NURS6351 Discussion Response #1: Advancement as a Nurse Educator

Respond to the discussion #1 below using the following approaches:

1.    Ask a probing question, substantiated with additional background information or research.

2.    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

3.    Validate an idea with your own experience and additional resources.

Discussion #1

Having chosen nursing education as my professional pathway, I hope to obtain professional achievement and contributions.  Contributions that I hope to make as a role of the nurse educator would be helping to empower and positively impact the student with whom I work.  I want to maintain a professional yet approachable attitude with my students and hope that my expertise will influence a positive social change.  Achieving professional growth can only come with time, exposure and practice.  A novice educator can only observe these areas initially and hope to apply learned information in future experiences. The nursing profession will always be an area of evidence-based change in society; therefore considering opportunities to help influence build and advance ones role and aid in the development as a nurse educator is imperative.  Halstead states that “You cannot achieve excellence in teaching or practice or both without immersing yourself in scholarly evidence and using the evidence to inform actions you take as a teacher or practitioner” (p.121).  To be a scholar there are many ways to achieve this goal but utilizing research to obtain evidence-based material to help compliment educational experiences will support the intended outcome.

As mentioned in prior discussion boards, taking the time to identify those who empower and impact novice educator is important to our long term success.  A strategy I would take would be to identify the key players who support and motivate others in similar working environments.  Once identified, I would then capitalize on their strengths, observe their weaknesses and apply the positive learned information when educating future students.

Steps that I may take the further my career and continue to grow in the years ahead include obtaining advanced degrees including my doctorate.  Becoming a scholar and publish materials that influence the medical world and participating in the development of programs of new research is something I hope to accomplish.  In addition, building on certifications including the International Board of Lactation Consultants Examiners (IBLCE) will help support my own education and utilizing that advanced knowledge when educating future patients/students. I would hope that the presenter honoring my accomplishments in 2035 would describe me as a change agent who is positive, motivated, organized and strives to make changes in the world of nursing.  My students would describe me as approachable, professional, respectable, and a mentor for their future endeavors.  Palmer (2007) states “an educational program that emerges from a continuing collaboration of administrators, faculty, and students is much more likely to produce new professionals than ones that leave students disempowered” (p.212).  This statement impacted my reading in such that the job cannot be done by just one individual but that of a team that is cohesive in achieving a common goal.  That goal is professional, self directed, motivated engaged participants in the medical field.

I hope my legacy in the profession of nursing reveals me as being a change agent exuding positivity and empowerment for those not only in the educational forum but in the medical arena as well.

Halstead, J.A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

Palmer, P.J. (2007). The courage to teach: Exploring the inner landscape of the teacher’s life. San Francisco, CA: Jossey-Bass.

Reminders:

1.    1 page only

1.    Put APA format citations

2.    At least 3 references (APA format)… Articles must be 2011 to 2016.

Required Readings

Halstead, J. A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

·         Chapter 6, “Developing Your Identity as a Scholar” (pp. 121–142)

·         Chapter 7, “Determining Your Service Commitment” (pp. 143–159)

·         Chapter 8, “Planning Your Career Trajectory” (pp. 161–181)

In Chapters 6 and 7, the authors examine two essential focus areas that round out a nurse educator’s teaching responsibilities: scholarship and service. In Chapter 8, they present suggestions for developing professional pathways and documenting accomplishments.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

·         Chapter VII, “Divided No More: Teaching from a Heart of Hope” (pp. 169–190)

·         Afterword, “The New Professional: Education for Transformation” (pp. 191–214)

In Chapter VII, Palmer addresses the opportunities and challenges of reforming education. In the Afterword, she examines how professionals can be prepared to enact change.

Banfield, V., Fagan, B., & Janes, C. (2012). Charting a new course in knowledge: Creating life-long critical care thinkers. Dynamics, 23(1), 24–28.
Retrieved from the Walden Library databases.

The authors examine the use of team-based learning to promote critical thinking.

Lee, D., Paulus, T., Loboda, I., Phipps, G., Wyatt, T. H., Myers, C. R., & Mixer, S. J. (2010). A faculty development program for nurse educators learning to teach online. Linking Research & Practice to Improve Learning, 54(6), 20–28.
Retrieved from the Walden Library databases.

This article examines a faculty development program designed to prepare nurse educators for online teaching. The authors describe the conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation.

McNeal, G. J. (2012). The nursing faculty shortage. The ABNF Journal, 23(2), 23.
Retrieved from the Walden Library databases.

