leadership
yfemi
EssentialsofNursingLeadershipandManagement5thEditionbyDianeK.RNWhiteheadSallyA.WeissRuthM.Tappenz-lib.org.pdf
Essentials of Nursing Leadership and Management
f i f t h e d i t i o n
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page i
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page ii
Essentials of
Nursing Leadership and Management
f i f t h e d i t i o n
Diane K. Whitehead, EdD, RN, ANEF Associate Dean, Nursing
Nova Southeastern University
Fort Lauderdale, Florida
Sally A. Weiss, EdD, RN, CNE Associate Chair, Nursing
Nova Southeastern University
Fort Lauderdale, Florida
Ruth M. Tappen, EdD, RN, FAAN Christine E. Lynn Eminent Scholar and Professor
Florida Atlantic University College of Nursing
Boca Raton, Florida
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page iii
F. A. Davis Company
1915 Arch Street
Philadelphia, PA 19103
www.fadavis.com
Copyright © 2010 by F. A. Davis Company
Copyright © 2007, 2004, 2001, 1998 by F. A. Davis Company. All rights reserved. This book is protected by copyright.
No part of it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without written permission from the publisher.
Printed in United States of America
Last digit indicates print number: 10 9 8 7 6 5 4 3 2 1
Acquisition Editor: Joanne Patzek DaCunha, RN, MSN
Project Editors: Kim DePaul, Tyler Baber
Manager of Art & Design: Carolyn O’Brien
As new scientific information becomes available through basic and clinical research, recommended treatments and drug
therapies undergo changes. The author(s) and publisher have done everything possible to make this book accurate, up
to date, and in accord with accepted standards at the time of publication. The author(s), editors, and publisher are not
responsible for errors or omissions or for consequences from application of the book, and make no warranty, expressed
or implied, in regard to the contents of the book. Any practice described in this book should be applied by the reader
in accordance with professional standards of care used in regard to the unique circumstances that may apply in each
situation. The reader is advised always to check product information (package inserts) for changes and new informa-
tion regarding dose and contraindications before administering any drug. Caution is especially urged when using new
or infrequently ordered drugs.
Library of Congress Cataloging-in-Publication Data
Whitehead, Diane K., 1945-
Essentials of nursing leadership and management / Diane K. Whitehead, Sally A. Weiss, Ruth M. Tappen. -- 5th ed.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-0-8036-2208-1 (pbk. : alk. paper)
1. Nursing services--Administration. 2. Leadership. I. Weiss, Sally A., 1950- II. Tappen, Ruth M. III. Title.
[DNLM: 1. Nursing--United States. 2. Leadership--United States. 3. Nursing--organization & administration--
United States. 4. Nursing Services--organization & administration--United States. WY 16 W592e 2010]
RT89.T357 2010
362.1'73068--dc22 2009017339
Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is grant-
ed by F. A. Davis Company for users registered with the Copyright Clearance Center (CCC) Transactional Reporting
Service, provided that the fee of $.25 per copy is paid directly to CCC, 222 Rosewood Drive, Danvers, MA 01923. For
those organizations that have been granted a photocopy license by CCC, a separate system of payment has been
arranged. The fee code for users of the Transactional Reporting Service is: 8036-2208-2/10 0 + $.25.
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page iv
Dedication
To my sister Michele:
Your bravery and spirit inspire me every day.
Diane K. Whitehead
To my granddaughter Sydni,
Whose curiosity and wonder continuously remind me
of the reasons I became a nurse educator.
Sally A. Weiss
To students, colleagues, family and friends,
Who have taught me just about everything I know.
Ruth M. Tappen
v
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page v
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page vi
Preface
We are delighted to bring our readers this Fifth Edition of Essentials of Nursing Leadership and Management. This new edition has been updated to reflect the current health-care environment. As in our
previous editions, the content, examples, and diagrams were
designed with the goal of assisting the new graduate to make the
transition to professional nursing practice.
The Fifth Edition of Essentials of Nursing Leadership and Management focuses on the necessary knowledge and skills needed by the staff nurse as a vital member of the health-care team and manag-
er of patient care. Issues related to setting priorities, delegation, qual-
ity improvement, legal parameters of nursing practice, and ethical
issues were updated for this edition.
We are especially excited to introduce a new chapter, Quality and
Safety. This chapter focuses on the current quality and safety issues
and initiatives that affect the current health-care environment. In
addition, the updated finance chapter and a new chapter on health-
care policy will be available on the F.A. Davis Web site, DavisPlus. We continue to bring you comprehensive, practical information on
developing a nursing career. Updated information on leading, manag-
ing, followership, and workplace issues continues to be included.
Essentials of Nursing Leadership and Management continues to provide a strong foundation for the beginning nurse leader. We want
to thank the people at F.A. Davis for their assistance as well as our
contributors, reviewers, and students for their guidance and support.
Diane K. Whitehead Sally A. Weiss
Ruth M. Tappen
vii
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page vii
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page viii
Contributors
Patricia Bradley, MEd, PhD, RN Coordinator, Internationally Educated Nurses
Program Faculty, Nursing Department York University Toronto, Ontario, Canada
Kristie Campoe, MSN, RN Adjunct Faculty Nursing Department Nova Southeastern University Fort Lauderdale, Florida
Patricia Welch Dittman, PhD, RN, CDE Graduate Program Director/Assistant Professor Nursing Department Nova Southeastern University Fort Lauderdale, Florida
Denise Howard, BSN, RN Adjunct Faculty Nursing Department Nova Southeastern University Fort Lauderdale, Florida
Marcie Rutherford, PhD, MBA, MSN, RN Assistant Professor Nursing Department Nova Southeastern University Fort Lauderdale, Florida
Wendy Thomson, EdD(c), MSN, BSBA, RN, CNE, IBCLC Assistant Director of Technology and
Simulation/Assistant Professor Nursing Department Nova Southeastern University Fort Lauderdale, Florida
ix
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page ix
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page x
Table of Contents
unit 1 Professional Considerations
chapter 1 Leadership and Followership 3
chapter 2 Manager 13
chapter 3 Nursing Practice and the Law 21
chapter 4 Questions of Value and Ethics 39
chapter 5 Organizations, Power, and Empowerment 57
unit 2 Working Within the Organization
chapter 6 Getting People to Work Together 73
chapter 7 Dealing With Problems and Conflicts 91
chapter 8 People and the Process of Change 103
chapter 9 Delegation of Client Care 115
chapter 10 Quality and Safety 131
chapter 11 Time Management 157
unit 3 Professional Issues
chapter 12 Promoting a Healthy Workplace 171
chapter 13 Work-Related Stress and Burnout 197
chapter 14 Your Nursing Career 217
chapter 15 Nursing Yesterday and Today 239
xi
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page xi
Appendices
appendix 1 Codes of Ethics for Nurses 257
American Nurses Association Code of Ethics for Nurses 257
Canadian Nurse Association Code of Ethics for Registered Nurses 257
The International Council of Nurses Code of Ethics for Nurses 258
appendix 2 Standards Published by the American Nurses Association 259
appendix 3 Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment 261
Index 267
Bonus Chapters on DavisPlus
Finance
Triaxial of Action: Policy, Politics, and Nursing
Canadian Nursing Practice and the Law
xii
2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page xii
1 unit
Professional Considerations
chapter 1 Leadership and Followership
chapter 2 Manager
chapter 3 Nursing Practice and the Law
chapter 4 Questions of Values and Ethics
chapter 5 Organizations, Power, and Empowerment
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 1
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 2
chapter 1 Leadership and Followership
OBJECTIVES After reading this chapter, the student should be able to: ■ Define the terms leadership and followership.
■ Discuss the importance of effective leadership and followership for the new nurse.
■ Discuss the qualities and behaviors that contribute to effective followership.
■ Discuss the qualities and behaviors that contribute to effective leadership.
OUTLINE
Leadership
Are You Ready to Be a Leader?
Leadership Defined
Followership
Followership Defined
Becoming a Better Follower
What Makes a Person a Leader?
Leadership Theories
Trait Theories
Behavioral Theories
Task Versus Relationship
Motivating Theories
Emotional Intelligence
Situational Theories
Transformational Leadership
Moral Leadership
Qualities of an Effective Leader
Behaviors of an Effective Leader
Conclusion
3
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 3
4 unit 1 | Professional Considerations
Nurses work with an extraordinary variety of people:
physicians, respiratory therapists, physical therapists,
social workers, psychologists, technicians, aides, unit
managers, housekeepers, clients, and clients’ families.
The reason why nurses study leadership is to
learn how to work well, or effectively, with other people. In this chapter, leadership and followership and the relationships between them are defined.
The characteristics and behaviors that can make
you, a new nurse, an effective leader and follower
are discussed.
Leadership
Are You Ready to Be a Leader?
You may be thinking, “I’m just beginning my career
in nursing. How can I be expected to be a leader
now?” This is an important question. You will need
time to refine your clinical skills and learn how to
function in a new environment. But you can begin
to assume some leadership right away within your
new nursing roles. Consider the following example:
Billie Blair Thomas was a new staff nurse at Green Valley Nursing Care Center. After orientation, she was assigned to a rehabilitation unit with high admission and discharge rates. Billie noticed that admissions and discharges were assigned rather hap- hazardly. Anyone who was “free” at the moment was directed to handle them. Sometimes, unlicensed assis- tant personnel were directed to admit or discharge residents. Billie believed that using them was inap- propriate because their assessment skills were limited and they had no training in discharge planning.
Billie thought there was a better way to do this but was not sure that she should say so because she was so new. “Maybe they’ve already thought of this,” she said to a former classmate. “It’s such an obvious solution.” They began to talk about what they had learned in their leadership course before graduation. “I just keep hearing our instructor say- ing, ‘There’s only one manager, but anyone can be a leader of our group.”
“If you want to be a leader, you have to act on your idea,” her friend said.
“Maybe I will,” Billie replied. Billie decided to speak with her nurse manager,
an experienced rehabilitation nurse who seemed not only approachable but also open to new ideas. “I have been so busy getting our new record system on line before the surveyors come that I wasn’t
paying attention to that,” the nurse manager told her. “I’m so glad you brought it to my attention.”
Billie’s nurse manager raised the issue at the next executive meeting, giving credit to Billie for having brought it to her attention. The other nurse man- agers had the same response. “We were so focused on the new record system that we overlooked that. We need to take care of this situation as soon as possible. Billie Blair Thomas has leadership potential.”
Leadership Defined
Leadership is a much broader concept than is man-
agement. Although managers should also be lead-
ers, management is focused on the achievement of
organizational goals. Leadership, on the other hand:
...occurs whenever one person attempts to influence the behavior of an individual or group—up, down, or sideways in the organization—regardless of the reason. It may be for personal goals or for the goals of others, and these goals may or may not be congru- ent with organizational goals. Leadership is influ- ence (Hersey & Campbell, 2004, p. 12)
In order to lead, one must develop three important
competencies: (1) ability to diagnose or understand
the situation you want to influence, (2) adaptation
in order to allow your behaviors and other resources
to close the gap between the current situation and
what you are hoping to achieve, and (3) communi-
cation. No matter how much you diagnose or
adapt, if you cannot communicate effectively, you
will probably not meet your goal (Hersey &
Campbell, 2004).
Effective nurse leaders are those who engage
others to work together effectively in pursuit of a
shared goal. Examples of shared goals are pro-
viding excellent client care, designing a cost-
saving procedure, and challenging the ethics of a
new policy.
Followership
Followership and leadership are separate but recip-
rocal roles. Without followers, one cannot be a
leader; conversely, one cannot be a follower without
a leader (Lyons, 2002).
Being an effective follower is as important to the
new nurse as is being an effective leader. In fact,
most of the time most of us are followers: members
of a team, attendees at a meeting, staff of a nursing
care unit, and so forth.
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 4
chapter 1 | Leadership and Followership 5
Followership Defined
Followership is not a passive role. On the contrary,
the most valuable follower is a skilled, self-directed
employee, one who participates actively in setting
the group’s direction, invests his or her time and
energy in the work of the group, thinks critically,
and advocates for new ideas (Grossman & Valiga,
2000). Imagine working on a client care unit where
all staff members, from the unit secretary to the
assistant nurse manager, willingly take on extra
tasks without being asked (Spreitzer & Quinn,
2001), come back early from coffee breaks, com-
plete their charting on time, suggest ways to
improve client care, and are proud of the high qual-
ity care they provide. Wouldn’t it be wonderful to
be a part of that team?
Becoming a Better Follower
There are a number of things you can do to become
a better follower:
■ If you discover a problem, inform your team
leader or manager right away.
■ Even better, include a suggestion in your report
for solving the problem.
■ Freely invest your interest and energy in your
work.
■ Be supportive of new ideas and new directions
suggested by others.
■ When you disagree, explain why you do not
support an idea or suggestion.
■ Listen carefully, and reflect on what your leader
or manager says.
■ Continue to learn as much as you can about
your specialty area.
■ Share what you learn.
Being an effective follower will not only make you
a more valuable employee but will also increase the
meaning and satisfaction that you can get from
your work.
Most team leaders and nurse managers will
respond very positively to having staff who are
good followers. Occasionally you will encounter a
poor leader or manager who can confuse, frustrate,
and even distress you. Here are a few suggestions
for handling this:
■ Avoid adopting the ineffective behaviors of this
individual.
■ Continue to do your best work and to provide
leadership for the rest of the group.
■ If the situation worsens, enlist the support of
others on your team to seek a remedy; do not
try to do this alone as a new graduate.
■ If the situation becomes intolerable, consider the
option of transferring to another unit or seeking
another position (Deutschman, 2005; Korn, 2004).
What Makes a Person a Leader?
Leadership Theories
There are many different ideas about how a person
becomes a good leader. Despite years of research on
this subject, no one idea has emerged as the clear
winner. The reason for this may be that different
qualities and behaviors are most important in differ-
ent situations. In nursing, for example, some situa-
tions require quick thinking and fast action. Others
require time to figure out the best solution to a
complicated problem. Different leadership qualities
and behaviors are needed in these two instances. The
result is that there is not yet a single best answer to
the question, “What makes a person a leader?”
Consider some of the best-known leadership
theories and the many qualities and behaviors that
have been identified as those of the effective nurse
leader (Pavitt, 1999; Tappen, 2001).
Trait Theories
At one time or another, you have probably heard
someone say, “Leaders are born, not made.” In other
words, some people are natural leaders, and others
are not. In reality, leadership may come more easily
to some than to others, but everyone can be a
leader, given the necessary knowledge and skill.
Research into the traits of leaders is a continuing
process. A 5-year study of 90 outstanding leaders
by Warren Bennis (1984) identified four common
traits shared by all of these leaders. These traits
continue to hold true:
1. Management of attention. These leaders were
able to communicate a sense of goal or direction
to attract followers.
2. Management of meaning. These leaders created
and communicated meaning with clarity and
purpose.
3. Management of trust. These leaders demon-
strated reliability and consistency.
4. Management of self. These leaders were able to
know self and work within their strengths and
weaknesses (Bennis, 1984).
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 5
6 unit 1 | Professional Considerations
Behavioral Theories
The behavioral theories are concerned with what
the leader does. One of the most influential theo-
ries is concerned with leadership style (White &
Lippitt, 1960) (Table 1-1).
The three styles are:
■ Autocratic leadership (also called directive, con- trolling, or authoritarian). The autocratic leader gives orders and makes decisions for the group.
For example, when a decision needs to be made,
an autocratic leader says, “I’ve decided that this
is the way we’re going to solve our problem.”
Although this is an efficient way to run things,
it usually dampens creativity and may inhibit
motivation.
■ Democratic leadership (also called participative). Democratic leaders share leadership. Important
plans and decisions are made with the team
(Chrispeels, 2004). Although this is often a less
efficient way to run things, it is more flexible
and usually increases motivation and creativity.
Democratic leadership is characterized by guid-
ance from rather than control by the leader.
■ Laissez-faire leadership (also called permissive or nondirective). The laissez-faire (“let someone do”) leader does very little planning or decision
making and fails to encourage others to do so.
It is really a lack of leadership. For example,
when a decision needs to be made, a laissez-faire
leader may postpone making the decision or
never make the decision. In most instances, the
laissez-faire leader leaves people feeling con-
fused and frustrated because there is no goal, no
guidance, and no direction. Some very mature
individuals thrive under laissez-faire leadership
because they need little guidance. Most people,
however, flounder under this kind of leadership.
Pavitt summed up the difference among these three
styles: a democratic leader tries to move the group
toward its goals; an autocratic leader tries to move
the group toward the leader’s goals; and a laissez-
faire leader makes no attempt to move the group
(1999, pp. 330ff ).
Task Versus Relationship
Another important distinction in leadership style is
between a task focus and a relationship focus
(Blake, Mouton, & Tapper, 1981). Some nurses
emphasize the tasks (e.g., reducing medication
errors, completing patient records) and fail to real-
ize that interpersonal relationships (e.g., attitude of
physicians toward nursing staff, treatment of
housekeeping staff by nurses) affect the morale and
productivity of employees. Other nurses focus on
the interpersonal aspects and ignore the quality of
the job being done as long as people get along with
each other. The most effective leader is able to bal-
ance the two, attending to both the task and the
relationship aspects of working together.
Motivating Theories
The concept of motivation seems fairly simple. We
do things to get what we want and avoid things that
we don’t want. However, motivation is still sur-
rounded in mystery. The study of motivation as a
focus of leadership began in the 1920s with the
historic Hawthorne study. Several experiments were
conducted to see if increasing light and, later,
improved working conditions would improve pro-
ductivity of workers in the Hawthorne, Illinois,
table 1-1
Comparison of Autocratic, Democratic, and Laissez-Faire Leadership Styles Autocratic Democratic Laissez-Faire
Amount of freedom Little freedom Moderate freedom Much freedom
Amount of control High control Moderate control Little control
Decision making By the leader Leader and group together By the group or by no one
Leader activity level High High Minimal
Assumption of responsibility Leader Shared Abdicated
Output of the group High quantity, good Creative, high quality Variable, may be poor quality
quality
Efficiency Very efficient Less efficient than Inefficient
autocratic style
Adapted from White, R.K., & Lippitt, R. (1960). Autocracy and Democracy: An Experimental Inquiry. New York: Harper & Row.
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 6
chapter 1 | Leadership and Followership 7
electrical plant. Those workers who had the
improved working conditions taken away continued
to show improved productivity. Therefore, the
answers were found not in the conditions of the experiments but in the attention given to the work- ers by the experimenters. Similar to the 1954
Maslow Hierarchy of Needs theory, the 1959
Motivation-Hygiene theory developed by Frederick
Herzberg looked at factors that motivated workers
in the workplace. Following closely after Herzberg
was David McClelland and his 1961 Theory of
Needs. Clayton Alderfer responded to Maslow’s
theory with his own Existence, Relatedness, and
Growth (ERG) theory. Table 1-2 summarizes these
four historical motivation theories.
Emotional Intelligence
The relationship aspects of leadership are a focus
of the work on emotional intelligence (Goleman,
Boyatzes, & McKee, 2002). Part of what distin-
guishes ordinary leaders from leadership “stars”
is consciously addressing the effect of people’s
feelings on the team’s emotional reality. How is
this done?
First, learn how to recognize and understand
your own emotions, and learn how to manage
them, channel them, stay calm and clear-headed,
and suspend judgment until all the facts are in
when a crisis occurs (Baggett & Baggett, 2005).
The emotionally intelligent leader welcomes con-
structive criticism, asks for help when needed, can
juggle multiple demands without losing focus, and
can turn problems into opportunities.
Second, the emotionally intelligent leader listens
attentively to others, perceives unspoken concerns,
acknowledges others’ perspectives, and brings peo-
ple together in an atmosphere of respect, coopera-
tion, collegiality, and helpfulness so they can direct
their energies toward achieving the team’s goals.
“The enthusiastic, caring, and supportive leader
generates those same feelings throughout the
team,” wrote Porter-O’Grady of the emotionally
intelligent leader (2003, p. 109).
Situational Theories
People and leadership situations are far more complex
than the early theories recognized. In addition, situa-
tions can change rapidly, requiring more complex
table 1-2
Leading Motivation Theories Theory Summary of Motivation Requirements
Maslow, 1954 Categories of Need: Lower needs (below, listed first) must be fulfilled before others are activated.
Physiological
Safety
Belongingness
Esteem
Self-actualization
Alderfer, 1972 Three categories of needs, also ordered into a hierarchy:
1. Existence: Physical well-being
2. Relatedness: Satisfactory relations with others
3. Growth: Development of competence and realization of potential
Herzberg, 1959 Two factors that influence motivation. The absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or increase satisfaction.
1. Hygiene factors: Company policy, supervision, interpersonal relations, working conditions, salary
2. Motivators: Achievement, recognition, the work itself, responsibility, advancement
McClelland, 1961 Motivation results from three dominant needs. Usually all three needs are present in each individual but vary in importance depending on the position a person has in the workplace. Needs are also shaped over time by culture and experience.
1. Need for achievement: Performing tasks on a challenging and high level
2. Need for affiliation: Good relationships with others
3. Need for power: Being in charge
Adapted from Hersey, P. & Campbell, R. (2004). Leadership: A Behavioral Science Approach. Calif.: Leadership Studies Publishing.
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 7
8 unit 1 | Professional Considerations
theories to explain leadership (Bennis, Spreitzer, &
Cummings, 2001).
Adaptability is the key to the situational
approach (McNichol, 2000). Instead of assuming
that one particular approach works in all situations,
situational theories recognize the complexity of work
situations and encourage the leader to consider many
factors when deciding what action to take.
Situational theories emphasize the importance
of understanding all the factors that affect a partic-
ular group of people in a particular environment.
The most well-known and still practiced theory is
the Situational Leadership Model by Dr. Paul
Hersey. The appeal of this model is that it focuses
on the task and the follower. The key is to marry
the readiness of the follower with the task behav-
ior at hand. “Readiness is defined as the extent to
which a follower demonstrates the ability and will-
ingness to accomplish a specific task” (Hersey &
Campbell, 2004, p. 114). The task behavior is
defined as “the extent to which the leader engages
in spelling out the duties and responsibilities of an
individual and a group” (Hersey & Campbell,
2004, p. 114).
Followers’ readiness levels can range from unable
and unwilling (or insecure) to able, willing, and
confident. The leader’s behavior will focus on appro-
priately fulfilling the follower’s needs, which are iden-
tified by their readiness level and the task. Leader
behaviors will range from telling, guiding, and direct-
ing to delegating, observing, and monitoring.
Where did you fall in this model during your first
clinical rotation compared with where you are now?
In the beginning, the clinical instructor was giving
you clear instructions and guiding and directing you.
Now, she or he is most likely delegating, observing,
and monitoring. However, as you move into your
first nursing position, you may return to the guiding
and directing stage. On the other hand, you may
have become a leader/instructor for new students,
and you may be guiding and directing them.
Transformational Leadership
Although the situational theories were an improve-
ment over earlier theories, there was still something
missing. Meaning, inspiration, and vision were
not given enough attention (Tappen, 2001). These
are the distinguishing features of transformational
leadership.
The transformational theory of leadership
emphasizes that people need a sense of mission
that goes beyond good interpersonal relationships
or the appropriate reward for a job well done (Bass
& Avolio, 1993). This is especially true in nursing.
Caring for people, sick or well, is the goal of the
profession. Most people chose nursing in order to
do something for the good of humankind: this is
their vision. One responsibility of leadership is to
help nurses achieve their vision.
Transformational leaders can communicate
their vision in a manner that is so meaningful and
exciting that it reduces negativity (Leach, 2005)
and inspires commitment in the people with whom
they work (Trofino, 1995). If successful, the goals of
the leader and staff will “become fused, creating
unity, wholeness, and a collective purpose” (Barker,
1992, p. 42).
Moral Leadership
The corporate scandals of recent years have redi-
rected attention to the values and ethics that
underlie the practice of leadership as well as that of
client care (Dantley, 2005). Caring about the peo-
ple who work for you as people as well as employ-
ees (Spears & Lawrence, 2004) is part of moral
leadership. This can be a great challenge in times of
limited financial resources.
Molly Benedict was a team leader on the acute geriatric unit (AGU) when a question of moral leadership arose. Faced with large budget cuts in the middle of the year and feeling a little desperate to f igure out how to run the AGU with fewer staff, her nurse manager suggested that reducing the time that unlicensed assistive personnel (UAP) spent ambulating the clients would enable him to increase UAP workload from 10 to 15 clients. “George,” responded Molly, “you know that inac- tivity has many harmful effects, from emboli to disorientation in our very elderly population. Instead, let’s try to f igure out how to encourage more self-care or even family involvement in care so the UAP can still walk clients and prevent their becoming nonambulatory.” Molly based her response on important values, particularly those of prevention.
Qualities of an Effective Leader
If leadership is seen as the ability to influence, what
qualities must the leader possess in order to be able
to do that? Integrity, courage, attitude, initiative,
energy, optimism, perseverance, balance, ability to
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 8
chapter 1 | Leadership and Followership 9
handle stress, and self-awareness are some of the
qualities of effective leaders in nursing (Fig. 1.1):
■ Integrity. Integrity is expected of health-care professionals. Clients, colleagues, and employers
all expect nurses to be honest, law-abiding, and
trustworthy. Adherence to both a code of per-
sonal ethics and a code of professional ethics
(Appendix 1, American Nurses Association
Code for Nurses) is expected of every nurse.
Would-be leaders who do not exhibit these
characteristics cannot expect them of their
followers. This is an essential component of
moral leadership.
■ Courage. Sometimes, being a leader means taking some risks. In the story of Billie Blair
Thomas, for example, Billie needed some
courage to speak to her nurse manager about a
problem she had observed.
■ Attitude. A good attitude goes a long way in making a good leader. In fact, many outstanding
leaders cite attitude as the single greatest reason
for not hiring someone (Maxwell, 1993, p. 98).
A leader’s attitude is noticed by the followers
more quickly than are the actions.
■ Initiative. Good ideas are not enough. To be a leader, you must act on those good ideas. This
requires initiative on your part.
■ Energy. Leadership requires energy. Both lead- ership and followership are hard but satisfying
endeavors that require effort. It is also important
that the energy be used wisely.
■ Optimism. When the work is difficult and one crisis seems to follow another in rapid succession,
it is easy to become discouraged. It is important
not to let discouragement keep you and your
coworkers from seeking ways to resolve the prob-
lems. In fact, the ability to see a problem as an
opportunity is part of the optimism that makes a
person an effective leader. Like energy, optimism
is “catching.” Holman (1995) called this being a
winner instead of a whiner (Table 1-3). ■ Perseverance. Effective leaders do not give up
easily. Instead, they persist, continuing their
efforts when others are tempted to stop trying.
This persistence often pays off.
■ Balance. In the effort to become the best nurses they can be, people may forget that other aspects
of life are equally important. As important as
clients and colleagues are, family and friends are
important, too. Although school and work are
meaningful activities, cultural, social, recreational,
and spiritual activities also have meaning. People
need to find a balance between work and play.
■ Ability to handle stress. There is some stress in almost every job. Coping with stress in as posi-
tive and healthy a manner as possible helps to
conserve energy and can be a model for others.
Maintaining balance and handling stress are
reviewed in Chapter 10.
■ Self-awareness. How is your emotional intelli- gence? People who do not understand them-
selves are limited in their ability to understand
the motivations of others. They are far more
likely to fool themselves than are self-aware peo-
ple. For example, it is much easier to be fair with
a coworker you like than with one you do not
Qualities
Behaviors
Integrity
Courage
Initiative
Energy
Optimism
Perseverance
Balance
Ability to handle stress
Self-awareness
Think critically
Solve problems
Communicate skillfully
Set goals, share vision
Develop self and others
Figure 1.1 Keys to effective leadership.
table 1-3
Winner or Whiner—Which Are You? A winner says: A whiner says:
“We have a real “This is really a problem.”
challenge here.”
“I’ll give it my best.” “Do I have to?”
“That’s great!” “That’s nice, I guess.”
“We can do it!” “That will never succeed.”
“Yes!” “Maybe....”
Adapted from Holman, L. (1995). Eleven Lessons in Self-leadership:
Insights for Personal and Professional Success. Lexington, Ky.: A Lessons
in Leadership Book.
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 9
10 unit 1 | Professional Considerations
like. Recognizing that you like some people more
than others is the first step in avoiding unfair
treatment based on personal likes and dislikes.
Behaviors of an Effective Leader
Leadership requires action. The effective leader
chooses the action carefully. Important leadership
behaviors include setting specific goals, thinking
critically, solving problems, respecting people, com-
municating skillfully, communicating a vision for
the future, and developing oneself and others.
■ Setting priorities. Whether planning care for a group of clients or setting the strategic plan
for an organization, priorities continually
shift and demand attention. As a leader you
will need to remember the three “E’s” of
prioritization: evaluate, eliminate, and esti-
mate. Continually evaluate what you need to
do, eliminate tasks that someone else can do,
and estimate how long your top priorities
will take you to complete.
■ Thinking critically. Critical thinking is the care- ful, deliberate use of reasoned analysis to reach a
decision about what to believe or what to do
(Feldman, 2002). The essence of critical think-
ing is a willingness to ask questions and to be
open to new ideas, new ways to do things. To
avoid falling prey to assumptions and biases of
your own and those of others, ask yourself
frequently, “Do I have the information I need?
Is it accurate? Am I prejudging a situation?”
( Jackson, Ignatavicius, & Case, 2004).
■ Solving problems. Client problems, paperwork problems, staff problems: these and others occur
frequently and need to be solved. The effective
leader helps people to identify problems and to
work through the problem-solving process to
find a reasonable solution.
■ Respecting the individual. Although people have much in common, each individual has dif-
ferent wants and needs and has had different
life experiences. For example, some people really
value the psychological rewards of helping
others; other people are more concerned about
earning a decent salary. There is nothing wrong
with either of these points of view; they are
simply different. The effective leader recognizes
these differences in people and helps them
find the rewards in their work that mean the
most to them.
■ Skillful communication. This includes listening to others, encouraging exchange of information,
and providing feedback:
1. Listening to others. Listening is separate from talking with other people: listening emphasizes
that communication involves both giving and
receiving information. The only way to find
out people’s individual wants and needs is to
watch what they do and to listen to what they
say. It is amazing how often leaders fail simply
because they did not listen to what other
people were trying to tell them.
2. Encouraging exchange of information. Many misunderstandings and mistakes occur because
people fail to share enough information with
each other. The leader’s role is to make sure
that the channels of communication remain
open and that people use them.
