workshop presentations 2011 l&m newest

8/13/2019 Workshop Presentations 2011 L&M Newest

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NURSING LEADERSHIP& MANAGEMENT

PROFESSOR MARIANNE MCAULEY


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DAY WORKSHOP

Morning all students 8 AM to 12:30 PMAfternoon full-day students Self-Study

sign attendance sheet with professionalassistantassignment due within one week

assignments in my mailbox: R106assignments returned to your mail folder


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EVENING WORKSHOP

5:00 PM 9:50 PM5 hour workshop is instead of PediatricClinical this weekL/M Clinical instead of Pediatric clinicalthose weeks2 full shifts for L/M Clinical Receive a night off from Pediatric Clinical Arrange with Pediatric Instructor


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THE CLINICAL EXPERIENCE

Review Agency SchedulesDirectionsUniform PolicyHealth Forms in Trunk of CarHIPPA Privacy ComplianceAttendance & Lateness Policy absences

call unit & me (451-4152) Department of Health or JCAHO VisitLate Assignment Policy


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ROLE OF PRECEPTOR

Complete preceptor evaluation form Include comments !!!!! Separate one for each preceptor is required Appendix A

Collect student evaluation form frompreceptor on

last day sealed envelope Appendix B

RETURN BOTH TO MRS. MCAULEY Put in your brown envelope with your

assignment


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CLINICAL OBJECTIVES

See appendix CBring these with you to clinicalChange of Shift Report Report all abnormal findings Report normal physical findings relevant to

patients diagnosis Describe nursing interventions done during

your shift


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CLINICAL OBJECTIVES

Delegation review CNA assignment sheets Issues to considerInterdisciplinary Team MeetingsDocumentation 24 hour reports, Medicare Notes, Admissions,

Discharges, Transfers, Incident ReportsPreceptor co-signs your signatureNo medications


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CLINICAL OBJECTIVES

Picking up of doctors orders

Staff education: in-service project forCNAs (certified nursing assistants) 15 minutes done on 2 nd day


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WHY L & M?

Economics of health care

Staff Redesign

NCLEX


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NCLEX-RN TEST PLAN

Physiological integrity needs of clientsPsychosocial integrity needs of clientsPromotion and maintenance of healthManagement and coordination of the careenvironment

www.ncsbn.org


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Leaders Are Mostly Made

NOT Born

Integrating Leadership/Managementinto an Associate Degree NursingProgram Management introduced 1 st semester

Capstone in last yearWorkshop2 full shifts with a preceptor running a patient care unit


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The Motivator

Inspires others to reach goalsUses power to motivate others


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The Delegator

A nursing task is transferred to anindividual competent to perform the task

The delegator remains accountable for thetask


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How to Increase YourExpertise as a Delegator?

Follow the five rights of delegation National Council of State Boards of Nursing Right task Right person Right communication Right supervision Right circumstances


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Is It the Right Task?

What is the difference between the scopeof practice of the RN & LPN?

Look at the NYS Nurse Practice Act Article 139 of the Education Law http://www.emsc.nysed.gov/sss/Laws-

Regs/Health_Services/Nurse_Practice_ Act-full.htm
http://www.emsc.nysed.gov/sss/Laws-Regs/Health_Services/Nurse_Practice_http://www.emsc.nysed.gov/sss/Laws-Regs/Health_Services/Nurse_Practice_http://www.emsc.nysed.gov/sss/Laws-Regs/Health_Services/Nurse_Practice_http://www.emsc.nysed.gov/sss/Laws-Regs/Health_Services/Nurse_Practice_http://www.emsc.nysed.gov/sss/Laws-Regs/Health_Services/Nurse_Practice_


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Is It An Appropriate HealthRelated Activity?

The guidelines regarding the utilization oflicensed nurses and unlicensed assistive

personnel in the delivery of nursing care

NYSNANYONE 2003

http://www.nysna.org/images/pdfs/ practice/scope/rn_uap_guidelines03.pdf
http://www.nysna.org/images/pdfs/http://www.nysna.org/images/pdfs/


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More Skills of Effective Leaders

The Staff Educator: in-servicesThe Change Maker: institutes change

The Evaluator: evaluates the work ofothersThe Problem Solver: resolves conflictsThe 21st Leader: vision


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How Do Leadership &Management Differ?