This article addresses how poor compensation, an aging faculty workforce, faculty workload, lack of diversity, and inadequate preparation contribute to a shortage of nursing educators.

Russell, B. C. (2010). Stress in senior faculty careers. New Directions for Higher Education, 151.
Retrieved from the Walden Library databases.

The author examines career satisfaction among senior faculty members. As you read this article, consider how and why this information is applicable to novice nurse educators.

Thoun, D. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. Journal of Nursing Education, 48(10), 552–55
Retrieved from the Walden Library databases.

The author examines scholarship in nursing educators’ work.

Cash, P. A., Doyle, R. M., von Tettenborn, L., Daines, D., & Faria, V. (2011). Working with nurse educators’ collective wisdom: Implications for recruitment and retention. Nursing Economics, 29(5), 257–264. Retrieved from http://nursing.uw.edu/sites/default/files/files/U3-Article-Working_with_Nurse_Educators_Collective_Wisdom-Implications_for_Recruitment_and_Retention.pdf

The authors examine experiences in and characteristics of work environments that contribute to nurse educator recruitment and retention.

Monster. (2013). Sample résumés for nurses. Retrieved from http://career-advice.monster.com/resumes-cover-letters/resume-samples/nurse-sample-resumes/article.aspx

Monster.com provides information related to the job search process. You may wish to view the résumé samples as you develop your résumé.

Anthony, J. (2013). 10 tips for writing a professional résumé. Retrieved from http://www.haceonline.org/resources/10-tips-writing-professional-résumé

Building an effective résumé is key to securing a desired position. This article presents tips for résumé writing.

Rockport Institute. (2012). How to write a masterpiece of a résumé—Part 1. Retrieved from http://www.rockportinstitute.com/resumes

This resource provides foundational information for developing your résumé.

Required Media

Laureate Education (Producer). (2013a). Achieving professional growth [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 17 minutes.

In this media presentation, Dr. Dorothy Powell and Beth Phillips reflect on their journeys as nurse educators. They share strategies for advancing in the nursing profession as well as lessons learned and advice for future nursing leaders.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

• Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)

In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.

Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. Clinical Journal of Oncology Nursing, 15(4), 418–423.
Retrieved from the Walden Library databases.

The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.

Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1–23.
Retrieved from the Walden Library databases.

This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions.

Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. Learning in Health & Social Care, 8(1), 1–12.
Retrieved from the Walden Library databases.

In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.

Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. Nursing Education Perspectives, 30(6), 372–376.
Retrieved from the Walden Library databases.

In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.

Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Education Scholarship, 7(1), 1–15.
Retrieved from the Walden Library databases.

The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.

Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Retrieved from the Walden Library databases.

The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.

Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. Journal of Continuing Education in Nursing, 41(4), 155–162.
Retrieved from the Walden Library databases.

This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.

Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles.Canadian Operating Room Nursing Journal, 28(1), 8–8, 10–11, 16.
Retrieved from the Walden Library databases.

This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.

Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce.Journal of Cultural Diversity, 17(4), 144–150.
Retrieved from the Walden Library databases.

The authors examine the experiences of faculty and students in a formal mentorship program.

Required Media

Laureate Education (Producer). (2013g). The mentoring relationship [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 15 minutes.

In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship..

Application 2: Meaningful Use Paper

Why are many health care organizations hesitant to adopt electronic health records (EHR) when they have the potential to improve quality, increase access, and reduce costs? Some organizations are concerned with the ethical and legal issues that may arise in daily operations. In 2010, legislators noticed health care’s reluctant transition into full EHR integration, and began to provide financial incentives to those organizations that not only adopt EHRs, but also use them meaningfully to improve quality of patient care. As an advanced practice nurse, it is important to be aware of the challenges, policies, and incentives associated with integrating EHR systems. It is also critical that you understand the concept of “meaningful use” and how it plays out in today’s health care organizations.

To prepare:

In this Application Assignment, you analyze meaningful use criteria to determine the authentic legal, financial, and ethical issues that may surround it.

• Reflect on the information presented      in the Learning Resources, focusing on meaningful use legislation and the      “Ethics in Nursing Informatics” section of your course text.
• Investigate the legal, financial, and      ethical issues surrounding meaningful use.
• Ask yourself: What are the goals of      meaningful use?

By Friday 10/06/17 10 pm, write a 4- to 5-page essay in APA format with at least 5 references from my list of required readings provided below, in which you include the level one as per APA format guidelines:

1) A cover page.