3. Providing feedback. Everyone needs some infor- mation about the effectiveness of his or her
performance. Frequent feedback, both positive
and negative, is needed so people can continu-
ally improve their performance. Some nurse
leaders find it difficult to give negative feedback
because they fear that they will upset the other
person. How else can the person know where
improvement is needed? Negative feedback can
be given in a manner that is neither hurtful nor
resented by the individual receiving it. In fact,
it is often appreciated. Other nurse leaders,
however, fail to give positive feedback, assum-
ing that coworkers will know when they are
doing a good job. This is also a mistake because
everyone appreciates positive feedback. In fact,
for some people, it is the most important
reward they get from their jobs.
■ Communicating a vision for the future. The effective leader has a vision for the future.
Communicating this vision to the group and
involving everyone in working toward that
vision create the inspiration that keeps people
going when things become difficult. Even better,
involving people in creating the vision is not
only more satisfying for employees but also has
the potential for the most creative and innova-
tive outcomes (Kerfott, 2000). It is this vision
that helps make work meaningful.
■ Developing oneself and others. Learning does not end on leaving school. In fact, experienced
nurses say that school is just the beginning, that
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 10
chapter 1 | Leadership and Followership 11
school only prepares you to continue learning
throughout your career. As new and better ways
to care for clients are discovered, it is your
responsibility as a professional to critically
analyze these new approaches and decide
whether they would be better for your clients
than current approaches to care. Effective lead-
ers not only continue to learn but also encour-
age others to do the same. Sometimes, leaders
function as teachers. At other times, their role
is primarily to encourage and guide others
to seek more knowledge. Observant, reflective,
analytical practitioners know that learning
takes place every day if people are open to it
(Kagan, 1999).
Conclusion
Leadership ability determines a person’s level of
effectiveness. To be an effective nurse, you must be an
effective leader. Your patients, your peers, and your
organization are depending on you to influence oth-
ers. Leadership develops daily. True leaders never
stop learning and growing. John Maxwell (1998), one
of America’s experts on leadership, states “who we are
is who we attract” (p. xi). To attract leaders, people
need to start leading and never stop learning to lead.
The key elements of leadership and followership
have been discussed in this chapter. Many of the
leadership qualities and behaviors mentioned here
are discussed in more detail in later chapters.
Study Questions
1. Why is it important for nurses to be good leaders? What qualities have you observed from nurses
on the units that exemplify effective leadership in action? How do you think these behaviors might
have improved the outcomes of their patients?
2. Why are effective followers as important as effective leaders?
3. Review the various leadership theories discussed in the chapter. Which ones might apply to leading
in today’s health-care environment? Support your answer with specific examples.
4. Select an individual whose leadership skills you particularly admire. What are some qualities and
behaviors that this individual displays? How do these relate to the leadership theories discussed in
this chapter? In what ways could you emulate this person?
5. As a new graduate, what leadership and followership skills will you work on developing or enhanc-
ing during the first 3 months of your first nursing position? Why?
Case Study to Promote Critical Reasoning
Two new associate-degree graduates were hired for the pediatric unit. Both worked three 12-hour
shifts a week, Jan in the day-to-evening shift and Ronnie at night. Whenever their shifts connected,
they would compare notes on their experience. Jan felt she was learning rapidly, gaining clinical
skills and beginning to feel at ease with her colleagues.
Ronnie, however, still felt unsure of herself and often isolated. “There have been times,” she told
Jan, “that I am the only registered nurse on the unit all night. The aides and LPNs are really expe-
rienced, but that’s not enough. I wish I could work with an experienced nurse as you are doing.”
“Ronnie, you are not even finished with your 3-month orientation program,” said Jan. “You
should never be left alone with all these sick children. Neither of us is ready for that kind of
responsibility. And how will you get the experience you need with no experienced nurses to help
you? You must speak to our nurse manager about this.”
“I know I should, but she’s so hard to reach. I’ve called several times, and she’s never available.
She leaves all the shift assignments to her assistant. I’m not sure she even reviews the schedule
before it’s posted.”
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 11
12 unit 1 | Professional Considerations
References Baggett, M.M., & Baggett, F.B. (2005). Move from management
to high-level leadership. Nursing Management, 36(7), 12. Barker, A.M. (1992). Transformational Nursing Leadership: A Vision
for the Future. New York: National League for Nursing Press. Bass, B.M., & Avolio, B.J. (1993). Transformational leadership: A
response to critiques. In Chemers, M.M., & Ayman, R. (eds.). Leadership Theory and Research: Perspectives and Direction. San Diego: Academic Press.
Bennis, W. (1984). The four competencies of leadership. Training and Development Journal, August, 1984, pp. 15–19.
Bennis, W., Spreitzer, G.M., & Cummings, T.G. (2001). The Future of Leadership. San Francisco: Jossey-Bass.
Blake, R.R., Mouton, J.S., & Tapper, M., et al. (1981). Grid Approaches for Managerial Leadership in Nursing. St. Louis: C.V. Mosby.
Chrispeels, J.H. (2004). Learning to Lead Together. Thousand Oaks, Calif.: Sage Publications.
Dantley, M.E. (2005). Moral leadership: Shifting the management paradigm. In English, F.W. The Sage Handbook of Educational Leadership (pp. 34–46). Thousand Oaks, Calif.: Sage Publications.
Deutschman, A. (2005). Is your boss a psychopath? Making Change. Fast Company, 96, 43–51.
Feldman, D.A. (2002). Critical Thinking: Strategies for Decision Making. Menlo Park, Calif.: Crisp Publications.
Goleman, D., Boyatzes, R., & McKee, A. (2002). Primal Leadership: Realizing the Power of Emotional Intelligence. Boston: Harvard Business School Press.
Grossman, S., & Valiga, T.M. (2000). The New Leadership Challenge: Creating the Future of Nursing. Philadelphia: FA Davis.
Hersey, P. & Campbell, R. (2004). Leadership: A Behavioral Science Approach. Calif.: Leadership Studies Publishing.
Holman, L. (1995). Eleven Lessons in Self-Leadership: Insights for Personal and Professional Success. Lexington, Ky.: A Lessons in Leadership Book.
Jackson, M., Ignatavicius, D., & Case, B. (eds.). (2004). Conversations in Critical Thinking and Clinical Judgement. Pensacola, Fla.: Pohl.
Kagan, S.S. (1999). Leadership Games: Experiential Learning for Organizational Development. Thousand Oaks, Calif.: Sage Publications.
Kerfott, K. (2000). Leadership: Creating a shared destiny. Dermatological Nursing, 12(5), 363–364.
Korn, M. (2004). Toxic Cleanup: How to Deal With a Dangerous Leader. Fast Company, 88, 17.
Leach, L.S. (2005). Nurse executive transformational leadership and organizational commitment. Journal of Nursing Administration, 35(5), 228–237.
Lyons, M.F. (2002). Leadership and followership. The Physician Executive, Jan/Feb, 91–93.
Maxwell, J.C. (1993). Developing the Leader Within You. Tenn.: Thomas Nelson Inc.
Maxwell, J. C. (1998). The 21 Inrrefutable Laws of Leadership. Tenn.: Thomas Nelson Inc.
McNichol, E. (2000). How to be a model leader. Nursing Standard, 14(45), 24.
Pavitt, C. (1999). Theorizing about the group communication- leadership relationship. In Frey, L.R. (ed.). The Handbook of Group Communication Theory and Research. Thousand Oaks, Calif.: Sage Publications.
Porter-O’Grady, T. (2003). A different age for leadership, Part II. Journal of Nursing Administration, 33(2), 105–110.
Spears, L.C., & Lawrence, M. (2004). Practicing Servant-Leadership. New York: Jossey-Bass.
Spreitzer, G.M., & Quinn, R.E. (2001). A Company of Leaders: Five Disciplines for Unleashing the Power in Your Workforce. San Francisco: Jossey-Bass.
Tappen, R.M. (2001). Nursing Leadership and Management: Concepts and Practice. Philadelphia: FA Davis.
Trofino, J. (1995). Transformational leadership in health care. Nursing Management, 26(8), 42–47.
White, R.K., & Lippitt, R. (1960). Autocracy and Democracy: An Experimental Inquiry. New York: Harper & Row.
“You will have to try harder to reach her. Maybe you could stay past the end of your shift one
morning and meet with her,” suggested Jan. “If something happens when you are the only nurse on
the unit, you will be held responsible.”
1. In your own words, summarize the problem that Jan and Ronnie are discussing. To what extent is
this problem due to a failure to lead? Who has failed to act?
2. What style of leadership was displayed by Ronnie and the nurse manager? How effective was their
leadership? Did Jan’s leadership differ from that of Ronnie and the nurse manager? In what way?
3. In what ways has Ronnie been an effective follower? In what ways has Ronnie not been so effective
as a follower?
4. If an emergency occurred and was not handled well while Ronnie was the only nurse on the unit,
who would be responsible? Explain why this person or persons would be responsible.
5. If you found yourself in Ronnie’s situation, what steps would you take to resolve the problem? Show
how the leader characteristics and behaviors found in this chapter support your solution to the problem.
2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 12
chapter 2 Manager
OBJECTIVES After reading this chapter, the student should be able to: ■ Define the term management.
■ Distinguish scientific management and human relations–based management.
■ Explain servant leadership.
■ Discuss the qualities and behaviors that contribute to effective management.
OUTLINE
Management
Are You Ready to Be a Manager?
What Is Management?
Management Theories
Scientific Management
Human Relations–Based Management
Servant Leadership
Qualities of an Effective Manager
Behaviors of an Effective Manager
Interpersonal Activities
Decisional Activities
Informational Activities
Conclusion
13
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 13
14 unit 1 | Professional Considerations
Every nurse should be a good leader and a good
follower. Not everyone should be a manager, how-
ever. In fact, new graduates simply are not ready to
take on management responsibilities. Once you
have had time to develop your clinical and leader-
ship skills, you can begin to think about taking on
management responsibilities (Table 2-1).
MANAGEMENT
Are You Ready to Be a Manager?
For most new nurses, the answer is no, you should not accept managerial responsibility. The breadth
and depth of your experience are still undeveloped.
You need to direct your energies to building your
own skills before you begin supervising other people.
What Is Management?
The essence of management is getting work done
through others. The classic definition of manage-
ment is Henri Fayol’s 1916 list of managerial tasks:
planning, organizing, commanding, coordinating,
and controlling the work of a group of employees
(Wren, 1972). But Mintzberg (1989) argued that
managers really do whatever is needed to make sure
that employees do their work and do it well.
Lombardi (2001) points out that two-thirds of a
manager’s time is spent on people problems. The
rest is taken up by budget work, going to meetings,
preparing reports, and other administrative tasks.
Management Theories
There are two major but opposing schools of
thought in management: scientific management
and the human relations–based approach. As its
name implies, the human-relations approach
emphasizes the interpersonal aspects of managing
people, whereas scientific management emphasizes
the task aspects.
Scientific Management
Almost 100 years ago, Frederick Taylor argued
that most jobs could be done more efficiently if
they were analyzed thoroughly (Lee, 1980; Locke,
1982). With a well-designed task and enough
incentive to get the work done, workers could be
more productive. For example, Taylor promoted
the concept of paying people by the piece instead
of by the hour. In health care, the equivalent
would be by the number of patients bathed or vis-
ited at home rather than by the number of hours
worked. This would create an incentive to get the
most work done in the least amount of time.
Taylorism stresses that there is a best way to do a
job. Usually, this is also the fastest way to do the
job (Dantley, 2005).
The work is analyzed to improve efficiency. In
health care, for example, there has been much dis-
cussion about the time it takes to bring patients to
radiology or to physical therapy versus bringing the
technician or therapist to the patient. Eliminating
excess staff or increasing the productivity of remain-
ing employees is also based on this kind of thinking.
Nurse managers who use the principles of scien-
tific management will pay particular attention to
the type of assessments and treatments done on the
unit, the equipment needed to do this efficiently,
and the strategies that would facilitate efficient
accomplishment of these tasks. Typically, these
nurse managers keep careful records of the amount
of work accomplished and reward those who
accomplish the most.
Human Relations–Based Management
McGregor’s theories X and Y provide a good
example of the difference between scientific man-
agement and human relations–based management.
Theory X, said McGregor (1960), reflects a com-
mon attitude among managers that most people do
not want to work very hard and that the manager’s
job is to make sure that they do work hard. To
accomplish this, according to Theory X, a manager
needs to employ strict rules, constant supervision,
and the threat of punishment (reprimands, withheld
raises, and threats of job loss) to create industrious,
conscientious workers.
table 2-1
Differences Between Leadership and Management
Leadership Management
Based on influence Based on authority
and shared meaning
An informal role A formally designated role
An achieved position As assigned position
Part of every nurse’s Usually responsible for budgets,
responsibility hiring, and firing people
Requires initiative and Improved by the use of
independent thinking effective leadership skills
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 14
chapter 2 | Manager 15
Theory Y, which McGregor preferred, is the
opposite viewpoint. Theory Y managers believe
that the work itself can be motivating and that peo-
ple will work hard if their managers provide a sup-
portive environment. A Theory Y manager empha-
sizes guidance rather than control, development
rather than close supervision, and reward rather
than punishment (Fig. 2.1). A Theory Y nurse
manager is concerned with keeping employee
morale as high as possible, assuming that satisfied,
motivated employees will do the best work.
Employees’ attitudes, opinions, hopes, and fears
are important to this type of nurse manager.
Considerable effort is expended to work out con-
flicts and promote mutual understanding to pro-
vide an environment in which people can do their
best work.
Servant Leadership
The emphasis on people and interpersonal rela-
tionships is taken one step further by Greenleaf
(2004), who wrote an essay in 1970 that began the
servant leadership movement. Like transforma-
tional leadership, servant leadership has a special
appeal to nurses and other health-care profession-
als. Despite its name, servant leadership applies
more to people in supervisory or administrative
positions than to people in staff positions.
The servant leader–style staff manager believes
that people have value as people, not just as workers
(Spears & Lawrence, 2004).The manager is commit-
ted to improving the way each employee is treated at
work. The attitude is “employee first,” not “manager
first.” So the manager sees himself or herself as being
there for the employee. Here is an example:
Hope Marshall is a relatively new staff nurse at Jefferson County Hospital. When she was invited to be the staff nurse representative on the search com- mittee for a new vice-president for nursing, she was very excited about being on a committee with so many managerial and administrative people. As the interviews of candidates began, she focused on what they had to say. They had very impressive résumés and spoke conf idently about their accomplishments. Hope was impressed but did not yet prefer one over the other. Then the f inal candidate spoke to the com- mittee. “My primary job,” he said, “is to make it pos- sible for each nurse to do the very best job he or she can do. I am here to make their work easier, to remove barriers, and to provide them with whatev- er they need to provide the best patient care possible.” Hope had never heard the term servant leadership, but she knew immediately that this candidate, who articulated the essence of servant leadership, was the one she would support for this important position.
QUALITIES OF AN EFFECTIVE MANAGER
Two-thirds of people who leave their jobs say the
main reason was an ineffective or incompetent
manager (Hunter, 2004). A survey of 3266 newly
licensed nurses found that lack of support from
their manager was the primary reason for leaving
their position, followed by a stressful work environ-
ment as the second reason. Following are some of
the indicators of their stressful work environment:
■ 25% reported at least one needle stick in their
first year.
■ 39% reported at least one strain or sprain.
■ 62% reported experiencing verbal abuse.
■ 25% reported a shortage of supplies needed to
do their work.
These results underscore the importance of having
effective nurse managers who can create an envi-
ronment in which new nurses thrive (Kovner,
Brewer, Fairchild, et al., 2007)
THEORY X
Work is something to be avoided
People want to do as little as possible
Use control-supervision-punishment
THEORY Y
The work itself can be motivating
People really want to do their job well
Use guidance-development-reward
Figure 2.1 Theory X versus Theory Y.
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 15
16 unit 1 | Professional Considerations
The effective nurse manager possesses a combi-
nation of qualities: leadership, clinical expertise, and
business sense. None of these alone is enough; it is
the combination that prepares an individual for the
complex task of managing a unit or team of health-
care providers. Consider each of these briefly:
■ Leadership. All of the people skills of the leader are essential to the effective manager. They are
skills needed to function as a manager. ■ Clinical expertise. It is very difficult to help
others develop their skills and evaluate how well
they have done so without possessing clinical
expertise oneself. It is probably not necessary
(or even possible) to know everything all other
professionals on the team know, but it is impor-
tant to be able to assess the effectiveness of their
work in terms of patient outcomes.
■ Business sense. Nurse managers also need to be concerned with the “bottom line,” with the
cost of providing the care that is given, especially in comparison with the benefit received
from that care and the funding available to
pay for it, whether from insurance, Medicare,
Medicaid, or out of the patient’s own pocket.
This is a complex task that requires knowledge
of budgeting, staffing, and measurement of
patient outcomes.
There is some controversy over the amount of
clinical expertise versus business sense that is
needed to be an effective nurse manager. Some
argue that a person can be a “generic” manager,
that the job of managing people is the same no
matter what tasks he or she performs. Others
argue that managers must understand the tasks
themselves, better than anyone else in the work
group. Our position is that equal amounts of clin-
ical skill and business acumen are needed, along
with excellent leadership skills.
BEHAVIORS OF AN EFFECTIVE MANAGER
Mintzberg (1989) divided a manager’s activities
into three categories: interpersonal, decisional,
and informational. We use these categories and
have added some activities suggested by other
authors (Dunham-Taylor, 1995; Montebello,
1994) and by our own observations of nurse man-
agers (Fig. 2.2).
Interpersonal Activities
The interpersonal category is one in which leaders
and managers have overlapping concerns. However,
the manager has some additional responsibilities
that are seldom given to leaders. These include the
following:
■ Networking. Nurse managers are in pivotal positions, especially in inpatient settings where
they have contact with virtually every service of
the institution as well as with most people above
and below them in the organizational hierarchy.
This provides them with many opportunities to
influence the status and treatment of staff nurses
and the quality of the care provided to their
patients. It is important that they “maintain the
line of sight,” or connection, between what they
do as managers, patient care, and the mission
of the organization (Mackoff & Triolo, 2008,
p. 123). In other words, they need to keep in
mind how their interactions with both their
staff members and with administration affects
the care provided to the patients for whom they
are responsible.
Informational
Interpersonal
Representing employees
Representing the organization
Public relations monitoring
Networking
Conflict negotiation and resolution
Employee development and coaching
Rewards and punishment
Decisional Employee evaluation Resource allocation Hiring and firing employees Planning Job analysis and redesign
Figure 2.2 Keys to effective management.
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 16
chapter 2 | Manager 17
■ Conflict negotiation and resolution. Managers often find themselves resolving conflicts among
employees, patients, and administration. The
ineffective manager either lets people go
unmanaged emotionally or mismanages feelings
in the workplace (Welch & Welch, 2008).
■ Employee development. Providing for the continuing learning and upgrading of the skills
of employees is a managerial responsibility.
■ Coaching. It is often said that employees are the organization’s most valuable asset (Shirey,
2007). This is one of the ways in which nurse
managers can share their experience and exper-
tise with the rest of the staff. The goal is to
nurture the growth and development of the
employee (the “coachee”) to do a better job
through learning (McCauley & Van Velson,
2004; Shirey, 2007).
Some managers use a directive approach: “This is
how it’s done. Watch me.” or “Let me show you
how to do this.” Others prefer a nondirective
approach: “Let’s try to figure out what’s wrong
here” (Hart & Waisman, 2005). “How do you think
we can improve our outcomes?”
You can probably see the parallel with demo-
cratic and autocratic leadership styles described in
Chapter 1. The decision whether to be directive
(e.g., in an emergency) or nondirective (e.g., when
developing a long-term plan to improve infection
control) will depend on the situation.
■ Rewards and punishments. Managers are in a position to provide specific (e.g., salary increases,
time off ) and general (e.g., praise, recognition)
rewards as well as punishments.
Decisional Activities
Nurse managers are responsible for making many
decisions:
■ Employee evaluation. Managers are responsible for conducting formal performance appraisals of
their staff members. Effective managers regularly
tell their staff how well they are doing and where
they need improvement (Welch & Welch, 2008).
■ Resource allocation. In decentralized organiza- tions, nurse managers are often given a set amount
of money to run their units or departments and
must allocate these resources wisely. This can be
difficult when resources are very limited.
■ Hiring and firing employees. Nurse managers decide either independently or participate in employ-
ment and termination decisions for their units.
■ Planning for the future. The day-to-day opera- tion of most units is complex and time-consum-
ing, and nurse managers must also look ahead in
order to prepare themselves and their units for
future changes in budgets, organizational priori-
ties, and patient populations. They need to look
beyond the four walls of their own organization to
become aware of what is happening to their com-
petition and to the health-care system (Kelly &
Nadler, 2007).
■ Job analysis and redesign. In a time of extreme cost sensitivity, nurse managers are often
required to analyze and redesign the work of
their units to make them as efficient as possible.
Informational Activities
Nurse managers often find themselves in positions
within the organizational hierarchy in which they
acquire much information that is not available to
their staff. They also have much information about
their staff that is not readily available to the admin-
istration, placing them in a strategic position with-
in the information web of any organization. The
effective manager uses this position for the benefit
of both the staff and the organization. The follow-
ing are some examples:
■ Spokesperson. Nurse managers often speak for administration when relaying information to
their staff members. Likewise, they often speak
for staff members when relaying information to
administration. You could think of them as
clearinghouses, acting as gatherers and dissemi-
nators of information to people above and below
them in the organizational hierarchy (Shirey,
Ebright, & McDaniel, 2008, p. 126).
■ Monitoring. Nurse managers are also expert “sensors,” picking up early signs of problems
before they grow too big (Shirey, Ebright, &
McDaniel, 2008). They are expected to moni-
tor the many and various activities of their
units or departments, including the number of
patients seen, average length of stay, infection
rates, fall rates, and so forth. They also monitor
the staff (e.g., absentee rates, tardiness, unpro-
ductive time), the budget (e.g., money spent,
money left to spend in comparison with money
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 17
18 unit 1 | Professional Considerations
needed to operate the unit), and the costs of
procedures and services provided, especially
those that are variable such as medical supplies
(Dowless, 2007).
■ Public Relations. Nurse managers share infor- mation with their patients, staff members, and
employers. This information may be related to
the results of their monitoring efforts, new
developments in health care, policy changes, and
so forth. Review Table 2-2, “Bad Management
Styles,” to compare what you have just read
about effective nurse managers with descriptions
of some of the most common ineffective
approaches to being a manager.
Conclusion
Nurse managers have complex, responsible posi-
tions in health-care organizations. Ineffective man-
agers may do harm to their employees, their
patients, and to the organization, and effective
managers can help their staff members grow and
develop as health-care professionals while provid-
ing the highest quality care to their patients.
table 2-2
Bad Management Styles These are the types of managers you do not want to be and for whom you do not want to work:
Know-it-all Self-appointed experts on everything, these managers do not listen to anyone else.
Emotionally remote Isolated from the staff and the work going on, these managers do not know what is going on in
the workplace and cannot inspire others.
Pure mean Mean, nasty, dictatorial, these managers look for problems and reasons to criticize.
Overnice Desperate to please everyone, these managers agree to every idea and request, causing confusion
and spending too much money on useless projects.
Afraid to decide In the name of fairness, these managers do not distinguish between competent and incompetent,
hard-working and unproductive employees, thus creating an unfair reward system.
Based on Welch, J. & Welch, S. (2007, July 23). Bosses who get it all wrong. BusinessWeek, p. 88.
Study Questions
1. Why should new graduates decline nursing management positions? At what point do you think a
nurse is ready to assume managerial responsibilities?
2. Which theory, scientific management or human relations, do you believe is most useful to nurse
managers? Explain your choice.
3. Compare servant leadership with scientific management. Which approach do you prefer? Why?
4. Describe your ideal nurse manger in terms of the person for whom you would most like to work.
Then describe the worst nurse manager you can imagine, and explain why this person would be
very difficult.
5. List 10 behaviors of nurse managers, then rank them from least to most important. What rationale(s)
did you use in ranking them?
Case Study to Promote Critical Reasoning
Joe Garcia has been an operating room nurse for 5 years. He was often on call on Saturday and
Sunday, but he enjoyed his work and knew that he was good at it.
Joe was called to come in on a busy Saturday afternoon just as his 5-year-old daughter’s birthday
party was about to begin. “Can you find someone else just this once?” he asked the nurse manager
who called him. “I should have let you know in advance that we have an important family event
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 18
chapter 2 | Manager 19
References Dantley, M.E. (2005). Moral leadership: Shifting the manage-
ment paradigm. In English, F.W. The Sage Handbook of Educational Leadership (pp. 34–46). Thousand Oaks, Calif.: Sage Publications.
Dowless, R.M. (2007). Your guide to costing methods and terminology. Nursing Management, 38(4), 52–57.
Dunham-Taylor, J. (1995). Identifying the best in nurse executive leadership. Journal of Nursing Administration, 25(7/8), 24–31.
Greenleaf, R.K. (2004). Who is the servant-leader? In Spears, L.C., & Lawrence, M. Practicing Servant-Leadership. New York: Jossey-Bass.
Hart, L.B., & Waisman, C.S. (2005). The Leadership Training Activity Book. New York: AMACOM.
Hunter, J.C. (2004). The World’s Most Powerful Leadership Principle. New York: Crown Business.
Kelly, J., & Nadler, S. (2007, March 3–4). Leading from below. Wall Street Journal, p. R4.
Kovner, C.T., Brewer, C.S., Fairchild, S., et al. (2007). Newly licensed RNs’ characteristics, work attitudes, and intentions to work. American Journal of Nursing, 107(9), 58–70.
Lee, J.A. (1980). The Gold and the Garbage in Management Theories and Prescriptions. Athens, Ohio: Ohio University Press.
Locke, E.A. (1982). The ideas of Frederick Taylor: An evaluation. Academy of Management Review, 7(1), 14.
Lombardi, D.N. (2001). Handbook for the New Health Care Manager. San Francisco: Jossey-Bass/AHA Press.
Mackoff, B.L., & Triolo, P.K. (2008). Why do nurse managers stay? Building a model engagement. Part I: Dimensions of engagement. Journal of Nursing Administration, 38(3), 118–124.
McCauley, C.D., & Van Velson, E. (eds.). (2004). The Center for Creative Leadership Handbook of Leadership Development. New York: Jossey-Bass.
McGregor, D. (1960). The Human Side of Enterprise. New York: McGraw-Hill.
Mintzberg, H. (1989). Mintzberg on Management: Inside Our Strange World of Organizations. New York: Free Press.
Montebello, A. (1994). Work Teams That Work. Minneapolis: Best Sellers Publishing.
Shirey, M.R. (2007). Competencies and tips for effective leader- ship. Journal of Nursing Administration, 37(4), 167–170.
Shirey, M.R., Ebright, P.R., & McDaniel, A.M. (2008). Sleepless in America: Nurse managers cope with stress and complexity. Journal of Nursing Administration, 38(3), 125–131.
Spears, L.C., & Lawrence, M. (2004). Practicing Servant-Leadership. New York: Jossey-Bass.
Welch, J., & Welch, S. (2007, July 23). Bosses who get it all wrong. BusinessWeek, p. 88.
Welch, J., & Welch, S. (2008, July 28). Emotional mismanage- ment. BusinessWeek, p. 84.
Wren, D.A. (1972). The Evolution of Management Thought. New York: Ronald Press.
today, but I just forgot. If you can’t find someone else, call me back, and I’ll come right in.” Joe’s
manager was furious. “I don’t have time to make a dozen calls. If you knew that you wouldn’t want
to come in today, you should not have accepted on-call duty. We pay you to be on-call, and I expect
you to be here in 30 minutes, not one minute later, or there will be consequences.”
Joe decided that he no longer wanted to work in the institution. With his 5 years of operating
room experience, he quickly found another position in an organization that was more supportive of
its staff.
1. What style of leadership and school of management thought seemed to be preferred by Joe Garcia’s
manager?
2. What style of leadership and school of management were preferred by Joe?
3. Which of the listed qualities of leaders and managers did the nurse manager display? Which
behaviors? Which ones did the nurse manager not display?
4. If you were Joe, what would you have done? If you were the nurse manager, what would you have
done? Why?
5. Who do you think was right, Joe or the nurse manager? Why?
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 19
2208_Ch02_013-020.qxd 11/6/09 5:54 PM Page 20
chapter 3 Nursing Practice and the Law
OBJECTIVES After reading this chapter, the student should be able to: ■ Identify three major sources of laws.
■ Explain the differences between various types of laws.
■ Differentiate between negligence and malpractice.
■ Explain the difference between an intentional and an unintentional tort.
■ Explain how standards of care are used in determining negligence and malpractice.
■ Describe how nurse practice acts guide nursing practice.
■ Explain the purpose of licensure.
■ Discuss issues of licensure.
■ Explain the difference between internal standards and external standards.
■ Discuss advance directives and how they pertain to clients’ rights.
■ Discuss the legal implications of the Health Insurance Portability and Accountability Act (HIPAA)
OUTLINE
General Principles
Meaning of Law
Sources of Law
The Constitution
Statutes
Administrative Law
Types of Laws
Criminal Law
Civil Law
Tort
Quasi-Intentional Tort
Negligence
Malpractice
Other Laws Relevant to Nursing Practice
Good Samaritan Laws
Confidentiality
Slander and Libel
False Imprisonment
Assault and Battery
Standards of Practice
Use of Standards in Nursing Negligence Malpractice Actions
Patient’s Bill of Rights
Informed Consent
Staying Out of Court
Prevention
Appropriate Documentation
Common Actions Leading to Malpractice Suits
If a Problem Arises
Professional Liability Insurance
End-of-Life Decisions and the Law
Do Not Resuscitate Orders
Advance Directives
Living Will and Durable Power of Attorney for Health Care (Health-Care Surrogate)
Nursing Implications
Legal Implications of Mandatory Overtime
Licensure
Qualifications for Licensure
Licensure by Examination
NCLEX-RN
Preparing for the NCLEX-RN
Licensure Through Endorsement
Multistate Licensure
Disciplinary Action
Conclusion
21
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 21
22 unit 1 | Professional Considerations
The courtroom seemed cold and sterile. Scanning her surroundings with nervous eyes, Germaine decided she knew how Alice must have felt when the Queen of Hearts screamed for her head. The image of the White Rabbit running through the woods, looking at his watch, yelling, “I’m late! I’m late!” flashed before her eyes. For a few moments, she indulged herself in thoughts of being able to turn back the clock and rewrite the past. The future certainly looked grim at that moment. The calling of her name broke her reverie. Mr. Ellison, the attorney for the plaintiff, wanted her undivided attention regarding the fateful day when she committed a fatal medication error. That day, the client died following a cardiac arrest because Germaine failed to check the appropriate dosage and route for the medication. She had administered 40 mEq of potas- sium chloride by intravenous push. Her 15 years of nursing experience meant little to the court. Because she had not followed hospital protocol and had vio- lated an important standard of practice, Germaine stood alone. She was being sued for malpractice.
