DELIVERABLE 4, 5, 6, and 7

Answer

• 50 Oakland Avenue,

  Florida, 32104

  333-111-456

  [email protected]

   

  To:

  Dr Hans Petersen

  Senior Nursing Manager,

  Oakland Health Clinic

  87 Oakland Avenue,

  Florida, 32104

  [email protected]

   

  Dear Dr Petersen,

  Due to staff shortage within our nursing unit, I have developed a short staffing plan that follows a 12 hour shift and involves the available five registered nurses, two Licenced practical nurses and two nursing assistants. These nine employees will alternate within the two shifts to provide nursing care to our thirty patients based on their varied levels of acuity.

  For each nursing shift, there would be at least two registered nurses, one Licenced Practical nurse and one Nursing Assistant whose roles would be varied depending on the levels of acuity. The two or three Registered Nurses at a time would attend to the fourteen clients with acuity levels 1 and 2. This is because these clients are at the highest risk of relapse, deterioration or general worsening and so would need those with the highest skill set levels. The one LPN on the shift would be assigned to the nine clients with acute level 3 because of their slightly lower level of training and the need to assign them less demanding tasks and care duties. The Nursing Assistant on duty would handle the seven clients on acute level 4, providing them with the assistance for basic activities that are complimentary to efficient care delivery.

  For optimal care delivery within the designed shifts, efficient communication and collaboration are needed with the various levels of care. I would have to find out from the RNs the conditions of the clients under levels 1 and 2 acuity so as to find out any needed further interventions to improve their condition and hasten their recovery process. Keeping consistent communication at this level would enable a fast and efficient decision-making, enabling the nurses to tailor evidence-based decisions and practice as the evolving nature of the clients demand (Mayo & Wooley, 2017). It would also help in determining whose acuity levels were improving and that would no longer be in need of critical care. Communication at the level of the LPNs would be with the intention of knowing of any potential deterioration of acute level 3 patients who would then require more sophisticated nature of care delivery. It would also be a good way of ensuring that only the recommended interventions are used within the care plan of every individual client. Communicating with the nursing assistant on duty would help know which acuity level 4 clients would be ready for discharge so that the ratio of care would be much more manageable for the single assistant. These three levels of care would have to communicate frequently and collaborate, with information that is critical to care exchanged and evidence-based interventions promoted within the collaborative efforts.

  There are various ways through which patient acuity would be assured within this staffing model. First is by ensuring that there is improved clinical documentation. This is from the patient history, the risk of comorbidity and the medication and care interventions that are suggested. This model cultivates a robust CDI program with great analytics, physician-driven education and actionable monitoring and reporting (Juvé-Udina et al. 2019). Inpatient coding would also be enhanced, minimizing the risk and regulatory exposure, receiving the needed reimbursement and ensuring efficient reporting. The gap between healthcare and technology would also be bridged, applying the provisions of evidence-based interventions to ensure sound medical decision-making.

  In creating this staffing assignment, I was guided by important values that are critical to efficient care delivery. First is the value of altruism. My understanding of the client acuity levels and therefore a determination of the care needed is based on an instinctive means of detecting, analysing and responding to the care needs of patient, including the full range of their emotional, cultural and psychological needs. This is what I intend to transfer to my staff. Secondly, I was guided by accountability in practice. As a nursing leader, I believe I have the right, power and competence to act. This includes being capable of evaluating client care and implementing changes in healthcare practices for the intention of improving outcomes within the healthcare systems (Mayo & Wooley, 2017). The patients at varied levels of acuity demand specific type of care that can only be provided by nurses with certain competencies. Assigning these roles demanded that I picked and assigned particular nurses to particular clients so that the needs of the client could be effectively addressed. Human dignity is the other value that guided me in this exercise. I had to ensure that the inherent worth and uniqueness of clients and staff are addressed (Sfantou et al. 2017). As such, the staffing followed a clear pattern of protecting client privacy designing care with sensitivity to individual client needs and acting in accordance with a code of ethics and acceptable practice standards. In the staffing human dignity involves recognizing the staff rights to rest off-shift and hence the planning of 12 hour shifts. Finally, I was also guided by the value of integrity. This value is represented in the nurse’s honesty and care provision founded on an ethical framework. The care provided at various acuity levels have to be documented honestly and accurately, and these could be done based on levels of competence for the RNs, LPNs and NAs.

