Additional Information
Book Details
Abstract
Leading and Managing in Nursing, 6th Edition offers an innovative approach to leading and managing by merging theory, research, and practical application to better prepare you for the NCLEX® exam and the transition to the practice environment. This cutting-edge text is organized around the issues that are central to the success of professional nurses in today's constantly changing healthcare environment, including consumer relationships, cultural diversity, resource management, delegation, and communication.
- UNIQUE! Each chapter opens with The Challenge, where practicing nurse leaders/managers offer their real-world views of a concern related in the chapter, encouraging you to think about how you would handle the situation.
- UNIQUE! The Solution closes each chapter with an effective method to handle the real-life situation presented in The Challenge, and demonstrates the ins and outs of problem solving in practice.
- The Evidence boxes in each chapter summarize relevant concepts and research from nursing/business/medicine literature.
- Theory boxes highlight and summarize pertinent theoretical concepts related to chapter content.
- Research and Literature Perspective boxes summarize timely articles of interest and point out their relevance and applicability to practice.
- Separate chapters on key topic areas such as cultural diversity, consumer relationships, delegation, managing information and technology, legal and ethical issues, and many more.
- End-of-chapter Tips offer guidelines for applying information presented in the chapter.
- Numbered exercises challenge you to think critically about concepts in the text and apply them to real-life situations.
- Eye-catching full-color design helps engage and guide you through each chapter.
- Glossary alphabetically lists and defines all the boldfaced key terms from the chapters.
- Chapter Checklists provide a quick summary of key points and serve as a handy study tool.
- NEW! QSEN competencies incorporated throughout the text emphasize the importance of providing safe, high-quality nursing care.
- NEW! What New Graduates Say section at the end of each chapter provides you with a real-world perspective on the transition to clinical practice.
- NEW! Expanded content on legal and ethical issues, care delivery strategies, staffing, quality, and consumer relationships.
- NEW! Updated photos throughout the book maintain a contemporary and visually appealing look and feel.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Inside Front Cover | ES2 | ||
| Leading and Managing in Nursing | iii | ||
| Copyright | iv | ||
| Dedication | v | ||
| Contributors | vi | ||
| Reviewers | ix | ||
| Acknowledgments | xi | ||
| Preface | xii | ||
| CONCEPT AND PRACTICE COMBINED | xii | ||
| DIVERSITY OF PERSPECTIVES | xii | ||
| AUDIENCE | xii | ||
| ORGANIZATION | xiii | ||
| DESIGN | xiii | ||
| LEARNING STRATEGIES | xiii | ||
| CHAPTER OPENER ELEMENTS | xiii | ||
| ELEMENTS WITHIN THE CHAPTERS | xiii | ||
| END OF CHAPTER ELEMENTS | xiv | ||
| OTHER TEACHING/ LEARNING STRATEGIES | xiv | ||
| COMPLETE TEACHING AND LEARNING PACKAGE | xiv | ||
| Contents | xv | ||
| Part 1: Core Concepts | 1 | ||
| Chapter 1: Leading, Managing, and Following | 2 | ||
| INTRODUCTION | 3 | ||
| DIFFERENTIATING LEADING, MANAGING, AND FOLLOWING | 4 | ||
| TRADITIONAL AND EMERGING LEADERSHIP AND MANAGEMENT ROLES | 6 | ||
| EMOTIONAL INTELLIGENCE DEVELOPMENT FOR PROFESSIONAL PRACTICE | 7 | ||
| THEORY DEVELOPMENT IN LEADING, MANAGING, AND FOLLOWING | 7 | ||
| COMPLEXITY SCIENCE TAKES HOLD | 8 | ||
| Develop Networks | 12 | ||
| Encourage Non-hierarchical, “Bottom-up” InterŁaction Among Workers | 12 | ||
| Become a Leadership “Tag”. | 12 | ||
| Focus on Emergence | 12 | ||
| Think Systematically | 13 | ||
| TASKS OF LEADING, MANAGING, AND FOLLOWING | 13 | ||
| Gardner’s Tasks of Leadership | 13 | ||
| Envisioning Goals | 13 | ||
| Affirming Values | 15 | ||
| Motivating | 15 | ||
| Managing | 15 | ||
| Achieving Workable Unity | 16 | ||
| Developing Trust | 16 | ||
| Explaining | 16 | ||
| Serving as a Symbol | 17 | ||
| Representing the Group | 17 | ||
| Renewing | 17 | ||
| Bleich’s Tasks of Management | 17 | ||
| LEADING, MANAGING, AND FOLLOWING IN A DIVERSE ORGANIZATION | 18 | ||
| CONCLUSION | 19 | ||
| THE EVIDENCE | 20 | ||
| WHAT NEW GRADUATES SAY | 20 | ||
| CHAPTER CHECKLIST | 20 | ||
| TIPS FOR LEADING, MANAGING, AND FOLLOWING | 21 | ||