2) An introduction ending with a purpose statement (e.g. “The purpose of this paper is…)

3) Summarize the legal, financial, and ethical issues that may arise as a result of meaningful use legislation.

4) Explain how these issues might present barriers to successful implementation within an organization.

5) Discuss ways that health care organizations can make the most of their electronic health record (EHR) investments in light of meaningful use.

6) Explain how EHR-related meaningful use legislation is being implemented in your organization.

7) A conclusion

8) A references pages in APA format.

Required Readings

California HealthCare Foundation. (2011).

Retrieved from http://www.chcf.org/

The California HealthCare Foundation outlines quality reform plans that improve efficiency and reduce cost for California’s patients.

Centers for Medicare & Medicaid Services. (2010). CMS EHR meaningful use overview.

https://www.cms.gov/EHRIncentivePrograms/30_Meaningful_Use.asp

The U.S. Department of Health and Human Services defines the term meaningful use and also its view of meaningful use criteria, requirements, and financial impact.

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

• Chapter 14, “Usability and      Clinical Application Design”

This chapter begins by defining the terms usability and application design as they are used in the field of nursing informatics. The authors then describe the literature review and analytic process that the TIGER Collaborative group underwent to positively transform the development of HIT systems.

Gruber, D., Cummings, G. G., LeBlanc, L., & Smith, D. L. (2009). Factors influencing outcomes of clinical information systems implementation: A systematic review. CIN: Computers, Informatics, Nursing, 27(3), 151–163.

The authors analyze the outcomes of prior IT implementations to determine if certain strategies can guarantee success when launching new clinical information systems.

Kaufman, D., Roberts, W. D., Merrill, J., Lai, T., & Bakken, S. (2006). Applying an evaluation framework for health information system design, development, and implementation. Nursing Research, 55(2, Suppl. 1), S37–S42.

This article emphasizes the indispensable role of continuous evaluation throughout the development and real-time application of new information systems into the workplace.

Schlotzer, A., & Madsen, M. (2010). Health information systems: Requirements and characteristics. Studies in Health Technology and Informatics, 151, 156–166.

Use this article to examine the importance of focusing on sound design, interoperability of systems, and fulfillment of user needs when developing an effective database.

Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.

“Ethics in Nursing Informatics” (p. 49-52)

This page of the text introduces three common ethical codes used in health care today.

Croll, P. (2010). Privacy, security and access with sensitive health information. Studies in Health Technology and Informatics, 151, 167-175.

The author proposes a model for controlling the security of health information networks and systems.

Hjort, B. (2007). AHIMA report addresses evolving role of health care privacy and security officers. Journal of Health Care Compliance, 9(3), 47-68.

This article identifies the challenges and responsibilities of health care workers employed in privacy and security positions.

Layman, E. J. (2008). Ethical issues and the electronic health record. The Health Care Manager, 27(2), 165-176.

The findings within this article provide recommendations for health personnel, leaders, and policy makers when attempting to design ethically sound electronic health records.

Mackenzie, G., & Carter, H. (2010). Medico legal issues. Studies in Health Technology and Informatics, 151, 176-182.

Within this article, the authors provide an overview of the legal issues, precautions, and potential breaches that surround the privacy and security of electronic patient records

O’Keefe-McCarthy, S. (2009). Technologically-mediated nursing care: The impact on moral agency. Nursing Ethics, 16(6), 786-796.

Examine technology’s ability to negatively affect the patient/nurse relationship as decisions are based more on data and less on emotional and pedagogical reasoning by referencing the material found in this article.

Withrow, S. C. (2010). How to avoid a HIPAA horror story. Healthcare Financial Management, 64(8), 82-88.

The HIPAA horror story that is detailed here underlines the importance of adopting HIPAA privacy and security provisions in efforts to reduce potential violations and financial threats.

Centers for Medicare & Medicaid Services. (2010). CMS EHR meaningful use overview.

https://www.cms.gov/EHRIncentivePrograms/30_Meaningful_Use.asp

The U.S. Department of Health and Human Services defines the term meaningful use and also its view of meaningful use criteria, requirements, and financial impact.

American Nurses Association. (2011). Ethics and human rights.

Retrieved from http://nursingworld.org/MainMenuCategories/HealthcareandPolicyIssues/ANAPositionStatements/EthicsandHumanRights.aspx

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.