  There are certain professional identity characteristics too that supported my decisions. First was my belief in transformational leadership in nursing. I felt an urgent need to develop care givers who were able to embrace and facilitate changes and who had the ability to embrace a vision and work towards that common vision. Secondly was the notion of “educated caring” whereby care is based upon the knowledge and experience already gained. No wonder then that there were three levels identified and basically discriminated based upon the level of education in nursing the healthcare practitioners had had. Use of evidence-based practice is another element of professional identity (Sfantou et al. 2017). The provision of care at the three levels is based on the notion that the nurses will only make use of evidence-based decisions in nursing practice. In doing so, the practice of communication and collaboration are encouraged, so that the goals of healthcare delivery for each patient is understood by everyone within the healthcare environment and worked for in the same regard.

  The staffing justification within our short staffed facility has to adhere to specific demands of acuity for the clients within our care. The acuity model provides a good way through which reliable and cost-effective methods can be applied within the healthcare environment, improving healthcare quality and optimizing the care needs that the available staff are willing and able to provide.

  Juvé-Udina, M. E., Adamuz, J., López-Jimenez, M. M., Tapia-Pérez, M., Fabrellas, N., Matud-Calvo, C., & González-Samartino, M. (2019). Predicting patient acuity according to their main problem. Journal of nursing management, 27(8), 1845–1858. https://doi.org/10.1111/jonm.12885

  Mayo, A.T., & Wooley, A.W. (2017). Teamwork in health care: Maximizing collective intelligence via inclusive collaboration and open communication, AMA J Ethics. 2016;18(9):933-940. doi: 10.1001/journalofethics.2016.18.9.stas2-1609.

  Sfantou, D. F., Laliotis, A., Patelarou, A. E., Sifaki-Pistolla, D., Matalliotakis, M., & Patelarou, E. (2017). Importance of Leadership Style towards Quality of Care Measures in Healthcare Settings: A Systematic Review. Healthcare (Basel, Switzerland), 5(4), 73. https://doi.org/10.3390/healthcare5040073

  SWOT Analysis of Nursing Change

  Nurse turnover is a pertinent problem in healthcare organizations. The goal of nurse retention, especially, for new nurses, is to prevent turnover and keep them in an organization’s employment. The decisions on turnover and how to address the problem are often made minus a complete understanding of their costs and benefits. This analysis focuses on retention of new nurses as a problem in healthcare organizations, using the innovation diffusion theory as a change model and ultimately applying the SWOT model to analyse the strengths, weaknesses, opportunities and threats to the proposal for change to the problem being addressed.

  The innovation diffusion theory attempts to provide an explanation of how an individual proceeds from having knowledge of an innovation to confirming the decision to adopt or sometimes to reject the idea. This has relevance to evaluating the change suggested for strengths, weaknesses, opportunities and threats. Notably, there is an emphasis on including key people like policy makers who may want to see the innovation work, taking advantage of the strengths of the group and managing the factors that may prevent the process from being implemented to fruition (Dearing 2009). This theory by Rogers has five key stages of attaining change. The first stage is knowledge. At this stage, the individual is exposed to the innovation (in this case new nurse retention) but does not have information about that particular innovation. The next stage is that of persuasion. At the persuasion stage, the individual is interested in the innovation and actively seeks information that is related to it and relevant details. In this case, the individual attempts to find out why there is a problem with nurse retention and the history of the problem, digging up facts from the industry and nurses. Decision is the third stage. At this stage, the individual considers change to be made and weighs its advantages and disadvantages. The strengths and weaknesses of the innovation are considered. Here, we consider what remedy can be implemented to tame new nurse turnover, and the strengths and weaknesses of the suggested remedy. The fourth stage is implementation. This is where the innovation is implemented and adjusted to the situation. Important in this stage is that the usefulness of the innovation is determined and further information provided. This would involve applying the strategy on new nurses to gauge whether the turnover rate would be affected in any way. Finally, we have confirmation as the fifth stage. This is where a decision is made for the individual or the organization to continue using the innovation (Rogers, 1995). At this point, the strategy is confirmed to have been working and so is adopted as part of organizational policy. The decision to select this change model is informed by the fact that should a change agent fail to succeed in achieving desired change, the change could be brought up later at a better time in a better form. The theory also emphasizes on taking advantage of group strengths and addressing barriers to the process.