| REFERENCES | 21 | ||
| Chapter 2: Safe Care: The Core of Leading and Managing | 23 | ||
| INTRODUCTION | 24 | ||
| THE CLASSIC REPORTS AND EMERGING SUPPORTS | 24 | ||
| THE INSTITUTE OF MEDICINE REPORTS ON QUALITY | 24 | ||
| AGENCY FOR HEALTHCARE RESEARCH AND QUALITY | 27 | ||
| THE NATIONAL QUALITY FORUM | 28 | ||
| THE JOINT COMMISSION | 28 | ||
| THE DET NORSKE VERITAS/NATIONAL INTEGRATED ACCREDITATION FOR HEALTHCARE ORGANIZATIONS SM | 28 | ||
| MAGNET RECOGNITION PROGRAM ® | 29 | ||
| INSTITUTE FOR HEALTHCARE IMPROVEMENT | 29 | ||
| QUALITY AND SAFETY EDUCATION FOR NURSES | 29 | ||
| MEANING FOR LEADING AND MANAGING IN NURSING | 30 | ||
| CONCLUSION | 31 | ||
| THE EVIDENCE | 32 | ||
| WHAT NEW GRADUATES SAY | 32 | ||
| CHAPTER CHECKLIST | 32 | ||
| TIPS FOR PATIENT SAFETY | 32 | ||
| REFERENCES | 32 | ||
| Chapter 3: Developing the Role of Leader | 34 | ||
| INTRODUCTION | 35 | ||
| WHAT IS A LEADER? | 35 | ||
| Leadership as an Important Concept for Nurses | 37 | ||
| Leadership as a Primary Determinant of Workplace Satisfaction | 37 | ||
| THE PRACTICE OF LEADERSHIP | 37 | ||
| Leadership Approaches | 37 | ||
| Transactional Leadership | 37 | ||
| Transformational Leadership | 38 | ||
| Barriers to Leadership | 40 | ||
| False Assumptions | 40 | ||
| Time Constraints | 40 | ||
| LEADERSHIP DEVELOPMENT | 40 | ||
| Select a Mentor | 40 | ||
| Lead by Example | 41 | ||
| Accept Responsibility | 41 | ||
| Share the Rewards | 41 | ||
| Have a Clear Vision | 41 | ||
| Be Willing to Grow | 41 | ||
| DEVELOPING LEADERS IN THE EMERGING WORKFORCE | 42 | ||
| The Emerging Workforce: The 1965 to 1995 Generation | 43 | ||
| The Entrenched Workforce: The 1946 to 1965 Generation | 43 | ||
| SURVIVING AND THRIVING AS A LEADER | 43 | ||
| The Leader Must Maintain Balance | 44 | ||
| The Leader Must Generate Self-Motivation | 44 | ||
| The Leader Must Work to Build Self-Confidence | 44 | ||
| The Leader Must Listen to His or Her Constituents | 44 | ||
| The Leader Must Have a Positive Attitude | 44 | ||
| THE NURSE AS LEADER | 45 | ||
| Leadership Within the Workplace | 45 | ||
| Nurse Executive as Leader | 45 | ||
| Nurse Manager as Leader | 45 | ||
| Direct Care Nurse as Leader | 45 | ||
| Leadership Within Professional Organizations | 46 | ||
| Leadership in the Community | 47 | ||
| Nurses as Community Opinion Leaders | 47 | ||
| Nurses as Community Volunteers | 47 | ||
| Leadership Through Appointed and Elected Office | 47 | ||
| CONCLUSION | 48 | ||
| THE EVIDENCE | 48 | ||
| WHAT NEW GRADUATES SAY | 49 | ||
| CHAPTER CHECKLIST | 49 | ||
| TIPS FOR BECOMING A LEADER | 49 | ||
| REFERENCES | 50 | ||
| Chapter 4: Developing the Role of Manager | 51 | ||
| INTRODUCTION | 52 | ||
| THE DEFINITION OF MANAGEMENT | 53 | ||
| NURSE MANAGER ROLE AND THE INTERGENERATIONAL WORKFORCE | 56 | ||
| CONSUMING RESEARCH | 58 | ||
| ORGANIZATIONAL CULTURE | 59 | ||
| MENTORING | 60 | ||
| DAY-TO-DAY MANAGEMENT CHALLENGES | 60 | ||
| Workplace Violence | 60 | ||
| MANAGING WORK COMPLEXITY AND STRESS | 61 | ||
| MANAGING RESOURCES | 63 | ||
| MANAGED CARE | 63 | ||
| CASE MANAGEMENT | 64 | ||
| INFORMATICS | 64 | ||
| BUDGETS | 64 | ||
| QUALITY INDICATORS | 65 | ||
| PROFESSIONALISM | 65 | ||
| CONCLUSION | 66 | ||
| THE EVIDENCE | 67 | ||
| WHAT NEW GRADUATES SAY | 67 | ||
| CHAPTER CHECKLIST | 67 | ||
| TIPS FOR IMPLEMENTING THE ROLE OF NURSE MANAGER | 68 | ||
| REFERENCES | 68 | ||
| Chapter 5: Legal and Ethical Issues | 70 | ||
| INTRODUCTION | 71 | ||
| PROFESSIONAL NURSING PRACTICE | 71 | ||
| Nurse Practice Acts | 71 | ||
| Negligence and Malpractice | 72 | ||
| Elements of Malpractice | 73 | ||
| Duty Owed the Patient | 73 | ||
| Breach of the Duty of Care Owed the Patient | 73 | ||
| Foreseeability | 74 | ||
| Causation | 74 | ||
| Injury | 74 | ||
| Damages | 75 | ||
| LIABILITY: PERSONAL, VICARIOUS, AND CORPORATE | 75 | ||
| CAUSES OF MALPRACTICE FOR NURSE MANAGERS | 76 | ||
| Assignment, Delegation, and Supervision | 76 | ||
| Duty to Orient, Educate, and Evaluate | 78 | ||
| Failure to Warn | 78 | ||
| Staffing Issues | 78 | ||
| PROTECTIVE AND REPORTING LAWS | 80 | ||
| INFORMED CONSENT | 81 | ||
| PRIVACY AND CONFIDENTIALITY | 83 | ||
| POLICIES AND PROCEDURES | 84 | ||
| EMPLOYMENT LAWS | 85 | ||
| Equal Employment Opportunity Laws | 85 | ||
| Age Discrimination in Employment Act of 1967 | 86 | ||
| Americans with Disabilities Act of 1990 | 86 | ||