Management

Working with and through others Achieve organizational objectivesLeadership Influencing the activities of a group

Toward goal achievementBest manager is a good leader


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Differences between Managingand Leading

Manager administers, Leader innovatesManager relies on control, Leader inspirestrustManager has a short-range view, Leadera long-range perspective

Manager does things right, Leader doesthe right thing


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TYPES OF POWER Referent - followers identification withleader confidence power dressing What qualities do you have that give

you this power?

Expert - leaders specialized knowledge


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Effective Leader and ManagerFormula

Understanding Self self-assessmentKnowledgeLearning role modelsEmotional Intelligence assess yourself


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EMOTIONAL INTELLIGENCE

Set of skills that includes excellence atlistening, empathy, handling upsets

Midbrain center for emotionsA different set of skills than IQ abilitiesHelps workers stay in positive emotionalrange

Can learn these skills with practice


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Great Man or Trait Theory

Leaders born, not made

Physical, psychological , personalcharacteristics define leadersCharismatic theory - leaders possesscharisma


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BEHAVIORAL THEORIES

AutocraticDemocraticLaissez-Faire


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AUTOCRATIC STYLE

Leader dominates group

Commands rather than makessuggestionsMaintains strong controlSometimes punitive


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LAISSEZ-FAIRE STYLE

Leader is passive, nondirective, inactiveAll decision making left to groupLittle, if any, leader guidance orsupport


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DEMOCRATIC STYLE

Group participates in decision making

Leader acts as facilitatorLeader has concern for group members


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ROLE-PLAYSLEADERSHIP STYLES

See appendix DDemonstrate an Authoritarian Manager

Demonstrate a Laissez-Faire ManagerDemonstrate a Democratic Manager

Provides privacy, listens, uses open-ended

questions, involves employee in goal setting,offers suggestions for improvement


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Situational Leadership

Assess the situationAssess the group membersSelect the style or blending of stylesbest for the situation


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DEVELOPING NEW SKILLS


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INSERVICE PROJECT A WIN-WIN FOR ALL

Use the Nursing ProcessAssess : the first day select topic with guidance of preceptor Ideas: handwashing, infection control,

nosocomial infections, heat exhaustion Self Care: stress management, body

mechanics review procedure manuals


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Plan: during the week develop the lesson plan - have 2 copies typewritten, professional appearance 1 copy to preceptor

LIV Room 307 Margaret Kellys mailbox 1 copy to me (R 106)

Implement: the second day eating & learning is fun use audio-visual aids/handouts absent: schedule make-up


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Evaluate: Develop a written quiz for the CNAs with at

least 1 question for each objective Staple a copy of this to the lesson plan a quiz is part of the lesson plan Develop a teacher evaluation form so that

the CNAs can rate you Staple a copy of this to the lesson plan A teacher evaluation is part of the lesson

plan


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COMPONENTS OF A LESSON PLAN

Cover Sheet

topic, date, agency presenter - your nameObjectivesContent Outline

Written QuizTeacher Evaluation FormAttendance Sheet - GOES TO AGENCY See appendix F


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Checklist for in-service project2 brown envelopes

AGENCYLesson plan

Lesson plan includes a copyof the quiz & the teacherevaluation form

Attendance sheetGive lesson plan to

preceptorLIV put in MargaretKellys mailbox in Room307

MRS. MCAULEYLesson plan Lesson plan includes a copy of

the quiz & the teacherevaluation formQuizzes completed by CNAsEvaluations completed byCNAs

Preceptor evaluation

Include commentsStudent evaluationLeave in my mailbox in R106Returned to your student mailfolder in R111


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HOW TO WRITE OBJECTIVES

Focused on the learner:CNAsMeasurable - Use action verbs use words like state, describe, list,

explain

DONT use words like understand or

knowTime component


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TYPES OF OBJECTIVES

COGNITIVE

PSYCHOMOTORAFFECTIVE

Objectives can be all the same type or a mix


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COGNITIVE OBJECTIVES

Knowledge, facts

Example:CNAs will state 3 methods to prevent pressure

ulcers by the end of the in-service


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PSYCHOMOTOR OBJECTIVES

Skills

Example:CNAs will demonstrate properhandwashing by end of in-service


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AFFECTIVE OBJECTIVES

Emotions, feelings

Example:CNAs will express feelings about caring fora dying client by end of in-service