  Nurse shortages have been a hallmark for the problems that bedevil the healthcare industry for long. Top on the list for causing these shortages is the problem of new nurse turnover. When new nurses cannot be retained by the healthcare institutions, then the obvious consequence is nurse shortages (Halter et al. 2017). This compromises the quality of care delivery that clients can be accorded. The problem of retention emanates both from economic and non-economic factors. The stressors that come with the demands of nursing, the long hours of duty and the overall feeling of stagnation of various nursing practitioners can cause new nurses to leave the nursing practice early in their profession. In this analysis, establishing a nurse residency program and making career development a top priority is the suggested change that can be implemented to address the problem of new nurse turnover.

  This proposal for change has a number of strengths. First of all, having a nurse residency program would orient new nurses into the practice, providing them with the necessary mentorship and guidance they need so that they do not feel overwhelmed. This relieves them of preliminary stress, enabling them not to contemplate leaving the profession prematurely. Secondly, when there is a clear path to progression and career development, then the new nurse would feel that they can use the foundational experience that early practice provides to develop and progress later in their career. With the right incentives to career progression (including financial and temporal incentives), then the possibility of retaining the new nurse increases greatly.

  This proposed change however, also faces some weaknesses. The technicalities of developing a robust and functional residency program are quite expensive. Designing, initiating, implementing and evaluating an efficient residency program for the new nurses can be challenging to the established staff especially when they are not paid for it. It can be tiring too. In addition, the paths to career progression can be limited. The healthcare institutions already face a number of staffing and occupational challenges (Blayney, 2008). Releasing new staff to engage in trainings and further education that is prerequisite for any meaningful progression would only mean that the shortage of healthcare staff at any given point is even more acute.

  There are several benefits and opportunities in the context of a successful implementation of the proposed change. With higher retention rates, the problem of shortages in nursing will effectively be solved. This would markedly improve the quality of care delivery because of the less stressors from the nurses who would be enjoying the luxury of reduced stress and workload. The residency program would improve the communication and collaboration between the nursing staff and other departments. This would lessen clinical errors that emanate from these factors. In addition, the progression in career would provide opportunities for better and improved services within the organization. This would enhance a thorough application of evidence-based practice models for the benefit of the clients.

  The proposal for a robust residency program for new nurses and a path for career progression would be met by threats. The regulatory procedures for the approval of training and re-training of RNs both at federal and state levels would threaten a successful application of the change. Some attitude and behaviour cannot be changed simply by mentoring and offering more opportunities for career progression; some of them need intrinsic motivation. This can only come about through individual change in attitudes. In addition, some healthcare facilities are capable of offering better terms that lure nurses to them. Big private and public hospitals for example have the advantage over smaller clinics. They can still persuade new nurses to join them regardless of the measures a healthcare organization has in place.