| Affirmative Action | 88 | ||
| Equal Pay Act of 1963 | 88 | ||
| Occupational Safety and Health Act | 88 | ||
| Family and Medical Leave Act of 1993 | 88 | ||
| Employment-at-Will and Wrongful Discharge | 89 | ||
| Collective Bargaining | 90 | ||
| PATIENT PROTECTION AND AFFORDABLE CARE ACT AND HEALTH CARE AND EDUCATION RECONCILIATION ACT | 91 | ||
| PROFESSIONAL NURSING PRACTICE: ETHICS | 91 | ||
| Ethical Principles | 92 | ||
| Codes of Ethics | 93 | ||
| Ethical Decision-Making Framework | 93 | ||
| Moral Distress | 93 | ||
| Ethics Committees | 94 | ||
| Blending Ethical and Legal Issues | 95 | ||
| Future Ethical Concerns for Nurses | 96 | ||
| CONCLUSION | 96 | ||
| THE EVIDENCE | 97 | ||
| WHAT NEW GRADUATES SAY | 97 | ||
| CHAPTER CHECKLIST | 97 | ||
| TIPS FOR INCORPORATING LEGAL AND ETHICAL ISSUES IN PRACTICE SETTINGS | 98 | ||
| REFERENCES | 98 | ||
| Chapter 6: Making Decisions and Problem Solving | 100 | ||
| INTRODUCTION | 101 | ||
| DIFFERENTIATION OF DECISION MAKING AND PROBLEM SOLVING | 101 | ||
| DECISION MAKING | 102 | ||
| Decision Models | 102 | ||
| Decision-Making Styles | 103 | ||
| Factors Affecting Decision Making | 103 | ||
| Group Decision Making | 105 | ||
| Advantages of Group Decision Making | 105 | ||
| Challenges of Group Decision Making | 106 | ||
| Strategies | 106 | ||
| Decision-Making Tools | 108 | ||
| PROBLEM SOLVING | 109 | ||
| Problem-Solving Process | 110 | ||
| Define the Problem, Issue, or Situation | 111 | ||
| Gather Data | 112 | ||
| Analyze Data | 112 | ||
| Develop Solutions | 112 | ||
| Select a Solution | 112 | ||
| Implement the Solution | 113 | ||
| Evaluate the Result | 113 | ||
| CONCLUSION | 114 | ||
| THE EVIDENCE | 115 | ||
| WHAT NEW GRADUATES SAY | 115 | ||
| CHAPTER CHECKLIST | 115 | ||
| TIPS FOR DECISION MAKING AND PROBLEM SOLVING | 116 | ||
| REFERENCES | 116 | ||
| Chapter 7: Healthcare Organizations | 118 | ||
| INTRODUCTION | 119 | ||
| CHARACTERISTICS AND TYPES OF ORGANIZATIONS | 119 | ||
| Institutional Providers | 119 | ||
| Types of Services Provided | 119 | ||
| Length of Direct Care Services Provided | 120 | ||
| Ownership | 121 | ||
| Teaching Status | 122 | ||
| Accreditation Status | 123 | ||
| Consolidated Systems and Networks | 123 | ||
| Consolidated Systems | 123 | ||
| Networks | 123 | ||
| Ambulatory-Based Organizations | 123 | ||
| Other Organizations | 124 | ||
| Community Services | 125 | ||
| Subacute Facilities | 125 | ||
| Home Health Organizations | 125 | ||
| Long-Term Care and Residential Facilities | 125 | ||
| Hospice | 126 | ||
| Nurse-Owned and Nurse-Organized Services | 126 | ||
| Self-Help Voluntary Organizations | 126 | ||
| Supportive and Ancillary Organizations | 126 | ||
| Regulatory Organizations | 126 | ||
| Accrediting Bodies | 127 | ||
| Third-Party Financing Organizations | 128 | ||
| Pharmaceutical and Medical Equipment Supply Organizations | 128 | ||
| Integration | 129 | ||
| Acquisitions and Mergers | 129 | ||
| FORCES THAT INFLUENCE HEALTHCARE ORGANIZATIONS | 129 | ||
| Economic Factors | 129 | ||
| Social Factors | 130 | ||
| Demographic Factors | 130 | ||
| A THEORETICAL PERSPECTIVE | 131 | ||
| Systems Theory | 131 | ||
| Chaos Theory | 132 | ||
| NURSING ROLE AND FUNCTION CHANGES | 132 | ||
| CONCLUSION | 133 | ||
| THE EVIDENCE | 133 | ||
| WHAT NEW GRADUATES SAY | 134 | ||
| CHAPTER CHECKLIST | 134 | ||
| TIPS FOR HEALTHCARE ORGANIZATIONS | 134 | ||
| REFERENCES | 135 | ||
| Chapter 8: Understanding and Designing Organizational Structures | 136 | ||
| INTRODUCTION | 137 | ||
| MISSION | 138 | ||
| VISION | 139 | ||
| PHILOSOPHY | 139 | ||
| ORGANIZATIONAL CULTURE | 139 | ||
| FACTORS INFLUENCING ORGANIZATIONAL DEVELOPMENT | 140 | ||
| CHARACTERISTICS OF ORGANIZATIONAL STRUCTURES | 141 | ||
| BUREAUCRACY | 142 | ||
| TYPES OF ORGANIZATIONAL STRUCTURES | 145 | ||
| Functional Structures | 145 | ||
| Service-Line Structures | 145 | ||
| Matrix Structures | 147 | ||
| Flat Structures | 148 | ||
| Shared Governance | 149 | ||
| EMERGING FLUID RELATIONSHIPS | 150 | ||
| CONCLUSION | 150 | ||
| THE EVIDENCE | 151 | ||
| WHAT NEW GRADUATES SAY | 151 | ||
| CHAPTER CHECKLIST | 151 | ||
| TIPS FOR UNDERSTANDING ORGANIZATIONAL STRUCTURES | 151 | ||
| REFERENCES | 152 | ||
| Chapter 9: Cultural Diversity in Health Care | 153 | ||
| INTRODUCTION | 154 | ||
| CONCEPTS AND PRINCIPLES | 154 | ||
| THEORY | 156 | ||
| NATIONAL AND GLOBAL DIRECTIVES | 157 | ||
| SPECIAL ISSUES | 157 | ||
