staff nurse perceptions of the healthy work environmentanne... · direct care registered nurse...
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Item type Presentation
Format Text-based Document
Title Direct Care RN Perceptions of the Healthy WorkEnvironment
Authors Longo, M. Anne
Downloaded 7-Jul-2018 10:41:12
Link to item http://hdl.handle.net/10755/291029
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Direct care registered nurse
perceptions of the healthy work
environment
M. Anne Longo PhD, MBA, RN-BC, NEA-BC
Sigma Theta Tau
Creating Healthy Work Environments
Saturday, April 13,2013
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Committee members
Linda Roussel DSN, RN, NEA-BC Chair
Professor, USA College of Nursing
Sandra Pennington PhD, RN Committee
Academic Provost
Rocky Mountain University of Health Professions
Cheryl Hoying PhD, RN, NEA-BC, FACHE, FAAN Committee
Sr. Vice President, Patient Services
Cincinnati Children’s Hospital Medical Center
Funding
Sigma Theta Tau Omicron Omicron Grant
Cincinnati Children’s Hospital Medical Center
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Objectives
• Define the healthy work environment of the
direct care RN
• Discuss pediatric RN perceptions of their
work environment
• Discuss study implications
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Research aims
1. To understand the direct care registered nurses
perceptions of their own healthy work environment
using the action research (AR) form of Appreciative
Inquiry (AI).
2. Determine if the direct care RNs perceptions are
related to their level of practice.
3. Determine if the RNs perception of their level of
practice was the same as that of their manager.
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Theoretical framework
Benner, 1984 from Novice to Expert Model
The American Association of Critical Care Nurses standards for establishing and sustaining healthy work environments
Situational Leadership Model as a means of developing management strategies for the clinical managers to use Barden, C. E. e. (2005). AACN standards for establishing and sustaining healthy work environments. Aliso Viejo,
California: American Association of Critical-Care Nurses.
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, California: Addison-Wesley.
Blanchard, Ken. (2000). Situational Leadership®II: Teaching others. The Ken Blanchard Companies. Item#13538. V051602.
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A Sustainable Healthy Work
Environment
Benner’s Novice to
Expert Level of Practice
Model
Self identifying
level of practice
Appreciation inquiry
interviews
Assessing/describing the
healthy work environment
Hersey and
Blanchard’s
Situational
Leadership
Strategies
Clinical
nurse
manager
Direct care
RN
Direct care RN
Focus of the study is the direct care RN perceptions of the healthy work environment
Longo, 2010
Clinical nurse manager
identifies their direct
reports level of practice
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Definition of the healthy work environment
• American Association of Critical Care Nurses (six standards)
Skilled Communication True Collaboration
Effective Decision Making Meaningful Recognition
Authentic Leadership Appropriate Staffing
• Registered Nurses of Ontario: Healthy Work Environment Best
Practice Guidelines
• International Council of Nurses: A Call to Action for Positive
Practice Environments
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Literature to date
• Strong level of evidence that manager
behaviors affect the work environment and
job satisfaction
• Nurse satisfaction affects patient safety
• Shrinking labor pool
• Cost of RN turnover
(Kovner, 2007: Kovner et. al., 2007; Kramer and Schmalenberg, 2008; Tomey, 2009; Manojlovich, 2005; Milisen
et. al., 2006).
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Literature states the WHY
Importance of leadership to establishing the
work environment
• Strengthening interpersonal relationships
• Organizing nursing work
• Leadership style related to lack of
empowerment, communication and
willingness to change
(Utriainen and Kyngas, 2009; Coomber & Barriball, 2006; Saver, 2009; McGillis and Doran, 2007).
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Mixed method research design
Qualitative-Quantitative
• Theoretical thrust
• Core component
• Supplementary component
• Induction
(Morse, Niehaus, Wolfe & Wilkins, 2006).
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Research Design Qualitative
• Focus group interviews Field notes
• Comparative iterative process Use of Nvivo
What attitudes and beliefs do you have about the
standards of the healthy work environment with in your
own setting?
What do you perceive as the most important standard to
your own work satisfaction?
What do you perceive as the most important standard
for patient outcomes?
What didn’t we discuss about the work environment that
you would like to add?
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Appreciative Inquiry 4-D Model as
presented by David Cooperrider
Discovery
“What gives life?”
The best of what is.
Appreciating
Destiny Dream
“How to empower, learn, Affirmative Topic “What might be?”
and improvise? Envisioning
Sustaining Results/Impact
Design
“What should be- the ideal?”
Co-constructing
(Cooperrider, D. and Whitney, D., 2004)
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Research Design Qualitative
“What attitudes and beliefs do you have about the
standards of the healthy work environment within
your own work setting?
“Based upon your perceived level of practice, what do
you believe to be the most important standard for
your own work satisfaction?