   

   

   

   

   

   

   

   

   

   

   

   

  References

  Blayney, D.W. (2008). Strengths, weaknesses, opportunities, and threats. Journal of oncology practice, 4(2), 53. https://doi.org/10.1200/JOP.0820501

  Dearing J. W. (2009). Applying Diffusion of Innovation Theory to Intervention Development. Research on social work practice, 19(5), 503–518. https://doi.org/10.1177/1049731509335569

  Halter, M., Pelone, F., Boiko, O., Beighton, C., Harris, R., Gale, J., Gourlay, S., & Drennan, V. (2017). Interventions to Reduce Adult Nursing Turnover: A Systematic Review of Systematic Reviews. The open nursing journal, 11, 108–123. https://doi.org/10.2174/1874434601711010108

  Rogers, E. (1995). Diffusion of innovations (4th ed.). New York: Free Press.

  Professional Identity Representation Competencies

  A nursing leader has to develop hallmarks of professional competence. The application of strategies and techniques for the development of this competence is essential for a nursing leader. These leaders have to work consistently to ensure that there is overall quality improvement through good communication techniques and the application of relevant change.

  A number of the core values I esteem influence my professional identity. First is the value of altruism. It is my belief that an enhanced quality care involves understanding the patient needs in totality. This instinctive capability influences my assessment of the emotional, physical, cultural and psychological needs of the patient and the nurses who work with them. Secondly, my professional identity is shaped by accountability in practice. In the course of nursing leadership, it is my belief that I possess the right, power and competence to act. This right, power and competence are possessed by the nurses who work under me too, even if to a lesser degree, and they have to demonstrate it the practice through the decisions they make every day. This accountability involves reassessing client care plan and implementing certain changes that can improve the patient outcomes. In addition, I am guided by the value of human dignity. It is my belief that the patient is to be treated with the utmost humility, dignity and respect but also that the healthcare workers are listened to, respected and given a degree of autonomy (Sfantou et al. 2017). For both, the inherent worth and uniqueness that they display as human beings cannot be ignored. Integrity forms the final value that guides my identity. I believe that the professional nurse ought to display honesty and adhere only to the ethical codes of practice. This ethical framework in nursing is guided by evidence-based practice, and as a nursing leader, I would actively promote this.

  I would like to develop a number of leadership attributes. First is the attribute of collaboration in practice. Often, many clinical errors emanate from the failure to communicate with people within other departments in healthcare. Inter-department collaboration is something I would actively promote, encouraging open vertical and horizontal communication for improved service delivery. Secondly, I would encourage elements of transformational leadership in nursing. This would involve devolving power within the organizational structure, providing the nurses and junior leaders with a degree of autonomy to make decisions too. This would notably help in providing motivation to achieve common goals for the organization and promote a sense of responsibility (Sfantou et al. 2017). This aspect would also inspire the healthcare workers because they would be seeing themselves in different light. The third attribute is emotional intelligence. The healthcare environment is laden with a number of stressors. I would actively encourage the nurses and management to cultivate patience and stress management so that they are not overwhelmed. Integrity and respect are the other attributes. As a leader in nursing, I would encourage strict adherence to the principles of good practice, helping build an environment where workers respect each other and collaborate regardless of organizational rank for the common good of the patient.

  Organizational structure Diagram

  Mission: To integrate the elements of clinical practice in providing research-based quality health care

  Vision: To deliver unmatched and reliable heath care services

  Philosophy: The patient needs are supreme. The values of teamwork, healing, integrity, innovation and compassion are integral in care delivery

  Micro Level

  ·         The coordinated reception, processing, recording and admission of the patient ·         Accurate capture of patient details, including the symptoms and comorbidities ·         Efficient and effective communication between the care teams and the patient ·         Effective communication between care teams and the patient’s family.