| LANGUAGE | 158 | ||
| MEANING OF DIVERSITY IN THE ORGANIZATION | 159 | ||
| CULTURAL RELEVANCE IN THE WORKPLACE | 160 | ||
| INDIVIDUAL AND SOCIETAL FACTORS | 161 | ||
| DEALING EFFECTIVELY WITH CULTURAL DIVERSITY | 162 | ||
| IMPLICATIONS IN THE WORKPLACE | 164 | ||
| CONCLUSION | 164 | ||
| THE EVIDENCE | 165 | ||
| WHAT NEW GRADUATES SAY | 165 | ||
| CHAPTER CHECKLIST | 165 | ||
| REFERENCES | 165 | ||
| Chapter 10: Power, Politics, and Influence | 167 | ||
| INTRODUCTION | 168 | ||
| HISTORY | 168 | ||
| INTO THE TWENTY-FIRST CENTURY | 169 | ||
| POLICY, POWER, AND ACTIVISM | 169 | ||
| FOCUS ON POWER | 170 | ||
| EMPOWERMENT | 171 | ||
| Sharing Power | 172 | ||
| PERSONAL POWER STRATEGIES | 172 | ||
| Strategies for Developing a Powerful Image | 173 | ||
| Make a Commitment to Nursing as a Career | 174 | ||
| Value Continuing Nursing Education | 174 | ||
| Communication Skills | 174 | ||
| Networking | 175 | ||
| Mentoring | 175 | ||
| Goal-Setting | 176 | ||
| Developing Expertise | 176 | ||
| High Visibility | 176 | ||
| EXERCISING POWER AND INFLUENCE IN THE WORKPLACE AND OTHER ORGANIZATIONS | 176 | ||
| Collegiality and Collaboration | 177 | ||
| An Empowering Attitude | 177 | ||
| Developing Coalitions | 178 | ||
| Negotiating | 178 | ||
| Taking Political Action to Influence Policy | 179 | ||
| CONCLUSION | 181 | ||
| THE EVIDENCE | 182 | ||
| WHAT NEW GRADUATES SAY | 182 | ||
| CHAPTER CHECKLIST | 182 | ||
| TIPS FOR USING INFLUENCE | 183 | ||
| REFERENCES | 183 | ||
| Part 2: Managing Resources | 185 | ||
| Chapter 11: Caring, Communicating, and Managing with Technology | 186 | ||
| INTRODUCTION | 187 | ||
| TYPES OF TECHNOLOGIES | 188 | ||
| Biomedical Technology | 188 | ||
| Physiologic Monitoring | 188 | ||
| Diagnostic Testing | 189 | ||
| Intravenous Fluid and Medication Administration | 189 | ||
| Therapeutic Treatments | 189 | ||
| Information Technology | 190 | ||
| Knowledge Technology | 192 | ||
| INFORMATION SYSTEMS | 193 | ||
| Meaningful Use | 195 | ||
| Information Systems Quality and Accreditation | 196 | ||
| Information Systems Hardware | 197 | ||
| Wireless Communication | 197 | ||
| COMMUNICATION TECHNOLOGY | 198 | ||
| INFORMATICS | 198 | ||
| PATIENT SAFETY | 199 | ||
| IMPACT OF CLINICAL INFORMATION SYSTEMS | 200 | ||
| Impact on Communication | 200 | ||
| Impact on Patient Care Documentation | 200 | ||
| Impact on Medication Administration Processes | 200 | ||
| SAFELY IMPLEMENTING HEALTH INFORMATION TECHNOLOGY | 201 | ||
| FUTURE TRENDS AND PROFESSIONAL ISSUES | 203 | ||
| Biomedical Technology | 203 | ||
| Information Technology | 203 | ||
| Electronic Patient Care Records | 204 | ||
| Data Privacy and Security | 204 | ||
| Communication Technology | 204 | ||
| Telecommunications | 204 | ||
| Informatics | 205 | ||
| Knowledge Technology | 205 | ||
| Professional, Ethical Nursing Practice and New Technologies | 205 | ||
| CONCLUSION | 206 | ||
| THE EVIDENCE | 207 | ||
| Health Information Technology and Patient Safety | 207 | ||
| Implications for Practice | 207 | ||
| WHAT NEW GRADUATES SAY | 207 | ||
| CHAPTER CHECKLIST | 207 | ||
| TIPS FOR MANAGING INFORMATION AND TECHNOLOGY | 208 | ||
| REFERENCES | 208 | ||
| SUGGESTED READINGS | 210 | ||
| Chapter 12: Managing Costs and Budgets | 211 | ||
| INTRODUCTION | 212 | ||
| WHAT ESCALATES HEALTHCARE COSTS? | 212 | ||
| HOW IS HEALTH CARE FINANCED? | 214 | ||
| HEALTHCARE REIMBURSEMENT | 214 | ||
| THE CHANGING HEALTHCARE ECONOMIC ENVIRONMENT | 216 | ||
| WHAT DOES THIS MEAN FOR NURSING PRACTICE? | 217 | ||
| WHY IS PROFIT NECESSARY? | 217 | ||
| COST-CONSCIOUS NURSING PRACTICES | 218 | ||
| Understanding What Is Required to Remain Financially Sound | 218 | ||
| Knowing Costs and Reimbursement Practices | 218 | ||
| Capturing All Charges in a Timely Fashion | 219 | ||
| Using Time Efficiently | 219 | ||
| Discussing the Cost of Care with Patients | 220 | ||
| Evaluating Cost-Effectiveness of New Technologies | 220 | ||
| Predicting and Using Nursing Resources Efficiently | 220 | ||
| Using Research to Evaluate Standard Nursing Practices | 221 | ||
| BUDGETS | 222 | ||
| TYPES OF BUDGETS | 222 | ||
| Operating Budget | 223 | ||
| Capital Expenditure Budget | 225 | ||
| Cash Budget | 225 | ||
| THE BUDGETING PROCESS | 225 | ||
| MANAGING THE UNIT-LEVEL BUDGET | 227 | ||
| CONCLUSION | 228 | ||
| THE EVIDENCE | 229 | ||
| WHAT NEW GRADUATES SAY | 229 | ||
| CHAPTER CHECKLIST | 230 | ||