As client advocates, nurses have a responsibility to
deliver safe care to their clients. This expectation
requires that nurses have professional knowledge at
their expected level of practice and be proficient in
technological skills. A working knowledge of the
legal system, client rights, and behaviors that may
result in lawsuits helps nurses to act as client advo-
cates. As long as nurses practice according to estab-
lished standards of care, they will be able to avoid
the kind of day in court that Germaine experienced.
General Principles
Meaning of Law
The word law has several meanings. For the pur- poses of this chapter, law means those rules that prescribe and control social conduct in a formal and
legally binding manner (Bernzweig, 1996). Laws
are created in one of three ways:
1. Statutory laws are created by various legislative bodies, such as state legislatures or Congress.
Some examples of federal statutes include the
Patient Self-Determination Act of 1990 and
the Americans With Disabilities Act. State
statutes include the state nurse practice acts,
the state boards of nursing, and the Good
Samaritan Act. Laws that govern nursing
practice are statutory laws.
2. Common law develops within the court system as judicial decisions are made in various cases
and precedents for future cases are set. In this
way, a decision made in one case can affect
decisions made in later cases of a similar nature.
This feature of American law is based on the
English tradition of case law: “judge-made law”
(Black, 2004). Many times a judge in a subse-
quent case will follow the reasoning of a judge
in a previous case. Therefore, one case sets a
precedent for another.
3. Administrative law is established through the authority given to government agencies, such
as state boards of nursing, by a legislative body.
These governing boards have the duty to meet
the intent of laws or statutes.
Sources of Law
The Constitution
The U.S. Constitution is the foundation of
American law. The Bill of Rights, comprising the
first 10 amendments to the Constitution, is the
basis for protection of individual rights. These laws
define and limit the power of the government and
protect citizens’ freedom of speech, assembly, reli-
gion, and the press and freedom from unwarranted
intrusion by government into personal choices.
State constitutions can expand individual rights but
cannot deprive people of rights guaranteed by the
U.S. Constitution.
Constitutional law evolves. As individuals or
groups bring suit to challenge interpretations of the
Constitution, decisions are made concerning appli-
cation of the law to that particular event. An exam-
ple is the protection of freedom of speech. Are
obscenities protected? Can one person threaten or
criticize another person? The freedom to criticize is
protected; threats are not protected. The definition
of what constitutes obscenity is often debated and
has not been fully clarified by the courts.
Statutes
Localities, state legislatures, and the U.S. Congress
create statutes. These can be found in multivolume
sets of books and databases.
At the federal level, conference committees
comprising representatives of both houses of
Congress negotiate the resolution of any differ-
ences on wording of a bill before it becomes law. If
the bill does not meet with the approval of the
executive branch of government, the president can
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 22
chapter 3 | Nursing Practice and the Law 23
veto it. If that occurs, the legislative branch must
have enough votes to override the veto or the bill
will not become law.
Nurses have an opportunity to influence the
development of statutory law both as citizens and
as health-care providers. Writing to or meeting
with state legislators or members of Congress is a
way to demonstrate interest in such issues and their
outcomes in terms of the laws passed. Passage of a
new law is often a long process that includes some
compromise of all interested individuals.
Administrative Law
The Department of Health and Human Services,
the Department of Labor, and the Department of
Education are the federal agencies that administer
health-care–related laws. At the state level are
departments of health and mental health and
licensing boards.
Administrative agencies are staffed with profes-
sionals who develop the specific rules and regulations
that direct the implementation of statutory law.
These rules must be reasonable and consistent with
existing statutory law and the intent of the legislature.
Usually, the rules go into effect only after review and
comment by affected persons or groups. For example,
specific statutory laws give state nursing boards the
authority to issue and revoke licenses, which means
that each board of nursing has the responsibility to
oversee the professional nurse’s competence.
Types of Laws
Another way to look at the legal system is to divide
it into two categories: criminal law and civil law.
Criminal Law
Criminal laws were developed to protect society
from actions that threaten its existence. Criminal
acts, although directed toward individuals, are con-
sidered offenses against the state. The perpetrator
of the act is punished, and the victim receives no
compensation for injury or damages. There are
three categories of criminal law:
1. Felony: the most serious category, including such acts as homicide, grand larceny, and nurse
practice act violation
2. Misdemeanor: includes lesser offenses such as traffic violations or shoplifting of a small dollar
amount
3. Juvenile: crimes carried out by individuals younger than 18 years; specific age varies by
state and crime
There are occasions when a nurse breaks a law and
is tried in criminal court. A nurse who distributes
controlled substances illegally, either for personal
use or for the use of others, is violating the law.
Falsification of records of controlled substances is a
criminal action. In some states, altering a patient
record may be a misdemeanor (Northrop & Kelly,
1987). For example:
Nurse V needed to administer a blood transfusion. Because she was in a hurry, she did not check the paperwork properly and therefore did not follow the standard of practice established for blood adminis- tration. The client was transfused with incompati- ble blood, suffered from a transfusion reaction, and died. Nurse V attempted to conceal her conduct and falsif ied the records. She was found guilty of manslaughter (Northrop & Kelly, 1987).
Civil Law
Civil laws usually involve the violation of one per-
son’s rights by another person. Areas of civil law
that particularly affect nurses are tort law, contract
law, antitrust law, employment discrimination, and
labor laws.
Tort
The remainder of this chapter focuses primarily on
tort law. A tort is a legal or civil wrong carried out
by one person against the person or property of
another (Black, 2004). Tort law recognizes that
individuals in their relationships with each other
have a general duty not to harm each other
(Cushing, 1999). For example, as drivers of auto-
mobiles, everyone has a duty to drive safely so that
others will not be harmed. A roofer has a duty to
install a roof properly so that it will not collapse
and injure individuals inside the structure. Nurses
have a duty to deliver care in such a manner that
the consumers of care are not harmed. These legal
duties of care may be violated intentionally or
unintentionally.
Quasi-Intentional Tort
A quasi-intentional tort has its basis in speech. These
are voluntary acts that directly cause injury or anguish
without meaning to harm or to cause distress. The
elements of cause and desire are present, but the
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 23
24 unit 1 | Professional Considerations
element of intent is missing. Quasi-intentional torts
usually involve problems in communication that
result in damage to a person’s reputation, violation of
personal privacy, or infringement of an individual’s
civil rights. These include defamation of character,
invasion of privacy, and breach of confidentiality
(Aiken, 2004, p. 139).
Negligence
Negligence is the unintentional tort of acting or
failing to act as an ordinary, reasonable, prudent
person, resulting in harm to the person to whom the
duty of care is owed (Black, 2004). The legal ele-
ments of negligence consist of duty, breach of duty,
causation, and harm or injury (Cushing, 1999). All
four elements must be present in the determination.
For example, if a nurse administers the wrong med-
ication to a client, but the client is not injured, then
the element of harm has not been met. However, if
a nurse administers appropriate pain medication but
fails to put up the side rails, and the client falls and
breaks a hip, all four elements have been satisfied.
The duty of care is the standard of care. The law
defines standard of care as that which a reasonable,
prudent practitioner with similar education and
experience would do or not do in similar circum-
stances (Prosser & Keeton, 1984).
Malpractice
Malpractice is the term used for professional negli- gence. When fulfillment of duties requires special-
ized education, the term malpractice is used. In
most malpractice suits, the facilities employing the
nurses who cared for a client are named as defen-
dants in the suit. Vicarious liability is the legal
principle cited in these cases. Respondeat superior, the borrowed servant doctrine, and the captain of
the ship doctrine fall under vicarious liability.
An important principle in understanding negli-
gence is respondeat superior (“let the master answer”) (Aiken, 2004, p. 279). This doctrine holds
employers liable for any negligence by their
employees when the employees were acting within
the realm of employment and when the alleged
negligent acts happened during employment
(Aiken, 2004).
Consider the following scenario:
A nursing instructor on a clinical unit in a busy metropolitan hospital instructed his students not to administer any medications unless he was present.
Marcos, a second-level student, was unable to f ind his instructor, so he decided to administer digoxin to his client without supervision. The dose was 0.125 mg. The unit dose came as digoxin 0.5 mg/mL. Marcos administered the entire amount without checking the digoxin dose or the client’s blood and potassium levels. The client became toxic, developed a dys- rhythmia, and was transferred to the intensive care unit. The family sued the hospital and the nursing school for malpractice. The nursing instructor was also sued under the principle of respondeat superior, even though specif ic instructions to the contrary had been given to the students.
Other Laws Relevant to Nursing Practice
Good Samaritan Laws
Fear of being sued has often prevented trained
professionals from assisting during an emergency.
To encourage physicians and nurses to respond to
emergencies, many states developed what are now
known as the Good Samaritan laws. When admin-
istering emergency care, nurses and physicians are
protected from civil liability by Good Samaritan
laws as long as they behave in the same manner as
an ordinary, reasonable, and prudent professional in
the same or similar circumstances (Prosser &
Keeton, 1984). In other words, when assisting dur-
ing an emergency, nurses must still observe profes-
sional standards of care. However, if a payment is
received for the care given, the Good Samaritan
laws do not hold.
Confidentiality
It is possible for nurses to be involved in lawsuits
other than those involving negligence. For exam-
ple, clients have the right to confidentiality, and it
is the duty of the professional nurse to ensure this
right. This assures the client that information
obtained by a nurse while providing care will not be
communicated to anyone who does not have a need
to know. This includes giving information by tele-
phone to individuals claiming to be related to a
client, giving information without a client’s signed
release, or removing documents from a health-care
provider with a client’s name or other information.
The Health Insurance Portability and
Accountability Act (HIPAA) of 1996 was passed
as an effort to preserve confidentiality and protect
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 24
chapter 3 | Nursing Practice and the Law 25
the privacy of health information and improve the
portability and continuation of health-care cover-
age. The HIPAA gave Congress until August 1999
to pass this legislation. Congress failed to act, and
the Department of Health and Human Services
took over developing the appropriate regulations
(Charters, 2003). The latest version of this privacy
act was published in the Federal Register in 2002
(Charters, 2003).
The increased use of electronic sources of docu-
mentation and transfer of client information pre-
sents many confidentiality issues. It is important for
nurses to be aware of the guidelines protecting the
sharing and transfer of information through elec-
tronic sources. Most health-care institutions have
internal procedures to protect client confidentiality.
Take the following example:
Bill was admitted for pneumonia. With Bill ’s per- mission, an HIV test was performed, and the result was positive. This information was available on the computerized laboratory result printout. A nurse inadvertently left the laboratory results on the com- puter screen that was partially facing the hallway. One of Bill ’s coworkers, who had come to visit him, saw the report on the screen. This individual reported the test results to Bill ’s supervisor. When Bill returned to work, he was f ired for “poor job perfor- mance,” although he had had superior job evalua- tions. In the process of f iling a discrimination suit against his employer, Bill discovered that the infor- mation on his health status had come from this source. A lawsuit was f iled against the hospital and the nurse involved based on a breach of conf identiality.
Slander and Libel
Slander and libel are categorized as quasi-intentional
torts. Nurses rarely think of themselves as being
guilty of slander or libel. The term slander refers to the spoken word, and libel refers to the written word. Making a false statement about a client’s con-
dition that may result in an injury to that client is
considered slander. Making a written false state-
ment is libel. For example, stating that a client who
had blood drawn for drug testing has a substance
abuse problem, when in fact the client does not
carry that diagnosis, could be considered a slander-
ous statement.
Slander and libel also refer to statements made
about coworkers or other individuals whom you
may encounter in both your professional and
educational life. Think before you speak and write.
Sometimes what may appear to be harmless to you,
such as a complaint, may contain statements that
damage another person’s credibility personally and
professionally. Consider this example:
Several nurses on a unit were having diff iculty with the nurse manager. Rather than approach the manager or follow the chain of command, they decided to send a written statement to the chief exec- utive off icer (CEO) of the hospital. In this letter, they embellished some of the incidents that occurred and took statements out of context that the nurse manager had made, changing the meanings of the remarks. The nurse manager was called to the CEO’s off ice and reprimanded for these events and statements, which in fact had not occurred. The nurse manager sued the nurses for slander and libel based on the premise that her personal and profes- sional reputation had been tainted.
False Imprisonment
False imprisonment is confining an individual
against his or her will by either physical (restrain-
ing) or verbal (detaining) means. The following are
examples:
■ Using restraints on individuals without the
appropriate written consent
■ Restraining mentally handicapped individuals
who do not represent a threat to themselves or
others
■ Detaining unwilling clients in an institution
when they desire to leave
■ Keeping persons who are medically cleared for
discharge for an unreasonable amount of time
■ Removing the clothing of clients to prevent
them from leaving the institution
■ Threatening clients with some form of physical,
emotional, or legal action if they insist on leaving
Sometimes clients are a danger to themselves and
to others. Nurses need to decide on the appropri-
ateness of restraints as a protective measure. Nurses
should try to obtain the cooperation of the client
before applying any type of restraints. The first step
is to attempt to identify a reason for the risky
behavior and resolve the problem. If this fails, doc-
ument the need for restraints, consult with the
physician, and carefully follow the institution’s
policies and standards of practice. Failure to follow
these guidelines may result in greater harm to the
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 25
26 unit 1 | Professional Considerations
client and possibly a lawsuit for the staff. Consider
the following:
Mr. Harrison, who is 87 years old, was admitted through the emergency department with severe lower abdominal pain of 3 days’ duration. Physical assessment revealed severe dehydration and acute distress. A surgeon was called, and an abdominal laparotomy was performed, revealing a ruptured appendix. Surgery was successful, and the client was sent to the intensive care unit for 24 hours. On transfer to the surgical floor the next day, Mr. Harrison was in stable condition. Later that night, he became confused, irritable, and anxious. He attempted to climb out of bed and pulled out his indwelling urinary catheter. The nurse restrained him. The next day, his irritability and confusion continued. Mr. Harrison’s nurse placed him in a chair, tying him in and restraining his hands. Three hours later he was found in cardiopulmonary arrest. A lawsuit of wrongful death and false imprison- ment was brought against the nurse manager, the nurses caring for Mr. Harrison, and the institution. During discovery, it was determined that the primary cause of Mr. Harrison’s behavior was hypoxemia. A violation of law occurred with the failure of the nursing staff to notify the physician of the client’s condition and to follow the institution’s standard of practice on the use of restraints.
To protect themselves against charges of negli-
gence or false imprisonment in such cases, nurses
should discuss safety needs with clients, their fam-
ilies, or other members of the health-care team.
Careful assessment and documentation of client
status are also imperative; confusion, irritability,
and anxiety often have metabolic causes that need
correction, not restraint.
There are statutes and case laws specific to the
admission of clients to psychiatric institutions. Most
states have guidelines for emergency involuntary
hospitalization for a specific period. Involuntary
admission is considered necessary when clients are a
danger to themselves or others. Specific procedures
must be followed. A determination by a judge or
administrative agency or certification by a specified
number of physicians that a person’s mental health
justifies the person’s detention and treatment may be
required. Once admitted, these clients may not be
restrained unless the guidelines established by state
law and the institution’s policies provide. Clients
who voluntarily admit themselves to psychiatric
institutions are also protected against false imprison-
ment. Nurses need to find out the policies of their
state and employing institution.
Assault and Battery
Assault is threatening to do harm. Battery is touch-
ing another person without his or her consent. The
significance of an assault is in the threat: “If you
don’t stop pushing that call bell, I’ll give you this
injection with the biggest needle I can find” is con-
sidered an assaultive statement. Battery would
occur if the injection were given when it was
refused, even if medical personnel deemed it was
for the “client’s good.” With few exceptions, clients
have a right to refuse treatment. Holding down a
violent client against his or her will and injecting a
sedative is battery. Most medical treatments, par-
ticularly surgery, would be battery if it were not for
informed consent from the client.
Standards of Practice
Concern for the quality of care is a major part of
nursing’s responsibility to the public. Therefore,
the nursing profession is accountable to the con-
sumer for the quality of its services. One of the
defining characteristics of a profession is the abil-
ity to set its own standards. Nursing standards
were established as guidelines for the profession
to ensure acceptable quality of care (Beckman,
1995). Standards of practice are also used as crite-
ria to determine whether appropriate care has been
delivered. In practice, they represent the minimum
acceptable level of care. Nurses are judged on gen-
erally accepted standards of practice for their level
of education, experience, position, and specialty
area. Standards take many forms. Some are
written and appear as criteria of professional
organizations, job descriptions, agency policies
and procedures, and textbooks. Others, which may
be intrinsic to the custom of practice, are not
found in writing (Beckman, 1995).
State boards of nursing and professional orga-
nizations vary by role and responsibility in relation
to standards of development and implementation
(ANA, 1998; 2004). Statutes, professional organi-
zations, and health-care institutions establish stan-
dards of practice. The nurse practice acts of indi-
vidual states define the boundaries of nursing prac-
tice within the state. In Canada, the provincial and
territorial associations define practice.
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 26
chapter 3 | Nursing Practice and the Law 27
The courts have upheld the authority of boards
of nursing to regulate standards. The boards
accomplish this through direct or delegated statu-
tory language (ANA, 1998; 2004). The American
Nurses Association (ANA) also has specific stan-
dards of practice in general and in several clinical
areas (see Appendix 2). In Canada, the colleges of
registered nurses and the registered nurses associa-
tions of the various provinces and territories have
developed published practice standards. These may
be found at cna-aiic.ca
Institutions develop internal standards of practice.
The standards are usually explained in a specific insti-
tutional policy (for example, guidelines for the appro-
priate administration of a specific chemotherapeutic
agent), and the institution includes these standards in
policy and procedure manuals. The guidelines are
based on current literature and research. It is the
nurse’s responsibility to meet the institution’s stan-
dards of practice. It is the institution’s responsibility to
notify the health-care personnel of any changes and
instruct the personnel about the changes. Institutions
may accomplish this task through written memos or
meetings and in-service education.
With the expansion of advanced nursing prac-
tice, it has become particularly important to clarify
the legal distinction between nursing and medical
practice. It is important to be aware of the bound-
aries between these professional domains because
crossing them can result in legal consequences and
disciplinary action. The nurse practice act and
related regulations developed by most state legisla-
tures and state boards of nursing help to clarify
nursing roles at the various levels of practice.
Use of Standards in Nursing Negligence Malpractice Actions
When omission of prudent care or acts committed
by a nurse or those under his or her supervision
cause harm to a client, standards of nursing practice
are among the elements used to determine whether
malpractice or negligence exists. Other criteria may
include but are not limited to (ANA, 1998):
■ State, local, or national standards
■ Institutional policies that alter or adhere to the
nursing standards of care
■ Expert opinions on the appropriate standard of
care at the time
■ Available literature and research that substanti-
ates a standard of care or changes in the standard
Patient’s Bill of Rights
In 1973 the American Hospital Association
approved a statement called the Patient’s Bill of
Rights. These were revised in October 1992. Patient
rights were developed with the belief that hospitals
and health-care institutions would support these
rights with the goal of delivering effective client
care. In 2003 the Patient’s Bill of Rights was
replaced by the Patient Care Partnership. These
standards were derived from the ethical principle of
autonomy. This document may be found at
aha.org/aha/ptcommunication/partnership/index
Informed Consent
Without consent, many of the procedures per-
formed on clients in a health-care setting may be
considered battery or unwarranted touching. When
clients consent to treatment, they give health-care
personnel the right to deliver care and perform spe-
cific treatments without fear of prosecution.
Although physicians are responsible for obtaining
informed consent, nurses often find themselves
involved in the process. It is the physician’s respon-
sibility to give information to a client about a
specific treatment or medical intervention (Giese v. Stice, 1997). The individual institution is not responsible for obtaining the informed consent
unless (1) the physician or practitioner is employed
by the institution or (2) the institution was aware or
should have been aware of the lack of informed
consent and did not act on this fact (Guido, 2001).
Some institutions require the physician or inde-
pendent practitioner to obtain his or her own
informed consent by obtaining the client’s signature
at the time the explanation for treatment is given.
The informed consent form should contain all
the possible negative outcomes as well as the posi-
tive ones. Nurses may be asked to obtain the signa-
tures on this form. The following are some criteria
to help ensure that a client has given an informed
consent (Guido, 2001; Kozier, Erb, Blais, et al.,
1995):
■ A mentally competent adult has voluntarily
given the consent.
■ The client understands exactly to what he or she
is consenting.
■ The consent includes the risks involved in the
procedure, alternative treatments that may be
available, and the possible result if the treatment
is refused.
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 27
28 unit 1 | Professional Considerations
■ The consent is written.
■ A minor’s parent or guardian usually gives
consent for treatment.
Ideally, a nurse should be present when the physi-
cian is explaining the treatment to the client.
Before obtaining the client’s signature, the nurse
asks the client to recall exactly what the physician
has told him or her about the treatment. If at any
point the nurse thinks that the client does not
understand the treatment or the expected outcome,
the nurse must notify the physician of this fact.
To be able to give informed consent, the client
must be fully informed fully. Clients have the right
to refuse treatment, and nurses must respect this
right. If a client refuses the recommended treat-
ment, a client must be informed of the possible
consequences of this decision.
Implied consent occurs when consent is
assumed. This may be an issue in an emergency
when an individual is unable to give consent, as in
the following scenario:
An elderly woman is involved in a car accident on a major highway. The paramedics called to the scene f ind her unresponsive and in acute respiratory dis- tress; her vital signs are unstable. The paramedics immediately intubate her and begin treating her cardiac dysrhythmias. Because she is unconscious and unable to give verbal consent, there is an implied consent for treatment.
Staying Out of Court
Prevention
Unfortunately, the public’s trust in the medical pro-
fession has declined over recent years. Consumers
are better informed and more assertive in their
approach to health care. They demand good and
responsible care. If clients and their families believe
that behaviors are uncaring or that attitudes are
impersonal, they are more likely to sue for what
they view as errors in treatment. The same applies
to nurses. If nurses demonstrate an interest in and
caring behaviors toward clients, a relationship
develops. Individuals do not sue those they view as
“caring friends.” The potential to change the atti-
tudes of health-care consumers is within the power
of health-care personnel. Demonstrating care and
concern and making clients and families aware of
choices and methods can help decrease liability.
Nurses who involve clients and their families in
decisions about care reduce the likelihood of a law-
suit. Tips to prevent legal problems are listed in
Box 3-1.
All health-care personnel are accountable for
their own actions and adherence to the accepted
standards of health care. Most negligence and mal-
practice cases arise from a violation of the accepted
standards of practice and the policies of the
employing institution. Common causes of negli-
gence are listed in Table 3-1. Expert witnesses
are called to cite the accepted standards and assist
attorneys in formulating the legal strategies per-
taining to those standards. For example, most med-
ication errors can be traced to a violation of the
accepted standard of medication administration,
originally referred to as the Five Rights (Kozier
et al., 1995; Taylor, Lillis, & LeMone, 2008), which
have been amended to Seven Rights (Balas, Scott,
& Rogers, 2004):
1. Right drug
2. Right dose
3. Right route
4. Right time
5. Right client
6. Right reason
7. Right documentation
Appropriate Documentation
The adage “not documented, not done” holds true
in nursing. According to the law, if something has
not been documented, then the responsible party
box 3-1
Tips for Avoiding Legal Problems • Keep yourself informed regarding new research related
to your area of practice.
• Insist that the health-care institution keep personnel
apprised of all changes in policies and procedures and
in the management of new technological equipment.
• Always follow the standards of care or practice for the
institution.
• Delegate tasks and procedures only to appropriate
personnel.
• Identify clients at risk for problems, such as falls or the
development of decubiti.
• Establish and maintain a safe environment.
• Document precisely and carefully.
• Write detailed incident reports, and file them with the
appropriate personnel or department.
• Recognize certain client behaviors that may indicate the
possibility of a lawsuit.
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 28
chapter 3 | Nursing Practice and the Law 29
did not do whatever needed to be done. If a nurse
did not “do” something, that leaves the nurse open
to negligence or malpractice charges.
Nursing documentation needs to be legally
credible. Legally credible documentation is an
accurate accounting of the care the client received.
It also indicates the competence of the individual
who delivered the care.
Charting by exception creates defense difficul-
ties. When this method of documentation is used,
investigators need to review the entire patient
record in an attempt to reconstruct the care given to
the client. Clear, concise, and accurate documenta-
tion helps nurses when they are named in lawsuits.
Often, this documentation clears the individual of
any negligence or malpractice. Documentation is
credible when it is:
■ Contemporaneous (documenting at the time care was provided)
■ Accurate (documenting exactly what was done) ■ Truthful (documenting only what was done) ■ Appropriate (documenting only what could be
discussed comfortably in a public setting)
Box 3-2 lists some documentation tips.
Marcos, the nursing student earlier in the chapter,
violated the right-dose principle and therefore made
a medication error. By signing off on medications for
all clients for a shift before the medications are
administered, a nurse is leaving himself or herself
open to charges of medication error.
In the case of Mr. Harrison, the institutional
personnel were found negligent because of a direct
violation of the institution’s standards regarding the
application of restraints.
Nursing units are busy and often understaffed.
These realities exist but should not be allowed to
interfere with the safe delivery of health care.
Clients have a right to safe and effective health
care, and nurses have an obligation to deliver
this care.
Common Actions Leading to Malpractice Suits
■ Failure to assess a client appropriately
■ Failure to report changes in client status to the
appropriate personnel
■ Failure to document in the patient record
■ Altering or falsifying a patient record
■ Failure to obtain informed consent
■ Failure to report a coworker’s negligence or poor
practice
■ Failure to provide appropriate education to a
client and/or family members
■ Violation of internal or external standards of
practice
table 3-1
Common Causes of Negligence Problem Prevention
Client falls Identify clients at risk.
Place notices about fall precautions.
Follow institutional policies on the use of restraints.
Always be sure beds are in their lowest positions.
Use side rails appropriately.
Equipment injuries Check thermostats and temperature in equipment used for heat or cold application.
Check wiring on all electrical equipment.
Failure to monitor Observe IV infusion sites as directed by institutional policy.
Obtain and record vital signs, urinary output, cardiac status, etc., as directed by institutional
policy and more often if client condition dictates.
Check pertinent laboratory values.
Failure to communicate Report pertinent changes in client status.
Document changes accurately.
Document communication with appropriate source.
Medication errors Follow the Seven Rights.
Monitor client responses.
Check client medications for multiple drugs for the same actions.
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 29
30 unit 1 | Professional Considerations
In the case Tovar v. Methodist Healthcare (2005), a 75-year-old female client came to the emergency
department complaining of a headache and weakness
in the right arm. Although an order for admission to
the neurological care unit was written, the client was
not transported until 3 hours later. After the client
was in the unit, the nurses called one physician
regarding the client’s status. Another physician
returned the call 90 minutes later. Three hours later,
the nurses called to report a change in neurological
status. A STAT computed tomography scan was
ordered, which revealed a massive brain hemorrhage.
The nurses were cited for the following:
1. Delay in transferring the client to the neurolog-
ical unit
2. Failure to advocate for the client
The client presented with an acute neurological
problem requiring admission to an intensive care
unit where appropriate observation and interven-
tions were available. A delay in transfer may lead to
delay in appropriate treatment. According to the
ANA standards of care for neuroscience nurses
(2002), nurses need to assess the client’s changing
neurological status accurately and advocate for
the client. In this instance, the court stated that the
nurses should have been more assertive in attempt-
ing to reach the physician and request a prompt
medical evaluation. The court sided with the family,
agreeing with the plantiff ’s medical expert’s conclu-
sion that the client’s death was related to improper
management by the nursing staff.
If a Problem Arises
When served with a summons or complaint, peo-
ple often panic, allowing fear to overcome reason.
First, simply answer the complaint. Failure to do
this may result in a default judgment, causing
greater distress and difficulties.
Second, many things can be done to protect
oneself if named in a lawsuit. Legal representation
can be obtained to protect personal property. Never
sign any documents without consulting the mal-
practice insurance carrier or a legal representative.
If you are personally covered by malpractice insur-
ance, notify the company immediately, and follow
their instructions carefully.
Institutions usually have lawyers to defend
themselves and their employees. Whether or not
you are personally insured, contact the legal depart-
ment of the institution where the act took place.
Maintain a file of all papers, proceedings, meetings,
box 3-2
Some Documentation Guidelines Medications:
• Always chart the time, route, dose, and response.
• Always chart PRN medications and the client response.
• Always chart when a medication was not given, the reason (e.g., client in Radiology, Physical Therapy; do not chart that the
medication was not on the floor), and the nursing intervention.
• Chart all medication refusals, and report them.
Physician communication:
• Document each time a call is made to a physician, even if he or she is not reached. Include the exact time of the call. If the
physician is reached, document the details of the message and the physician’s response.
• Read verbal orders back to the physician, and confirm the client’s identity as written on the chart. Chart only verbal orders
that you have heard from the source, not those told to you by another nurse or unit personnel.
Formal issues in charting:
• Before writing on the chart, check to be sure you have the correct patient record.
• Check to make sure each page has the client’s name and the current date stamped in the appropriate area.
• If you forgot to make an entry, chart “late entry,” and place the date and time at the entry.
• Correct all charting mistakes according to the policy and procedures of your institution.
• Chart in an organized fashion, following the nursing process.
• Write legibly and concisely, and avoid subjective statements.
• Write specific and accurate descriptions.
• When charting a symptom or situation, chart the interventions taken and the client response.
• Document your own observations, not those that were told to you by another party.
• Chart frequently to demonstrate ongoing care, and chart routine activities.
• Chart client and family teaching and their response.
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 30
chapter 3 | Nursing Practice and the Law 31
and telephone conversations about the case. Do not
withhold any information from your attorneys,
even if that information can be harmful to you. A
pending or ongoing legal case should not be dis-
cussed with coworkers or friends.
Let the attorneys and the insurance company
help decide how to handle the difficult situation.
They are in charge of damage control. Concealing
information usually causes more damage than dis-
closing it.
Sometimes, nurses believe they are not being
adequately protected or represented by the attor-
neys from their employing institution. If this hap-
pens, consider hiring a personal attorney who is
experienced in malpractice. This information can
be obtained through either the state bar association
or the local trial lawyers association.
