learning module leadership/ organizational · pdf filemodule certificate program ... learning...

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Certificate Program for Surgical Services Educators

Leadership/Organizational Behavior

Authors:

Reviewer: Christine Kennedy, BSN, MA, RN, CNOR

Clinical EducatorLawrence and Memorial Hospital

New London, Connecticut

Kathryn Schroeter, PhD, RN, CNORAssistant Professor, College of Nursing,

Marquette University;Adjunct Professor, Bioethics, Medical College of Wisconsin;

Education Coordinator, Department of Nursing, Froedtert Hospital

Milwaukee, Wisconsin

Julie Mower, MSN, RN, CNS, CNORCredentialing and Education Project Manager

Competency & Credentialing InstituteDenver, Colorado

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Copyright 2010 by Competency & Credentialing Institute, Denver, Colo.

ISBN: 978-0-9825728-9-4

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmittedin any form or by any means (electronic, mechanical,photocopying, recording, or otherwise) without theprior written permission of the copyright owners.

Printed in the United States of America

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Learning Module 1 — Leadership/organizational behavior 3

Unit 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Objectives ANCC Accreditation Statement

Unit 2: Organizational Mission, Values, and Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Organizational Power Structures Mission and Vision Statements Role Expectations Principles of Human Resources Recruitment and Retention of Staff Policies and Procedures Legal/Ethical Implications Quality Improvement

Unit 3: The Perioperative Nurse Educator as a Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Leadership Styles Applying Leaderhip Styles to Practice Diversity in the Workplace Communication Critical Thinking, Problem Solving, and Decision Making

Unit 4: Developing an Environment for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 The Educator as Role Model/Subject Matter Expert Developing Collegial Relationships Professional Development Promoting a Culture of Safety Utilizing Grass Roots Research for Quality Improvement Initiatives Life-long Learning

Unit 5: Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Table of Contents

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Appendices: 1-A: Sample Job Description: Perioperative Nurse Educator . . . . . . . . . . . . . . . . . . . 53 1-B: Sample Resume. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 1-C: Sample Curriculum: Joint Hospital/School of Nursing Venture . . . . . . . . . . . . . 56 1-D: Sample Policy and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Learning Module 1 — Leadership/organizational behavior

Table of Contents

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Serving as a Role Model/Subject Matter Expert

One of the best uses of leadership skills for a nurse educator is to manipulate the environment to enhance learning. This can be accomplished by taking what is already known (e.g., aseptic technique, surgical con-science, patient advocacy) and modeling it as a part of practice so that it can be witnessed and shared by oth-ers. The principle of surgical conscience can be used as a springboard for the discussion of all other aspects of perioperative nursing.

There are many definitions of surgical conscience, most of which reflect use of aseptic technique and main-tenance of infection control measures. “As advocates for the patient, the circulating nurse and every oth-er member of the patient care team must maintain both an individual and collective surgical conscience” (Phippen, Ulmer & Wells, 2009, p.221). Acting on personal surgical conscience involves knowledge, self-awareness, intelligence, and the courage to make ethical and moral decisions that benefit the patient (Girard, 2007). As procedures involving aseptic technique can take place in areas outside the perioperative department (e.g., Cesarean sections in labor and delivery, bedside cystoscopies on the unit, and minor pro-cedures in the emergency department), the nurse educator will need to serve as a resource for staff members who may have limited experience or knowledge in these areas.

Collective surgical conscience involves the awareness of the entire surgical team, such as is demonstrated by participation in the surgical “time out” that is mandated by the Joint Commission and supported by AORN and its collaborating partners. In such an environment, collective surgical conscience gives each individual the power to halt a surgery if the informed consent is incorrect, to delay closure of the surgical site if a sponge or needle is missing, to help prevent wrong site surgery, and to stop unsafe techniques and practices, with support from the other team members and with no fear of repercussions (Girard, 2007).

Developing Collegial Relationships

One of the most difficult yet important aspects of any position is developing a network of people who will make a difference in the ability to work effectively. A wise nurse educator will develop a consortium of re-sources from which to draw additional experience and knowledge. Some important areas to consider:

1. A good working relationship with the direct supervisor . This will prevent the frustration and “spinning of wheels” frequently observed when goal-setting for the department is at cross pur-poses. This person is often under pressure that may not be readily apparent to the rest of the

Unit 4:

Developing an Environment for Learning

Learning Module 1 — Leadership/organizational behavior36

Unit 4: Developing an Environment for Learning

staff; most certainly there are time and financial restraints that if acknowledged will go a long way toward the development of a smooth and productive affiliation. Being prompt for meetings, coming prepared by doing the research ahead of time, looking for low-cost or no-cost solutions to problems, and providing justification for resources requested demonstrate respect for the person in this position.