| TIPS FOR MANAGING COSTS AND BUDGETS | 230 | ||
| REFERENCES | 231 | ||
| Chapter 13: Care Delivery Strategies | 232 | ||
| INTRODUCTION | 233 | ||
| CASE METHOD (TOTAL PATIENT CARE) | 233 | ||
| Model Analysis | 233 | ||
| Nurse Manager’s Role | 234 | ||
| Direct Care Nurse’s Role | 234 | ||
| FUNCTIONAL NURSING | 234 | ||
| Model Analysis | 235 | ||
| Nurse Manager’s Role | 235 | ||
| Direct Care Nurse’s Role | 236 | ||
| TEAM NURSING | 236 | ||
| Model Analysis | 237 | ||
| Nurse Manager’s Role | 237 | ||
| Direct Care Nurse’s Role | 238 | ||
| PRIMARY NURSING | 238 | ||
| Model Analysis | 239 | ||
| Nurse Manager’s Role | 240 | ||
| Direct Care Nurse’s Role | 240 | ||
| Primary Nursing Hybrid: Partnership Model | 241 | ||
| Primary Nursing Hybrid: Patient-Focused or Patient-Centered Care | 241 | ||
| Nurse Management Role | 241 | ||
| NURSING CASE MANAGEMENT | 241 | ||
| Case Manager | 243 | ||
| CRITICAL PATHWAYS | 243 | ||
| Model Analysis | 243 | ||
| Nurse Manager’s Role | 244 | ||
| Direct Care Nurse’s Role | 244 | ||
| Navigator Role | 244 | ||
| DIFFERENTIATED NURSING PRACTICE | 245 | ||
| Role of the Clinical Nurse Leader | 246 | ||
| The Synergy Model | 246 | ||
| Magnet Recognition Program® | 247 | ||
| TRANSFORMING CARE AT THE BEDSIDE | 247 | ||
| TRANSITIONAL CARE | 249 | ||
| INTERPROFESSIONAL EDUCATION AND COLLABORATION | 249 | ||
| CONCLUSION | 249 | ||
| THE EVIDENCE | 251 | ||
| WHAT NEW GRADUATES SAY | 252 | ||
| CHAPTER CHECKLIST | 252 | ||
| TIPS FOR SELECTING A CARE DELIVERY MODEL * | 252 | ||
| REFERENCES | 252 | ||
| Chapter 14: Staffing and Scheduling | 255 | ||
| INTRODUCTION | 256 | ||
| THE STAFFING PROCESS | 256 | ||
| AHRQ Nurse Staffing Model | 256 | ||
| Patient Factors | 257 | ||
| Patient Classification Types | 258 | ||
| PRODUCTIVITY MODELS | 258 | ||
| Forecasting Unit Staffing Requirements | 258 | ||
| EVALUATION OF EFFECTIVE STAFFING | 259 | ||
| National Database of Nursing Quality Indicators | 259 | ||
| Registered Nurse Staffing | 260 | ||
| 24-Hour Staffing | 262 | ||
| External Factors Influencing Staffing | 263 | ||
| Nurse Characteristics | 264 | ||
| Education | 264 | ||
| Overtime | 265 | ||
| Supplemental (Agency/Contract) Staff and Float Pools | 266 | ||
| Hospital Factors | 266 | ||
| Nurse Outcomes | 267 | ||
| ORGANIZATIONAL FACTORS THAT AFFECT STAFFING PLANS | 267 | ||
| Structure and Philosophy of the Nursing Services Department | 268 | ||
| Organizational Staffing Policies | 268 | ||
| Organizational Support Systems | 268 | ||
| Services Offered | 269 | ||
| Units of Service | 269 | ||
| Calculation of Full-Time Equivalents | 269 | ||
| Distribution of Full-Time Equivalents | 270 | ||
| SCHEDULING | 270 | ||
| Constructing the Schedule | 271 | ||
| Decentralized Scheduling—Nurse Manager | 271 | ||
| Staff Self-Scheduling | 271 | ||
| Centralized Scheduling | 271 | ||
| Variables That Affect Staffing Schedules | 272 | ||
| EVALUATING UNIT STAFFING AND PRODUCTIVITY | 272 | ||
| Variance Between Projected and Actual Staff | 274 | ||
| Impact of Leadership on Productivity | 275 | ||
| CONCLUSION | 275 | ||
| THE EVIDENCE | 276 | ||
| WHAT NEW GRADUATES SAY | 276 | ||
| CHAPTER CHECKLIST | 276 | ||
| TIPS FOR STAFFING AND SCHEDULING | 276 | ||
| REFERENCES | 277 | ||
| Chapter 15: Selecting, Developing, and Evaluating Staff | 279 | ||
| INTRODUCTION | 280 | ||
| ROLE CONCEPTS AND THE POSITION DESCRIPTION | 280 | ||
| SELECTING STAFF | 281 | ||
| DEVELOPING STAFF | 283 | ||
| PERFORMANCE APPRAISALS | 284 | ||
| Coaching | 285 | ||
| PERFORMANCE APPRAISAL METHODS | 286 | ||
| Critical Incidents Method | 286 | ||
| Management by Objectives | 286 | ||
| Narrative Method | 286 | ||
| Graphic Rating Scale Form | 286 | ||
| Behaviorally Anchored Rating Scales | 286 | ||
| What Method is the Best? | 287 | ||
| Performance Appraisal Environment | 287 | ||
| CONCLUSION | 288 | ||
| THE EVIDENCE | 288 | ||
| WHAT NEW GRADUATES SAY | 288 | ||
| CHAPTER CHECKLIST | 288 | ||
| TIPS FOR CONDUCTING AN INTERVIEW | 289 | ||
| REFERENCES | 289 | ||
| Part 3: Changing the Status Quo | 290 | ||
| Chapter 16: Strategic Planning, Goal-Setting, and Marketing | 291 | ||
| INTRODUCTION | 292 | ||
| STRATEGIC PLANNING | 292 | ||
| Reasons for Planning | 293 | ||
| Phases of the Strategic Planning Process | 293 | ||
| Phase 1: Assessment of the External, Internal, and Organizational Environment | 294 | ||
| External Environmental Assessment | 294 | ||