Anyone has the right to sue; however, that does
not mean that there is a case. Many negligence and
malpractice courses find in favor of the health-care
providers, not the client or the client’s family. The
following case demonstrates this situation:
The Supreme Court of Arkansas heard a case that originated from the Court of Appeals in Arkansas. A client died in a single car motor vehicle accident shortly after undergoing an outpatient colonoscopy performed under conscious sedation. The family sued the center for performing the procedure and permit- ting the client to drive home. The court agreed that sedation should not be admininstered without the conf irmation of a designated driver for later. It also agreed that an outpatient facility needs to have directives stating that nurses and physicians may not admininster sedation unless transportation is available for later. However, the court ruled physi- cians and nurses may rely on information from the client. If the client states that someone will be avail- able for transportation after the procedure, sedation may be administered. The second aspect of the case revolved around the client’s insistence on leaving the facility and driving himself. When a client leaves against medical advice, the health-care per- sonnel have a legal duty to warn and strongly advise the client against the highly dangerous action. However, nurses and physicians do not have a legal right to restrain the client physically, keep his clothes, or take away car keys. Nurses are not obli- gated to call a taxi, call the police, admit the client to the hospital, or personally escort the client home if the client insists on leaving. Clients have some
responsibility for their own safety ( Young v. GastroIntestinal Center, Inc., 2005). In this case, the nurses acted appropriately. They adhered to the standard of practice, documented that the client stated that someone would be available to transport him home, and f illed the duty to warn.
Professional Liability Insurance
We live in a litigious society. Although there are a
variety of opinions on the issue, in today’s world
nurses need to consider obtaining professional lia-
bility insurance (Aiken, 2004). Various forms of
professional liability insurance are available. These
policies have been developed to protect nurses
against personal financial losses if they are involved
in a medical malpractice suit. If a nurse is charged
with malpractice and found guilty, the employing
institution has the right to sue the nurse to reclaim
damages. Professional malpractice insurance pro-
tects the nurse in these situations.
End-of-Life Decisions and the Law
When a heart ceases to beat, a client is in a state of
cardiac arrest. In health-care institutions and in the
community, it is common to begin cardiopul-
monary resuscitation (CPR) when cardiac arrest
occurs. In health-care institutions, an elaborate
mechanism is put into action when a client “codes.”
Much controversy exists concerning when these
mechanisms should be used and whether individu-
als who have no chance of regaining full viability
should be resuscitated.
Do Not Resuscitate Orders
A do not resuscitate (DNR) order is a specific direc-
tive to health-care personnel not to initiate CPR
measures. Only a physician can write a DNR order,
usually after consulting with the client or family.
Other members of the health-care team are expected
to comply with the order. Clients have the right
to request a DNR order. However, they may make
this request without a full understanding of what it
really means. Consider the following example:
When Mrs. Vincent, 58 years old, was admitted to the hospital for a hysterectomy, she stated, “I want to be made a DNR.” The nurse, concerned by the state- ment, questioned Mrs. Vincent’s understanding of a DNR order. The nurse asked her, “Do you mean that
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 31
32 unit 1 | Professional Considerations
if you are walking down the hall after your surgery and your heart stops beating, you do not want the nurses or physicians to do anything? You want us to just let you die?” Mrs. Vincent responded with a resounding, “No, that is not what I mean. I mean if something happens to me and I won’t be able to be the way I am now, I want to be a DNR!” The nurse then explained the concept of a DNR order.
New York state has one of the most complete laws
regarding DNR orders for acute and long-term
care facilities. The New York law sets up a hierar-
chy of surrogates who may ask for a DNR status for
incompetent clients. The state has also ordered that
all health-care facilities ask clients their wishes
regarding resuscitation (Guido, 2001). The ANA
advocates that every facility have a written policy
regarding the initiation of such orders (ANA,
1992). The client or, if the client is unable to speak
for himself or herself, a family member or guardian
should make clear the client’s preference for either
having as much as possible done or withholding
treatment (see the next section, Advance Directives).
Elements to include in a DNR order are listed
in Box 3-3.
Advance Directives
The legal dilemmas that may arise in relation to
DNR orders often require court decisions. For this
reason, in 1990 Senator John Danforth of Missouri
and Senator Daniel Moynihan of New York intro-
duced the Patient Self-Determination Act to
address questions regarding life-sustaining treat-
ment. The act was created to allow people the
opportunity to make decisions about treatment in
advance of a time when they might become unable
to participate in the decision-making process.
Through this mechanism, families can be spared
the burden of having to decide what the family
member would have wanted.
Federal law requires that health-care institu-
tions that receive federal money (from Medicare,
for example) inform clients of their right to create
advance directives. The Patient Self-Determination
Act (S.R. 13566) provides guidelines for develop-
ing advance directives concerning what will be
done for individuals if they are no longer able to
participate actively in making decisions about care
options. The act states that institutions must:
■ Provide information to every client. On admission, all clients must be informed in
writing of their rights under state law to accept
or refuse medical treatment while they are com-
petent to make decisions about their care. This
includes the right to execute advance directives.
■ Document. All clients must be asked whether they have a living will or have chosen a durable
power of attorney for health care (also known as
a health-care surrogate). The response must be
indicated on the medical record, and a copy of
the documents, if available, should be placed on
the client’s chart.
■ Educate. Nurses, other health-care personnel, and the community need to understand what
the Patient Self-Determination Act and state
laws regarding advance directives require.
■ Be respectful of clients’ rights. All clients are to be treated with respectful care regardless of their
decision regarding life-prolonging treatments.
■ Have cultural humility. Recognize that culture affects clients’ decisions regarding end-of-life
care. Nurses should familiarize themselves with
the cultural and spiritual beliefs of their clients
in order to deliver culturally sensitive care.
Living Will and Durable Power of Attorney for Health Care (Health-Care Surrogate)
The two most common forms of advance directives
are living wills and durable power of attorney for
health care (health-care surrogate).
A living will is a legally executed document that
states an individual’s wishes regarding the use of
life-prolonging medical treatment in the event that
he or she is no longer competent to make informed
treatment decisions on his or her own behalf and is
suffering from a terminal condition (Catalano,
2000; Flarey, 1991).
box 3-3
Elements to Include in a DNR Order • Statement of the institution’s policy that resuscitation
will be initiated unless there is a specific order to
withhold resuscitative measures
• Statement from the client regarding specific desires
• Description of the client’s medical condition to justify a
DNR order
• Statement about the role of family members or significant
others
• Definition of the scope of the DNR order
• Delineation of the roles of various caregivers
American Nurses Association. (1992). Position statement on nursing care and
do not resuscitate decisions. Washington, DC: ANA.
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 32
chapter 3 | Nursing Practice and the Law 33
A condition is considered terminal when, to a
reasonable degree of medical certainty, there is lit-
tle likelihood of recovery or the condition is
expected to cause death. A terminal condition may
also refer to a persistent vegetative state character-
ized by a permanent and irreversible condition of
unconsciousness in which there is (1) absence of
voluntary action or cognitive behavior of any kind
and (2) an inability to communicate or interact
purposefully with the environment (Hickey, 2002).
Another form of advance directive is the health-
care surrogate. Chosen by the client, the health-care
surrogate is usually a family member or close friend.
The role of the health-care surrogate is to make the
client’s wishes known to medical and nursing per-
sonnel. Imperative in the designation of a health-
care surrogate is a clear understanding of the client’s
wishes should the need arise to know them.
In some situations, clients are unable to express
themselves adequately or competently, although
they are not terminally ill. For example, clients with
advanced Alzheimer’s disease or other forms of
dementia cannot communicate their wishes; clients
under anesthesia are temporarily unable to com-
municate; and the condition of comatose clients
does not allow for expression of health-care wishes.
In these situations, the health-care surrogate can
make treatment decisions on the behalf of the
client. However, when a client regains the ability
to make his or her own decisions and is capable
of expressing them effectively, he or she resumes
control of all decision making pertaining to med-
ical treatment (Reigle, 1992). Nurses and physi-
cians may be held accountable when they go
against a client’s wishes regarding DNR orders and
advance directives.
In the case Wendland v. Sparks (1998), the physi- cian and nurses were sued for “not initiating CPR.”
In this case, the client had been in the hospital for
more than 2 months for lung disease and multiple
myeloma. Although improving at the time, during
the hospitalization she had experienced three car-
diac arrests. Even after this, the client had not
requested a DNR order. Her family had not dis-
cussed this either. After one of the arrests, the
client’s husband had told the physician that he
wanted his wife placed on artificial life support if it
was necessary (Guido, 2001). The client had a
fourth cardiac arrest. One nurse went to obtain the
crash cart, and another went to get the physician
who happened to be in the area. The physician
checked the heart rate, pupils, and respirations and
stated, “I just cannot do it to her.” (Guido, 2001,
p. 158). She ordered the nurses to stop the resusci-
tation, and the physician pronounced the death of
the client. The nurses stated that if they had not
been given a direct order they would have contin-
ued their attempts at resuscitation. “The court
ruled that the physician’s judgment was faulty and
that the family had the right to sue the physician
for wrongful death” (Guido, 2001, p. 158). The
nurses were cleared in this case because they were
following a physician’s order.
Nursing Implications
The Patient Self-Determination Act does not speci-
fy who should discuss treatment decisions or advance
directives with clients. Because directives are often
implemented on nursing units, however, nurses need
to be knowledgeable about living wills and health-
care surrogates and be prepared to answer questions
that clients may have about directives and the forms
used by the health-care institution.
As client advocates, the responsibility for creat-
ing an awareness of individual rights often falls on
nurses. It is the responsibility of the health-care
institution to educate personnel about the policies
of the institution so that nurses and others involved
in client care can inform health-care consumers of
their choices. Nurses who are unsure of the policies
in their health-care institution should contact the
appropriate department.
Legal Implications of Mandatory Overtime
Although mostly a workplace and safety issue,
there are legal implications to mandatory overtime.
Due to nursing shortages, there has been an
increased demand by hospitals forcing nurses to
work overtime (ANA, 2000). Overtime causes
physical and mental fatigue, increased stress, and
decreased concentration. Subsequently, these con-
ditions lead to medical errors such as failure to
assess appropriately, report, document, and admin-
ister medications safely. This practice of overtime
ignores other responsibilities nurses have outside of
their professional lives, which affects their mood,
motivation, and productivity (Vernarec, 2000).
Forced overtime causes already fatigued nurses
to deliver nursing care that may be less than opti-
mum, which in turn may lead to negligence and
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 33
34 unit 1 | Professional Considerations
malpractice. This can result in the nurse losing his
or her license and perhaps even facing a wrongful
death suit due to an error in judgment.
Nurses practice under state or provincial
(Canada) nurse practice acts. These state that nurses
are held accountable for the safety of their clients
Once a nurse accepts an assignment for the client,
that nurse becomes liable under his or her license.
Many states are working to create legislation
restricting mandatory overtime for nurses.
Licensure
Licensure is defined by the National Council of
State Boards of Nursing as the “process by which an
agency of state government grants permission to an
individual to engage in a given profession upon
finding that the applicant has attained the essential
degree of competency necessary to perform a
unique scope of practice” (NCSBN, 2007). Licenses
are given by a government agency to allow an indi-
vidual to engage in a professional practice and use a
specific title. State boards of nursing issue nursing
licenses, thus limiting practice to a specific jurisdic-
tion (Blais, Hayes, Kozier, & Erb, 2006).
Licensure can be mandatory or permissive.
Permissive licensure is a voluntary arrangement
whereby an individual chooses to become licensed
to demonstrate competence. However, the license is
not required to practice. Mandatory licensure
requires a nurse to be licensed in order to practice.
In the United States and Canada, licensure is
mandatory.
Qualifications for Licensure
The basic qualification for licensure requires grad-
uation from an approved nursing program. In the
United States, states may add additional require-
ments, such as disclosures regarding health or
medications that could affect practice. Most states
require disclosure of criminal conviction.
Licensure by Examination
A major accomplishment in the history of nursing
licensure was the creation of the Bureau of State
Boards of Nurse Examiners. The formation of this
agency led to the development of an identical exam-
ination in all states. The original examination, called
the State Board Test Pool Examination, was created
by the testing department of the National League
for Nursing. This was done through a collaborating
contract with the state boards. Initially, each state
determined its own passing score; however, the
states did adopt a common passing score. The
examination is called the NCLEX-RN and is used
in all states and territories of the United States.
This test is prepared and administered through a
testing company, Pearson Professional Testing of
Minnesota (Ellis & Hartley, 2004).
NCLEX-RN
The NCLEX-RN is administered through com-
puterized adaptive testing (CAT). Candidates must
register to take the examination at an approved
testing center in their area. Because of a large test
bank, CAT permits a variety of questions to be
administered to a group of candidates. Candidates
taking the examination at the same time may not
necessarily receive the same questions. Once a can-
didate answers a question, the computer analyzes
the response and then chooses an appropriate ques-
tion to ask next. If the question was answered cor-
rectly, the following question may be more difficult;
if the question was answered incorrectly, the next
question may be easier.
The minimum number of questions is 75, and
the maximum is 265. Although the maximum
amount of time for taking the examination is
5 hours, candidates who do well or those who are
not performing well may finish as soon as 1 hour.
The test ends once the analysis of the examination
clearly determines that the candidate has success-
fully passed, has undoubtedly failed, has answered
the maximum number of questions, or has reached
the time limit (NCSBN, 2007). The computer
scores the test at the time it is taken; however, can-
didates are not notified of their status at the time of
completion. The information first goes to the test-
ing service, which in turn notifies the appropriate
state board. The state board notifies the candidate
of the examination results.
Nursing practice requires the application of
knowledge, skills, and abilities (NCSBN, 2007).
The items are written to Bloom’s taxonomy and are
organized around client needs to reflect the candi-
dates’ ability to make nursing decisions regarding
client care through application and analysis of
information. The examination is organized into
four major client need categories. Two of these cat-
egories, safe and effective care and physiological
needs, include subdivisions (NCSBN, 2007).
Integrated processes incorporate “nursing process,
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 34
chapter 3 | Nursing Practice and the Law 35
caring, communication and documentation and
teaching/learning” (NCSBN, 2007, p. 3). Table 3-2
summarizes the categories and subcategories.
Previously, all questions were written in a multiple-
choice format. In 2003, alternative formats were
introduced. These alternative-format questions
include fill-in-the-blank; multiple-response answers;
“hot spots” that require the candidate to identify an
area on a picture, graph, or chart; and drag and drop
(NCSBN, 2007, p. 49). More information on alter-
native formats can be found on the NCSBN Web
site: www.ncsbn.org.
Preparing for the NCLEX-RN
There are several ways to prepare for the NCLEX-
RN. Some candidates attend review courses; others
view videos and DVDs, whereas others review
books. These methods assist in reviewing informa-
tion that was learned during education. Everyone
needs to decide what works best for himself or her-
self. It is helpful to take practice tests, because it
familiarizes one with the computer and the exami-
nation format. The NCSBN offers an on-line
NCLEX-RN study program.
To prepare for the NCLEX, take time to look at
the test blueprint provided by the NCSBN.This gives
candidates a comprehensive overview of the types of
questions to expect on the examination. Candidates
can review alternative test formats by accessing
pearsonvue.com/nclex/ Some test taking tips follow:
■ Be positive. Remind yourself that you worked
hard to reach this milestone and how prepared
you are to take the licensure examination.
■ Turn negative thoughts into positive ones.
Rather than saying, “I hope I pass,” tell yourself,
“I know I will do well.”
■ Acknowledge your feelings regarding the NCLEX.
It is fine to admit that you are anxious; however,
use your positive thoughts to control the anxiety.
■ Also use diaphragmatic breathing (deep breath-
ing) to control anxiety. Deep breathing augments
the relaxation response of the body. Use this
method at the beginning of the test or if you
encounter a question that you find confusing.
■ Control the situation by making a list of the
items you may need to take the test. Pack them
in a bag several days before, and keep them in a
place where you will remember to take them.
■ Eat well, and get a good night’s sleep before the
test. Avoid foods high in sugar and caffeine.
Contrary to popular belief, caffeine interferes
with your ability to concentrate. Eat complex
carbohydrates and protein to maintain your
blood glucose level.
■ Several days before you are scheduled to take
the test, travel to the test site along the same
route at the time you plan to go. Have an alter-
nate itinerary just in case there is a disruption in
your route. This will alleviate any unnecessary
stress in arriving at the examination site.
■ Leave early, and give yourself plenty of time to
get to your destination. Arriving early also gives
a sense of control.
■ Finally, remember your own basic needs. Testing
centers tend to be cold. Pack a jacket or sweater.
Check with the testing center to see if you are
allowed water or snacks.
Licensure Through Endorsement
Nurses licensed in one state may obtain a license in
another state through the process of endorsement.
Each application is considered independently and
is granted a license based on the rules and regula-
tions of the state.
States differ in the number of continuing educa-
tion credits required, legal requirements, and other
educational requirements. Some states require that
nurses meet the current criteria for licensure at the
time of application, whereas others may grant the
license based on the criteria in effect at the time of
the original licensure (Ellis & Hartley, 2004). When
applying for a license through endorsement, a nurse
should always contact the board of nursing for
the state and find out the exact requirements for
table 3-2
Major Categories and Subcategories of Client Needs
Category Subcategories
Safe Effective Care Management of Care
Environment Safety and Infection Control
Health Promotion
and Maintenance
Psychosocial Integrity
Physiological Integrity Basic Care and Comfort
Pharmacological and Parenteral
Therapies
Reduction of Risk Potential
Physiological Adaptation
Adapted from NCSBN NCLEX-RN test plan (NCSBN, 2007, pp. 3–4.)
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 35
36 unit 1 | Professional Considerations
licensure. This information can usually be found on
the board of nursing Web site for that particular state.
Multistate Licensure
The concept of multistate licensure allows a nurse
licensed in one state to practice in additional states
without obtaining additional licenses. NCSBN cre-
ated a Multistate Licensure Compact that permits
this practice. States that belong to the compact
have passed legislation adopting the terms of this
agreement and are known as party states. The
nurse’s home state is the state where he or she lives
and received his or her original license. Renewal of
the license is completed in the home state.
A nurse can hold only one home-state license. If
the nurse moves to another state that belongs to
the compact, the nurse applies for licensure within
that state based on residency. The nurse is expected
to follow the guidelines for nursing practice for
that new state. The multistate licensure applies only
to a basic registered nurse license, not to advanced
practice. More information on multistate licensure
can be found on the NCSBN Web site.
Disciplinary Action
State boards of nursing maintain rules and regula-
tions for the practice of nursing. Violation of these
regulations results in disciplinary actions as delin-
eated by these boards. Issues of primary concern
include but are not limited to the following:
■ Falsifying documents to obtain a license
■ Being convicted of a felony
■ Practicing while under the influence of drugs
or alcohol
■ Functioning outside the scope of practice
■ Engaging in child or elder abuse
Nurses convicted of a felony or found guilty in a
malpractice action may find themselves before their
state board of nursing or, in Canada, the provincial
or territorial regulatory body.
Disciplinary action may include but is not lim-
ited to the suspension or revocation of a nursing
license, mandatory fines, and mandatory continu-
ing education. For more information regarding the
regulations that guide nursing practice, consult the
board of nursing in your state or, in Canada, your
provincial or territorial regulatory body.
Conclusion
Nurses need to understand the legalities involved
in the delivery of safe health care. It is important
to know the standards of care established within
your institution and the rules and regulations in
the nurse practice acts of your state, province, or
territory because these are the standards to which
you will be held accountable. Health-care con-
sumers have a right to quality care and the expec-
tation that all information regarding diagnosis
and treatment will remain confidential. Nurses
have an obligation to deliver quality care and
respect client confidentiality. Caring for clients
safely and avoiding legal difficulties require nurses
to adhere to the expected standards of care and
document changes in client status carefully.
Licensure helps to ensure that health-care con-
sumers are receiving competent and safe care from
their nurses.
Study Questions
1. How do federal laws, court decisions, and state boards of nursing affect nursing practice? Give an
example of each.
2. Obtain a copy of the nurse practice act in your state. What are some of the penalties for violation
of the rules and regulations?
3. The next time you are on your clinical unit, look at the nursing documentation done by several
different staff members. Do you believe it is adequate? Explain your rationale.
4. How does your institution handle medication errors?
5. If a nurse is found to be less than proficient in the delivery of safe care, how should the nurse
manager remedy the situation?
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 36
chapter 3 | Nursing Practice and the Law 37
6. Describe the where appropriate standards of care may be found. Explain whether each is an
example of an internal or external standard of care.
7. Explain the importance of federal agencies in setting standards of care in health-care institutions.
8. What is the difference between consent and informed consent?
9. Look at the forms for advance directives and DNR policies in your institution. Do they follow
the guidelines of the Patient Self-Determination Act?
10. What should a practicing nurse do to stay out of court? What should a nurse not do?
11. What impact would a law that prevents mandatory overtime have on nurses, nursing care, and
the health-care industry?
Case Study to Promote Critical Reasoning
Mr. Evans, 40 years old, was admitted to the medical-surgical unit from the emergency department
with a diagnosis of acute abdomen. He had a 20-year history of Crohn’s disease and had been on
prednisone, 20 mg, every day for the past year. Three months ago he was started on the new biolog-
ical agent, etanercept, 50 mg, subcutaneously every week. His last dose was 4 days ago. Because he
was allowed nothing by mouth (NPO), total parenteral nutrition was started through a triple-
lumen central venous catheter line, and his steroids were changed to Solu-Medrol, 60 mg, by
intravenous (IV ) push every 6 hours. He was also receiving several IV antibiotics and medication
for pain and nausea.
Over the next 3 days, his condition worsened. He was in severe pain and needed more anal-
gesics. One evening at 9 p.m., it was discovered that his central venous catheter line was out. The
registered nurse notified the physician, who stated that a surgeon would come in the morning to
replace it. The nurse failed to ask the physician what to do about the IV steroids, antibiotics, and
fluid replacement; the client was still NPO. She also failed to ask about the etanercept. At 7 a.m.,
the night nurse noticed that the client had had no urinary output since 11 p.m. the night before.
She failed to report this information to the day shift.
The client’s physician made rounds at 9 a.m. The nurse for Mr. Evans did not discuss the fact
that the client had not voided since 11 p.m., did not request orders for alternative delivery of the
steroids and antibiotics, and did not ask about administering the etanercept. At 5 p.m. that evening,
while Mr. Evans was having a computed tomography scan, his blood pressure dropped to 70 mm
Hg, and because no one was in the scan room with him, he coded. He was transported to the ICU
and intubated. He developed severe sepsis and acute respiratory distress syndrome.
1. List all the problems you can find with the nursing care in this case.
2. What were the nursing responsibilities in reporting information?
3. What do you think was the possible cause of the drop in Mr. Evans’ blood pressure and his
subsequent code?
4. If you worked in risk management, how would you discuss this situation with the nurse manager
and the staff?
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 37
38 unit 1 | Professional Considerations
References Aiken, T.D. (2004). Legal, Ethical and Political Issues in Nursing,
2nd ed. Philadelphia: FA Davis. American Nurses Association (ANA) 2000. http://www.
nursingworld.org/MainMenuCategories/ANAMarketplace/ ANAPeriodicals/TAN/2000/JanFebShortStaffing.aspx
American Nurses Association (ANA). (1998). Legal aspects of standards and guidelines for clinical nursing practice. Washington, DC: ANA.
American Nurses Association (ANA). (2004). Nursing: Scope and standards of practice. Pub 03SSNP. Washington, DC: ANA.
American Nurses Association (ANA). (1992). Position statement on nursing care and do not resuscitate decisions. Washington, DC: ANA.
American Nurses Association (ANA). (2002). Scope and standards of neuroscience nursing practice. Pub NNS22. Washington, DC: ANA.
Balas, M., Scott, L., & Rogers, A. (2004). The prevalence and nature of errors and near errors reported by hospital staff nurses. Applied Nursing Research, 17(4), 224–230.
Beckman, J.P. (1995). Nursing Malpractice: Implications for Clinical Practice and Nursing Education. Seattle: Washington University Press.
Bernzweig, E.P. (1996). The Nurse’s Liability for Malpractice: A Programmed Text, 6th ed. St. Louis: C.V. Mosby.
Black, H.C. (2004). In Gardner, B.A. (ed.). Black’s Law Dictionary, 8th ed. St. Paul: West Publishing.
Blais, K.K., Hayes, J.S., Kozier, B., et al. (2006). Professional Nursing Practice: Concepts and Perspectives, 5th ed. Upper Saddle River, N.J.: Prentice-Hall.
Canadian Nurses Association. Canadian registered nurse exami- nation. Retrieved on December 20, 2005, from www. cna-aiic.ca
Catalano, J.T. (2000). Nursing Now! Today’s Issue, Tomorrow’s Trends, 2nd ed. Philadelphia: FA Davis.
Charters, K.G. (2003). HIPAA’s latest privacy rule. Policy, Politics & Nursing Practice, 4(1), 75–78.
Cushing, M. (1999). Nursing Jurisprudence. Upper Saddle River, N.J.: Prentice-Hall.
Ellis, J.R., & Hartley, C.L. (2004). Nursing in Today’s World: Trends, Issues and Management, 8th ed. Philadelphia: Lippincott, Williams & Wilkins.
Flarey, D. (1991). Advanced directives: In search of self- determination. Journal of Nursing Administration, 21(11), 17.
Giese v. Stice. 567 NW 2d 156 (Nebraska, 1997). Guido, G.W. (2001). Legal and Ethical Issues in Nursing, 3rd ed.
Upper Saddle River, N.J.: Prentice-Hall. Hickey, J. (2002). Clinical Practice of Neurological and
Neurosurgical Nursing, 5th ed. Philadelphia: Lippincott, Williams and Wilkins.
Kozier, B., Erb, G., Blais, K., et al. (1995). Fundamentals of Nursing: Concepts, Process and Practice, 15th ed. Menlo Park, Calif.: Addison-Wesley.
National Council of State Boards of Nursing. (2005). Fast facts about alternative item formats and the NCLEX examination. Retrieved on December 27, 2005, from www.ncsbn.org
National Council of State Boards of Nursing. (2004). Nursing regulation. Retrieved on December 16, 2005, from www.ncsbn.org
National Council of State Boards of Nursing. (2007). 2007 NCLEX-RN test plan. Retrieved on October 30, 2008, from www.ncsbn.org
Northrop, C.E., & Kelly, M.E. (1987). State of New Jersey v. Winter. Legal Issues in Nursing. St. Louis: CV Mosby.
Patient Self-Care Determination Act. (1989). S.R. 13566, Congressional Record.
Prosser, W.L., & Keeton, D. (1984). The Law of Torts, 5th ed. St. Paul: West Publishing.
Reigle, J. (1992). Preserving patient self-determination through advance directives. Heart Lung, 21(2), 196–198.
Taylor, C., Lillils, C., & LeMone, P. (2008). Fundamentals of Nursing: The Art and Science of Nursing Care. Philadelphia: Lippincott, Williams & Wilkins.
Tovar v. Methodist Healthcare. (2005). S.W. 3d WL 3079074 (Texas App., 2005).
Vernarec, E. (2000). Just say no to mandatory overtime. RN 63(12), 69–72.
Wendland v. Sparks. (1998). 574 N.W. 2d 327 (Iowa, 1998). Young v. GastroIntestinal Center, Inc. (2005). S.W. 3d WL 675751
(Arkansas, 2005).
2208_Ch03_021-038.qxd 11/6/09 5:55 PM Page 38
chapter 4 Questions of Values and Ethics
OBJECTIVES After reading this chapter, the student should be able to: ■ Discuss the way values are formed.
■ Differentiate between personal ethics and professional ethics.
■ Compare and contrast various ethical theories.
■ Discuss virtue ethics.
■ Apply the seven basic ethical principles to an ethical issue.
■ Analyze the impact that sociocultural factors have on ethical decision making by nursing personnel.
■ Discuss the influence organizational ethics have on nursing practice.
■ Identify an ethical dilemma in the clinical setting.
■ Discuss current ethical issues in health care and possible solutions.
OUTLINE
Values
Values and Moral Reasoning
Value Systems
How Values Are Developed
Values Clarification
Belief Systems
Morals and Ethics
Morals
Ethics
Ethical Theories
Ethical Principles
Autonomy
Nonmaleficence
Beneficence
Justice
Fidelity
Confidentiality
Veracity
Accountability
Ethical Codes
Virtue Ethics
Nursing Ethics
Organizational Ethics
Ethical Issues on the Nursing Unit
Ethical Dilemmas
Resolving Ethical Dilemmas Faced by Nurses
Assessment
Planning
Implementation
Evaluation
Current Ethical Issues
Practice Issues Related to Technology
Genetics and the Limitations of Technology
Stem Cell Use and Research
Professional Dilemmas
Conclusion
39
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 39
40 unit 1 | Professional Considerations
It is 1961. In a large metropolitan hospital, ten health-care professionals are meeting to consider the cases of three individuals. Ironically, the cases have something in common. Larry Jones, age 66, Irma Kolnick, age 31, and Nancy Roberts, age 10, are all suffering from chronic renal failure and need hemodialysis. Equipment is scarce, the cost of the treatment is prohibitive, and it is doubtful that treatment will be covered by health insurance. The hospital is able to provide this treatment to only one of these individuals. Who shall live, and who shall die? In a novel of the same name, Noah Gordon called this decision-making group The Death Committee (Gordon, 1963). Today, such groups are referred to as ethics committees.
In previous centuries, health-care practitioners had
neither the knowledge nor the technology to pro-
long life. The main function of nurses and physi-
cians was to support patients through times of
illness, help them toward recovery, or keep them
comfortable until death. There were few “who shall
live, and who shall die?” decisions.
The polio epidemic that raged through Europe
and the United States during 1947–1948 initiated
the development of units for patients on manual
ventilation (the “iron lung”). At this time, Danish
physicians invented a method of manual ventilation
by using a tube placed in the trachea of polio
patients. This was the beginning of mechanical
ventilation as we know it today.
During the 1950s, the development of mechan-
ical ventilation required more intensive nursing
care and patient observation. The care and moni-
toring of patients proved to be more efficient when
they were kept in a single care area; hence the term
intensive care. The late 1960s brought greater tech- nological advances, especially in the care of patients
seriously ill with cardiovascular disease. These new
therapies and monitoring methods made the inten-
sive care unit possible (aacn.org, 2006).
Health care now can keep alive people who
would die without intervention. The development
of new drugs and advances in biomechanical tech-
nology permit physicians and nurses to challenge
nature. This progress also brings new, perplexing
questions. The ability to prolong life has created
some heartbreaking situations for families and ter-
rible ethical dilemmas for health-care profession-
als. How is the decision made when to turn off the
life support machines that are keeping someone’s
son or daughter alive after, for example, a motor
vehicle accident? Families and professionals face
some of the most difficult ethical decisions at times
like this. How is death defined? When does it
occur? Perhaps these questions need to be asked:
“What is life? Is there ever a time when life is no
longer worth living?”
Health-care professionals have looked to philoso-
phy, especially the branch that deals with human
behavior, for resolution of these issues. The field of
biomedical ethics (or, simply, bioethics), a subdisci-
pline of ethics—the philosophical study of
morality—has evolved. In essence, bioethics is the
study of medical morality, which concerns the moral
and social implications of health care and science in
human life (Mappes & DeGrazia, 2005).