2. Other persons in leadership roles . These may include directors, managers, department heads, clinical nurse specialists, chiefs of staff, and other educators. The person able to answer a ques-tion may not work in the perioperative department, or even in the hospital, so expand the ho-rizon to include community resources. One of the best ways to meet other leaders is to become involved on a committee. Paying attention to who could serve as a resource at a later date is time well spent. If the hospital does not provide business cards, these can be printed using easy-to-use computer programs (see Table 1-1); make it a practice to carry them and pass them out.

3. The people who help the people in numbers 1 and 2 be successful . These include adminis-trative assistants, ward clerks, and staff. These are the people who will benefit most from the educational expertise offered them, and as front-line workers are important in keeping focused and abreast of patient care issues. They are also wizards at locating resources, finding telephone numbers, unlocking closets during off shifts, and helping organize the rest of the troops.

4. Hospital librarian . Not every hospital has one, but if so, this person is instrumental in con-ducting literature searches, printing articles, accessing journals, etc. Typically the hospital is able to afford subscriptions to major search engines such as CINAHL or Ovid that a single person or department would find cost prohibitive. If an on-site librarian is not available, com-munity colleges, universities, AORN, and other hospitals may provide services at low cost or for a nominal fee. It is worth the cost of taking a course at a college to then be able to utilize its library, and graduating from the school will often award lifetime access. The internet is another valuable tool in the quest to gather information.

5. Contact person at professional organizations . This is another important way to hone leader-ship skills and remain current on trends

and topics. Even if this person doesn’t have the answer, she or he will know who does, expanding the base of re-sources.

6. Physicians: Nursing does not oper-ate in a vacuum, and sharing infor-mation and ideas with medical staff enriches and advances both profes-sions. Frequently physicians have access to resources that will save the nurse educator hours of time in tracking down literature or cold call-ing other experts.

EDUCATOR’S PEARL

An organizational climate and infrastructure conducive

to scholarly inquiry must be valued and implemented

for these resources to be available for the educator and

other nursing staff. A large urban hospital would not

allow nurses to access the medical library, stating it was

“for physicians only”. The year? 2006. The perioperative

educator was instrumental in moving the medical staff ’s

outlook on evidence-based practice into the 21st century.



Professional Development

It is easy to let others’ needs overwhelm personal development, but this is how effectiveness as an educator is maintained. Take time to attend a professional organization’s meetings. They provide excellent networking and leadership opportunities. Many organizations have online or e-chapters that may be more convenient for those with family, school, or work conflicts. Even if regular attendance is not possible, all organizations would appreciate volunteers’ time and energy at once-a-year activities or fundraisers that do not require consistent participation.

It is an expectation that nurse educators will be required to maintain and develop their professional knowl-edge and competence. This includes certification in the perioperative specialty. Certification provides vali-dation of a competent level of practice. Being certified serves as a powerful reminder to staff members that the educator values a commitment to professional practice and life-long learning that accompanies contin-ued competency. Serving as a role model for the profession is the best tool an educator has in the develop-ment of his/her staff.

To facilitate and encourage this level of professionalism, the work place should provide the time and funds to attend educational programs. Higher education, certification in specialized practice, support for profes-sional organizations, and research should be supported by nurse managers and administrators. With tough economic times, funds for professional development may be limited. Negotiate with the director to fund one educational activity per year, and choose that event wisely. Expect to share what is learned with staff as a way of giving back to the hospital for its support.

Promoting a Culture of Safety

Perioperative nurses are familiar with patient safety initiatives provided by state and federal regulatory agen-cies, facility policies and procedures, and guidelines from professional organizations. Many of those initia-tives address not only patient safety, but staff safety as well. The nurse educator will discover the need to serve as an advocate for both. An additional layer of safety needs to surround the issue of orientation and competency development for newly hired nurses who will be unfamiliar with an institution’s procedures. Pressure to staff rooms or take call may make it tempting to cut orientation schedules, placing patients at risk and staff members in danger of making poor decisions related to patient care.