| Internal Environmental Assessment | 294 | ||
| Organizational Environmental Assessment | 294 | ||
| Phase 2: Review of Mission Statement, Philosophy, Goals, and Objectives | 295 | ||
| Mission Statement | 295 | ||
| Goal-Setting | 295 | ||
| Objectives | 295 | ||
| Phase 3: Identification of Strategies | 296 | ||
| Phase 4: Implementation | 298 | ||
| Phase 5: Evaluation | 298 | ||
| MARKETING | 298 | ||
| Strategic Marketing Planning Process | 298 | ||
| Assessment | 299 | ||
| Determining Organization-Level Mission, Objectives, and Goals | 299 | ||
| Analyzing Organizational Strengths and Weaknesses | 299 | ||
| Analyzing External Threats and Opportunities | 300 | ||
| Setting Marketing Mission, Objectives, and Goals | 300 | ||
| Planning | 300 | ||
| Implementation and Execution | 301 | ||
| Evaluation and Monitoring | 301 | ||
| CONCLUSION | 301 | ||
| THE EVIDENCE | 302 | ||
| WHAT NEW GRADUATES SAY | 303 | ||
| CHAPTER CHECKLIST | 303 | ||
| TIPS FOR PLANNING, GOAL-SETTING, AND MARKETING | 303 | ||
| REFERENCES | 303 | ||
| Chapter 17: Leading Change | 305 | ||
| INTRODUCTION | 306 | ||
| THE NATURE OF CHANGE | 306 | ||
| THE CHANGE PROCESS | 307 | ||
| Planned, First-Order Change | 307 | ||
| Unplanned, Second-Order Change | 309 | ||
| PEOPLE AND CHANGE | 309 | ||
| CONTEXT AND CHANGE | 313 | ||
| LEADERSHIP AND CHANGE | 314 | ||
| Leading Relationships | 317 | ||
| Leading Processes | 317 | ||
| Leading a Culture | 318 | ||
| CONCLUSION | 318 | ||
| THE EVIDENCE | 318 | ||
| WHAT NEW GRADUATES SAY | 319 | ||
| CHAPTER CHECKLIST | 319 | ||
| TIPS FOR LEADING CHANGE | 319 | ||
| REFERENCES | 319 | ||
| Chapter 18: Building Teams Through Communication and Partnerships | 321 | ||
| INTRODUCTION | 322 | ||
| GROUPS AND TEAMS | 322 | ||
| GENERATIONAL DIFFERENCES | 324 | ||
| COMMUNICATING EFFECTIVELY | 325 | ||
| Stress | 325 | ||
| Stress Response Model | 326 | ||
| Communication Barriers | 326 | ||
| Communication Pitfalls | 327 | ||
| Communication Guidelines | 327 | ||
| KEY CONCEPTS OF TEAMS | 327 | ||
| Conflict Resolution | 328 | ||
| Singleness of Mission | 329 | ||
| Willingness to Cooperate | 329 | ||
| Commitment | 329 | ||
| TOOLS AND ISSUES THAT SUPPORT TEAMS | 330 | ||
| In” Groups and “Out” Groups | 331 | ||
| Power and Control | 331 | ||
| Use, Develop, and Be Appreciated for My Skills and Resources | 331 | ||
| POSITIVE COMMUNICATION MODEL | 331 | ||
| Group Agreements | 333 | ||
| Trust | 333 | ||
| QUALITIES OF A TEAM PLAYER | 334 | ||
| CREATING SYNERGY | 335 | ||
| Establish a Clear Purpose | 335 | ||
| Use Active Listening | 335 | ||
| Be Compassionate | 335 | ||
| Tell the Truth | 336 | ||
| Be Flexible | 336 | ||
| Commit to Resolution | 336 | ||
| INTERDISCIPLINARY/INTERPROFESSIONAL TEAMS | 337 | ||
| THE VALUE OF TEAM-BUILDING | 338 | ||
| MANAGING EMOTIONS | 339 | ||
| REFLECTIVE PRACTICE | 340 | ||
| THE ROLE OF LEADERSHIP | 341 | ||
| CONCLUSION | 342 | ||
| THE EVIDENCE | 343 | ||
| WHAT NEW GRADUATES SAY | 343 | ||
| CHAPTER CHECKLIST | 344 | ||
| TIPS FOR TEAM-BUILDING | 344 | ||
| REFERENCES | 344 | ||
| Chapter 19: Workforce Engagement and Collective Action | 346 | ||
| INTRODUCTION | 347 | ||
| COLLECTIVE ACTION | 347 | ||
| Responsibility | 349 | ||
| Authority | 349 | ||
| Autonomy | 349 | ||
| Accountability | 350 | ||
| GOVERNANCE | 350 | ||
| Shared Governance | 351 | ||
| Workplace Advocacy | 352 | ||
| Providing Support for Making and Implementing Decisions | 353 | ||
| COLLECTIVE BARGAINING | 354 | ||
| Nurses as Knowledge Workers | 356 | ||
| Union or At-Will | 356 | ||
| CONCLUSION | 357 | ||
| THE EVIDENCE | 358 | ||
| WHAT NEW GRADUATES SAY | 358 | ||
| CHAPTER CHECKLIST | 358 | ||
| TIPS FOR COLLECTIVE ACTION | 359 | ||
| REFERENCES | 359 | ||
| Chapter 20: Managing Quality and Risk | 361 | ||
| INTRODUCTION | 362 | ||
| QUALITY MANAGEMENT IN HEALTH CARE | 362 | ||
| BENEFITS OF QUALITY MANAGEMENT | 363 | ||
| PLANNING FOR QUALITY MANAGEMENT | 363 | ||
| EVOLUTION OF QUALITY MANAGEMENT | 363 | ||
| QUALITY MANAGEMENT PRINCIPLES | 364 | ||
| Involvement | 364 | ||
| Goal | 365 | ||
| Customers | 366 | ||
| Focus | 367 | ||
| Decisions | 367 | ||
| THE QUALITY IMPROVEMENT PROCESS | 367 | ||
| Identify Consumers’ Needs | 368 | ||
| Assemble a Team | 368 | ||
| Collect Data | 369 | ||
| Establish Outcomes | 369 | ||
| Discuss Plans | 373 | ||
| Evaluate | 374 | ||
| QUALITY ASSURANCE | 375 | ||
| RISK MANAGEMENT | 375 | ||