To understand biomedical ethics, the basic
concepts of values, belief systems, ethical theo-
ries, and morality are defined, followed by a dis-
cussion of the resolution of ethical dilemmas in
health care.
Values
Webster’s New World Dictionary (2000) defines val- ues as the “estimated or appraised worth of some- thing, or that quality of a thing that makes it more
or less desirable, useful.” Values, then, are judg-
ments about the importance or unimportance of
objects, ideas, attitudes, and attributes. Values
become a part of a person’s conscience and world-
view. They provide a frame of reference and act
as pilots to guide behaviors and assist people in
making choices.
Values and Moral Reasoning
Reasoning entails the use of abstractions to think
creatively for the purpose of answering questions,
solving problems, and formulating a plan that
determine actions (Butts & Rich, 2008). Reasoning
allows individuals to think for themselves and to
not accept the beliefs and judgments of others at
face value. Moral reasoning relates to reasoning
centered around moral and/or ethical issues.
Different values, viewpoints, and methods of moral
reasoning have developed over time. Older world-
views have now emerged in modern history, such
as the emphasis on virtue ethics or a focus on what
type of person one would like to become (Butts
& Rich). Virtue ethics are discussed later in this
chapter.
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 40
chapter 4 | Questions of Values and Ethics 41
Value Systems
A value system is a set of related values. For exam-
ple, one person may value (believe to be important)
societal aspects of life, such as money, objects, and
status. Another person may value more abstract
concepts, such as kindness, charity, and caring.
Values may vary significantly, based on an individ-
ual’s culture and religious upbringing. An individ-
ual’s system of values frequently affects how he or
she makes decisions. For example, one person may
base a decision on cost, and another person placed
in the same situation may base the decision on a
more abstract quality, such as kindness. There are
different categories of values:
■ Intrinsic values are those related to sustaining life, such as food and water (Steele & Harmon, 1983).
■ Extrinsic values are not essential to life. Things, people, and ideas, such as kindness, understand-
ing, and material items, are extrinsically valuable.
■ Personal values are qualities that people consider valuable in their private lives. Such concepts as
strong family ties and acceptance by others are
personal values.
■ Professional values are qualities considered important by a professional group. Autonomy,
integrity, and commitment are examples of
professional values.
People’s behaviors are motivated by values. Individuals
take risks, relinquish their own comfort and security,
and generate extraordinary efforts because of their
values (Edge & Groves, 2005). Patients with trau-
matic brain injury may overcome tremendous barri-
ers because they value independence. Race-car
drivers may risk death or other serious injury because
they value competition and winning.
Values also generate the standards by which
people judge others. For example, someone who
values work over leisure activities will look unfavor-
ably on the coworker who refuses to work through-
out the weekend. A person who believes that health
is more important than wealth would approve of
spending money on a relaxing vacation or perhaps
joining a health club rather than putting the money
in the bank.
Often people adopt the values of individuals
they admire. For example, a nursing student may
begin to value humor after observing it used effec-
tively with patients. Values provide a guide for
decision making and give additional meaning to
life. Individuals develop a sense of satisfaction
when they work toward achieving values that they
believe are important.
How Values Are Developed
Values are learned (Wright, 1987). Values can be
taught directly, incorporated through societal
norms, and modeled through behavior. Children
learn by watching their parents, friends, teachers,
and religious leaders. Through continuous rein-
forcement, children eventually learn about and then
adopt values as their own. Because of the values they
hold dear, people often make great demands on
themselves, ignoring the personal cost. For example:
David grew up in a family in which educational achievement was highly valued. Not surprisingly, he adopted this as one of his own values. At school, he worked very hard because some of the subjects did not come easily to him. When his grades did not reflect his great effort, he felt as though he had dis- appointed his family as well as himself. By the time David reached the age of 15, he had developed severe migraine headaches.
Values change with experience and maturity. For
example, young children often value objects, such
as a favorite blanket or stuffed animal. Older chil-
dren are more likely to value a particular event, such
as a scouting expedition. As they enter adolescence,
they may value peer opinion over the opinions of
their parents. Young adults often value certain
ideals, such as beauty and heroism. The values of
adults are formed from all of these experiences as
well as from learning and thought.
The number of values that people hold is not as
important as what values they consider important.
Choices are influenced by values. The way people
use their own time and money, choose friends, and
pursue a career are all influenced by values.
Values Clarification
Values clarification is deciding what one believes is
important. It is the process that helps people
become aware of their values. Values play an impor-
tant role in everyday decision making. For this rea-
son, nurses need to be aware of what they do and
do not value. This process helps them to behave in
a manner that is consistent with their values.
Both personal and professional values influence
nurses’ decisions. Understanding one’s own values
simplifies solving problems, making decisions, and
developing better relationships with others when
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 41
42 unit 1 | Professional Considerations
one begins to realize how others develop their
values. Raths, Harmin, and Simon (1979) suggest-
ed using a three-step model of choosing, prizing,
and acting, with seven substeps, to identify one’s
own values (Box 4-1).
You may have used this method when making
the decision to go to nursing school. For some peo-
ple, nursing is a first career; for others, it is a second
career. Using the model in Box 4-1, the valuing
process is analyzed:
1. Choosing. After researching alternative career options, you freely chose nursing school. This
choice was most likely influenced by such fac-
tors as educational achievement and abilities,
finances, support and encouragement from oth-
ers, time, and feelings about people.
2. Prizing. Once the choice was made, you were satisfied with it and told your friends about it.
3. Acting. You have entered school and begun the journey to your new career. Later in your career,
you may decide to return to school for a bache-
lor’s or master’s degree in nursing.
As you progressed through school, you probably
started to develop a new set of values—your profes-
sional values. Professional values are those established
as being important in your practice. These values
include caring, quality of care, and ethical behaviors.
Belief Systems
Belief systems are an organized way of thinking
about why people exist in the universe. The purpose
of belief systems is to explain such issues as life and
death, good and evil, and health and illness. Usually
these systems include an ethical code that specifies
appropriate behavior. People may have a personal
belief system, may participate in a religion that pro-
vides such a system, or both.
Members of primitive societies worshiped
events in nature. Unable to understand the science
of weather, for example, early civilizations believed
these events to be under the control of someone or
something that needed to be appeased, and they
developed rituals and ceremonies to appease these
unknown entities. They called these entities gods
and believed that certain behaviors either pleased
or angered the gods. Because these societies associ-
ated certain behaviors with specific outcomes,
they created a belief system that enabled them to
function as a group.
As higher civilizations evolved, belief systems
became more complex. Archeology has provided
evidence of the religious practices of ancient civi-
lizations (Wack, 1992). The Aztec, Mayan, Incan,
and Polynesian cultures each had a religious belief
system comprised of many gods and goddesses for
the same functions. The Greek, Roman, Egyptian,
and Scandinavian societies believed in a hierarchy
of gods and goddesses. Although given different
names by different cultures, it is very interesting
that most of the deities had similar purposes. For
example, Zeus was the Greek king of the gods, and
Thor was the Norse god of thunder. Both used a
thunderbolt as their symbol. Sociologists believe
that these religions developed to explain what was
then unexplainable. Human beings have a deep
need to create order from chaos and to have logical
explanations for events. Religion explains theolog-
ically what objective science cannot.
Along with the creation of rites and rituals, reli-
gions also developed codes of behaviors, or ethical
codes. These codes contribute to the social order.
There are rules regarding how to treat family mem-
bers, neighbors, the young, and the old. Many
religions also developed rules regarding marriage,
sexual practices, business practices, property owner-
ship, and inheritance.
The advancement of science certainly has not
made belief systems any less important. In fact, the
technology explosion has created an even greater
need for these systems. Technological advances
often place people in situations that justify religious
convictions rather than oppose them. Many reli-
gions, particularly Christianity, focus on the will of
box 4-1
Values Clarification Choosing
1. Choosing freely
2. Choosing from alternatives
3. Deciding after giving consideration to the consequences
of each alternative
Prizing
4. Being satisfied about the choice
5. Being willing to declare the choice to others
Acting
6. Making the choice a part of one’s worldview and
incorporating it into behavior
7. Repeating the choice
Adapted from Raths, L.E., Harmon, M., & Simmons, S.B. (1979). Values and
Teaching. New York: Charles E. Merrill.
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 42
chapter 4 | Questions of Values and Ethics 43
a supreme being, and technology, for example, is con-
sidered a gift that allows health-care personnel to
maintain the life of a loved one. Other religions, such
as certain branches of Judaism, focus on free choice
or free will, leaving such decisions in the hands of
humankind. Many Jewish leaders believe that if
genetic testing indicates, for instance, that an infant
will be born with a disease such as Tay-Sachs, which
causes severe suffering and ultimately death, an abor-
tion may be an acceptable option.
Belief systems often help survivors in making
decisions and living with them afterward. So far,
more questions than answers have emerged from
these technological advances. As science explains
more and more previously unexplainable phenom-
ena, people need beliefs and values to guide their
use of this new knowledge.
Morals and Ethics
Although the terms morals and ethics are often used interchangeably, ethics usually refers to a standard- ized code as a guide to behaviors, whereas morals usually refers to an individual’s own code for
acceptable behavior.
Morals
Morals arise from an individual’s conscience. They act as a guide for individual behavior and are learned
through instruction and socialization. You may find,
for example, that you and your patients disagree on
the acceptability of certain behaviors, such as pre-
marital sex, drug use, or gambling. Even in your
nursing class, you will probably encounter some dis-
agreements because each of you has developed a per-
sonal code that defines acceptable behavior.
Ethics
Ethics is the part of philosophy that deals with the rightness or wrongness of human behavior. It is
also concerned with the motives behind behaviors.
Bioethics, specifically, is the application of ethics to issues that pertain to life and death. The implica-
tion is that judgments can be made about the right-
ness or goodness of health-care practices.
Ethical Theories
Several ethical theories have emerged to justify
moral principles (Guido, 2001). Deontological theo- ries take their norms and rules from the duties that individuals owe each other by the goodness of the
commitments they make and the roles they take
upon themselves. The term deontological comes from the Greek word deon (duty). This theory is attributed to the 18th-century philosopher
Immanuel Kant (Kant, 1949). Deontological ethics
considers the intention of the action, not the con-
sequences of the action. In other words, it is the
individual’s good intentions or goodwill (Kant,
1949) that determines the worthiness or goodness
of the action.
Teleological theories take their norms or rules for behaviors from the consequences of the action.
This theory is also called utilitarianism. According to this concept, what makes an action right or
wrong is its utility, or usefulness. Usefulness is con-
sidered to be the amount of happiness the action
carries. “Right” encompasses actions that have good
outcomes, whereas “wrong” is composed of actions
that result in bad outcomes. This theory had its ori-
gins with David Hume, a Scottish philosopher.
According to Hume, “Reason is and ought to be
the slave of the passions” (Hume, 1978, p. 212).
Based on this idea, ethics depends on what people
want and desire. The passions determine what is
right or wrong. However, individuals who follow
teleological theory disagree on how to decide on
the “rightness” or “wrongness” of an action (Guido,
2001) because individual passions differ.
Principalism is an arising theory receiving a great deal of attention in the biomedical ethics
community. This theory integrates existing ethical
principles and tries to resolve conflicts by relating
one or more of these principles to a given situation.
Ethical principles actually influence professional
decision making more than ethical theories.
Ethical Principles
Ethical codes are based on principles that can be
used to judge behavior. Ethical principles assist
decision making because they are a standard for
measuring actions. They may be the basis for laws,
but they themselves are not laws. Laws are rules
created by a governing body. Laws can operate
because the government has the power to enforce
them. They are usually quite specific, as are the
punishments for disobeying them. Ethical princi-
ples are not confined to specific behaviors. They act
as guides for appropriate behaviors. They also take
into account the situation in which a decision
must be made. Ethical principles speak to the
essence or fundamentals of the law rather than to
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 43
44 unit 1 | Professional Considerations
the exactness of the law (Macklin, 1987). Here is an
example:
Mrs. Van Gruen, 82 years old, was admitted to the hospital in acute respiratory distress. She was diag- nosed with aspiration pneumonia and soon became septic, developing adult respiratory distress syn- drome. She had a living will, and her attorney was her designated health-care surrogate. Her compe- tence to make decisions was uncertain because of her illness. The physician presented the situation to the attorney, indicating that without a feeding tube and tracheostomy Mrs. Van Gruen would die. According to the laws governing living wills and health-care surrogates, the attorney could have made the decision to withhold all treatments. However, he believed he had an ethical obligation to discuss the situation with his client. The client requested that the tracheostomy and the feeding tube be inserted, which was done.
In some situations, two or more principles may
conflict with each other. Making a decision under
these circumstances is very difficult. Following are
several of the ethical principles that are most
important to nursing practice—autonomy, non-
maleficence, beneficence, justice, confidentiality,
veracity, and accountability—and a discussion of
some of the ethical dilemmas that nurses encounter
in clinical practice.
Autonomy
Autonomy is the freedom to make decisions for
oneself. This ethical principle requires that nurses
respect patients’ rights to make their own choices
about treatment. Informed consent before treat-
ment, surgery, or participation in research is an
example. To be able to make an autonomous choice,
individuals need to be informed of the purpose,
benefits, and risks of the procedures to which they
are agreeing. Nurses accomplish this by providing
information and supporting patients’ choices.
Closely linked to the ethical principle of auton-
omy is the legal issue of competence. A patient
needs to be deemed competent in order to make a
decision regarding treatment options. When
patients refuse treatment, health-care personnel
and family members who think differently often
question the patient’s “competence” to make a deci-
sion. Of note is the fact that when patients agree
with health-care treatment decisions, rarely is their
competence questioned (AACN News, 2006).
Nurses are often in a position to protect a
patient’s autonomy. They do this by ensuring that
others do not interfere with the patient’s right to
proceed with a decision. If a nurse observes that a
patient has insufficient information to make an
appropriate choice, is being forced into a decision,
or is unable to understand the consequences of the
choice, then the nurse may act as a patient advocate
to ensure the principle of autonomy.
Sometimes nurses have difficulty with the prin-
ciple of autonomy because it also requires respecting
another’s choice, even if the nurse disagrees with it.
According to the principle of autonomy, a nurse
cannot replace a patient’s decision with his or her
own, even when the nurse honestly believes that the
patient has made the wrong choice. A nurse can,
however, discuss concerns with patients and make
sure patients have thought about the consequences
of the decision they are about to make.
Nonmalef icence
The ethical principle of nonmaleficence requires
that no harm be done, either deliberately or unin-
tentionally. This rather complicated word comes
from Latin roots: non, which means not; male (pronounced mah-leh), which means bad; and
facere, which means to do. The principle of nonmaleficence also requires
that nurses protect from danger individuals who
are unable to protect themselves because of their
physical or mental condition. An infant, a person
under anesthesia, and a person with Alzheimer’s
disease are examples of people with limited ability
to protect themselves. Nurses are ethically obligat-
ed to protect their patients when the patients are
unable to protect themselves.
Often, treatments meant to improve patient
health lead to harm. This is not the intention of the
nurse or of other health-care personnel, but it is a
direct result of treatment. Nosocomial infections as
a result of hospitalization are harmful to patients.
The nurses did not deliberately cause the infection.
The side effects of chemotherapy or radiation ther-
apy may result in harm. Chemotherapeutic agents
cause a decrease in immunity that may result in a
severe infection, whereas radiation may burn or
damage the skin. For this reason, many patients opt
not to pursue treatments.
The obligation to do no harm extends to the
nurse who for some reason is not functioning at an
optimal level. For example, a nurse who is impaired
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 44
chapter 4 | Questions of Values and Ethics 45
by alcohol or drugs is knowingly placing patients at
risk. Other nurses who observe such behavior have
an ethical obligation to protect patients according
to the principle of nonmaleficence.
Benef icence
The word “beneficence” also comes from Latin: bene, which means well, and facere, which means to do.
The principle of beneficence demands that good
be done for the benefit of others. For nurses, this
means more than delivering competent physical or
technical care. It requires helping patients meet all
their needs, whether physical, social, or emotional.
Beneficence is caring in the truest sense, and caring
fuses thought, feeling, and action. It requires know-
ing and being truly understanding of the situation
and the thoughts and ideas of the individual
(Benner & Wrubel, 1989).
Sometimes physicians, nurses, and families
withhold information from patients for the sake of
beneficence. The problem with doing this is that it
does not allow competent individuals to make their
own decisions based on all available information. In
an attempt to be beneficent, the principle of auton-
omy is violated. This is just one of many examples
of the ethical dilemmas encountered in nursing
practice. For instance:
Mrs. Chung has just been admitted to the oncology unit with ovarian cancer. She is scheduled to begin chemotherapy treatment. Her two children and her husband have requested that the physician ensure that Mrs. Chung not be told her diagnosis because they believe she would not be able to cope with it. The information is communicated to the nursing staff. After the f irst treatment, Mrs. Chung becomes very ill. She refuses the next treatment, stating that she did not feel sick until she came to the hospital. She asks the nurse what could possibly be wrong with her that she needs a medicine that makes her sick when she does not feel sick. Only people who get cancer medicine get this sick! Mrs. Chung then asks the nurse, “Do I have cancer?”
As the nurse, you understand the order that the
patient not be told her diagnosis. You also under-
stand your role as a patient advocate.
1. To whom do you owe your duty: the family or
the patient?
2. How do you think you may be able to be a
patient advocate in this situation?
3. What information would you communicate to
the family members, and how can you assist
them in dealing with their mother’s concerns?
Justice
The principle of justice obliges nurses and other
health-care professionals to treat every person
equally regardless of gender, sexual orientation,
religion, ethnicity, disease, or social standing (Edge
& Groves, 2005). This principle also applies in the
work and educational setting. Everyone should be
treated and judged by the same criteria according
to this principle. Here is an example:
Mr. Johnson, found on the street by the police, was admitted through the emergency room to a medical unit. He was in deplorable condition: his clothes were dirty and ragged, he was unshaven, and he was covered with blood. His diagnosis was chronic alcoholism, complicated by esophageal varices and end-stage liver disease. Several nursing students overheard the staff discussing Mr. Johnson. The essence of the conversation was that no one wanted to care for him because he was dirty and smelly and brought this condition on himself. The students, upset by what they heard, went to their instructor about the situation. The instructor explained that every individual has a right to good care despite his or her economic or social position. This is the principle of justice.
The concept of distributive justice necessitates the fair allocation of responsibilities and advantages,
especially in a society where resources may be
limited (Davis, Arokar, Liaschenko, & Drought,
1997). Health-care costs have increased tremen-
dously over the years, and access to care has become
a social and political issue. In order to understand
distributive justice, certain concepts need to be
addressed: need, individual effort, ability to pay,
contribution to society, and age (Davis, et al., p. 53).
Age has become an extremely controversial issue
as it leads to quality-of-life questions, particularly
technological care at the end of life. The other issue
regarding age revolves around technology in
neonatal care. How do health-care providers place
value on one person’s quality of life over that of
another? Should millions of dollars be spent pre-
serving the life of an 80-year-old man who volun-
teers in his community, plays golf twice a week, and
teaches reading to underprivileged children, or
should that money be spent on a 26-week-old fetus
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 45
46 unit 1 | Professional Considerations
that will most likely require intensive therapies and
treatments for a lifetime, adding up to more
millions of health-care dollars? In the social and
business world, welfare payments are based on
need, and jobs and promotions are usually distrib-
uted on an individual’s contributions and achieve-
ments. Is it possible to apply these measures to
health-care allocations?
Philosopher John Rawls addressed the issues
of justice as fairness and justice as the foundation of
social structures. According to Rawls, the idea of
the original position should be used to negotiate
the principles of justice. The original position based
on Kant’s social contract theory presents a hypo-
thetical situation in which individuals act as a
trustee for the interests of all individuals. The indi-
viduals, known as negotiators, are knowledgeable
in the areas of sociology, political science, and eco-
nomics. However, they are placed under certain
limitations referred to as the veil of ignorance. These limitations represent the moral essentials of origi-
nal position arguments.
The veil of ignorance eliminates information
about age, gender, socioeconomic status, and reli-
gious convictions from the issues. Once this infor-
mation is unavailable to the negotiators, the vested
interests of involved parties disappear. According
to Rawls, in a just society the rights protected by
justice are not issues for political bargaining or sub-
ject to the calculations of social interests. Simply
put, everyone has the same rights and liberties.
Fidelity
The principle of fidelity requires loyalty. It is a
promise that the individual will fulfill all commit-
ments made to himself or herself and to others. For
nurses, fidelity includes the professional’s loyalty to
fulfill all responsibilities and agreements expected
as part of professional practice. Fidelity is the basis
for the concept of accountability—taking responsi-
bility for one’s own actions (Shirey, 2005).
Conf identiality
The principle of confidentiality states that anything
said to nurses and other health-care providers by
their patients must be held in the strictest confi-
dence. Confidentiality presents both a legal and an
ethical issue. Exceptions exist only when patients
give permission for the release of information or
when the law requires the release of specific infor-
mation. Sometimes, just sharing information
without revealing an individual’s name can be a
breach in confidentiality if the situation and the
individual are identifiable. It is important to realize
that what seems like a harmless statement can
become harmful if other people can piece together
bits of information and identify the patient.
Nurses come into contact with people from
different walks of life. Within communities, people
know other people who know other people, and so
on. Individuals have lost families, jobs, and insur-
ance coverage because nurses shared confidential
information and others acted on that knowledge
(AIDS Update Conference, 1995).
In today’s electronic environment, the principle
of confidentiality has become a major concern.
Many health-care institutions, insurance compa-
nies, and businesses use electronic media to trans-
fer information. These institutions store sensitive
and confidential information in computer databases.
These databases need to have security safeguards to
prevent unauthorized access. Health-care institu-
tions have addressed the situation through the use
of limited access, authorization passwords, and
security tracking systems. However, even the most
secure system is vulnerable and can be accessed by
an individual who understands the complexities of
computer systems.
Veracity
Veracity requires nurses to be truthful. Truth is fun-
damental to building a trusting relationship.
Intentionally deceiving or misleading a patient is a
violation of this principle. Deliberately omitting a
part of the truth is deception and violates the prin-
ciple of veracity. This principle often creates ethical
dilemmas. When is it permissible to lie? Some
ethicists believe it is never appropriate to deceive
another individual. Others think that if another
ethical principle overrides veracity, then lying is
permissible. Consider this situation:
Ms. Allen has just been told that her father has Alzheimer’s disease. The nurse practitioner wants to come into the home to discuss treatment. Ms. Allen refuses, saying that the nurse practitioner should under no circumstances tell her father the diagnosis. She explains to the practitioner that she is sure he will kill himself if he learns that he has Alzheimer’s disease. She bases this concern on statements he has made regarding this disease. The nurse practitioner replies that medication is available that might help
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 46
chapter 4 | Questions of Values and Ethics 47
her father. However, it is available only through a research study being conducted at a nearby univer- sity. To participate in the research, the patient must be informed of the purpose of the study, the medica- tion to be given and its side effects, and follow-up procedures. Ms. Allen continues to refuse to allow her father to be told his diagnosis because she is certain he will commit suicide.
The nurse practitioner faces a dilemma: does he
abide by Ms. Allen’s wishes based on the principle
of beneficence, or does he abide by the principle of
veracity and inform his patient of the diagnosis.
What would you do?
Accountability
Accountability is linked to fidelity and means
accepting responsibility for one’s actions. Nurses
are accountable to their patients and to their col-
leagues. When providing care to patients, nurses
are responsible for their actions, good and poor. If
something was not done, do not chart or tell a col-
league that it was. An example of violating
accountability is the story of Anna:
Anna was a registered nurse who worked nights on an acute care unit. She was an excellent nurse, but as the acuity of the patients’ conditions increased, she was unable to keep up with both patients’ needs and the technology, particularly intravenous (IV ) lines. She began to chart that all the IVs were infusing as they should, even when they were not. Each morning, the day shift would f ind that the actual infused amount did not agree with what the paperwork showed. One night, Anna allowed an entire liter to be infused in 2 hours into a patient with congestive heart failure. When the day staff came on duty, they found the patient expired, the bag empty, and the tubing f illed with blood. Anna’s IV sheet showed 800 mL left in the bag. It was not until a lawsuit was f iled that Anna took responsibility for her behavior.
The idea of a standard of care evolves from the
principle of accountability. Standards of care pro-
vide a rule for measuring nursing actions.
Ethical Codes
A code of ethics is a formal statement of the rules
of ethical behavior for a particular group of individ-
uals. A code of ethics is one of the hallmarks of a
profession. This code makes clear the behavior
expected of its members.
The Code of Ethics for Nurses with Interpretive
Statements provides values, standards, and princi-
ples to help nursing function as a profession. The
original code was developed in 1985. In 1995 the
American Nurses Association Board of Directors
and the Congress on Nursing Practice initiated the
Code of Ethics Project (ANA, 2002). The code may
be viewed online at nursingworld.org
Ethical codes are subject to change. They reflect
the values of the profession and the society for which
they were developed. Changes occur as society and
technology evolve. For example, years ago no
thought was given to do not resuscitate (DNR)
orders or withholding food and fluids. Technological
advances have since made it possible to keep people
in a kind of twilight life, comatose and unable to
participate in living in any way, but nevertheless
making DNR and withholding very important
issues in health care. Technology has increased
knowledge and skills, but the ability to make deci-
sions regarding care is still guided by the principles
of autonomy, nonmaleficence, beneficence, justice,
confidentiality, fidelity, veracity, and accountability.
Virtue Ethics
Virtue ethics focuses on virtues, or moral character,
rather than on duties or rules that emphasize the
consequences of actions. Take the following example:
Norman is driving along the road and f inds a cry- ing child sitting by a fallen bicycle. It is obvious that the child needs assistance. From one ethical stand- point (utilitarianism), helping the child will increase Norman’s personal feelings of “doing good.” The deontological stance states that by helping, Norman is behaving in accordance with a moral rule such as “Do unto others....” Virtue ethics looks at the fact that helping the person would be charitable or benevolent.
Plato and Aristotle are considered the founders
of virtue ethics. Its roots can be found in Chinese
philosophy. During the 1800s virtue ethics disap-
peared, but in the late 1950s it reemerged as an
Anglo-American philosophy. Neither deontology
nor utilitarianism considered the virtues of moral
character and education and the question: “What
type of person should I be, and how should I live”
(Hooker, 2000; Driver, 2001). Virtues include such
qualities as honesty, generosity, altruism, and relia-
bility. They are concerned with many other ele-
ments as well, such as emotions and emotional
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 47
48 unit 1 | Professional Considerations
reactions, choices, values, needs, insights, attitudes,
interests, and expectations. To embrace a virtue
means that you are a person with a certain complex
way of thinking. Nursing has practiced virtue ethics
for many years.
Nursing Ethics
Up to this point, the ethical principles discussed
apply to ethics for nurses; however, nurses do not
customarily find themselves enmeshed in the bio-
medical ethical decision-making processes that
gain the attention of the news media. However, the
ethical principles that guide nursing practice are
rooted in the philosophy and science of health care
and are considered a subcategory of bioethics
(Butts & Rich, 2008).
Nursing ethics deals with the experiences and
needs of nurses and nurses’ perceptions of their expe-
riences (Varcoe, et al., 2004). It is viewed from the
perspective of nursing theory and practice ( Johnstone,
1999). Relationships are the center of nursing ethics.
These relationships focus on ethical issues that impact
nurses and their patients.
Organizational Ethics
Organizational ethics focus on the workplace and
are aimed at the organizational level. Every orga-
nization, even one with hundreds of thousands of
employees, consists of individuals. Each individual
makes his and her own decisions about how to
behave in the workplace. Each person has the
opportunity to make the organization a more or
less ethical place. These individual decisions can
have a powerful effect on the lives of many others
in the organization as well as in the surrounding
community. Shirey (2005) explains that employees
need to experience uniformity between what the
organization states and what it practices.
Research conducted by the Ethics Research
Center concluded the following:
■ If positive outcomes are desired, ethical culture
is what makes the difference;
■ Leadership, especially senior leadership, is the
most critical factor in promoting an ethical
culture; and
■ In organizations that are trying to strengthen
their culture, formal program elements can help
to do that (Harned, 2005, p. 1).
When looking for a professional position, it is
important to consider the organizational culture.
What are the values and beliefs of the organization?
Do they blend with yours, or are they in conflict with
your value system? To find out this information, look
at the organization’s mission, vision, and value state-
ments. Speak with other nurses who work in the
organization. Do they see consistency between what
the organization states and what it actually expects
from the employees? For example, if an organization
states that it collaborates with the nurses in decision
making, do nurses sit on committees that have input
into the decision-making process?
Ethical Issues on the Nursing Unit
Organizational ethics refer to the values and
expected behaviors entrenched within the organi-
zational culture. The nursing unit represents a sub-
culture of the organization. Ideally, the nursing unit
should mirror the ethical atmosphere and culture of
the organization. This requires the individuals that
comprise the unit to hold the same values and
model the expected behaviors.
Conflicts of the values and ethics among indi-
viduals who work together on the unit often create
issues that result in moral suffering for some nurses.
Moral suffering occurs when nurses experience a
feeling of uneasiness or concern regarding behav-
iors or circumstances that challenge their own
moral beliefs and values. These situations may be
the result of unit policies, physicians’ orders that
the nurse believes may not be beneficial for the
patient, professional behaviors of colleagues, or
family attitudes about the patient.
Perhaps one of the most disconcerting ethical
issues nurses on the unit face is the one that
challenges their professional values and ethics.
Friendships often emerge from work relationships,
and these friendships may interfere with judg-
ments. Similarly, strong negative feelings may
cloud a nurse’s ability to view a situation fairly and
without prejudice. Take the following example:
Addie and Jamie attended nursing school together and developed a strong friendship. They work together on the pediatric surgical unit of a large teaching hos- pital. Jamie made a medication error that caused a problem, resulting in a child having to be transferred to the intensive care unit. Addie realized what had happened and confronted Jamie. Jamie begged her not to say anything. Addie knew the error should be reported, but how would this affect her long time friendship with Jamie? Taking this situation to the
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 48
chapter 4 | Questions of Values and Ethics 49
other extreme, if a friendship had not been involved, would Addie react the same way?
When working with others, it is important to hold
true to your personal values and morals. Practicing
virtue ethics, i.e., “doing the right thing,” may cause
difficulty due to the possible consequences of the
action. Nurses should support each other but not at
the expense of patients or each other’s professional
duties. There are times when not acting virtuously
may cause a colleague more harm.