The nurse educator may need to advocate for staff members who are learning new skills. Simple actions such as communicating with the team prior to the procedure and introducing the new staff member helps to ensure that the learner has a positive experience. The educator may also advocate for staff members if they are being asked to perform activities that do not fall under the scope of practice for a perioperative nurse in that facility. Understanding the purpose of the guidelines and standards will make the argument for follow-ing them easier to articulate and enforce.

A culture of safety goes beyond needle sticks and good body mechanics. While an exact definition of a safety culture does not exist, a recurring theme in the literature is that organizations with effective safety cul-tures share a constant commitment to safety as a top-level priority, which permeates the entire organization (AHRQ, 2009). Components of a safe culture include: 1) acknowledgment of the high risk, error-prone



nature of an organization’s activities, 2) a blame-free environment where individuals are able to report er-rors or close calls without punishment, 3) expectation of collaboration across ranks to seek solutions to vul-nerabilities, and 4) willingness on the part of the organization to direct resources to address safety concerns.

The American Association of Critical-Care Nurses’ (AACN) landmark Standards for Establishing and Sustaining Healthy Work Environments (2005) highlighted the relationship between the work environment and patient safe-ty. They identified six standards that, although originally intended to address the needs of acute and critical care nurses, can be applied to any nursing specialty. A tool kit developed by AACN will allow assessment of a facility’s current environmental health based on the standards.

Based in part on AACN’s work, AORN has developed a position statement addressing key components of a healthy perioperative work environment (AORN, 2009b). Both organizations stress the need for a culture that promotes skilled communication, collaborative practice, appropriate staffing patterns based on match-ing the needs of the patient with the competence of the nurse, recognition of the accomplishments of both nursing and the nurse, effective decision-making practices, and strong leadership. It will be the nurse edu-cator’s challenge to incorporate these components into the current perioperative environment.

Utilizing Grass Roots Research for Quality Improvement Initiatives

Improving the quality of patient care is part of every health care provider’s job. Educators, in addition to ensuring processes are in place for competent practice, are often involved in quality improvement activities. This is the regular evaluation of a unit’s performance to ensure that the outcomes of care delivery are meet-ing the objectives of professional practice as outlined in the unit’s annual operational plan. Being familiar with the standards specific to the perioperative environment is no small undertaking, especially since new ones are added every year, and current ones are revised to reflect changes in practice. Access to Joint Com-mission, CMS, and NCQA standards is the first step in measuring specific outcomes of the unit. Please see resources at the end of the module for Web site information.

As adult learners, staff members need to understand the importance of an activity and how it directly af-fects them. Aggregate data, dashboards, and audit tools may seem like someone else’s responsibility; if the end results are never communicated, the audit becomes merely an activity to do when the schedule is slow. If the goal of the quality improvement project is 100% compliance with filling out the “time out” checklist, the point of the check list (e.g., ensuring correct patient, procedure, site) has been missed, and change will never be successfully implemented. The educator may not always initiate the project, but should always clearly communicate its purpose.

In many facilities, the manager is responsible for communicating the results of a quality improvement proj-ect. This may be done at a monthly staff meeting or per a bulletin board memo. The educator, however, needs to take the next step: analyse these results, interpret them, and apply them to the front lines. For example, what does an increase in infection rates for total joints from 1.3 to 3.7 over the last month mean? Was there a break in sterile technique? Was there excessive traffic in and out of the room? Were loaner in-struments delivered in time to be properly sterilized? Were people unfamiliar with the procedure/instru-mentation doing the case? Is part of the OR undergoing renovation? Was the total number of cases done so small that one infection substantially increased the monthly rate? Are patients being shaved instead of


clipped? Are antibiotics being appropriately administered? Did the patient have an infection already?

Staff, physicians, central processing, AM admissions, and infection control should be included in this trou-ble-shooting exercise; it provides an excellent opportunity for collegial critical thinking and reinforces the need to adhere to evidence based protocols such as those outlined in Surgical Care Improvement Project (SCIP) initiatives. The results of this inquiry will provide the educator with the tools for the next step. Although a blanket “educate the staff” is frequently thrown over this fire, in truth this may not be what is needed to correct the problem. If loaner instruments are being unloaded from a vendor’s car trunk and transported directly to the OR, addressing this process is a more appropriate strategy.