| Evaluating Risks | 378 | ||
| CLINICAL MICROSYSTEMS | 378 | ||
| CONCLUSION | 379 | ||
| THE EVIDENCE | 379 | ||
| WHAT NEW GRADUATES SAY | 380 | ||
| CHAPTER CHECKLIST | 380 | ||
| TIPS FOR QUALITY MANAGEMENT | 380 | ||
| REFERENCES | 380 | ||
| Chapter 21: Translating Research into Practice | 383 | ||
| INTRODUCTION | 384 | ||
| FROM USING RESEARCH TO EVIDENCE-BASED PRACTICE | 386 | ||
| DEVELOPMENT OF EVIDENCE-BASED PRACTICE | 387 | ||
| COMPARATIVE EFFECTIVENESS RESEARCH | 389 | ||
| PRACTICE-BASED EVIDENCE | 390 | ||
| PARTICIPATORY ACTION RESEARCH | 390 | ||
| QUALITY IMPROVEMENT | 390 | ||
| DIFFUSION OF INNOVATIONS | 391 | ||
| TRANSLATING RESEARCH INTO PRACTICE | 394 | ||
| EVALUATING EVIDENCE | 395 | ||
| ORGANIZATIONAL STRATEGIES | 398 | ||
| ISSUES FOR NURSE LEADERS AND MANAGERS | 400 | ||
| CONCLUSION | 403 | ||
| THE EVIDENCE | 403 | ||
| WHAT NEW GRADUATES SAY | 404 | ||
| CHAPTER CHECKLIST | 404 | ||
| TIPS FOR DEVELOPING SKILL IN USING EVIDENCE | 404 | ||
| REFERENCES | 405 | ||
| Part 4: Interpersonal and Personal Skills | 408 | ||
| Chapter 22: Consumer Relationships | 409 | ||
| INTRODUCTION | 410 | ||
| RELATIONSHIPS | 412 | ||
| The Consumer Focus | 412 | ||
| Health Literacy | 412 | ||
| Healthcare Provider–Consumer Relationships | 412 | ||
| Agency-Consumer Relationships | 413 | ||
| Nurse-Consumer Relationships | 414 | ||
| SERVICE | 415 | ||
| ADVOCACY | 420 | ||
| TEACHING | 423 | ||
| LEADERSHIP | 424 | ||
| Focusing on Consumers | 426 | ||
| CONCLUSION | 426 | ||
| THE EVIDENCE | 427 | ||
| WHAT NEW GRADUATES SAY | 427 | ||
| CHAPTER CHECKLIST | 427 | ||
| TIPS FOR PROMOTING A CONSUMER FOCUS | 428 | ||
| REFERENCES | 428 | ||
| Chapter 23: Conflict: The Cutting Edge of Change | 431 | ||
| INTRODUCTION | 432 | ||
| TYPES OF CONFLICT | 433 | ||
| STAGES OF CONFLICT | 434 | ||
| Frustration | 434 | ||
| Conceptualization | 434 | ||
| Action | 435 | ||
| Outcomes | 435 | ||
| CATEGORIES OF CONFLICT | 436 | ||
| MODES OF CONFLICT RESOLUTION | 436 | ||
| Avoiding | 436 | ||
| Accommodating | 436 | ||
| Competing | 438 | ||
| Compromising | 439 | ||
| Collaborating | 439 | ||
| DIFFERENCES OF CONFLICT-HANDLING STYLES AMONG NURSES | 441 | ||
| THE ROLE OF THE LEADER | 442 | ||
| MANAGING LATERAL VIOLENCE AND BULLYING | 444 | ||
| CONCLUSION | 445 | ||
| THE EVIDENCE | 446 | ||
| WHAT NEW GRADUATES SAY | 446 | ||
| CHAPTER CHECKLIST | 446 | ||
| TIPS FOR ADDRESSING CONFLICT | 447 | ||
| REFERENCES | 447 | ||
| Chapter 24: Managing Personal/Personnel Problems | 450 | ||
| INTRODUCTION | 451 | ||
| PERSONAL/PERSONNEL PROBLEMS | 451 | ||
| Absenteeism | 451 | ||
| Uncooperative or Unproductive Employees | 453 | ||
| Immature Employees | 454 | ||
| Clinical Incompetence | 454 | ||
| Emotional Problems | 456 | ||
| Chemical Dependency | 457 | ||
| Incivility | 458 | ||
| DOCUMENTATION | 459 | ||
| PROGRESSIVE DISCIPLINE | 459 | ||
| TERMINATION | 460 | ||
| CONCLUSION | 461 | ||
| THE EVIDENCE | 461 | ||
| WHAT NEW GRADUATES SAY | 462 | ||
| CHAPTER CHECKLIST | 462 | ||
| TIPS IN THE DOCUMENTATION OF PROBLEMS | 462 | ||
| REFERENCES | 462 | ||
| Chapter 25: Workplace Violence and Incivility | 464 | ||
| INTRODUCTION | 465 | ||
| DEFINING WORKPLACE VIOLENCE AND INCIVILITY | 465 | ||
| SCOPE OF THE PROBLEM | 465 | ||
| THE COST OF WORKPLACE VIOLENCE | 466 | ||
| ENSURING A SAFE WORKPLACE | 466 | ||
| MAKING A DIFFERENCE | 467 | ||
| PREVENTION STRATEGIES | 468 | ||
| Types of Violence | 468 | ||
| Risk Assessment | 468 | ||
| Firing Right | 470 | ||
| HORIZONTAL VIOLENCE: THE THREAT FROM WITHIN | 470 | ||
| Increasing Awareness of Horizontal Violence | 471 | ||
| Education | 474 | ||
| DEVELOPING A SAFETY PLAN | 475 | ||
| Administrative | 475 | ||
| Environmental | 475 | ||
| Interpersonal | 476 | ||
| Understanding the Potential for Violence | 477 | ||
| Personal Safety Training | 479 | ||
| After a Violent Event | 480 | ||
| CONCLUSION | 481 | ||
| THE EVIDENCE | 482 | ||
| WHAT NEW GRADUATES SAY | 482 | ||
| CHAPTER CHECKLIST | 482 | ||
| TIPS FOR PREVENTING WORKPLACE VIOLENCE | 483 | ||
| REFERENCES | 483 | ||
| Chapter 26: Delegation: An Art of Professional Nursing Practice | 485 | ||
| INTRODUCTION | 486 | ||
| HISTORICAL PERSPECTIVE | 486 | ||
| DEFINITIONS | 488 | ||
| Delegation | 489 | ||
| Achieving Optimum Outcomes | 490 | ||
| Individual and Organizational Accountability | 491 | ||
| Sharing Activities with Unlicensed Personnel (UAP/UNP) | 492 | ||