Ethical Dilemmas
What is a dilemma? The word dilemma is of Greek derivation. A lemma was an animal resembling a
ram and having two horns. Thus came the saying
“stuck on the horns of a dilemma.” The story of
Hugo illustrates a hypothetical dilemma, with a
touch of humor:
One day, Hugo, dressed in a bright red cape, walked through his village into the countryside. The wind caught the corners of the cape, and it was whipped in all directions. As he walked down the dusty road, Hugo happened to pass by a lemma. Hugo’s bright red cape caught the lemma’s attention. Lowering its head, with its two horns poised in attack position, the ani- mal began to chase Hugo down the road. Panting and exhausted, Hugo reached the end of the road, only to f ind himself blocked by a huge stone wall. He turned to face the lemma, which was ready to charge. A deci- sion needed to be made, and Hugo’s life depended on this decision. If he moved to the left, the lemma would gore his heart. If he moved to the right, the lemma would gore his liver. No matter what his decision, Hugo would be “stuck on the horns of the lemma.”
Like Hugo, nurses are often faced with difficult
dilemmas. Also, as Hugo found, an ethical dilemma
can be a choice between two serious alternatives.
An ethical dilemma occurs when a problem
exists that forces a choice between two or more
ethical principles. Deciding in favor of one princi-
ple will violate the other. Both sides have goodness
and badness to them, but neither decision satisfies
all the criteria that apply. Ethical dilemmas also
have the added burden of emotions. Feelings of
anger, frustration, and fear often override rational-
ity in the decision-making process. Consider the
case of Mr. Sussman:
Mr. Sussman, 80 years old, was admitted to the neuroscience unit after suffering left hemispheric
bleeding. He had a total right hemiplegia and was completely nonresponsive, with a Glasgow Coma Scale score of 8. He had been on IV fluids for 4 days, and the question was raised of placing a percuta- neous endoscopic gastrostomy (PEG) tube for enter- al feedings. The older of the two children asked what the chances of recovery were. The physician explained that Mr. Sussman’s current state was probably the best he could attain but that “miracles happen every day” and stated that tests could help in determining the prognosis. The family asked that these tests be performed. After the results were in, the physician explained that the prognosis was grave and that IV fluids were insuff icient to sustain life. The PEG tube would be a necessity if the fam- ily wished to continue with food and fluids. After the physician left, the family asked the nurse, Gail, who had been with Mr. Sussman during the previ- ous 3 days, “If this was your father, what would you do?” This situation became an ethical dilemma for Gail as well.
If you were Gail, what would you say to the fami-
ly? Depending on your answer, what would be the
possible principles that you might violate?
Resolving Ethical Dilemmas Faced by Nurses
Ethical dilemmas can occur in any aspect of life,
personal or professional. This section focuses on
the resolution of professional dilemmas. The vari-
ous models for resolving ethical dilemmas consist
of 5 to 14 sequential steps. Each step begins with
the complete understanding of the dilemma and
concludes with the evaluation of the implemented
decision.
The nursing process provides a helpful mecha-
nism for finding solutions to ethical dilemmas. The
first step is assessment, including identification of
the problem. The simplest way to do this is to cre-
ate a statement that summarizes the issue. The
remainder of the process evolves from this state-
ment (Box 4-2).
Assessment
Ask yourself, “Am I directly involved in this dilem-
ma?” An issue is not an ethical dilemma for nurses
unless they are directly involved or have been asked
for their opinion about a situation. Some nurses
involve themselves in situations even when their
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 49
50 unit 1 | Professional Considerations
opinion has not been solicited. This is generally
unwarranted, unless the issue involves a violation of
the professional code of ethics.
Nurses are frequently in the position of hearing
both sides of an ethical dilemma. Often, all that is
wanted is an empathetic listener. At other times,
when guidance is requested, nurses can help people
work through the decision-making process (remem-
ber the principle of autonomy).
Collecting data from all the decision makers
helps identify the reasoning process being used by
these individuals as they struggle with the issue.
The following questions assist in the information-
gathering process:
■ What are the medical facts? Find out how the physicians, physical and occupational therapists,
dietitians, and nurses view the patient’s condi-
tion and treatment options. Speak with the
patient, if possible, and determine his or her
understanding of the situation.
■ What are the psychosocial facts? In what emotional state is the patient right now? The
patient’s family? What kind of relationship
exists between the patient and his or her family?
What are the patient’s living conditions? Who
are the individuals who form the patient’s
support system? How are they involved in the
patient’s care? What is the patient’s ability to
make medical decisions about his or her care?
Do financial considerations need to be taken
into account? What does the patient value?
What does the patient’s family value? The
answers to these questions will provide a better
understanding of the situation. Ask more ques-
tions, if necessary, to complete the picture. The
social facts of a situation also include institu-
tional policies, legal aspects, and economic
factors. The personal belief systems of physicians
and other health-care professionals also influ-
ence this aspect.
■ What are the cultural beliefs? Cultural beliefs play a major role in ethical decisions. Some cultures do
not allow surgical interventions as they fear that
the “life force” may escape. Many cultures forbid
organ donation. Other cultures focus on the sanc-
tity of life, thereby requesting all methods for sus-
taining life be used regardless of the futility.
■ What are the patient’s wishes? Remember the ethical principle of autonomy. With very few
exceptions, if the patient is competent, his or her
decisions take precedence. Too often, the fami-
ly’s or physician’s worldview and belief system
overshadow those of the patient. Nurses can
assist by maintaining the focus on the patient.
If the patient is unable to communicate, try to
discover whether the individual has discussed the
issue in the past. If the patient has completed
a living will or designated a health-care
surrogate, this will help determine the patient’s
wishes. By interviewing family members, the
nurse can often learn about conversations in
which the patient has voiced his or her feelings
about treatment decisions. Through guided
interviewing, the nurse can encourage the family
to tell anecdotes that provide relevant insights
into the patient’s values and beliefs.
■ What values are in conflict? To assess values, begin by listing each person involved in the
situation. Then identify the values represented
by each person. Ask such questions as, “What
do you feel is the most pressing issue here?” and
“Tell me more about your feelings regarding this
situation.” In some cases, there may be little
disagreement among the people involved, just a
different way of expressing beliefs. In others,
however, a serious value conflict may exist.
Planning
For planning to be successful, everyone involved in
the decision must be included in the process.
Thompson and Thompson (1992) listed three spe-
cific and integrated phases of this planning:
1. Determine the goals of treatment. Is cure a goal, or is the goal to keep the patient comfortable?
Is life at any cost the goal, or is the goal a
peaceful death at home? These goals need to
be patient-focused, reality-centered, and attain-
able. They should be consistent with current
medical treatment and, if possible, be measura-
ble according to an established period.
2. Identify the decision makers. As mentioned earlier, nurses may or may not be decision makers in
box 4-2
Questions to Help Resolve Ethical Dilemmas
• What are the medical facts?
• What are the psychosocial facts?
• What are the patient’s wishes?
• What values are in conflict?
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 50
chapter 4 | Questions of Values and Ethics 51
these health-related ethical dilemmas. It is
important to know who the decision makers are
and what their belief systems are. When the
patient is a capable participant, this task is
much easier. However, people who are ill are
often too exhausted to speak for themselves or
to ensure that their voices are heard. When this
happens, the patient needs an advocate. Family,
friends, spiritual advisers, and nurses often act
as advocates. A family member may need to be
designated as the primary decision maker, a role
often called the health-care surrogate. The creation of living wills, establishment
of advance directives, and appointment of a
health-care surrogate while a person is still
healthy often ease the burden for the decision
makers during a later crisis. Patients can exer-
cise autonomy through these mechanisms, even
though they may no longer be able to commu-
nicate their wishes directly. When these
documents are not available, the information
gathered during the assessment of social factors
helps identify those individuals who may be
able to act in the patient’s best interest.
3. List and rank all the options. Performing this task involves all the decision makers. It is
sometimes helpful to begin with the least
desired choice and methodically work toward
the preferred treatment choice that is most
likely to lead to the desired outcome. Asking
all participating parties to discuss what they
believe are reasonable outcomes to be attained
with the use of available medical treatment
often helps in the decision process. By listening
to others in a controlled situation, family mem-
bers and health-care professionals discover that
they actually want the same result as the patient
but had different ideas about how to achieve
their goal.
Implementation
During the implementation phase, the patient or
the surrogate (substitute) decision maker(s) and
members of the health-care team reach a mutually
acceptable decision. This occurs through open dis-
cussion and sometimes negotiation. An example of
negotiation follows:
Elena’s mother has metastatic ovarian cancer. She and Elena have discussed treatment options. Her physician suggested the use of a new chemotherapeutic
agent that has demonstrated success in many cases. But Elena’s mother emphatically states that she has “had enough” and prefers to spend her remaining time doing whatever she chooses. Elena wants her mother to try the drug. To resolve the dilemma, the oncology nurse practitioner and the physician talk with Elena and her mother. Everyone reviews the facts and expresses their feel- ings about the situation. Seeing Elena’s distress, Elena’s mother says, “OK, I will try the Taxol for a month. If there is no improvement after this time, I want to stop all treatment and live out the time I have with my daughter and her family.” All agreed that this was a reasonable decision.
The role of the nurse during the implementation
phase is to ensure that communication does not
break down. Ethical dilemmas are often emotional
issues, filled with guilt, sorrow, anger, and other
strong emotions. These strong feelings can cause
communication failures among decision makers.
Remind yourself, “I am here to do what is best for
this patient.”
Keep in mind that an ethical dilemma is not
always a choice between two attractive alternatives.
Many are between two unattractive, even unpleas-
ant, choices. Elena’s mother’s options did not
include the choice she really wanted: good health
and a long life.
Once an agreement is reached, the decision
makers must accept it. Sometimes, an agreement is
not reached because the parties cannot reconcile
their conflicting belief systems or values. At other
times, caregivers are unable to recognize the worth
of the patient’s point of view. Occasionally, the
patient or the surrogate may make a request that is
not institutionally or legally possible. In some
cases, a different institution or physician may be
able to honor the request. In other cases, the
patient or surrogate may request information from
the nurse regarding illegal acts. When this hap-
pens, the nurse should ask the patient and family
to consider the consequences of their proposed
actions. It may be necessary to bring other coun-
selors into the discussion (with the patient’s
permission) to negotiate an agreement.
Evaluation
As in the nursing process, the purpose of evaluation
in resolving ethical dilemmas is to determine
whether the desired outcomes have occurred. In the
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 51
52 unit 1 | Professional Considerations
case of Mr. Sussman, some of the questions that
could be posed by Gail to the family are as follows:
■ “I have noticed the amount of time you have
been spending with your father. Have you
observed any changes in his condition?”
■ “I see Dr. Washburn spoke to you about the test
results and your father’s prognosis. How do you
feel about the situation?”
■ “Now that Dr. Washburn has spoken to you
about your father’s condition, have you consid-
ered future alternatives?”
Changes in patient status, availability of medical
treatment, and social facts may call for reevaluation
of a situation. The course of treatment may need to
be altered. Continued communication and cooper-
ation among the decision makers are essential.
Another model, the MORAL model created by
Thiroux (1977) and refined for nursing by Halloran
(1982), is gaining popularity. The MORAL
acronym reminds nurses of the sequential steps
needed for resolving an ethical dilemma. This ethi-
cal decision-making model is easily implemented in
all patient care settings (Box 4-3).
Current Ethical Issues
During fall 1998, Dr. Jack Kevorkian (sometimes
called Dr. Death in the media) openly admitted that
at the patient’s request, he gave the patient a lethal
dose of medication, causing death. His statement
raised the consciousness of the American people
and the health-care system about the issues of
euthanasia and assisted suicide. Do individuals have
the right to consciously end their own lives when
they are suffering from terminal conditions? If they
are unable to perform the act themselves, should
others assist them in ending their lives? Should
assisted suicide be legal? There are no answers to
these difficult questions, and patients and their fam-
ilies face these same questions every day.
More recently, the Terri Schiavo case gained
tremendous media attention, probably becoming
the most important case of clinical ethics in more
than a decade. Her illness and death created a
major medical, legal, theological, ethical, political,
and social controversy. The case brought to the
forefront the deep divisions and fears that reside in
society regarding life and death, the role of the gov-
ernment and courts in life decisions, and the treat-
ment of disabled persons. Many aspects of this case
will never be clarified; however, many questions
raised by this case need to be addressed for future
ethical decision making. Some of these are:
1. What is the true definition of a persistent
vegetative state?
2. How is cognitive recovery determined?
3. What role do the courts play when there is a
family dispute? Who has the right to make
decisions when an individual is married?
4. What are the duties of surrogate decision
makers? (Hook & Mueller, 2005)
The primary goal of nursing and other health-care
professions is to keep people alive and well or, if
this cannot be done, to help them live with their
problems and die peacefully. To accomplish this,
health-care professionals struggle to improve their
knowledge and skills so they can care for their
patients, provide them with some quality of life,
and help return them to wellness. The costs
involved in achieving this goal can be astronomical.
Questions are being raised more and more often
about who should receive the benefits of this tech-
nology. Managed care and the competition for
resources are also creating ethical dilemmas. Other
difficult questions, such as who should pay for care
when the illness may have been due to poor health-
care practices such as smoking or substance abuse,
are also being debated.
Practice Issues Related to Technology
Genetics and the Limitations of Technology
In issues of technology, the principles of benefi-
cence and nonmaleficence may be in conflict. A
specific technology administered with the inten-
tion of “doing good” may result in enormous suffer-
ing. Causing this type of torment is in direct con-
flict with the idea of “do no harm” (Burkhardt &
Nathaniel, 2007). At times, this is an accepted con-
sequence, such as in the use of chemotherapy.
However, the ultimate outcome in this case is that
box 4-3
The Moral Model M: Massage the dilemma
O: Outline the option
R: Resolve the dilemma
A: Act by applying the chosen option
L: Look back and evaluate the complete process, including
actions taken
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 52
chapter 4 | Questions of Values and Ethics 53
recovery is expected. In situations in which little or
no improvement is expected, the issue of whether
the good outweighs the bad prevails. Suffering
induced by technology may include physical, spiri-
tual, and emotional components for the patient and
the families.
Today, many infants who have low birth weight
or birth defects, who not so long ago would have
been considered unable to live, are maintained on
machines in highly sophisticated neonatal units.
This process may keep babies alive only to die sev-
eral months later or may leave them with severe
chronic disabilities. Children with chronic disabili-
ties require additional medical, educational, and
social services. These services are expensive and
often require families to travel long distances to
obtain them (Urbano, 1992).
Genetic diagnosis and gene therapy present new
ethical issues for nursing. Genetic diagnosis is a process that involves analyzing parents or an
embryo for a genetic disorder. This is usually done
before in vitro fertilization for couples who run a
high risk of conceiving a child with a genetic disor-
der. The embryos are tested, and only those that are
free of genetic flaws are implanted.
Genetic screening is used as a tool to determine whether couples hold the possibility of giving birth
to a genetically impaired infant. Testing for the
most common genetic disorders has become an
expected standard of practice of health-care
providers caring for women who are planning to
become pregnant or who are pregnant. Couples are
encouraged to seek out information regarding their
genetic health history in order to identify the pos-
sibilities of having a child with a genetic disorder.
If a couple has one child with a genetic disorder,
genetic specialists test the parents or the fetus for
the presence of the gene.
Genetic screening leads to issues pertaining to
reproductive rights. It also opens new issues. What is
a disability versus a disorder, and who decides this?
Is a disability a disease, and does it need to be cured
or prevented? The technology is also used to deter-
mine whether individuals are predisposed to certain
diseases, such as breast cancer or Huntington’s
chorea. This has created additional ethical issues
regarding genetic screening. For example:
Bianca, 33 years old, is diagnosed with breast cancer. She has two daughters, ages 6 and 4 years. Bianca’s mother and grandmother had breast cancer. Neither
survived more than 5 years post treatment. Bianca undergoes a lumpectomy followed by radiation and chemotherapy. Her cancer is found to be nonhormon- ally-dependent. Due to her age and family history, Bianca’s oncologist recommends that she see a geneti- cist and have genetic testing for the BRCA-1 and BRCA-2 genes. Bianca makes an appointment to discuss the testing. She meets with the nurse who has additional education in genetics and discusses the following questions: “If I am positive for the genes, what are my options? Should I have a bilat- eral mastectomy with reconstruction?” “Will I be able to get health insurance coverage, or will the companies consider this to be a preexisting condi- tion?” “What are the future implications for my daughters?”
If you were the nurse, how would you address these
concerns?
Genetic engineering is the ability to change the genetic structure of an organism. Through this
process, researchers have created disease-resistant
fruits and vegetables and certain medications, such
as insulin. This process theoretically allows for the
genetic alteration of embryos, eliminating genetic
flaws and creating healthier babies. This technology
enables researchers to make a brown-haired indi-
vidual blonde, to change brown eyes to blue, and to
make a short person taller. Imagine being able to
“engineer” your child. Imagine, as Aldous Huxley
did in Brave New World (1932), being able to create a society of perfect individuals: “We also predestine
and condition. We decant our babies as socialized
human beings, as Alphas or Epsilons, as future
sewage workers or future . . . he was going to say
future World controllers but correcting himself said
future directors of Hatcheries, instead” (p. 12).
The ethical implications pertaining to genetic
technology are profound. For example, some
questions raised by the Human Genome Project
relate to:
■ Fairness in the use of the genetic information.
■ Privacy and confidentiality of obtained genetic
information.
■ Genetic testing of an individual for a specific
condition due to family history. Should testing
be performed if no treatment is available?
Should parents have the right to have minors
tested for adult-onset diseases? Should parents
have the right to use gene therapy for genetic
enhancement?
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 53
54 unit 1 | Professional Considerations
The Human Genome Project is dedicated to map-
ping and identifying the genetic composition of
humans. Scientists hope to identify and eradicate
many of the genetic disorders affecting individuals.
Initiated in 1990, the Human Genome Project was
projected to be a 13-year effort coordinated by the
U.S. Department of Energy and the National
Institutes of Health. However, because of swift
technological advances, in February 2001 the sci-
entists announced they had cracked the human
genetic code and accomplished the following goals
(Human Genome Project Information, 2002):
■ Identified all of the genes in human DNA.
■ Determined the sequences of the three billion
chemical bases that make up human DNA
■ Stored this information in databases
■ Developed tools for data analysis
■ Addressed the ethical, legal, and social issues
that may arise from the project.
Rapid advances in the science of genetics and its
applications present new and complex ethical and
policy issues for individuals, health-care personnel,
and society. Economics come into play because,
currently, only those who can afford the technology
have access to it. Efforts need to be directed toward
creating standards that identify the uses for genetic
data and the protection of human rights and confi-
dentiality. This is truly the new frontier.
Stem Cell Use and Research
Over the last several years, issues regarding stem
cell research and stem cell transplant technology
have come to the forefront of ethical discussion.
Stem cell research shows promise in possibly curing
neurological disorders such as Parkinson’s disease,
spinal cord injury, and dementia. Questions have
been raised regarding the moral and ethical issues
of using stem cells from fetal tissue for research and
the treatment of disease. Stem cell transplants have
demonstrated success in helping cancer patients
recover and giving them a chance for survival when
traditional treatments have failed.
A new business has emerged from this technol-
ogy as companies now store fetal cord blood for
future use if needed. This blood is collected at the
time of delivery and may be used for the infant and
possibly future siblings if necessary. The cost for
this service is high, which limits its availability to
only those who can afford the process.
When faced with the prospect of a child who is
dying from a terminal illness, some parents have
resorted to conceiving a sibling in order to obtain
the stem cells for the purpose of using them to save
the first child. Nurses who work in pediatrics and
pediatric oncology units may find themselves deal-
ing with this situation. It is important for nurses to
examine their own feelings regarding these issues
and understand that, regardless of their personal
beliefs, the family is in need of sensitivity and the
best nursing care.
A primary responsibility of nursing is to help
patients and families cope with the purposes, ben-
efits, and limitations of the new technologies.
Hospice nurses and critical care nurses help
patients and their families with end-of-life deci-
sions. Nurses will need to have knowledge about
the new genetic technologies because they will fill
the roles of counselors and advisers in these areas.
Many nurses now work in the areas of in vitro fer-
tilization and genetic counseling.
Professional Dilemmas
Most of this chapter has dealt with patient issues,
but ethical problems may involve leadership and
management issues as well. What do you do about
an impaired coworker? Personal loyalties often
cause conflict with professional ethics, creating an
ethical dilemma. For this reason, most nurse prac-
tice acts now address this problem and require the
reporting of impaired professionals and providing
rehabilitation for them.
Other professional dilemmas may involve
working with incompetent personnel. This may be
f rustrating for both staff and management.
Regulations created to protect individuals from
unjustified loss of position and the enormous
amounts of paperwork, remediation, and time that
must be exercised to terminate an incompetent
health-care worker often make management look
the other way.
Employing institutions that provide nursing
services have an obligation to establish a process
for the reporting and handling of practices that
jeopardize patient safety (ANA, 1994). The
behaviors of incompetent staff place patients and
other staff members in jeopardy; eventually, the
incompetency may lead to legal action that may
have been avoidable if a different approach had
been taken.
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 54
chapter 4 | Questions of Values and Ethics 55
Conclusion
Ethical dilemmas are becoming more common in
the changing health-care environment. More ques-
tions are being raised, and fewer answers are avail-
able. New guidelines need to be developed to assist
in finding more answers. Technology has provided
enormous power to alter the human organism and to
keep the human organism alive, but economics may
force answers to the questions of what living is and
when people should be allowed to die. Will society
become the brave new world of Aldous Huxley?
Again and again the question is raised, “Who shall
live, and who shall die?” What is your answer?
Study Questions
1. What is the difference between intrinsic and extrinsic values? Make a list of your intrinsic values.
2. Consider a decision you made recently that was based on your values. How did you make your
choice?
3. Describe how you could use the valuing process of choosing, prizing, and acting in making the
decision considered in Question 2.
4. Which of your personal values would be primary if you were assigned to care for a microcephalic
infant whose parents have decided to withhold all food and fluids?
5. The parents of the microcephalic infant in Question 4 confront you and ask, “What would you do
if this were your baby?” What do you think would be most important for you to consider in
responding to them?
6. Your friend is single and feels that her “biological clock is ticking.” She decides to undergo in vitro
fertilization using donor sperm. She tells you that she has researched the donor’s background
extensively and wants to show you the “template” for her child. She asks for your professional
opinion about this situation. How would you respond? Identify the ethical principles involved.
7. Over the past several weeks, you have noticed that your closest friend, Jimmy, has been erratic and
has been making poor patient-care decisions. On two separate occasions, you quietly intervened
and “fixed” his errors. You have also noticed that he volunteers to give pain medications to other
nurses’ patients, and you see him standing very close to other nurses when they remove controlled
substances from the medication distribution center. Today you watched him go to the center
immediately after another colleague and then saw him go into the men’s room. Within about
20 minutes his behavior had changed completely. You suspect that he may be taking controlled
substances. You and Jimmy have been friends for more than 20 years. You grew up together and
went to nursing school together. You realize that if you approach him, you may jeopardize this
close friendship that means a great deal to you. Using the MORAL ethical decision-making
model, devise a plan to resolve this dilemma.
Case Study to Promote Critical Reasoning
Andy is assigned to care for a 14-year-old girl, Amanda, admitted with a large tumor located in the
left groin area. During an assessment, Amanda shares her personal feelings with Andy. She tells
him that she feels “different” from her friends. She is ashamed of her physical development because
all her girlfriends have “breasts” and boyfriends. She is very flat-chested and embarrassed. Andy lis-
tens attentively to Amanda and helps her focus on some of her positive attributes and talents.
A CT scan is ordered and reveals that the tumor extends to what appears to be the ovary. A
gynecological surgeon is called in to evaluate the situation. An ultrasonic-guided biopsy is
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 55
56 unit 1 | Professional Considerations
References AIDS Update Conference. (1995). Hollywood Memorial Hospital,
Hollywood, Fla. American Association of Critical Care Nurses (AACN). At logger-
heads: Questioning patient autonomy. Retrieved on January 11, 2006, from aacn.org/AACN/aacnnews.nsf/ GetArticle/ArticleThree184?
American Nurses Association (ANA). (2002). Code of Ethics Project. Washington, DC: ANA.
American Nurses Association (ANA). (1994). Guidelines on Reporting Incompetent, Unethical, or Illegal Practices. Washington, DC: ANA.
Benner, P., & Wrubel, J. (1989). The Primacy of Caring: Stress and Coping in Health and Illness. Menlo Park, Calif.: Addison Wesley.
Burkhardt, M.A., & Nathaniel, A.K. (2007). Ethics and Issues in Contemporary Nursing. Albany, N.Y.: Delmar.
Butts, J. B., & Rich, K. L. (2008). Nursing Ethics: Across the Curriculum and Into Practice, 2nd ed. Boston: Jones & Bartlett.
Davis, A.J., Arokar, M.A., Liaschenko, J., & Drought, T.S. (1997). Ethical Dilemmas and Nursing Practice, 4th ed. Stamford, Conn.: Appleton & Lange.
Driver, J. (2001). Uneasy Virtue. New York: Cambridge University Press.
Edge, R.S., & Groves, J.R. (2005). The Ethics of Healthcare: A Guide for Clinical Practice. 3rd ed. Albany, N.Y.: Thomson–Delmar Learning.
Gordon, N. (1963). The Death Committee. New York: Fawcett Crest. Guido, G.W. (2001). Legal and Ethical Issues in Nursing, 3rd ed.
Saddle River, N.J.: Prentice-Hall. Halloran, M.C. (1982). Rational ethical judgments utilizing a
decision-making tool. Heart Lung, 11(6), 566–570. Harned, P. (2005). National business ethics survey, 2005. Ethics
Today Online, 4(2). Retrieved on January 13, 2005, from ethics.org/today/et_current. html pres
Hook, C.C., & Mueller, P.S. (2005). The Terri Schiavo saga: The making of a tragedy and lessons learned. Retrieved on April 20, 2006, from mayoclinicproceedings.com/inside.asp? AID=1054&UID=8934
Hooker, B. (2000). Ideal Code, Real World. Oxford, U.K.: Oxford University Press.
Human Genome Project. Retrieved on July 19, 2002, from ornl.gov/hgmis/about
Hume, D. (1978). A treatise of human nature. In Johnson, O.A. Ethics, 4th ed. New York: Holt, Rinehart, and Winston, p. 212.
Huxley, A. (1932). Brave New World. New York: Harper Row Publishers.
Johnstone, M.J. (1999). Bioethics: A nursing perspective, 3rd ed. Sydney, Australia: Harcourt Saunders.
Kant, I. (1949). Fundamental Principles of the Metaphysics of Morals. New York: Liberal Arts.
Macklin, R. (1987). Mortal Choices: Ethical Dilemmas in Modern Medicine. Boston: Houghton Mifflin.
Mappes, T.A., & DeGrazia, D. (2005). Biomedical Ethics, 6th ed. St. Louis: McGraw-Hill.
Raths, L.E., Harmin, M., & Simon, S.B. (1979). Values and Teaching. New York: Charles E. Merrill.
Shirey, M.R. (2005). Ethical climate in nursing practice: The leader’s role. Journal of Nursing Administration, 7(2), 59–67.
Steele, S.M., & Harmon, V. (1983). Values Clarification in Nursing. New York: Appleton-Century-Crofts.
Thiroux, J. (1977). Ethics: Theory and Practice. Philadelphia: MacMillan.
Thompson, J., & Thompson, H. (1992). Bioethical Decision Making for Nurses. New York: Appleton-Century-Crofts.
Urbano, M.T. (1992). Preschool Children with Special Health-Care Needs. San Diego: Singular Publishing.
Varcoe, C., Doane, G., Pauly, B., Rodney, P., et al. (2007). Journal of Advanced Nursing, 45(3), 316–325.
Wack, J. (1992). Sociology of Religion. Chicago: University of Chicago Press.
Webster’s New World Dictionary. (2000). New York: Simon & Schuster.
Wright, R.A. (1987). Human Values in Health Care. St. Louis: McGraw-Hill.
performed. It is discovered that the tumor is an enlarged lymph node and that the “ovary” is actually
a testis. Amanda has both male and female gonads.
When this information is given to Amanda’s parents, they do not want her to know. They feel that
she was raised as “their daughter.” They ask the surgeon to remove the male gonads and leave only the
female gonads. That way, “Amanda will never need to know.” The surgeon refuses to do this. Andy
believes that the parents should discuss the situation with Amanda as they are denying her choices.
The parents are adamant about Amanda not knowing anything. Andy returns to Amanda’s room, and
Amanda begins asking all types of questions regarding the tests and the treatments. In answering,
Andy hesitates, and Amanda picks up on this, demanding that he tell her the truth.
1. How should Andy respond?
2. What are the ethical principles in conflict?
3. What are the long-term effects of Andy’s decision?
2208_Ch04_039-056.qxd 11/6/09 5:55 PM Page 56
chapter 5 Organizations, Power,
and Empowerment
OBJECTIVES After reading this chapter, the student should be able to: ■ Recognize the various ways in which health-care
organizations differ.
■ Explain the importance of organizational culture.
■ Define power and empowerment.
■ Identify sources of power in a health-care organization.
■ Describe several ways in which nurses can be empowered.
OUTLINE
Understanding Organizations
Types of Health-Care Organizations
Organizational Characteristics
Organizational Culture
Culture of Safety
Care Environments
Identifying an Organization’s Culture
Organizational Goals
Structure
The Traditional Approach
More Innovative Structures
Processes
Power
Definition
Sources
Empowering Nurses
Participation in Decision Making
Shared Governance
Professional Organizations
Collective Bargaining
Enhancing Expertise
Conclusion
57
2208_Ch05_057-070.qxd 11/6/09 5:55 PM Page 57
58 unit 1 | Professional Considerations
The subjects of this chapter—organizations, power,
and empowerment—are not as remote from a
nurse’s everyday experience as you may first think.
It is difficult to focus on these “big picture” factors
when caught up in the busy day-to-day work of a
staff nurse, but they have an effect on your practice
as you will see in this chapter. Consider two scenar-
ios, which are analyzed later in the chapter.
Were the disappointments experienced by
Hazel Rivera and the critical care department staff
predictable? Could they have been avoided?
Without a basic understanding of organizations
and of the part that power plays in health-care
institutions, people are doomed to be continually
surprised by the responses to their well-intentioned
efforts. As you read this chapter, you will learn why
Hazel Rivera and the critical care department staff
were disappointed.
This chapter begins by looking at some of the
characteristics of the organizations in which nurses
work and how these organizations operate. Then it
focuses on the subject of power within organizations:
what it is, how it is obtained, and how nurses can
become empowered.
Understanding Organizations
One of the attractive features of nursing as a career
is the wide variety of settings in which nurses can
work. From rural migrant health clinics to organ
transplant units, nurses’ skills are needed wherever
there are concerns about people’s health.
Relationships with patients may extend for months
or years, as they do in school health or in nursing
homes, or they may be brief and never repeated, as
often happens in doctors’ offices, operating rooms,
and emergency departments.