Life-long Learning

Life-long learning occurs for both personal and professional reasons. It is the self-motivated pursuit of knowledge. It means that learning is not confined to the classroom, but takes place throughout life and in a range of situations. Clearly, nurses cannot continue to practice at the same level they did at the completion of their training. To be competent practitioners, nurses must continually learn and grow. During the last 50 years, constant scientific and technological innovation and change has had a profound effect on learning needs and styles. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace) (Field, 2006).

Educators demonstrate by modeling that learning does not stop after graduating from nursing school or completing an orientation program in the perioperative practice setting. Life-long learning, then, becomes a part of being a professional health care provider, and educators must encourage this practice with their coworkers and peers. “Seizing the moment” to reinforce a standard or principle is a no-cost way to conduct on-the-spot education, requiring no audiovisual technology or computerized program, and it honors adult learning principles. It is also a great reinforcement of the maxim that one never stops learning. It is easy to role model this behavior in an environment that is flexible, non-judgemental, open, unbiased, and respect-ful. Never stopping learning is a two-way street.


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AACN Standards for establishing and sustaining healthy work environments. Retrieved 10-12-2009 from AACN http://www.aacn.org/WD/HWE/Docs/HWEStandards.pdf

Agency for Healthcare Research and Quality (AHRQ). Retrieved May 20, 2009 from http://www.ahrq.gov/clinic/ptsafety/Chap40.htm.

American Nurses Association. (2000). Scope and standards of practice for nursing professional development. Washington, DC: American Nurses Publishing.

American Nurses Association. (2004). Nursing scope and standards of practice. Washington, DC.: American Nurses Publishing.

American Nurses Association. (2001). Code of ethics for nurses with interpretive statements, Washington, DC: Ameri-can Nurses Publishing.

American Nurses Credentialing Center. (2008). Magnet recognition program. Retrieved May 20, 2009, from http://www.nursecredentialing.org/magnet/

Association of periOperative Registered Nurses (AORN). (2009a). 6.2: Explications for perioperative nurses: Influence of the environment on ethical obligations. Perioperative standards and recommended practices. Den-ver, CO: AORN, Inc.

Association of periOperative Registered Nurses (AORN). (2009b). Position statement on a healthy peri-operative work environment. Retrieved Oct.12, 2009 from http://www.aorn.org/PracticeResources/AORN PositionStatements/Position_StatementOn

Beheri, W.H. (2009). Diversity with nursing. Nursing Administration Quarterly, 33(3), 216-226.

Blythe, J., & Baumann, A. (2009). Internationally educated nurses: Profiling workforce diversity. Interna-tional Nursing Review, 56,191-197.

Boychuk Duchscher, J.E., & Cowin, L. (2004). Multigenerational nurses in the workplace. Journal of Nursing Administration, 34(11), 493-501.

Burnes, Bernard. (2004).Kurt Lewin and the planned approach to change: A re-appraisal. Journal of Manage-ment Studies, 41(6), 977-1002.

References


Byrne, M., Delarose, T, King, C.A., Leske, J., Sapnas, K.G., & Schroeter, K. (2007) Continued profes-sional competence and portfolios. Journal of Trauma Nursing 14(1), 24-31.

Drucker P. (2004). What makes an effective executive. Harvard Business Review, 82(6). Retrieved Oct. 14, 2009 from http://www.hrequations.co.nz/SHRQ/downloads/drucker%20leadership.pdf

Examination and treatment for emergency medical conditions and women in labor (EMTALA). Retrieved Aug. 15, 2009 from http://www.emtala.com/law/index.html

Farag, A.A., & Tullai-McGuinness, S. (2009). Nurses’ perception of their manager’s leadership style and unit climate: Are there generational differences? Journal of Nursing Management, 17, 26-34.

Field, J. (2006). Lifelong learning and the new educational order. Stoke-on-Trent, U.K.: Trentham Books.

Girard NJ. (2007). Surgical conscience: Still pertinent. AORN Journal, 86(1), 13-14.

Hu, J., Herrick, C., & Hodgin, K.A. (2004). Managing the multigenerational nursing team. The Health Care Manager, 23(4), 334-340.

Lewin, K., Lippit, R., & White, R.K. (1939). Patterns of aggressive behavior in experimentally created so-cial climates. Journal of Social Psychology, 10, 271-301.

Mattson, S. (2009). A culturally diverse staff: Challenges and opportunities for nurses. Journal of Perinatal and Neonatal Nurses, 23(3), 258-262.