| Span of Control | 492 | ||
| Appropriate Authority | 492 | ||
| A FRAMEWORK FOR DELEGATION | 493 | ||
| ASSIGNMENT VERSUS DELEGATION | 496 | ||
| IMPORTANCE OF DELEGATING | 496 | ||
| LEGAL AUTHORITY TO DELEGATE | 497 | ||
| SELECTING THE DELEGATEe | 498 | ||
| SUPERVISING THE DELEGATEe | 498 | ||
| DELEGATION DECISION MAKING | 499 | ||
| Integrating Elements | 500 | ||
| CHALLENGES RELATED TO THE DELEGATION PROCESS | 501 | ||
| CHARGE NURSES | 502 | ||
| CONCLUSION | 502 | ||
| THE EVIDENCE | 503 | ||
| Implications for Practice | 503 | ||
| WHAT NEW GRADS SAY | 503 | ||
| CHAPTER CHECKLIST | 503 | ||
| TIPS FOR DELEGATING | 503 | ||
| REFERENCES | 504 | ||
| Chapter 27: Role Transition | 506 | ||
| INTRODUCTION | 507 | ||
| TYPES OF ROLES | 507 | ||
| LEADERSHIP | 507 | ||
| ROLES: THE ABCs OF UNDERSTANDING ROLES | 508 | ||
| ROLE TRANSITION PROCESS | 509 | ||
| STRATEGIES TO PROMOTE ROLE TRANSITION | 511 | ||
| Internal Resources | 512 | ||
| Organizational Assessment | 512 | ||
| Role Negotiation | 512 | ||
| Mentors | 513 | ||
| Management Education | 515 | ||
| FROM ROLE TRANSITION TO ROLE TRIUMPH | 515 | ||
| CONCLUSION | 515 | ||
| THE EVIDENCE | 516 | ||
| WHAT NEW GRADS SAY | 516 | ||
| CHAPTER CHECKLIST | 516 | ||
| TIPS FOR ROLE TRANSITIONING | 516 | ||
| REFERENCES | 517 | ||
| Chapter 28: Self-Management: Stress and Time | 518 | ||
| INTRODUCTION | 519 | ||
| UNDERSTANDING STRESS | 520 | ||
| Definition | 520 | ||
| SOURCES OF JOB STRESS | 520 | ||
| External Sources | 520 | ||
| Change | 521 | ||
| Social | 521 | ||
| The Position | 522 | ||
| Gender Roles | 523 | ||
| Internal Sources | 523 | ||
| Dynamics of Stress | 524 | ||
| MANAGEMENT OF STRESS | 525 | ||
| Stress Prevention | 526 | ||
| Symptom Management | 527 | ||
| Burnout | 529 | ||
| RESOLUTION OF STRESS | 530 | ||
| Social Support | 530 | ||
| Counseling | 531 | ||
| Leadership and Management | 531 | ||
| MANAGEMENT OF TIME | 533 | ||
| Where Does Your Time—and the Day—Go? | 533 | ||
| Doing Too Much | 533 | ||
| Inability to Say “No” or “Not Now” | 533 | ||
| Procrastination | 533 | ||
| Complaining | 534 | ||
| Perfectionism | 534 | ||
| Interruptions | 535 | ||
| Disorganization | 535 | ||
| Too Much Information | 535 | ||
| Time-Management Concepts | 536 | ||
| Goal Setting | 536 | ||
| Setting Priorities | 536 | ||
| Organization | 537 | ||
| Time Tools | 537 | ||
| Managing Information | 537 | ||
| MEETING MANAGEMENT | 538 | ||
| Managing Meetings | 538 | ||
| Tips for Managing Meetings Effectively | 538 | ||
| DELEGATING | 539 | ||
| CONCLUSION | 540 | ||
| THE EVIDENCE | 540 | ||
| WHAT NEW GRADUATES SAY | 540 | ||
| CHAPTER CHECKLIST | 541 | ||
| TIPS FOR SELF-MANAGEMENT | 541 | ||
| REFERENCES | 542 | ||
| Chapter 29: Managing Your Career | 544 | ||
| INTRODUCTION | 545 | ||
| A FRAMEWORK | 545 | ||
| Knowing Yourself | 546 | ||
| Knowing the Position | 547 | ||
| CAREER DEVELOPMENT | 548 | ||
| CAREER MARKETING STRATEGIES | 549 | ||
| Data Collection | 549 | ||
| Curriculum Vitae | 550 | ||
| Résumé | 551 | ||
| Professional Letters | 551 | ||
| Cover Letter | 552 | ||
| Thank-You Letter | 552 | ||
| Resignation Letter | 552 | ||
| Data Assembly for Professional Portfolios | 553 | ||
| The Interview | 554 | ||
| Interview Topics and Questions of Concern | 554 | ||
| PROFESSIONAL DEVELOPMENT | 555 | ||
| ACADEMIC AND CONTINUING EDUCATION | 556 | ||
| CERTIFICATION | 559 | ||
| PROFESSIONAL ASSOCIATIONS | 559 | ||
| A MODEL FOR INVOLVEMENT | 560 | ||
| Connecting with an Organization | 560 | ||
| Expectations of Membership | 560 | ||
| Joining/Reasons for Involvement | 561 | ||
| Personal and Professional Benefits | 561 | ||
| CONCLUSION | 563 | ||
| THE EVIDENCE | 563 | ||
| WHAT NEW GRADUATES SAY | 564 | ||
| CHAPTER CHECKLIST | 564 | ||
| TIPS FOR A SUCCESSFUL CAREER | 565 | ||
| REFERENCES | 565 | ||
| Chapter 30: Thriving for the Future | 566 | ||
| INTRODUCTION | 567 | ||
| LEADERSHIP DEMANDS FOR THE FUTURE | 567 | ||
| LEADERSHIP STRENGTHS FOR THE FUTURE | 568 | ||
| VISIONING | 569 | ||
| THE WISE FORECAST MODEL © | 570 | ||
| SHARED VISION | 571 | ||
| PROJECTIONS FOR THE FUTURE | 571 | ||
| IMPLICATIONS | 573 | ||
| CONCLUSION | 573 | ||
| THE EVIDENCE | 573 | ||
| WHAT NEW GRADUATES SAY | 574 | ||
| CHAPTER CHECKLIST | 574 | ||
| TIPS FOR THE FUTURE | 574 | ||
| REFERENCES | 574 | ||
| ILLUSTRATION CREDITS | 577 | ||
| GLOSSARY | 579 | ||
| INDEX | 591 | ||
| Inside Back Cover | ES3 |