Types of Health-Care Organizations
Although some nurses work as independent prac-
titioners, as consultants, or in the corporate
world, most nurses are employed by health-care
In school, Hazel Rivera had always received high praise for the quality
of her nursing care plans. “Thorough, comprehen- sive, systematic, holistic—beautiful!” was the com- ment she received on the last one she wrote before graduation.
Now Hazel is a staff nurse on a busy orthopedic unit. Although her time to write comprehensive care plans during the day is limited, Hazel often
stays after work to complete them. Her friend Carla refuses to stay late with her. “If I can’t com- plete my work during the shift, then they have given me too much to do,” she said.
At the end of their 3-month probationary period, Hazel and Carla received written evaluations of their progress and comments about their value to the organization. To Hazel’s surprise, her friend Carla received a higher rating than she did. Why? ■
Scenario 1
The nursing staff of the critical care department of a large urban hospi-
tal formed an evidence-based practice group about a year ago. They had made many changes in their practice based on reviews of the research on sever- al different procedures, and they were quite pleased with the results.
“Let’s look at the bigger picture next month,” their nurse manager suggested. “We should consider the research on different models of patient care. We might get some good ideas for our unit.” The staff nurses agreed. It would be a nice change to look at the way they organized patient care in their department.
The nurse manager found a wealth of informa- tion on different models for organizing nursing care. One research study about a model for caring
for the chronically critically ill (Rudy, et al., 1995) particularly interested them because they had had many patients in that category.
Several nurses volunteered to form an ad hoc committee to design a similar unit for chronically critically ill patients within their critical care department. When the plan was presented, both the nurse manager and the staff thought it was excellent. The nurse manager offered to present the plan to the vice president for nursing. The staff eagerly awaited the vice president’s response.
The nurse manager returned with discouraging news. The vice president did not support their concept and said that, although they were free to continue developing the idea, they should not assume that it would ever be implemented. What happened? ■
Scenario 2
2208_Ch05_057-070.qxd 11/6/09 5:55 PM Page 58
chapter 5 | Organizations, Power, and Empowerment 59
organizations. These organizations can be classi-
fied into three types on the basis of their sponsor-
ship and financing:
1. Private not-for-profit. Many health-care organizations were founded by civic, charitable,
or religious groups. Some have been in exis-
tence for generations. Many hospitals, long-
term care facilities, home-care services, and
community agencies began this way. Although
they need money to pay their staff and expenses,
they do not have to generate a profit.
2. Publicly supported. Government-operated service organizations range from county public
health departments to complex medical centers,
such as those operated by the Veterans
Administration, a federal agency.
3. Private for-profit. Increasing numbers of health- care organizations are operated for profit like
any other business. These include large hospital
and nursing home chains, health maintenance
organizations, and many freestanding centers
that provide special services, such as surgical
and diagnostic centers.
The differences between these categories have
become blurred for several reasons:
■ All compete for patients, especially for patients
with health-care insurance or the ability to pay
their own health-care bills.
■ All experience the effects of cost constraints.
■ All may provide services that are eligible for
government reimbursement, particularly
Medicaid and Medicare funding, if they meet
government standards.
Organizational Characteristics
The size and complexity of many health-care organ-
izations make them difficult to understand. One way
to begin is to find a metaphor or image that describes
their characteristics. Morgan (1997) suggested using
animals or other familiar images to describe an organ-
ization. For example, an aggressive organization that
crushes its competitors is like a bull elephant, where-
as a timid organization in danger of being crushed by
that bull elephant is like a mouse. Using images, an
organization adrift without a clear idea of its future in
a time of crisis could be described as a rudderless boat
on a stormy sea, whereas an organization with its
sights set clearly on exterminating its competition
could be described as a guided missile.
Organizational Culture
People seek stability, consistency, and meaning in
their work. To achieve this, some type of culture
will develop within an organization (Schein, 2004).
An organizational culture is an enduring set of
shared values, beliefs, and assumptions (Cameron
& Quinn, 2006). It is taught (often indirectly or
unconsciously) to new employees as the “right way”
or “our way” to assess patient needs, provide care,
and relate to fellow caregivers. As with the cultures
of societies and communities, it is easy to observe
the superficial aspects of an organization’s culture,
but much of it remains hidden from the casual
observer. Edgar Schein, a well-known scholar of
organizational culture, divided the various aspects
of organizational culture into three levels:
1. Artifact level: visible characteristics such as patient room layout, patient record forms, etc.
2. Espoused beliefs: stated, often written, goals; philosophy of the organization
3. Underlying assumptions: unconscious but powerful beliefs and feelings, such as a commit-
ment to cure every patient, no matter the cost
(Schein, 2004)
Organizational cultures differ a great deal. Some are
very traditional, preserving their customary ways of
doing things even when these processes no longer
work well. Others, in an attempt to be progressive,
chase the newest management fad or buy the latest
high-technology equipment. Some are warm, friendly,
and open to new people and new ideas. Others are
cold, defensive, and indifferent or even hostile to the
outside world (Tappen, 2001). These very different
organizational cultures have a powerful effect on the
employees and the people served by the organization.
Organizational culture shapes people’s behavior,
especially their responses to each other, which is a
particularly important factor in health care.
Culture of Safety
The way in which a health-care organization’s oper-
ation affects patient safety has been a subject of much
discussion. The shared values, attitudes, and behav-
iors that are directed to preventing or minimizing
patient harm have been called the culture of safety
(Vogus & Sutcliffe, 2007). The following are impor-
tant aspects of an organization’s culture of safety:
■ Willingness to acknowledge mistakes
■ Vigilance in detecting and eliminating error-
prone situations
2208_Ch05_057-070.qxd 11/6/09 5:55 PM Page 59
60 unit 1 | Professional Considerations
■ Openness to questioning existing systems and to
changing them to prevent errors (Armstrong &
Laschinger, 2006; Vogus & Sutcliffe, 2007).
It is not easy to change an organization’s culture. In
fact, Hinshaw (2008) points out we are trying to cre-
ate a culture of safety at a particularly difficult time,
given the shortages of nurses and other resources
within the health-care system (Connaughton &
Hassinger, 2007). Nurses who are not well prepared,
not valued by their employer or colleagues, not
involved in decisions about organizing patient care,
and are fatigued due to excessive workloads are cer-
tainly more likely to be error-prone. For example,
increased workload and stress have been found
to increase adverse events by as much as 28%
(Weissman, et al., 2007; Redman, 2008). Clearly,
organizational factors can contribute either to an
increase in errors or to protecting patient safety.
Care Environments
There is also much concern about the environment
in which care is provided, an issue that is closely
related to patient safety. Patients have lower risk of
failure to rescue and death in better care environ-
ments (see Aiken, et al., 2008). What constitutes a
better care environment? Collegial relationships
with physicians, skilled nurse managers with high
levels of leadership ability, emphasis on staff devel-
opment, and quality of care are important factors.
Mackoff and Triolo (2008) offer a similar list of
factors that contribute to excellence and longevity
(low turnover) of nurse managers:
■ Excellence: always striving to be better, refusing to accept mediocrity
■ Meaningfulness: being very clear about the pur- pose of the organization (for example, serving
the poor, healing the environment, protecting
abused women)
■ Regard: understanding the work people do and valuing it
■ Learning and growth: providing mentors, guid- ance, opportunities to grow and develop
Identifying an Organization’s Culture
The culture of an organization is intangible; you
cannot see it or touch it, but you will recognize it
when you bump up against it. To find out what
the culture of an organization is when you are
applying for a new position or trying to familiarize
yourself with your new workplace, you can ask
several people who work there or are familiar with
the organization to describe it in just a few words.
You can also ask about workload and decision mak-
ing, and you can ask for examples of nursing impact
on patient safety.
Does it matter in what type of organization you
work? The answer, emphatically, is yes. For exam-
ple, the extreme value placed on “busyness” in hos-
pitals, i.e., being seen doing something at all times,
leads to manager actions such as floating a staff
member to a “busier” unit if she or he is found read-
ing new research or looking up information on the
Web (Scott-Findley & Golden-Biddle, 2005).
Even more important, a hospital with a positive
work environment is not only a better place for
nurses to work but also safer for patients.
Once you have grasped the totality of an orga-
nization in terms of its overall culture, you are ready
to analyze it in a little more detail, particularly its
goals, structure, and processes.
Organizational Goals
Try answering the following question:
Question: The primary goal of any health-care organization is to keep people healthy, restore them
to health, or assist them in dying as comfortably as
possible. True or false?
Answer: False. The statement is only partially correct. Most health-care organizations have several
goals.
What other goals might a health-care organiza-
tion have? Following are some examples:
■ Survival. Organizations have to maintain their own existence. Many health-care organi-
zations are cash-strapped, causing them to
limit hiring, streamline work, and reduce costs,
putting enormous pressure on remaining
staff (Roark, 2005). The survival goal is
threatened when, for example, reimbursements
are reduced, competition increases, the
organization fails to meet standards, or
patients are unable to pay their bills (Trinh
& O’Connor, 2002).
■ Growth. Chief executive officers (CEOs) typically want their organizations to grow by
expanding into new territories, adding new
services, and bringing in new patients.
■ Profit. For-profit organizations are expected to return some profit to their owners. Not-for-profit
organizations have to be able to pay their bills
2208_Ch05_057-070.qxd 11/6/09 5:55 PM Page 60
chapter 5 | Organizations, Power, and Empowerment 61
and to avoid slipping into too much debt. This
is sometimes difficult to accomplish.
■ Status. The leaders or owners of many health- care organizations also want to be known as the
best in their field; for example, by having the
best open-heart surgeon, providing “the best
nursing care in the world” (Frusti, Niesen, &
Campion, 2003, p. 34), providing gourmet
meals, or having the most attractive birthing
rooms in town.
■ Dominance. Some organizations also want to drive others out of the health-care business or
acquire them, surpassing the goal of survival
and moving toward dominance of a particular
market by driving out the competition.
These additional goals are not discussed in public as often as the f irst, more lofty statement of goals in the true-or-false question. However, they still drive an organization, especially the way an organization handles its f inances and treats its employees.
These goals may have profound effects on every one of the organization’s employees, nurses included. For example, return to the story of Hazel Rivera. Why did she receive a less favorable rating than her friend Carla?
After comparing ratings with those of her friend Carla, Hazel asked for a meeting with her nurse manager to discuss her evaluation. The nurse man- ager explained the rating: Hazel ’s care plans were very well done, and the nurse manager genuinely appreciated Hazel ’s efforts to make them so. The
problem was that Hazel had to be paid overtime for this work according to the union contract, and this reduced the amount of overtime pay the nurse man- ager had available when the patient care load was especially high. “The corporation is very strict about staying within the budget,” she said. “In fact, my rating is higher when I don’t use up all of my budgeted overtime hours.” When Hazel asked what she could do to improve her rating, the nurse man- ager offered to help her streamline the care plans and manage her time better so that the care plans could be done during her shift.
Structure
The Traditional Approach
Almost all health-care organizations have a hier-
archical structure of some kind (Box 5-1). In a
traditional hierarchical structure, employees are
ranked from the top to the bottom, as if they were
on the steps of a ladder (Fig. 5.1). The number of
people on the bottom rungs of the ladder is
almost always much greater than the number at
the top. The president or CEO is usually at the
top of this ladder; the housekeeping and mainte-
nance crews are usually at the bottom. Nurses fall
somewhere in the middle of most health-care
organizations, higher than the cleaning people,
aides, and technicians, but lower than physicians
and administrators. The organizational structure
of a small ambulatory care center in a horizontal
form is illustrated in Figure 5.2.
box 5-1
What Is a Bureaucracy? Although it seems as if everyone complains about “the bureaucracy,” not everyone is clear about what a bureaucracy really is.
Max Weber defined a bureaucratic organization as having the following characteristics:
• Division of labor. Specific parts of the job to be done are assigned to different individuals or groups. For example, nurses,
physicians, therapists, dietitians, and social workers all provide portions of the health care needed by an individual.
• Hierarchy. All employees are organized and ranked according to their level of authority within the organization. For
example, administrators and directors are at the top of most hospital hierarchies, whereas aides and maintenance workers
are at the bottom.
• Rules and regulations. Acceptable and unacceptable behavior and the proper way to carry out various tasks are defined,
often in writing. For example, procedure books, policy manuals, bylaws, statements, and memos prescribe many types of
behavior, from acceptable isolation techniques to vacation policies.
• Emphasis on technical competence. People with certain skills and knowledge are hired to carry out specific parts of the
total work of the organization. For example, a community mental health center has psychiatrists, social workers, and nurses
to provide different kinds of therapies and clerical staff to do the typing and filing. Some bureaucracy is characteristic of the
formal operation of every organization, even the most deliberately informal, because it promotes smooth operations within
a large and complex group of people.
Adapted from Weber, M. (1969). Bureaucratic organization. In Etzioni, A. (ed.). Readings on Modern Organizations. Englewood
Cliffs, N.J.: Prentice-Hall.
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 61
62 unit 1 | Professional Considerations
The people at the top of the ladder have authority
to issue orders, spend the organization’s money, and
hire and fire people. Much of this authority is del-
egated to people below them, but they retain the
right to reverse a decision or regain control of these
activities whenever they deem necessary.
The people at the bottom have little authority
but do have other sources of power. They usually
play no part in deciding how money is spent or
who will be hired or fired but are responsible for
carrying out the directions from people above them
on the ladder. If there was no one at the bottom, the
work would not get done.
Some amount of bureaucracy is characteristic of
the formal operation of every organization, even
the most deliberately informal, because it promotes
smooth operations within a large and complex
group of people.
More Innovative Structures
There is much interest in restructuring organiza-
tions, not only to save money but also to make the
best use of a health-care organization’s most valu-
able resource: its people. This begins with hiring
the right people. It also involves providing them
with the resources they need to function and the
kind of leadership that can inspire the staff and
unleash their creativity (Rosen, 1996).
Increasingly, people recognize that organizations
need to be both efficient and adaptable. Orga-
nizations need to be prepared for uncertainty, for rapid
changes in their environment, and for quick, creative
responses to these challenges. In addition, they need
to provide an internal climate that not only allows but
also motivates employees to work to the best of their
ability. They need to stop thinking of the managers
as the brains of the organization and employees as the
muscle (Parker & Gadbois, 2000, p. 428).
Innovative organizations have adapted an increasingly organic structure that is more dynamic, more flexible, and less centralized than the static
traditional hierarchical structure (Yourstone &
Smith, 2002). In these organically structured
organizations, decisions are made by the people
who will implement them, not by their bosses.
The organic network emphasizes increased flex-
ibility of the organizational structure, decentralized
decision making, and autonomy for working groups
or teams. Rigid unit structures are reorganized into
autonomous teams that consist of professionals
from different departments and disciplines. Each
team is given a specific task or function (e.g., intra-
venous team, a hospital infection control team, a
child protection team in a community agency). The
teams are responsible for their own self-correction
and self-control, although they may also have a
designated leader. Together, team members make
decisions about work assignments and how to deal
with problems that arise. In other words, the teams
supervise and manage themselves.
Supervisors, administrators, and support staff
have different functions in an organic network.
Instead of spending their time observing and con-
trolling other people’s work, they become planners
and resource people. They are responsible for pro-
viding the conditions required for the optimal
functioning of the teams, and they are expected to
ensure that the support, information, materials, and
funds needed to do the job well are available to the
teams. They also act as coordinators between the
teams so that the teams are cooperating rather than
blocking each other, working toward the same
goals, and not duplicating effort.
Organic networks have been compared with
spider plants, with a central cluster and offshoots of
smaller clusters (Morgan, 1997). Each cluster rep-
resents a discipline (e.g., nursing, social work, occu-
pational therapy) or a service (e.g., psychiatry,
orthopedics). For example, Figure 5.3 shows an
organic network for a wellness center. Each cluster
represents a separate set of services. A patient
might use just one or all of them to develop a per-
sonal plan for wellness. Staff members may move
from one cluster to another, or the entire configu-
ration of interconnected clusters may be reorga-
nized as the organization shapes and is shaped by
the environment.
CEO
Administrators
Managers (also medical staff)
Staff nurses
Technicians (including LPNs)
Aides; housekeeping; maintenance
Figure 5.1 The organizational ladder.
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 62
chapter 5 | Organizations, Power, and Empowerment 63
Figure 5.2 Table of organization of an ambulatory care center. (Adapted from DelBueno, D.J. [1987]. An organizational checklist. Journal of Nursing Administration, 17[5], 30–33.)
Assistant Administrator for Clinical Services
Director, Environmental Services
Maintenance Supervisor
Maintenance Technician
Payroll Clerk
Payroll Clerk
Accountant
Maintenance Technician
Maintenance Technician
Maintenance Technician
Director, Personnel
Records Supervisor
Training Supervisor
Recruiter
Payroll Supervisor
Accounting Supervisor
Social Work Supervisor
Social Work Supervisor
Social Worker Community Worker Community Worker
Clerk
Clerk
Consultant Dietitian
Nursing Supervisor
Nursing Supervisor
Social Work Supervisor
Nurse Practitioner
Nurse Practitioner
Nurse Practitioner
Medical Director
Director, Accounting and Payroll
Director, Outreach Program
Director, Satellite Clinic
Director, Main Clinic
Physician
Physician LPN
LPN
LPN
LPN
LPN
LPN
Social Worker
Social Worker
Assistant Administrator for Managerial Services
Social Worker Community Worker Community Worker
Social Worker
Social Worker
Nurse
Nurse
Records Clerk
Records Clerk
Trainer
Trainer
Nurse
Nurse
Nurse
Administrator/ Executive Director
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 63
64 unit 1 | Professional Considerations
Processes
Organizations have formal processes for getting
things done and informal ways to get around the
formal processes (Perrow, 1969). The formal processes are the written policies and procedures
that all health-care organizations have. The infor- mal processes are neither written nor discussed most of the time. They exist in organizations as a
kind of “shadow” organization that is harder to see
but equally important to recognize and understand
(Purser & Cabana, 1999).
The informal process is often much simpler and
faster than the formal one. Because the informal
ways of getting things done are seldom discussed
(and certainly not a part of a new employee’s orien-
tation), it may take some time for you to figure out
what they are and how to use them. Once you
know they exist, they may be easier for you to iden-
tify. The following is an example:
Jocylene noticed that Harold seemed to get STAT laboratory results on his patients faster than she did. At lunch one day, Jocylene asked Harold why that happened. “That’s easy,” he said. “The people in our lab feel unappreciated. I always tell them how help- ful they are. Also, if you call and let them know that the specimens are coming, they will get to them faster. They can’t monitor their e-mail constantly.” Harold has just explained an informal process to Jocylene.
Sometimes, people are unwilling to discuss the
informal processes. However, careful observation
of the most experienced “system-wise” individuals
in an organization will eventually reveal these
processes. This will help you do things as efficient-
ly as they do.
Power
There are times when one’s attempts to influence
others are overwhelmed by other forces or individ-
uals. Where does this power come from? Who has
it? Who does not?
In the earlier section on hierarchy, it was noted
that, although people at the top of the hierarchy
have most of the authority in the organization, they do not have all of the power. In fact, the people at the bottom of the hierarchy also have some sources
of power. This section explains how this can be
true. First, power is defined, and then the sources of
power available to people on the lower rungs of the
ladder are considered.
Definition
Power is the ability to influence other people despite their resistance. Using power, one person or
group can impose its will on another person or
group (Haslam, 2001). The use of power can be
positive, as when the nurse manager gives a staff
member an extra day off in exchange for working
during the weekend, or negative, as when a nurse
administrator transfers a “bothersome” staff nurse
to another unit after the staff nurse pointed out a
physician error (Talarico, 2004).
Sources
There are numerous sources of power. Many of
them are readily available to nurses, but some of
them are not. The following is a list derived primar-
ily from the work of French, Raven, and Etzioni
(Barraclough & Stewart, 1992):
■ Authority. The power granted to an individual or a group by virtue of position (within the
organizational hierarchy, for example)
■ Reward. The promise of money, goods, services, recognition, or other benefits
■ Expertise. The special knowledge an individual is believed to possess; as Sir Francis Bacon said,
“Knowledge is power” (Bacon, 1597, quoted in
Fitton, 1997, p. 150)
Health and Wellness
Care
Exercise and Massage
Group
Relaxation and
Meditation Group
Nutrition Group
Aromatherapy and Imagery
Group
Figure 5.3 An organic organizational structure for a non- traditional wellness center. (Based on Morgan, A. [1993]. Imaginization: The Art of Creative Management. Newbury Park, Calif.: Sage.)
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 64
chapter 5 | Organizations, Power, and Empowerment 65
■ Coercion. The threat of pain or of harm, which may be physical, economic, or psychological
There is power at the bottom of the organizational
ladder as well as at the top. Patients also have
sources of power (Bradbury-Jones, Sambrook, &
Irvine, 2007). Various groups of people in a health-
care organization have different types of power
available to them:
■ Managers are able to reward people with salary increases, promotions, and recognition. They can
also cause economic or psychological pain for the
people who work for them, particularly through
their authority to evaluate and fire people but
also through their responsibility for making
assignments, allowing days off, and so on.
■ Patients at first appear to be relatively powerless within the health-care organization. However, if
patients refused to use the services of a particular
organization, that organization would eventually
cease to exist. Patients can reward health-care
workers by praising them to their supervisors.
They can also cause problems by complaining
about them.
■ Assistants and technicians may also appear to be relatively powerless because of their
low positions in the hierarchy. Imagine, how-
ever, how the work of the organization (e.g.,
hospital, nursing home) would be impeded
if all the nursing aides failed to appear one
morning.
■ Nurses have expert power and authority over licensed practical nurses, aides, and other per-
sonnel by virtue of their position in the hierar-
chy. They are critical to the operation of most
health-care organizations and could cause
considerable trouble if they refused to work,
another source of nurse power.
Fralic (2000) offered a good example of the power of
information that nurses have always had: Florence
Nightingale showed very graphically in the 1800s
that wherever her nurses were, far fewer died, and
wherever they were not, many more died. Think
of the power of that information. Immediately,
people were saying, “What would you like, Miss
Nightingale? Would you like more money? Would
you like a school of nursing? What else can we do for
you?” She had solid data, she knew how to collect it,
and she knew how to interpret and distribute it in
terms of things that people valued (p. 340).
Empowering Nurses
This final section looks at several ways in which
nurses, either individually or collectively, can maxi-
mize their power and increase their feelings of
empowerment.
Power is the actual or potential actual ability to “recognize one’s will even against the resistance of
others,” according to Max Weber (quoted in
Mondros & Wilson, 1994, p. 5). Empowerment is a psychological state, a feeling of competence, con-
trol, and entitlement. Given these definitions, it is
possible to be powerful and yet not feel empow-
ered. Power refers to ability, and empowerment refers to feelings. Both are of importance to nurs-
ing leaders and managers.
Feeling empowered includes the following:
■ Self-determination. Feeling free to decide how to do your work
■ Meaning. Caring about your work, enjoying it, and taking it seriously
■ Competence. Confidence in your ability to do your work well
■ Impact. Feeling that people listen to your ideas, that you can make a difference (Spreitzer &
Quinn, 2001)
The following contribute to nurse empowerment:
■ Decision-making. Control of nursing practice within an organization
■ Autonomy. Ability to act on the basis of one’s knowledge and experience (Manojlovich, 2007)
■ Manageable workload. Reasonable work assign- ments
■ Reward and recognition. Appreciation received for a job well done
■ Fairness. Consistent, equitable treatment of all staff (Spence, Laschinger, & Finegan, 2005)
The opposite of empowerment is disempower- ment. Inability to control one’s own practice leads to frustration and sometimes failure. Work over-
load and lack of meaning, recognition, or reward
produce emotional exhaustion and burnout
(Spence, Laschinger, & Finegan, 2005). Nurses,
like most people, want to have some power and to
feel empowered. They want to be heard, to be
recognized, to be valued, and to be respected.
They do not want to feel unimportant or
insignificant to society or to the organization in
which they work.
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 65
66 unit 1 | Professional Considerations
Participation in Decision Making
Actions can be taken by managers and higher-level
administrators to empower nursing staff. The
amount of power available to or exercised by a
given group (e.g., nurses) within an organization can vary considerably from one organization to the
next. Three sources of power are particularly
important in health-care organizations:
■ Resources. The money, materials, and human help needed to accomplish the work
■ Support. Authority to take action without having to obtain permission
■ Information. Patient care expertise and knowl- edge about the organization’s goals and activities
of other departments
In addition, nurses also need access to opportunities: opportunities to be involved in decision making, to
be involved in vital functions of the organization, to
grow professionally, and to move up the organiza-
tional ladder (Sabiston & Laschinger, 1995).
Without these, employees cannot be empowered
(Bradford & Cohen, 1998). Nurses who are part-
time, temporary, or contract employees are less
likely to feel empowered than full-time permanent
employees, who generally feel more secure in their
positions and connected to the organization
(Kuokkanen & Katajisto, 2003).
Shared Governance
In shared governance, staff nurses are included in the
highest levels of decision making within the nursing
department through representation on various coun-
cils that govern practice and management issues.
These councils set the standard for staffing, promo-
tion, and so forth. In many cases, a change in the
organizational culture is necessary before shared
governance can work (Currie & Loftus-Hills, 2002).
Genuine sharing of decision making is difficult
to accomplish, partly because managers are reluc-
tant to relinquish control or to trust their staff
members to make wise decisions. Yet genuine
empowerment of the nursing staff cannot occur
without this sharing. Having some control over
one’s work and the ability to influence decisions are
essential to empowerment (Manojlovich &
Laschinger, 2002). For example, if staff members
do not control the budget for their unit, they can-
not implement a decision to replace aides with reg-
istered nurses without approval from higher-level
management. If they want increased autonomy in
decision making about the care of individual
patients, they cannot do so if opposition by another
group, such as the physicians, is given greater cre-
dence by the organization’s administration.
Return to the example of the staff of the critical
care department (Scenario 2). Why did the vice
president for nursing tell the nurse manager that
the plan would not be implemented?
Actually, the vice president for nursing thought
the plan had some merit. He believed that the pro-
posal to implement a nurse-managed model of
care for the chronically critically ill could save
money, provide a higher quality of patient care, and
result in increased nursing staff satisfaction.
However, the critical care department was the cen-
terpiece of the hospital’s agreement with a nearby
medical school. In this agreement, the medical
school provided the services of highly skilled
intensivists in return for the learning opportunities
afforded their students. In its present form, the
nurses’ plan would not allow sufficient autonomy
for the medical students, a situation that would not
be acceptable to the medical school. The vice pres-
ident knew that the board of trustees of the hospi-
tal believed their affiliation with the medical
school brought a great deal of prestige to the
organization and that they would not allow any-
thing to interfere with this relationship.
“If shared governance were in place here, I think
we could implement this or a similar model of
care,” he told the nurse manager.
“How would that work?” she asked.
“If we had shared governance, the nursing
practice council would review the plan and, if
they approved it, forward it to a similar medical
practice council. Then committees from both
councils would work together to figure out a way
for this to benefit everyone. It wouldn’t necessar-
ily be easy to do, but it could be done if we had
real collegiality between the professions. I have
been working toward this model but haven’t con-
vinced the rest of the administration to put it into
practice yet. Perhaps we could bring this up at the
next nursing executive meeting. I think it is time
I shared my ideas on this subject with the rest of
the nursing staff.”
In this case, the organizational goals and
processes existing at the time the nurses developed
their proposal did not support their idea. However,
the vice president could see a way for it to be
accomplished in the future. Implementation of real
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 66
chapter 5 | Organizations, Power, and Empowerment 67
shared governance would make it possible for the
critical care nurses to accomplish their goal.
Professional Organizations
Although the purposes of the American Nurses
Association and that of other professional organi-
zations are discussed in Chapter 15, these organi-
zations are considered here specifically in terms of
how they can empower nurses.
A collective voice, expressed through these
organizations, can be stronger and more easily
heard than one individual voice. By joining togeth-
er in professional organizations, nurses make their
viewpoint known and their value recognized. The
power base of nursing professional organizations is
derived from the number of members and their
expertise in health matters.
Why there is power in numbers may need some
explanation. Large numbers of active, informed
members of an organization represent large num-
bers of potential voters to state and national legis-
lators, most of whom wish to be remembered
favorably in forthcoming elections. Large groups of
people also have a “louder” voice: they can write
more letters, speak to more friends and family
members, make more telephone calls, and generally
attract more attention than small groups can.
Professional organizations can empower nurses
in a number of ways:
■ Collegiality, the opportunity to work with peers
on issues of importance to the profession
■ Commitment to improving the health and well-
being of the people served by the profession
■ Representation at the state or province and
national level when issues of importance to
nursing arise
■ Enhancement of nurses’ competence through
publications and continuing education
■ Recognition of achievement through certifica-
tion programs, awards, and the media
Collective Bargaining
Like professional organizations, collective bargain-
ing uses the power of numbers, in this case for the
purpose of equalizing the power of employees and
employer to improve working conditions, gain
respect, increase job security, and have greater input
into collective decisions (empowerment) and pay
increases (Tappen, 2001). When people join for a
common cause, they can often exert more power
than when they attempt to bring about change
individually. Large numbers of people have the
potential to cause more psychological or economic
pain than an individual can. For example, the resig-
nation of one nursing assistant or one nurse may
cause a temporary problem, but it is usually resolved
rather quickly by hiring another individual. If 50 or
100 aides or nurses resign, however, the organization
can be paralyzed and will have much more difficulty
replacing these essential workers. Collective bargain-
ing takes advantage of this power in numbers.
An effective collective bargaining contract can
provide considerable protection to employees.
However, the downside of collective bargaining
(as with most uses of coercive power) is that it may
encourage conflict rather than cooperation between
employees and managers, an “us” against “them”
environment (Haslam, 2001). Many nurses are also
concerned about the effect that going out on strike
might have on their patients’ welfare and on their
own economic security. Most administrators and
managers prefer to operate within a union-free
environment (Hannigan, 1998).
Research Example
Can nurse managers empower their staff? The
answer is yes, according to nurse researchers who
surveyed 537 staff nurses in two large hospitals.
Fostering autonomy and showing confidence in the
staff were especially empowering. Empowered staff
worked more effectively and had lower levels of
job-related tension. (Laschinger, H.K.S., Wong, C.,
McMahon, L., & Kaufman, C. (1999). Leader
behavior impact on staff nurse empowerment, job
tension, and work effectiveness. Journal of Nursing Administration, 29[5], 28–39.)
Enhancing Expertise
Most health-care professionals, including nurses, are
empowered to some extent by their own profession-
al knowledge and competence. You can take steps to
enhance your own competence, thereby increasing
your own sense of empowerment (Fig. 5.4)
■ Participate in interdisciplinary team confer-
ences and patient-centered conferences on
your unit.