  Meso Level

  ·         Efficient communication and collaboration between players in a department ·         Evidence-based decisions and interventions ·         An elaborate care plan that maximises chances of quick recovery ·         Professional handling of the patient, including privacy of information

  Macro Level

  ·         Efficient communication and collaboration between departments ·         An elaborate interdisciplinary care plan that is patient based ·         Evidence-based interventions and application of ethical procedures ·         Acceptable standards in admission, management and discharge of patient

   

  Quality issues that impact the outcomes within a healthcare environment can be identified and quantified in various ways. First of all, it can be done through the analysis of collected data. Clinical data can either be manual or electronic. These data involve the record of care plans, treatment, management, handling of deterioration and drug therapy that patient are given. It also involves the assessment of comorbid factors and an estimation of the interventions made in this regard. Analysis the manual and electronic records can help to identify a quality problem that is made so that it can be rectified. Secondly, quality assessment can be done periodically to establish areas that need improvement. This periodic assessment can discover a systemic loophole either in the management of the patients or the running of the facility by the management (Batalden, 2018). In addition, patients and their family can be interviewed through questionnaires to spot consistencies in irregularities and thus spot and quantify a quality issue. Finally, quality issues can be identified by external assessors. These bodies can periodically make assessments to determine the facility’s sticking to policy and required regulations. They can make recommendations for adherence to policy

  There are a number of standards for quality improvement. First is the aspect of dignity and respect. The care provided has to be assessed for the manner in which it treats patients and workers; whether they are respected and treated humanely. It assesses whether there is sufficient communication between patient and care providers or whether decisions made are not looked at in this regard. The element of compassion is also considered in quality improvement (Batalden, 2018). This considers how the patient is handled and whether the interventions implemented look into the potential of morbidity and pain. The next factor is the element of inclusivity. It assesses to what extent the patient and their family are involved in care. This is in terms of the interventions adopted and the discharge plan that is decided upon. It inquires how much the process id patient-based. Finally, responsive care and support is the next aspect in this regard. This considers the elements of evidence-based practice and how responsive the care is to the unique demands of the patients. Knowing this would greatly help improve the quality of care provided.

  Multi and inter-disciplinary teams face a number of challenges that may affect the overall healthcare quality. In terms of staffing, the number of members within a given discipline may exceed those within another discipline. Constant interdisciplinary interaction will then mean that other departments will be overburdened while others are sufficiently represented, this may create disharmony (Walton et al. 2019). Delegated responsibilities also present a challenge to these teams. When a duty is delegated, it is hard to determine who ought to take responsibility in case an error occurs. The coordination may also not be part of the delegated functions. Supervision of multi-disciplinary teams becomes hectic. This is because they may be conflicted on whom to take instructions from and regard other instructions as less serious. There is a possibility of insubordination in a case like this. Prioritization is also a challenge in inter-disciplinary endeavours as every department may have different opinions on what should take centre stage and what should be subordinate to the care strategy (Walton et al. 2019). This is detrimental to the overall care plan.

  A dynamic environment and culture can lead to certain strategic changes within an organization. An example of environmental changes that can influence the change theory is the aspect of regulation and legislation. Government policy and regulations often change and with them come changes in priority even for the healthcare organizations. When there are such regulatory and legislative changes, then we see a clear influence. The economic fortunes of the prevailing environment can often lead to changes too. When there are sufficient resources, then the quality of care provided improves greatly. Conversely, insufficient resources from a poor economy mean that there will be less facilities and manpower to offer services. In addition, the changing culture also brings about change in perspectives and outlook of life, causing priorities to change. When priorities change, then change has basically been effected.

   

   

   

   

   

  References

  Batalden P. (2018). Getting more health from healthcare: quality improvement must acknowledge patient coproduction—an essay by Paul Batalden. The BMJ, 362, k3617. https://doi.org/10.1136/bmj.k3617

  Sfantou, D. F., Laliotis, A., Patelarou, A. E., Sifaki-Pistolla, D., Matalliotakis, M., & Patelarou, E. (2017). Importance of Leadership Style towards Quality of Care Measures in Healthcare Settings: A Systematic Review. Healthcare (Basel, Switzerland), 5(4), 73. https://doi.org/10.3390/healthcare5040073

  Walton, V., Hogden, A., Long, J. C., Johnson, J. K., & Greenfield, D. (2019). How Do Interprofessional Healthcare Teams Perceive the Benefits and Challenges of Interdisciplinary Ward Rounds. Journal of multidisciplinary healthcare, 12, 1023–1032. https://doi.org/10.2147/JMDH.S226330