“What is the most important standard that affects patient
outcomes?”
“What would you like to tell say that we didn’t ask?
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Research design quantitative 1. Provided with an explanation of the study including operational
definitions of AACN’s six standards and Benner’s five levels of
practicing nurses.
2. Completed a data collection tool comprised of identifying
demographics
3. Self-identified their level of practice based upon Benner’s (1984)
model of five levels of practice
4. Completed a tool rank ordering the importance of the six
standards of the HWE in their own work environment: skilled
communication, true collaboration, effective decision making,
appropriate staffing, meaningful recognition and authentic
leadership.
Clinical Managers were asked to identify their direct reports
level of practice
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Site/Participants/Inclusion/Exclusion
• Free standing pediatric hospital providing
quaternary care
• Two heme/onc/bmt units
• Included Direct care RNs; SRU and Cl. Mgrs.
excluded
• Exclusion criteria: Direct care RNs on leave
during the time of data collection
Limitations: Results are not generalizable to
areas outside the study units due to small
sample size at only one study site
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Demographics
Total number of potential study participants for both study units: 137
67 direct care RNs participated
.
66% of the RNs are between the ages of 20-29.
21% work straight days 2% straight evenings
5% straight nights 20% rotate shifts.
58% of all who participated in the study work twelve-hour shifts.
The majority of direct care RNs are RNIs (34%)
13% RNIIs, but only 1.5%RNs at the RNIII level.
89% of the study participants earned a Bachelor of Science Degree.
11 direct care RNs are certified
40% are in their first RN position
73% have worked less than 5 years
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Nvivo Result Rankings
Skilled communication 46.09
True collaboration 37.36
Effective decision making 1.61
Meaningful recognition 9.17
Appropriate staffing 34.74
Authentic leadership 10.64
HWE standards % of HWE rankings
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Nvivo Results Overall
Theme: Skilled communication
As noted in many of the examples, all levels of
practicing RNs identified communication being critical
for both patient and nurse satisfaction. The RNs often
made suggestions on how to increase communication
or change a current process of communication as a way
of providing evidence of the importance of this particular
standard of the healthy work environment.
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Quantitative results
The quantitative results confirmed the
qualitative findings of skilled
communication being the most important
standard regardless of level of practice
with p = .445, alpha = 0.05 and
confidence interval = 95.
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Quantitative results
47 of the 67 direct care RNs who participated
chose skilled communication as either their
number one or number two choices for a
cumulative 70%.
Independent t-test of the six standards of the
healthy work environment and RN level of
practice revealed no significant differences
Independent t-test of the six standards of the
healthy work environment and Age of direct
care RN revealed no significant differences.
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Ranking of Skilled communication by all study
participants
Ranking Frequency Percent Valid Cumulative
1 25 18.2 37.3 37.3
2 22 16.1 32.8 70.1
3 5 3.6 7.5 77.6
4 8 5.8 11.9 89.6
5 6 4.4 9 98.5
6 1 0.7 1.5 100
Total 67 48.9 100
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Direct care RN self-identified level of practice
according to the Benner Model’s definitions
Level of
practice Frequency Percent Valid Cumulative
Novice
11 8 16.2 16.2
Ad Beginner 13 9.5 19.1 35.3
Competent 14 10.2 20.6 55.9
Proficient 22 16.1 32.4 88.2
Expert 8 5.8 11.8 100
Total 68 49.6 100
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Clinical manager’s perceptions of their
direct reports using the same tool
Level of practice Frequency Percent Valid Cumulative
Novice 22 16.1 17.3 17.3
Ad Beginner 19 13.9 15 32.3
Competent 36 26.3 28.3 60.6
Proficient 39 28.5 30.7 91.3
Expert 11 8 8.7 100
Total 127 92.7 100
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Nonparametric correlation of RN level and Clinical
manager level of practice
RN level Cl. Mgr. level
RN level Correlation coefficient
Sig (2-tailed) 0
Number of participants
68 61
Correlation coefficient 0.73 1
Cl. Mgr. Level Sig (2-tailed) 0
Number of participants 61 127
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Implications for the Use of the
Situational Leadership Model
The patient satisfaction data is evidence of the
families desire for skilled communication
The RNs repeatedly note the need for skilled
communication as the being the most important.
Thus both the RNs and the patients/parents
agree on the importance of skilled
communication
Shared mental model = Opportunity
Use of Learning styles
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Recommendations
Focus is developing techniques for skilled
communication to be used by all disciplines as
well as patients/parents
• Situational leadership
• Purposeful rounding
• Motivational interviewing
• Team STEPPs
• Use of technology
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Patient/Family
Experience and
Value = Outcome
Situational Leadership Model (Delegating, Supporting, Coaching, Directing)
BMT Culture
CPE 10/10/12
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