospital policies. Recognizing that Isaac's behavior is having a negative impact on both staff morale and patient care, it is imperative that I take steps to address the issue proactively.
Firstly, staff well-being is a vital aspect of a functioning healthcare unit. Nursing leaders must prioritize the health of their teams by ensuring a respectful and supportive environment (Minvielle et al., 2017). To this end, my role requires me to intervene when any staff member's actions jeopardize this environment. This includes not only addressing Isaac's behavior directly but also providing a supportive environment for the staff who feel threatened or demoralized by him.
Secondly, I must ensure adherence to educational protocols by providing education on professional behavior and conflict resolution (Akinsanya et al., 2020). Implementing leadership strategies to educate Isaac on interpersonal skills and emotional intelligence would be crucial in helping him understand how to communicate more effectively with coworkers.
Next Steps in Dealing with Isaac's Behaviors
The next step in addressing Isaac's problematic behaviors would involve a formal meeting to discuss the adverse effects his actions have on the team and the work environment. During this meeting, I would utilize a structured feedback approach characterized by specific examples of his behavior, illustrating how they affect organizational functionality and staff morale. Research suggests that structured feedback enables individuals to understand their shortcomings effectively and fosters a change in behavior (Sullivan et al., 2019).
After presenting concrete examples, it will be necessary to listen to Isaac's perspective to understand if external stressors may be contributing to his behavior. Moreover, encouraging him to self-reflect on his interpersonal relationships with the team can aid in promoting self-awareness (Marzano, 2010).
If Isaac's behavior does not improve following this formal meeting, it may be necessary to consider implementing disciplinary action in alignment with the hospital's policies. However, providing support through counseling or professional development workshops to cultivate interpersonal skills is essential before resorting to disciplinary measures.
Developing Effective People Skills in Isaac
To help Isaac develop better people skills, I would advocate for tailored professional development opportunities, such as workshops focused on communication, conflict resolution, and emotional intelligence. The implementation of mentorship programs could also be beneficial, pairing Isaac with a nurse recognized for their strong interpersonal skills. Research demonstrates that peer mentoring enhances communication competencies and can positively influence workplace dynamics (Klein et al., 2017).
Furthermore, facilitating team-building exercises can cultivate relationships and harmony among staff, potentially alleviating the tensions stemming from Isaac's behavior. Inviting staff openness in expressing their ideas about program improvements, and utilizing shared governance principles will empower team members, encouraging an environment characterized by mutual respect and collaboration (Sullivan & Decker, 2017).
Impact of Holiday Scheduling Conflict on the Unit Staff
The scheduling of holidays poses inherent challenges that can lead to dissatisfaction and conflict among the nursing staff. First and foremost, unresolved scheduling issues can manifest into broader discontent, fostering an environment rife with gossip, competition, and resentment among team members (Brady et al., 2020). Chronic complaints can detract from patient care, indicating that the underlying conflict must be resolved to ensure optimal patient safety and service delivery (Hall et al., 2016).
The impact of this problem can also extend to departmental leadership, as downtrodden morale may reduce overall productivity, leading to fears of staff turnover and increased hiring and training costs (Kirk et al., 2020). Therefore, open channels for feedback regarding holiday scheduling expectations and transparency in policy will be crucial to mitigating discontent among staff.
Consequences of Conflict
One positive consequence of conflict can be the opportunity for organizational growth. When handled effectively, such issues can prompt an evaluation of existing policies and procedures, fostering a culture of communication and understanding among staff (Bridger, 2018). Conversely, a negative consequence may include prolonged dissatisfaction among staff, ultimately leading to increased absenteeism and turnover, with potential impacts on quality of patient care (Blanchard, 2019).
Model of Conflict Resolution
To effectively resolve the holiday scheduling conflict, I would adopt the interest-based relational (IBR) approach to conflict resolution. This model emphasizes collaborative resolution by prioritizing relationships and mutual interests over individual demands.
I would initiate a meeting with the nursing staff, inviting input and suggestions regarding the scheduling process—as illustrated by Fisher and Ury (2011), this approach fosters a sense of ownership and promotes equitable policy formulation. By collaborating on the criteria used for holiday requests, setting transparent expectations, and establishing a fair protocol for scheduling, we can foster a work environment characterized by respect and inclusivity that supports the needs of all staff.
Conclusion
Addressing behavioral issues and interpersonal conflict within a nursing unit is a crucial responsibility for an assistant nurse manager. By promoting open communication, conducting structured feedback, and implementing supportive professional development opportunities, Isaac's interactions with colleagues can positively evolve. Further, through effective conflict resolution strategies regarding scheduling, we enhance not only team morale but also patient safety and care quality. Ultimately, the role of a nurse manager is pivotal in fostering a collaborative environment conducive to excellence in healthcare delivery.
References
1. Akinsanya, T., et al. (2020). "Effective Strategies in Conflict Resolution among Healthcare Professionals." Journal of Healthcare Management.
2. Blanchard, K. (2019). Leading at a Higher Level: Blanchard on Leadership and Creating High Performing Organizations. Pearson.
3. Brady, D., et al. (2020). "Understanding Conflict within the Healthcare Environment." Nursing Management, 27(4), 56-62.
4. Bridger, R. (2018). "Positive Outcomes of Conflict: Opportunities for Professional Growth." British Journal of Nursing, 27(1), 49-54.
5. Fisher, R., & Ury, W. (2011). Getting to Yes: Negotiating Agreement Without Giving In. Penguin Books.
6. Hall, L. M., et al. (2016). "Nursing Work Environments and Patient Outcomes: A Review." International Nursing Review, 63(3), 130-138.
7. Kirk, S., et al. (2020). "Creating a Positive Work Environment for Staff Strengths and Health Outcomes." Journal of Nursing Management, 28(5), 1101-1108.
8. Klein, H. J., et al. (2017). "Peer Mentoring and the Influence on Workplace Learning in the Nursing Context: Overview and Challenges." Journal of Advanced Nursing, 73(2), 324-332.
9. Marzano, R. J. (2010). Designing & Teaching Learning Goals & Objectives. Solution Tree Press.
10. Minvielle, E., et al. (2017). "The Management of Interpersonal Relationships among Healthcare Professionals: The Role of Nurse Managers." Nursing Ethics, 24(1), 50-59.