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CONTENT OUTLINE

Outline format dont write a narrative Comprehensive give a detailed outlineNumber objectives to match the

content

It should be very clear what content goes with each objective


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EXAMPLE OF CONTENTOUTLINE

Objective:1. By the end of the in-service the CNAwill list factors that increase the risk forpressure ulcersContent Outline:1. a. immobility

creates pressure on skin over bony prominences

b. poor nutrition - protein needed to repairskinc. incontinence chemicals break down skin

d. confusion cant move self, may be unableto express pain or discomfort


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EVALUATION OF KNOWLEDGE

Quiz multiple-choice, true-false state in positive, all choices same lengthWhich of the following would be most helpfulto prevent pressure ulcers? (obj 1)

a. Changing the residents position every 2hours

b. Having the resident drink milk dailyc. Keeping the resident OOB for the shiftd. Using lotion to massage the skin over bony

prominences


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EVALUATION OF TEACHER

List items for CNA to rateExample: Teachers knowledge ofsubject?Ask other questions

Use a rating scale code:4-excellent

3-very satisfactory2-satisfactory1-unsatisfactory

Include a space for comments


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THE CHANGE MAKER

How can you be an agent of changerather than a target of change?


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How do people react to change?

threat to self

fear of increased responsibility

lack of understanding

limited tolerance for change


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What role do you play when itcomes to change?

Laggard or Adventurer


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CHANGE THEORY

Process of change - force field analysis

Three phases required to accomplishchange unfreezing moving refreezing


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STAGES OF CHANGE

Unfreezing: recognize need for change loosen the status quo driving factors versus restraining factors

Moving: initiate change after planningRefreezing: change becomesoperational


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HOW TO OVERCOMERESISTANCE TO CHANGE

Involve everyone affectedestablish open communication & trustlist advantages of the changeshow your commitment to the changeprovide incentives for change

introduce change slowly


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TECHNIQUES FOR IMPLEMENTINGCHANGE

Run productive meetings

Use participative decision-makingSchedule a brainstorming sessionwhen needed quantity , freewheeling, no criticism


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PERFORMANCE APPRAISALS

Base on job description & observationWritten & presented by same personAfter 90 days, then annuallyEvaluatee involved in setting goalsEvaluatee may comment & receive copy

Opportunity to improve & be re-evaluated


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Coaching Role

Be seen as trying to be helpfulTiming is everything

Discuss behavior in relation to standards Dont be preachy or use word should Give specific suggestions for changeRecognize & praise improvements


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USE THE SANDWICH APPROACH

Begin with the positive attributes,accomplishments Be specific Spend timeIdentify and address the deficiencies Dont use avoidance or minimize these Finish with a positive statement


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ROLE-PLAYPERFORMANCE APPRAISALS

See appendix D

Demonstrate an ineffective interview

Demonstrate an effective interview


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RESPONSES TO CONFLICT

Competition/Power : Win /Lose manager concerned with work

little regard for staff

Smoothing : Lose/Win manager concerned with relationships secondary concern for work


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Avoidance : Lose/Lose Low regard for both tasks & relationships

Ignores/withdraws from conflicts

Compromising : Lose/Lose

each side makes concessions neither side gets what they want


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Collaboration : Win/Win confront issue openly

look for acceptable resolution no dominating, suppressing, compromising


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Strategies for Effective ConflictResolution

Identify the problem Set some ground rules for the discussion

Set a time limit for the discussion

Encourage free exchange of ideas &feelings Create an atmosphere of trust Set firm limits on individuals out of control


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ROLE-PLAYSCONFLICT RESOLUTION

See appendix DCompetition/PowerSmoothingAvoidanceCompromising

Collaboration


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21ST CENTURY LEADERROLE OF VISION

How innovative are you?

Identify your barriers to innovative action low self-confidence Dislike of risk-taking need for conformity no abstract thinking Lack of time for creativity

workshop presentations 2011 l&m newest

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