  Transformational Leadership

  Introduction

  The environment created by transformational leadership is defined by:

  • Encouragement
  • Motivation
  • Change creation
  • Innovation
  • Employee ownership and independence in the workplace

  A transformational leader is capable of creating an environment that is characterised by a variety of factors. First is encouragement. The nurses are encouraged and made to believe in their abilities. They are persuaded to engage more in safe and quality practice. This environment is also characterised by motivation. This involves providing the drive and desire to make a difference in organizational goals and contribute towards quality healthcare delivery.

  Change creation is the next factor. This entails the willingness to make a difference and leave a lasting impression. The transformational leader must be ready to make those under them to desire to be agents of change. In addition, innovation is a key feature. This comes about when the transformational leader actively promotes the utilization of novel ways to solve emerging or existing problems. Finally, the transformational leader promotes employee autonomy at the workplace, a certain degree of independence is needed for the nurse to work well. There are decisions on interventions, drug use and therapy decisions that the nurses can be allowed to make.

  Management Principles

  • Individualized consideration
  • Inspirational motivation
  • Idealized influence
  • Intellectual stimulation
  • Authenticity, cooperation and open communication (Sfantou et al. 2017)
  • Coaching and mentoring

  A transformational leader requires some management principle for us to say that they are effective. These include factors like individualized consideration in which the leader attends to the individual needs of the nurse and acts as a mentor. If the nurse does not understand some aspects of managing clinical deterioration for example, they are shown how. Secondly, we have inspirational motivation. This is how the leader has an appealing vision that is inspirational. If the leader believes in evidence-based practise, then he or she can easily make the nurses under them to act the same way. Idealized influence in the next principle. These types of leaders are role models for the other nurses and they are emulated because of their high integrity and ethical standards. They do not tolerate malpractice, but they understand error.

  A transformational leader has to intellectually stimulate other nurses. In other words, these leaders challenge the every day assumptions held by their followers, taking risks and asking for the ideas of the nurses in the process. Being authentic, valuing collaboration and open communication is another principle (Sfantou et al, 2017). The transformational leader knows what it means to collaborate, and they make all efforts to. They promote vertical and horizontal communication, improving outcomes in the process.

  Effective Delegation

  The transformational leader must:

  • Define what they should not do
  • Ask for what they want
  • Delegate the deliverable
  • Set parameters and limits
  • Show appreciation

  Delegation is one of the ways through which effective transformational leadership works. The transformational leader begins the delegation process by specifying and identifying what they should not do. Whether it is on approval of care plans, determining the discharge date and documentation, they specify what they will delegate. They then think about what they want. If it is not them doing it, then how exactly do they want it done, and what is it they want done. They are specific on this aspect because it is a cardinal objective in care. They then only delegate what can be delivered. The transformational leader does not decide to leave a nurse with a patient because they think that the patient is too difficult to manage. They do so because they believe the nurse under them will deliver. When This is done, they set boundaries and delimitations. It has to be clearly specific to the nurse what delegated responsibility they will perform. Allowing the nurse to design a care plan does not mean the nurse can discharge the patient. The limits of responsibility must be very clear. Finally, the transformational leader is appreciative when the delegated role is performed well. They find ways of motivating the nurse and encouraging them to keep doing the same.

  Supervision

  As a supervisor, the transformational leader:

  • Displays empathy and compassion
  • Has problem-solving skills
  • Shows conflict resolution skills
  • Demonstrates effective communication
  • Has an ability to delegate
  • The supervisory role is the next duty of the transformational leader. While supervising, the nurse leader has to display a degree of compassion and empathy with the nurses on duty. Nursing practice is full of stressors, anxiety and expectations. The leader must realize these and show the same for the workers. Under supervision, the nursing leader also must possess the skills to solve problems and conflicts. There are usually problems in nursing practice that are centred around medication, errors, deterioration and interdisciplinary collaboration. There are also conflicts that the collaboration bring with it. The transformational leader has to identify such conflicts, explain their causes and put mechanisms to prevent them in future. This leader is also a shining example of good communication. The leader puts in place effective communication channels for instance for reporting and taking action on clinical errors detected at the workplace. this communication also forms the backbone of effective collaboration among various departments in the workplace. the last feature under supervision is that the leader can delegate. They do not simply instruct. They delegate and later finds out if it was done as expected.