Maslow, A.(1954). Motivation and human personality. New York, NY: Harper.

McGuire, E., & Kennerly, S. M. (2006). Nurse managers as transformational and transactional leaders. Nurse Economic$, 24(4), 179-185.

Mensik, J.S.(2007). A view on generational differences from a Generation X leader. Journal of Nurse Adminis-trators, 37(11), 483-484.

National Nursing Staff Development Organization (NNSDO). (2007). The role of staff development/staff development specialist in achieving and maintaining Magnet™ designation. Journal for Nurses in Staff Develop-ment, 23(3), 152-153.

Phippen, M., Ulmer, B., & Wells, M.(2009). Competency for safe patient care during operative and invasive procedures. Denver, CO: Competency & Credentialing Institute.

Porter-O’Grady, T. (2007). The CNE as entrepreneur: Innovation leadership for a new age. Nurse Leader, 5(1), 44-47.

Robbins, B. & Davidhizar, R. (2007). Transformational leadership in health care today. The Health Care Man-ager, 26(3), 234-239.

References


Roussel, L., Swansburg, R.J., & Swansburg, R.C. (2005). Management and Leadership for Nurse Administrators (4th ed., Chapter 6). Sudbury, MA: Jones & Bartlett Publishers.

Schoessler, M. & Waldo, M. (2006). Organizational infrastructure to support development of newly gradu-ated nurses. Journal for Nurses in Staff Development, 22(6), 286-293.

Sujansky, J. (2004). Leading a multi-generational workforce. Occupational Health and Safety. Retrieved Oct. 9, 2009 from http://ohsonline.com/Articles/2004/04/Leading-a-MultiGenerational-Workforce.aspx?sc_lan.

Swansburg, R.C. & R.J. (2002). Introduction to management and leadership for nurse managers (3rd ed.,Chapter 16). Sudbury, MA: Jones & Bartlett Publishers. U.S. Equal Employment Opportunity Commission. Retrieved Aug. 15, 2009 from http://humanresources.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=humanresources&cdn=money&tm=296&gps=510_220_1276_566&f=20&su=p560.7.336.ip_&tt=2&bt=0&bts=1&zu=http%3A//www.eeoc.gov/

Weston, M.J. (2008). Transformational leadership at a national perspective. Nurse Leader 6(4), 41-45.

Additional Resources and Reading

Competencies

Rogan, M.K, Crooks, D., & Durrant, M. (2008). Innovations in nursing education. Journal for Nurses in Staff Development, 24(3), 119-123.

National League for Nursing. (2005). Core competencies of nurse educators with task statements. Re-trieved Oct. 8, 2009 from http://www.nln.org/facultydevelopment/pdf/corecompetencies.pdf.

Critical Thinking

Alfaro-LeFevre, R. (2004). Critical thinking and clinical judgment: A practical approach. St. Louis, MO: Saunders

Raymond, C.L., & Profetto-McGrath, J. (2005). Nurse educators’ critical thinking: Reflection and mea-surement. Nurse Education in Practice, 5, 209-217.

Zori, S., & Morrison, B. (2009). Critical thinking in nurse managers. Nurse Economics, 27(2), 75-78, 98. Retrieved from Medscape, http://www.medscape.com/viewarticle/707855_print Sept. 11, 2009.

Diversity

American Nurses Association. (2009). Nursing around the world: What are the commonalities and dif-ferences? Retrieved Oct. 15, 2009 from http://nursingworld.org/MainMenuCategories/ANAMarketplace/

ANAPeriodicals/OJIN/JournalTopics/NursingAroundTheWorld.aspx

References


Provides references to articles from ANA’s Online Journal of Nursing

Jirwe, M., Gerrish, K., Keeney, S., & Emami, Azita. (2009).Identifying the core components of cultur-al competence: Findings from a Delphi study. Journal of Clinical Nursing, 18, 2622-2634.