To Prepare:

Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs.
Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

Managing Conflict in the Workplace

High-pressure environments, life-or-death implications, constant change, and long days of exhausting work … It is not surprising that conflicts arise in health care settings. In the fast-paced environment in which nurses work, small differences in decision making, processes, work ethic, and personal characteristics can quickly escalate

As a nurse manager, you need to develop and model skills that effectively address conflict situations. Stephen Covey, author of The 7 Habits of Highly Effective People, offers sound advice that can be applied to conflict management and resolution. In Habit 4, Think Win-Win, Covey (2004) explains, “[m]any people think in terms of either/or: either you’re nice or you’re tough. Win-win requires that you be both. It is a balancing act between courage and consideration.” Ultimately, how you manage conflict in your setting will determine whether you foster an environment that breeds contempt or one that fosters growth.

Conflict abounds in any workplace; it is a normal part of organizational life. Instead of avoiding or ignoring conflict, the role of the nurse manager is to coach employees through conflict situations and to exercise judgment on how and when to intervene. When managed effectively and focused on substantive issues, conflict can actually lead to better outcomes. However, when interpersonal conflicts go unaddressed, employee morale and engagement–two factors that can seriously impact quality of patient care—will dwindle.

When nurse managers observe employees engaging in toxic or inappropriate workplace behaviors, they must prepare to give difficult feedback. Delivering difficult feedback can be challenging for nurse managers, as they must address employees in a way that is authoritative, supportive, and resolute. One strategy nurse managers can use to deliver difficult feedback is to employ the scripting framework. In this week’s Discussion, you gain experience with using the scripting framework to resolve a conflict situation that you have observed in your past or present workplace.

To prepare

• Review this week’s Learning Resources, focusing on the various forms of conflict that can occur in the workplace.
• Consider the types of conflict, including bullying, horizontal violence, toxic and disruptive employees, misuse of social media, unbalanced power, harassment, and favoritism, that exist in your current organization or past place of employment.
• Select one type of conflict you have observed. How has conflict impacted your work environment? How have nurse mangers attempted to address conflict situations?
• Examine the six-step scripting framework for delivering difficult feedback in Chapter 7 of the course text, From Management to Leadership: Strategies for Transforming Health Care. Then, use this framework to script a conversation between you and the employee(s) involved in the conflict situation you selected.
• When drafting your script, reflect on how HR might be able to help you in addressing this issue, both before you talk to this employee and if the problem continues to exist.

By Day 4

Post a brief overview of the conflict you selected and how this specific type of conflict has impacted the work environment. Share the script you drafted and explain at least one way you would enlist HR’s help in managing this situation. Support your response by referencing authentic examples from the workplace and the Learning Resources as applicable.

Required Readings

Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass.
Chapter 7, “Coaching and Developing Others” (pp. 339–341)Review the scripting model on these pages. In this chapter, Manion discusses motivation and explains how leaders can make the most of it through coaching. She explains the leader’s role, the coaching role, and the difference between coaching and being a coach.

Alichnie, C. (2012). Social media and nursing. Pennsylvania Nurse, 67(1), 3–10.  Retrieved from the Walden Library databases.

This article discusses the use of social media in nursing. The author determines that social media can be a means to an end if it’s used wisely, professionally, and within legal and ethical boundaries.

Barrett, A., Piatek, C., Korber, S., & Padula, C. (2009). Lessons learned from a lateral violence and team-building intervention. Nursing Administration Quarterly, 33(4), 342–351.  Retrieved from the Walden Library databases.

This study focuses on nurse interaction in relation to lateral violence. The authors conclude that the key to a cohesive work environment is a nurse leader who is able to drive and sustain change.

Barton, S. A., Alamri, M. S., Cella, D., Cherry, K. L., Curll, K., Hallman, B. D., et al. (2011). Dissolving clique behavior. Nursing Management, 42(8), 32–37.  Retrieved from the Walden Library databases.

This article addresses clique behavior in health care settings. The argument is that the current economic climate encourages regression in health care workers.

Brinkert, R. (2010). A literature review of conflict communication causes, costs, benefits and interventions in nursing. Journal of Nursing Management, 18(2), 145–156.  Retrieved from the Walden Library databases.

The author assesses the effects of conflict communication on nursing. The study concludes that conflict will always be a part of nursing but that it can be mitigated if nurse managers use employee-effective intervention methods.

Cronquist, R., & Spector, N. (2011). Nurses and social media: Regulatory concerns and guidelines. Journal of Nursing Regulation, 2(3), 37–40.  Retrieved from the Walden Library databases.