  Prioritizing in Nursing Care

  What to Prioritize?

  • Staff satisfaction
  • Professional growth (O'Connor at al. 2017)
  • Quality care

  Prioritization in nursing care is also an essential attribute for the transformational leader. The leader recognizes the fact that for quality service delivery and patient-based care, the workplace has to prioritize certain factors. Top among these is nurse satisfaction. Satisfaction can come in form of reasonable work hours, support from the top executive and management, motivation, mentorship and guidance. The nurses have to exude satisfaction for the achievement of positive health outcomes. Next is the prioritization of professional growth. One of the reasons for extreme nurse turnover is the impossibility of career progression (O'Connor  et al 2017). The transformational leader must aim to not only advance career progression as a form of personal fulfilment for the nurses but also as a solution to high staff turnover. This can be realized through incentives and better packages for better education. The delivery of quality care has to be a priority too. The clients want to know that the institution will provide them with the best care possible. This care then has to be humane and provided with the best evidence-based methods.

  Nurse Engagement in Training

  Nurses can be engaged in training process by:

  • Engaging them in the training selection
  • Introducing the program vitals
  • Explaining expected takeaways
  • Encouraging participation as a process of certification (Chaghari et al. 2017)
  • Leveraging future pay raises against compliance to training

  There are various ways through which nurses can be engaged in the training process. First among these is to include the nurses in the selection process. It is the nurses who ply the operation rooms, emergency rooms and laboratories daily who best understand the training needs they require, The transformational leader allows nurses to choose their training and therefore own it. During the training, the program vitals have to be introduced. This entails breaking down the training into parts and topics that have to be covered with specific objectives to be achieved. This gives the training and nurse trainees some focus. Engagement can also be attained through an explanation of the expected takeaways. Every training program has an expected objective and what has to be achieved at the end. This has to be clearly explained. Providing certification solely to trainees is also another incentive for participation (Chaghari et al. 2017). Because these certificates may be essential for the nurses in future, they would most likely choose to engage in these trainings. When future pay raises are leveraged against compliance to training, then it would be likelier for nurses to engage in training because they believe that they would later benefit form the same.

  Evaluation

  The tool is to measure:

  • Communication
  • Critical thinking skills
  • Delegation
  • Organizational Skills
  • Teamwork

  The evaluation tool can be designed at the end of the training to evaluate on Communication, Critical thinking skills, delegation, organizational skills and teamwork. These measures can be compared against evaluative terms like “Average”, “Below average”, “Satisfactory”, “Very Good” and “Excellent”. The measures are then marked

  References

  Chaghari, M., Saffari, M., Ebadi, A., & Ameryoun, A. (2017). Empowering Education: A New Model for In-service Training of Nursing Staff.        Journal of advances in medical education & professionalism, 5(1),             26–32.

  O'Connor, P. J., Sperl-Hillen, J. M., Margolis, K. L., & Kottke, T. E. (2017).    Strategies to Prioritize Clinical Options in Primary Care. Annals of         family medicine, 15(1), 10–13. https://doi.org/10.1370/afm.2027

  Sfantou, D. F., Laliotis, A., Patelarou, A. E., Sifaki-Pistolla, D., Matalliotakis, M.,     & Patelarou, E. (2017). Importance of Leadership Style towards        Quality of Care Measures in Healthcare Settings: A Systematic             Review. Healthcare (Basel, Switzerland), 5(4), 73.    https://doi.org/10.3390/healthcare5040073