U.S. Department of Health and Human ServicesProvides cultural competence CE programs as well as other resources. Retrieved Oct. 13, 2009 from www.thinkculturalhealth.org

DiversityRxSite developed to provide information about the importance of diversity in America and the health care set-ting. The site also includes models and practices for diversity in health care, policies in diversity in health care, legal issues related to diversity and resources for diversity resources.Retrieved Oct. 15, 2009 from: http://www.diversityrx.org

Sigma Theta Tau International: Diversity ResourcesA diversity statement from the honor society of nursing, Sigma Theta Tau, as well as articles on diversity top-ics and diversity resources. Retrieved Oct. 15, 2009 from http://www.nursingsociety.org/GlobalConnect/Initiatives/Pages/diversity.aspx

National Center for Cultural Competence (NCCC)The NCCC is a part of Georgetown University’s Center for Child and Human Development. Provides sam-ple policies and a Cultural Competence Health Practitioner Assessment tool (requires permission to use)Retrieved Oct. 15, 2009 from: http://www11.georgetown.edu/research/gucchd/nccc/

Transcultural Nursing Society (TCNS)Web site of TCNS with links to Dr. Leininger’s Web PagesRetrieved Oct. 15, 2009 from: http://www.tcns.org/

Ethics

ANA Position Statements on Ethics and Human Rights. Retrieved Oct. 15, 2009 from http://www.nursing-world.org/EthicsHumanRights

Schroeter, K. (2004). Doing the right thing: Nurses’ experiences of ethics in perioperative practice. Dis-sertation - University of Wisconsin, Milwaukee, WI. (Ph.D.) RT 1000.

Schroeter, K., Derse, A., Junkerman, C. & Schiedermayer. (2002). Practical ethics for nurses and nursing students: A short reference manual. Hagerstown, MD: University Publishing Group, Inc.

Healthy Work Environments

AORN Position statement on healthy work environments. Retrieved 10-12-2009 from http://www.aorn.org/PracticeResources/AORNPositionStatements/Position_StatementOnaHealthyPerioperativeWorkEnvir/

References


Haig, K.M., Sutton, S., & Whittington, J. (2006). National Patient Safety Goals SBAR: A shared men-tal model for improving communication between clinicians. Joint Commission Journal on Quality and Patient Safety, 32(3), 167-175.

Joint Commission.(2008, July). Behaviors that undermine a culture of safety. Sentinel Event Alert, 40. Re-trieved Oct. 15, 2009 from http://www.jointcommission.org/SentinelEvents/SentinelEventAlert/sea_40.htm.

Lavoie-Tremblay, M., Wright, D., Desforges, N., Gélinas, C., Marchionni, C., & Drevniok, U. (2008). Creating a healthy workplace for new-generation nurses. Journal of Nursing Scholarship, 40(3), 290-297.

Nursing Organization Alliance. Principles and elements of a healthful practice/work environment. Retrieved Oct. 15, 2009 from http://www.aone.org/aone/pdf/PrinciplesandElementsHealthfulWorkPractice.pdf.

Parsons, M.L.,& Newcomb, M.(2007).Developing a healthy workplace. AORN Journal, 85(6), 1213-1223.

Leadership

Buonocore, D.E. (2004). Leadership in action: Creating a change in practice. AACN Clinical Issues, 15(2), 170-181.

Cain, L.B. (2005). Essential qualities of an effective clinical leader. Dimensions of Critical Care Nursing, 24(1), 32-34.

Cummings, G., & McLennan, M. (2005). Advanced practice nursing: Leadership to effect policy change. Journal of Nursing Administration, 35(2), 61-66.

del Bueno, D. & Freund, C. (1986) Power and politics in nursing: A casebook. Owings Mills, MD: National Health Publishing.

Kouzes, J.M., & Posner, B.Z. (2007). The leadership challenge (4th ed.). San Franciso, CA: Jossey-Bass.

Girard, N. (ed.). (2009). Leadership. Perioperative Nursing Clinics, 4(1).

Huber, D. (2002). Leadership and nursing care management. Philadelphia, PA: WB Saunders Co.

Nagelkerk, J. (2006). Leadership and nursing care management (Chapter 9, Organizational climate and culture p.63). Philadelphia, PA.: W.B. Saunders Co.

Pearce C.L., Conger J.A.,& Locke E.A. (2007).Shared leadership theory. The Leadership Quarterly, 18(3), 281-288.

Porter-O’Grady T., Malloch K. (2007) Quantum leadership: A resource for health care innovation, (2nd ed.) Boston, MA: Jones & Bartlett pubs.

References


Reineck, C. (2007). Models of change. The Journal of Nursing Administration, 37(9), 388-391.

Shirey, M. R. (2008). Influences among us: A Practical Approach for Leading Change. Clinical Nurse Specialist, 22(2), 63-66. Shirey, M.R. (2006). Authentic leaders creating healthy work environments for nursing practice. American Journal of Critical Care, 15(3), 256-267.

Yoder-Wise, P. (2003). Leading and managing in nursing (3rd ed.). St. Louis, MO: Mosby.

Magnet™ Program

Broom, C., & Tilbury, M.S. (2007). Magnet status: A journey, not a destination. Journal of Nursing Care Quality, 22(2), 113-118.

Forces of magnetism Retrieved 10-12-2009 from http://nursecredentialing.org/Magnet/ProgramOver-view/ForcesofMagnetism.aspx#.

Rivers, R., & Pinkerton, S. (2006). Magnet designation: Gold standard for nursing excellence. In P.S. Cowen & S. Moorhead (Eds.), Current issues in nursing (pp. 412-414). St. Louis, MO: Mosby Elsevier.

Professional Development

Gaberson, K. B., Schroeter, K., Killen, A. R., & Valentine, W. A. (2003). The perceived value of certifica-tion by certified perioperative nurses. Nursing Outlook, 51(6): 273-277.

Gilmore, W.F. (2002). Membership and professional responsibility. American Scientist, 90(6), 490.

Shared Governance

Hess,R. G. (2004). From bedside to boardroom: Nursing shared governance. Online Journal of Issues in Nurs-ing, 9(1). Retrieved Oct. 14, 2009 from - http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume92004/No1Jan04/FromBedsidetoBoardroom.aspx

Waddell, A.W.G. (2009). Shared governance supports evidence-based practice. AJN, 109(11), 53-57.

Quality Improvement

Cowen, P. S., & Moorhead, S. (2006). Quality improvement. In K. J. Dolter, et al. (Eds.), Current issues in nursing (7th ed., pp. 260-321). St. Louis, MO: Mosby Elsevier.

McFadden, K.I., Stock, G.N., & Gowen III, C.R. (2006). Exploring strategies for reducing hospital errors. Journal of Healthcare Management, 51(2), 123-135.

References


References

Organizations’ Web Sites

American Nurses Association (ANA) — www.nursingworld.org Promotes high nursing quality, addresses nursing ethics, workplace concerns, and latest nursing issues

American Organization of Nurse Executives (AONE) — www.aone.org

Association of Perioperative Registered Nurses (AORN) — www.aorn.org

National Nursing Staff Development Organization (NNSDO) — www.nnsdo.org

Surgical Care Improvement Project (SCIP) initiatives — www.premierinc.com/safety/topics/scip/index.jsp

National Council of Quality Assurance — www.ncqa.org/Provides accreditation, certification, and recognition programs for health care institutions

Government Sites

Equal Employment Opportunities Commission (EEOC)The EEOC is the USA government’s equal employment law enforcement agency.Retrieved Oct. 15, 2009 from: http://www.eeoc.gov

National Institute of Nursing Research Diversity Programs and resourcesOpportunities, research, and resources related to diversity within research for the National Institute of Nursing Research. Retrieved Oct. 15, 2009 from: http://www.nih.gov/ninr/research/diversity.html

Multicultural Health ResourcesProvides a variety of cultural and health links including fact sheets, guidelines, and assessments by Queensland government, Australia. Retrieved Oct. 15, 2009 from: http://www.mhcs.health.nsw.gov.au/

The Office of Minority HealthUS Department of Health and Human Services (HHS) office that advises on public health program activities affecting American Indian and Alaska native, African American, Asian American and Pacific Islander and Hispanic populations. Retrieved Oct. 15, 2009 from: http://www.omhrc.gov

Commercial sites

Cultural Diversity in the Health Care Field – Jamarda Resources.Inc.The site specializes in providing educational products, resources and training for health care providers.Retrieved Oct. 15, 2009 from: http://www.jamardaresources.com


References

Minority NurseResources about and for diversity in nursing. Information on how to access Minority Nurse Magazine.Retrieved Oct. 15, 2009 from: http://www.minoritynurse.com/

The Provider’s Guide to Quality & CultureThe site provides information on developing a culturally competent organizationRetrieved Oct. 15, 2009 from: http://erc.msh.org/mainpage.cfm?file=9.0.htm&module=provider&language=English&ggroup=&mgroup=

Transcultural Nursing: Basic Concepts & Case StudiesThe site provides information and testimonials on how to provide understanding on caring for people with diverse cultural backgrounds.Retrieved on Oct. 13, 2009 from: http://www.culturediversity.org/index.html

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