■ Attend continuing education offerings to
enhance your expertise.
■ Attend local, regional, and national conferences
sponsored by relevant nursing and specialty
organizations.
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 67
68 unit 1 | Professional Considerations
■ Read journals and books in your specialty area.
■ Participate in nursing research projects related to
your clinical specialty area.
■ Discuss with colleagues in nursing and other dis-
ciplines how to handle a difficult clinical situation.
■ Observe the practice of experienced nurses.
■ Return to school to earn a bachelor’s degree and
higher degrees in nursing.
You can probably think of more, but this list at least
gives you some ideas. You can also share the knowl-
edge and experience you have gained with other
people. This means not only using your knowledge
to improve your own practice but also communi-
cating what you have learned to your colleagues in
nursing and in other health-care professions. It also
means letting your supervisors know that you have
enhanced your professional competence. You can
share your knowledge with your patients, empow-
ering them as well. You may even reach the point at
which you have learned more about a particular
subject than most nurses have and want to write
about it for publication.
Conclusion
Although most nurses are employed by health-care
organizations, too few nurses have taken the time
to analyze the operation of their employing health-
care organizations and the effect it has on their
practice. Understanding organizations and the
power relationships within them will increase the
effectiveness of your leadership.
Study Questions
1. Describe the organizational characteristics of a facility in which you currently have a clinical
assignment. Include the following: the type of organization, the organizational culture, how the
organization is structured, and the formal and informal goals and processes of the organization.
2. Define power, and describe how power affects the relationships between people of different
disciplines (e.g., nursing, medicine, physical therapy, housekeeping, administration, finance, social
work) in a health-care organization.
3. Discuss ways in which nurses can become more empowered. How can you use your leadership
skills to do this?
Case Study to Promote Critical Reasoning
Tanya Washington will finish her associate’s degree nursing program in 6 weeks. Her preferred
clinical area is pediatric oncology, and she hopes to become a pediatric nurse practitioner one day.
Tanya has received two job offers, both from urban hospitals with large pediatric populations.
Because several of her friends are already employed by these facilities, she asked them for their
thoughts.
“Central Hospital is a good place to work,” said one friend. “It is a dynamic, growing institution,
always on the cutting edge of change. Any new idea that seems promising, Central is the first to try
it. It’s an exciting place to work.”
“City Hospital is also a good place to work,” said her other friend. “It is a strong, stable institution
where traditions are valued. Any new idea must be carefully evaluated before it is adapted. It’s been a
pleasure to work there.”
Participate in interdisciplinary conferences
Attend continuing education offerings
Attend professional organization meetings
Read books and journals related to your nursing practice
Problem-solve and brainstorm with colleagues
Return to school to earn a higher degree
Figure 5.4 How to increase your expert power.
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 68
chapter 5 | Organizations, Power, and Empowerment 69
References Aiken, L.H., Clarke, S.P., Sloane, D.M., Lake, C.T., et al. (2008).
Effects of hospital care environments on patient mortality and nurse outcomes. Journal of Nursing Administration, 38(5), 223-229.
Armstrong, K.J., & Laschinger, H. (2006). Structural empowerment, magnet hospital characteristics, and patient safety culture. Journal of Nursing Care Quality, 21(2), 124–132.
Barraclough, R.A., & Stewart, R.A. (1992). Power and control: Social science perspectives. In Richmond, V.P., & McCroskey, J.C. (eds.). Power in the classroom: Communication, control and concern. Hillsdale, N.J.: Lawrence Erlbaum.
Bradbury-Jones, C., Sambrook, S., & Irvine, F. (2007). Power and empowerment in nursing: A fourth theoretical approach. Journal of Advanced Nursing, 62(2), 258–266.
Bradford, D.L., & Cohen, A.R. (1998). Power up: Transforming organizations through shared leadership. New York: John Wiley & Sons.
Cameron, K., Quinn, R. (2006). Diagnosing and changing organizational culture. San Francisco: Jossey-Bass.
Connaughton, M.J., & Hassinger, J. (2007). Leadership character: Antidote to organizational fatigue. Journal of Nursing Administration, 37(10), 464–470.
Currie, L., & Loftus-Hills, A. (2002). The nursing view of clinical governance. Nursing Standard, 16(27), 40–44.
DelBueno, D.J. (1987). An organizational checklist. Journal of Nursing Administration, 17(5), 30–33.
Fitton, R.A. (1997). Leadership: Quotations from the world’s greatest motivators. Boulder, Colo.: Westview Press.
Fralic, M.F. (2000). What is leadership? Journal of Nursing Administration, 30(7/8), 340–341.
Frusti, D.K., Niesen, K.M., & Campion, J.K. (2003). Creating a culturally competent organization. Journal of Nursing Administration, 33(1), 33–38.
Hannigan, T.A. (1998). Managing tomorrow’s high-performance unions. Westport, Conn.: Greenwood Publishing.
Haslam, S.A. (2001). Psychology in organizations. Thousand Oaks, Calif.: Sage.
Hinshaw, A.S. (2008). Navigating the perfect storm: Balancing a cul- ture of safety with workforce. Nursing Research, 57(1S), S4–10.
Kuokkanen, L., & Katajisto, J. (2003). Promoting or impeding empowerment? Journal of Nursing Administration, 33(4), 209–215.
Laschinger, H.K., & Finegan, J. (2005). Empowering nurses for work engagement and health in hospital settings. Journal of Nursing Administration, 35(10), 439–441.
Laschinger, H.K.S., Wong, C., McMahon, L., & Kaufman, C. (1999). Leader behavior impact on staff nurse empowerment, job tension, and work effectiveness. Journal of Nursing Administration, 29(5), 28–39.
Mackoff, B.L., & Triolo, P.K. (2008). Why do nurses, managers stay? Building a model of engagement: Part 2: Cultures of
engagement. Journal of Nursing Administration, 38(4), 166–171.
Manojlovich, M. (2007). Power and empowerment in nursing: Looking backward to inform the future. New Hampshire Nursing News, 14–16.
Manojlovich, M., & Laschinger, H.K. (2002). The relationship of empowerment and selected personality characteristics to nursing job satisfaction. Journal of Nursing Administration, 32(11), 586–595.
Mondros, J.B., & Wilson, S.M. (1994). Organizing for power and empowerment. New York: Columbia University Press.
Morgan, A. (1997). Images of organization. Thousand Oaks, Calif.: Sage.
Morgan, A. (1993). Imaginization: The art of creative management. Newbury Park, Calif.: Sage.
Parker, M., & Gadbois, S. (2000). Building community in the healthcare workplace. Journal of Nursing Administration, 30(9), 426–431.
Perrow, C. (1969). The analysis of goals in complex organizations. In Etzioni, A. (ed.). Readings on modern organizations. Englewood Cliffs, N.J.: Prentice-Hall.
Purser, R.E., & Cabana, S. (1999). The self-managing organization. New York: Free Press (Simon & Schuster).
Redman, R.W. (2008). Symposium in tribute to a nursing leader: Ada Sue Hinshaw. Nursing Research, 51(15), S1–S3.
Roark, D.C. (2005). Managing the healthcare supply chain. Nursing Management, 36(2), 36–40.
Rosen, R.H. (1996). Leading people: Transforming business from the inside out. New York: Viking Penguin.
Rudy, E.B., Daly, B.J., Douglas, S., Montenegro, H.D., et al. (1995). Patient outcomes for the chronically critically ill: Special care unit versus intensive care unit. Nursing Research, 44, 324–331.
Sabiston, J.A., & Laschinger, H.K.S. (1995). Staff nurse work empowerment and perceived autonomy. Journal of Nursing Administration, 28(9), 42–49.
Schein, E.H. (2004). Organizational Culture and Leadership. New York: Jossey-Bass.
Scott-Findley, S., & Golden-Biddle, K. (2005). Understanding how organizational culture shapes research use. Journal of Nursing Administration, 35(7/8), 359–365.
Spreitzer, G.M., & Quinn, R.E. (2001). A Company of Leaders. San Francisco: Jossey-Bass.
Talarico, K.M. (2004, April 27) A look at power in nursing. Vital Signs, 6–7, 21.
Tappen, R.M. (2001). Nursing leadership and management: Concepts and practice, 4th ed. Philadelphia: FA Davis.
Trinh, H.Q., & O’Connor, S.J. (2002). Helpful or harmful? The impact of strategic change on the performance of U.S. urban hospitals. Health Services Research, 37(1), 145–171.
Vogus, T.J., & Sutcliffe, K.M. (2007). The safety organizing scale: Development and validation of a behavioral measure of safety culture in hospital nursing units. Medical Care, 45(1), 56–54.
1. How would the organizational culture of each hospital affect a new graduate?
2. Which organizational culture do you think would be best for a new graduate, Central’s or City’s?
3. Would your answer differ if Tanya were an experienced nurse?
4. What do you need to know about Tanya before deciding which hospital would be best for her?
5. What else would you like to know about the two hospitals?
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 69
70 unit 1 | Professional Considerations
Weber, M. (1969). Bureaucratic organization. In Etzioni, A. (ed.). Readings on modern organizations. Englewood Cliffs, N.J.: Prentice-Hall.
Weissman, J.S., Rothschild, J.M., Bendavid, E., Sprivulis, P., et al. (2007). Hospital workload and adverse events. Medical Care, 45(5), 448–455.
Yourstone, S.A., & Smith, H.L. (2002). Managing system errors and failures in health care organizations: Suggestions for practice and research. Health Care Management Review, 27(1), 50–61.
2208_Ch05_057-070.qxd 11/6/09 5:56 PM Page 70
2 unit
Working Within the Organization
chapter 6 Getting People to Work Together
chapter 7 Dealing With Problems and Conflicts
chapter 8 People and the Process of Change
chapter 9 Delegation of Client Care
chapter 10 Quality and Safety
chapter 11 Time Management
2208_Ch06_071-090.qxd 11/6/09 5:56 PM Page 71
2208_Ch06_071-090.qxd 11/6/09 5:56 PM Page 72
chapter 6 Getting People
to Work Together
OBJECTIVES After reading this chapter, the student should be able to: ■ Describe the basic listening sequence and principles for
effective communication.
■ Identify barriers to effective communication.
■ Discuss strategies for communication with colleagues and patients in health-care settings.
■ Provide positive and negative feedback in a constructive manner.
■ Respond to feedback in a constructive manner.
■ Evaluate the conduct of performance appraisals.
■ Participate in formal peer review.
OUTLINE
Communication
The Basic Listening Sequence
Principles for Effective Communication
Assertiveness in Communication
Barriers to Effective Communication in the Workplace
Physical Barriers
Psychological Barriers
Semantic Barriers
Gender Barriers
Communication With Colleagues
Information Systems and E-Mail
Computerized Systems
Reporting Patient Information
Change-of-Shift Report
Team Conferences
Communicating With Other Disciplines
Communicating with the Health-Care Provider
SBAR
Health-Care Provider Orders
Communicating With Patients and Their Families
Feedback
Why Do People Need Feedback?
Guidelines for Providing Feedback
Provide Both Positive and Negative Feedback
Give Immediate Feedback
Provide Frequent Feedback
Give Negative Feedback Privately
Be Objective
Base Feedback on Observable Behavior
Include Suggestions for Change
Accept Feedback in Return
Seeking Evaluative Feedback
When Is Evaluative Feedback Needed?
Responding to Evaluative Feedback
Performance Appraisal
Procedure
Standards for Evaluation
Peer Review
Fundamentals of Peer Review
A Comprehensive Peer Review System
Conclusion
73
2208_Ch06_071-090.qxd 11/6/09 5:56 PM Page 73
74 unit 2 | Working Within the Organization
Claude has been working on a busy oncology floor for several years. He usually has a caseload of six to eight patients on his shift, and he believes that he provides safe, competent care. While Claude was on his way to medicate a patient suffering from osteosarcoma, a colleague called to him, “Claude, come with me, please.” Claude responded, “I need to medicate Mr. J. in Room 203. I will come right after that. Where will you be?” “Never mind!” his colleague answered. “I’ll f ind someone who’s more helpful. Don’t ask me for help in the future.” This was not the response Claude had expected. He thought he had expressed both an interest in his patient and a willingness to help his colleague. What was the problem?
After Claude gave Mr. Juniper his pain medica- tion, he went back to his colleague. “Sonja, what’s the matter?” he asked. Sonja replied, “Mrs. Vero fell in the bathroom. I needed someone to stay with her while I got her walker.” “Why didn’t you tell me it was urgent?” asked Claude. “I was so upset that I wasn’t thinking about what else you were doing,” answered Sonja. Claude added, “And I didn’t ask you why you needed me. I guess we need to work on our communication, don’t we?”
In the busy and sometimes chaotic world of nursing
practice, nurses work continuously with all sorts of
people. This variety makes the job dynamic and
challenging. Just when things appear to have settled
down, something happens that requires immediate
attention. Busy people need to communicate effec-
tively with each other. This chapter helps new nurses
communicate effectively with their colleagues and
work with people in all kinds of activities, even
those that are filled with multiple demands and
constant change.
Communication
People often assume that communication is
simply giving information to another person.
Communication involves the spoken word as well
as the nonverbal message, the emotional state of
people involved, and the cultural background that
affects their interpretation of the message
(Fontaine & Fletcher, 2002). Superficial listening
often results in misinterpretation of the message.
An individual’s attitude also influences what is
heard and how the message is interpreted. Active
listening is necessary to pick up all these levels of
meaning in a communication.
It is important for nurses to observe nonverbal
behavior when communicating with colleagues and
patients and to try to make their own nonverbal
behavior congruent with their verbal communica-
tions. Telling people you understand their problem
when you appear thoroughly confused or inatten-
tive is an example of incongruence between verbal
and nonverbal communication.
The Basic Listening Sequence
Listening is the most critical of all communication skills. To be a good listener, one needs to listen
for both the information (content) and emotion
(feelings) conveyed. A good listener also shows
attentiveness through eye contact and body language
and gives the speaker some feedback to indicate that
what is being said is understood (Rees, 2005)
(Box 6-1). Contrast this to the poor listener who
interrupts, misinterprets what is said, or misses it
entirely due to inattention (Rees, 2005).
Principles for Effective Communication
To communicate effectively with others, consider
the following principles (Table 6-1).
1. Be sure that the message is understood. Ask for
feedback from the receiver to clarify any confu-
sion. Bring focus to the interaction. Repeating key
words or phrases as questions or using open-ended
questions can accomplish this. For example: “You
have been telling me that Susan is not providing
safe care to her patients. Can you tell me specifi-
cally what you have identified as unsafe care?”
box 6-1
Basic Listening Sequence Listen to the:
• Information
• Emotion
Demonstrate attentiveness through:
• Eye contact
• Body language
Verify understanding by:
• Asking occasional questions
• Repeating important points
• Summarizing
Adapted from Rees, F. (2005). 25 Activities for Developing Team Leaders.
San Francisco: Pfeiffer.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 74
chapter 6 | Getting People to Work Together 75
2. Use direct and exact language. In both written
and spoken messages, use language that is easily
understood by all involved.
3. Encourage feedback. This is the best way to
help people understand each other and work
together better. Remember, though, that feed-
back may not be complimentary. This is dis-
cussed later in the chapter.
4. Acknowledge the contributions of others.
Everyone wants to feel that he or she has worth.
5. Use the most direct channel of communica-
tion available. The greater the number of indi-
viduals involved in filtering a message, the less
likely the message will be received correctly.
Just as in an old children’s game, messages
sent through a number of senders become
more and more distorted. Information that is
controversial or distressing should definitely
be delivered in person so that the receiver can
ask questions or receive further clarification. A
memo delivered “To all nursing staff ” in
which cutbacks in staffing are announced
would deliver a message very different from
that in a meeting in which staff are allowed to
talk and ask questions.
Assertiveness in Communication
Assertive behaviors allow people to stand up for
themselves and their rights without violating the
rights of others. Several authors have stated that
nurses lack assertiveness, claiming that nurses would
rather be silent than voice opinions that may result
in confrontation (Tappen, 2001). Assertiveness is
different from aggressiveness. People use aggressive
behaviors to force their wishes or ideas on others. In
assertive communication, an individual’s position
is stated clearly and firmly, using “I” statements.
For example:
The nurse manager noticed that Steve’s charting has been of lower quality than expected during the past few weeks. She approached Steve and said, “JCAHO surveyors are coming in several months. I have been reviewing records and noticed that on several of your charts some pertinent information is missing. I have scheduled time today and tomorrow from 1:00 to 2:00 in the afternoon for us to review the charts. This allows you time to make the neces- sary corrections and return the charts to me.”
By using “I” statements, the nurse manager is con-
fronting the issue without being accusatory. Assertive
communication always requires congruence between
verbal and nonverbal messages. Had she shaken her
finger close to Steve’s face or used a loud voice, the
nurse manager might think she was being assertive
when in fact her manner would have been aggressive.
There is a misconception that people who com-
municate assertively always get what they want.
Being assertive involves both rights and responsi-
bilities. Assertive communicators have the right to
speak up, but they must also be prepared to listen to
the response.
Barriers to Effective Communication in the Workplace
People are often unwilling or unable to accept
responsibility or to perform a specific task because
they do not fully understand what is expected of
them. Professional nurses are required to commu-
nicate patient information to other members of the
nursing team. Although this may sound easy, there
are many potential barriers to communication.
These barriers may be physical, psychological,
semantic, or even gender-related.
Physical Barriers
Physical barriers to communication include extra-
neous noise, too much activity in the area where the
communication is taking place, and physical sepa-
ration of the people trying to engage in verbal
interaction.
Psychological Barriers
Psychological “noise,” such as increased anxiety, may
interfere with the ability to pay attention to the
other speaker. Social values, emotions, judgments,
table 6-1
Principles for Effective Communication Principle One Aim for clarity and focus.
Principle Two Use direct and exact language.
Principle Three Encourage feedback.
Principle Four Acknowledge the contributions of
others.
Principle Five Use the most direct channels of
communication available.
Tappen, R.M. (2001). Nursing Leadership and Management: Concepts
and Practice (4th ed.). Philadelphia: FA Davis, with permission.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 75
76 unit 2 | Working Within the Organization
and cultural influences also impede communication.
Previous life experiences and preconceived ideas
about other cultures also influence how people
communicate.
Semantic Barriers
Semantic refers to the meaning of words. Sometimes, no matter how great the effort, the
message just does not get across. For example, words
such as neat, cool, and bad, may convey meanings other than those intended. Many individuals have
learned English as a second language and therefore
understand only the literal meaning of certain
words. For example, to many people, cool means interesting, unique, or clever (e.g., “This is a cool
way to find the vein.”). To someone for whom the
word cool refers only to temperature (e.g., “It is cool outside.”), the preceding statement would make
very little sense.
Gender Barriers
Men and women develop dissimilar communication
skills and are inclined to communicate differently.
Often, they give different meanings to conveyed
information or feelings. This may be related to
psychosocial development. Boys learn to use commu-
nication as a way to negotiate and to develop inde-
pendence, whereas girls use communication to con-
firm, minimize disparities, and create or strengthen
closeness (Blais, Hayes, Kozier, & Erb, 2002).
Communication With Colleagues
Information Systems and E-Mail
Computerized Systems
Communication through the use of computer tech-
nology is rapidly growing in nursing practice. A
study conducted by KPMG–Peat Marwick of
health-care systems that used bedside terminals
found that medication errors and use of patient call
bells decreased and nurse productivity increased.
The use of electronic patient records allows health-
care providers to retrieve and distribute patient
information precisely and quickly. Decisions regard-
ing patient care can be made more efficiently with
less waiting time. Information systems in many
organizations also provide opportunities to access
current, high-quality clinical and research data to
support evidence-based practice. Unfortunately,
these rich resources are still underutilized by
most nurses (Dee, 2005). Additional benefits of
computerized systems for health-care applications
are listed in Box 6-2 (Arnold & Pearson, 1992;
Hebda, Czar, & Mascara, 1998).
Today, most institutions use e-mail. Using e-mail
competently and effectively requires writing skills;
the same communication principles apply to both
e-mail and letter writing. Remember, when com-
municating by e-mail, you are not only making an
impression but also leaving a written record
(Shea, 2000).
The rules for using e-mail in the workplace are
somewhat different than for using e-mail among
friends. Much of the humor and wit found in per-
sonal e-mail is not appropriate for the work setting.
Professional e-mail may remain informal.
However, the message must be clear, concise, and
courteous. Think about what you need to say before
you write it. Then write it, read it, and reread it.
Once you are satisfied that the message is clear and
concise, send it.
Many executives read personal e-mail sent to
them, which means that it is often possible to
contact them directly. Many systems make it easy
to send e-mail to everyone at the health-care
institution. For this reason, it is important to
keep e-mail professional. Remember the “chain
of command”: always go through the proper
channels.
The fact that you have the capability to send
e-mail instantly to large groups of people does not
necessarily make sending it a good idea. Be careful
if you have access to an all-company mailing list. It
is easy to send an e-mail throughout the system
box 6-2
Potential Benefits of Computer-Based Patient Information Systems
• Increased hours for direct patient care
• Patient data accessible at bedside
• Improved accuracy and legibility of data
• Immediate availability of all data to all members of the
team
• Increased safety related to positive patient identification,
improved standardization, and improved quality
• Decreased medication errors
• Increased staff satisfaction
Adapted from Arnold, J., & Pearson, G. (eds.). (1992). Computer Applications
in Nursing Education and Practice. N.Y.: National League for Nursing.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 76
chapter 6 | Getting People to Work Together 77
without intending this to happen. Consider the fol-
lowing example:
A respiratory therapist and a department adminis- trator at a large health-care institution were engaged in a relationship. They started sending each other personal notes over the company e-mail sys- tem. One day, one of them accidentally sent one of these notes to all the employees at the health-care institution. Both were f ired. The moral of this story is simple: Do not send anything by e-mail that you would not want published on the front page of a national newspaper or hear on your favorite radio station tomorrow morning.
Although voice tone cannot be “heard” in e-mail,
the use of certain words and writing styles indicates
emotion. A rude tone in an e-mail message may
provoke extreme reactions. Follow the “rules of neti-
quette” (Shea, 2000) when communicating through
e-mail. Some of these rules are listed in Box 6-3.
Reporting Patient Information
Change-of-Shift Report
It is important to understand exactly how your day
at work will begin. Regardless of which shift an indi-
vidual works, some things never change. Nurses
traditionally give one another a “report.” The
change-of-shift report has become the accepted
method of communicating patient care needs from
one nurse to another. In the report, pertinent infor-
mation related to events that occurred is given to the
individuals responsible for providing continuity of
care (Box 6-4). Although historically the report has
been given face to face, there are newer ways to share
information. Many health-care institutions use
audiotape and computer printouts as mechanisms
for sharing information. These mechanisms allow
the nurses from the previous shift to complete their
tasks and those coming on duty to make inquiries
for clarification as necessary.
The report should be organized, concise, and
complete, with relevant details. Not every unit uses
the same system for giving a change-of-shift
report. The system is easily modified according to
the pattern of nursing care delivery and the types of
patients serviced. For example, many intensive care
units, because of their small size and the more acute
needs of their patients, use walking rounds as a
means for giving the report. This system allows
nurses to discuss the current patient status and to
set goals for care for the next several hours.
Together, the nurses gather objective data as one
nurse ends a shift and another begins. This way,
there is no confusion as to the patient’s status at
shift change. This same system is often used in
emergency departments and labor and delivery
units. Larger patient care units may find the “walk-
ing report” time-consuming and an inefficient use
of resources.
It is helpful to take notes or create a worksheet
while listening to the report. A worksheet helps
box 6-3
Rules of Netiquette 1. If you were face-to-face, would you say this?
2. Follow the same rules of behavior online that you follow
when dealing with individuals personally.
3. Send information only to those individuals who need it.
4. Avoid flaming; that is, sending remarks intended to
cause a negative reaction.
5. Do not write in all capital letters; this suggests anger.
6. Respect other people’s privacy.
7. Do not abuse the power of your position.
8. Proofread your e-mail before sending it.
Adapted from Shea, V. (2000). Netiquette. San Rafael, Calif.: Albion.
box 6-4
Information for Change-of-Shift Report • Identify the patient, including the room and bed numbers.
• Include the patient diagnosis.
• Account for the presence of the patient on the unit. If the
patient has left the unit for a diagnostic test, surgery, or
just to wander, it is important for the oncoming staff
members to know the patient is off the unit.
• Provide the treatment plan that specifies the goals of
treatment. Note the goals and the critical pathway steps
either achieved or in progress. Personalized approaches
can be developed during this time and patient readiness
for those approaches evaluated. It is helpful to mention
the patient’s primary care physician. Include new orders
and medications and treatments currently prescribed.
• Document patient responses to current treatments. Is the
treatment plan working? Present evidence for or against
this. Include pertinent laboratory values as well as any
negative reactions to medications or treatments. Note
any comments the patient has made regarding the
hospitalization or treatment plan that the oncoming staff
members need to address.
• Omit personal opinions and value judgments about
patients as well as personal/confidential information not
pertinent to providing patient care. If you are using
computerized information systems, make sure you know
how to present the material accurately and concisely.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 77
78 unit 2 | Working Within the Organization
organize the work for the day (Fig. 6.1). As specific
tasks are mentioned, the nurse coming on duty
makes a note of the activity in the appropriate time
slot. Medications and treatments can also be added.
Any changes from the previous day are noted,
particularly when the nurse is familiar with the
patient. Recording changes counteracts the tendency
to remember what was done the day before and
Name_________________________ Room # __________ Allergies ________________________
0700 0800 0900 1000 1100 1200 1300 1400 1500 1600 1700 1800
Name_________________________ Room # __________ Allergies ________________________
0700 0800 0900 1000 1100 1200 1300 1400 1500 1600 1700 1800
Name_________________________ Room # __________ Allergies ________________________
0700 0800 0900 1000 1100 1200 1300 1400 1500 1600 1700 1800
Figure 6.1 Organization and time management schedule for patient care.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 78
chapter 6 | Getting People to Work Together 79
repeat it, often without checking for new orders.
During the day, the worksheet acts as a reminder of
the tasks that have been completed and of those
that still need to be done.
Reporting skills improve with practice. When
presenting information in a report, certain details
must be included. Begin the report by identifying
the patient and the admitting as well as current
diagnoses. Include the expected treatment plan and
the patient’s responses to the treatment. For exam-
ple, if the patient has had multiple antibiotics and a
reaction occurred, this information is important to
relay to the next nurse. Value judgments and per-
sonal opinions about the patient are inappropriate
(Fig. 6.2).
Team Conferences
Members of a team share information through
verbal and written communication in an interdisci-
plinary team conference. The team conference
begins by stating the patient’s name, age, and diag-
noses. Each member of an interdisciplinary team
Figure 6.2 Patient information report.
Room # __________ Patient Name __________________ Diagnoses ______________________
Diet _____________ Activity_______________________________________________________
1900 0100
2000 0200
2100 0300
2200 0400
2300 0500
2400 0600
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 79
80 unit 2 | Working Within the Organization
then explains the goal of his or her discipline, the
interventions, and the outcome. Effectiveness of
treatment, development of new interventions, and
setting new goals are discussed. The key to a suc-
cessful interdisciplinary conference is presenting
information in a clear, concise manner and ensur-
ing input from all disciplines and levels of care
providers, from unlicensed assistive personnel to
physicians.
Communicating With Other Disciplines
Breakdowns in verbal and written communication
among health-care providers present a major concern
in the health-care delivery system. The Joint
Commission (www.jcaho.org) attributes a high per-
centage of sentinel events to be related to poor com-
munication among health-care providers. In many
settings, nurses act as patient care managers.
Integration, coordination, and communication
among all disciplines that are delivering care to a spe-
cific patient ultimately are the responsibility of the
nurse care manager. Nurses often find themselves in
the particularly advantageous position to observe the
patient’s responses to treatments. For example:
Mr. Richards is a 75-year-old man who was in a motor vehicle accident with closed head trauma. He had right-sided weakness and dysphagia. The speech therapy, physical therapy, and social services departments were called in to see Mr. Richards. A speech therapist was working with Mr. Richards to assist him with swallowing. He was to receive pureed foods for the second day. The RN assigned an LPN to feed Mr. Richards. The LPN reported that although Mr. Richards had done well the previous day, he had diff iculty swallowing today. The RN immediately notif ied the speech therapist, and a new treatment plan was developed.
Communicating With the Health-Care Provider
The function of professional nurses in relation to
their patients’ health-care providers is to communi-
cate changes in the patient’s condition, share other
pertinent information, discuss modifications of the
treatment plan, and clarify orders. This can be
stressful for a new graduate who still has some role
insecurity. Using good communication skills and
having the necessary information at hand are help-
ful when discussing patient needs.
Before calling a health-care provider, make sure
that all the information you need is available. The
provider may want more clarification. If you are
calling to report a drop in a patient’s blood pres-
sure, be sure to have the list of the patient’s medica-
tions, laboratory results, vital signs, and blood pres-
sure trends, together with a general assessment of
the patient’s present status.
Sometimes when a nurse calls a physician or
health-care provider, the physician does not return
the call. It is important to document all health-care
provider contacts in the patient’s record. Many
units keep calling logs. In the log, enter the health-
care provider’s name, the date, the time, the reason
for the call, and the time the health-care provider
returns the call.
SBAR
In response to the number of patients who die from
or confront a preventable adverse event during
hospitalization, health-care institutions have been
challenged to improve patient safety standards. This
challenge forced health-care institutions to look at
the causes of most sentinel events within their envi-
ronments. SBAR, developed by experts at Kaiser
Permanente, one of the largest health-care systems,
is an abbreviation for Situation, Background, Assessment, and Recommendation (Haig, Sutton, & Whittingdon, 2006). It provides a framework for
communicating critical patient information in a
systemized and organized fashion. The SBAR
method focuses on the immediate situation so that
decisions regarding patient care may be made
quickly and safely.
Although originally established to be used as an
“escalation tool,” to be implemented when a rapid
change in patient status occurs or is imminent, many
institutions have decided to implement the method
as a standard for shift report and other coordinating
communications (Haig, Sutton, & Whittingdon;
www.rwjf.org, 2008). The use of the SBAR format
helps to standardize a communication system to
effectively transmit needed information to provide
safe and effective patient care. Table 6-2 defines the
steps of the SBAR communication model.
The implementation of SBAR as a communica-
tion technique has demonstrated such success that
the Institute for Healthcare Improvement recom-
mends its use as a standard for communicating
between and among health-care providers. The Joint
Commission is now requiring it as a standard for
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 80
chapter 6 | Getting People to Work Together 81
communicating patient information for hand-off
reporting (Haig, Sutton & Whittingdon, 2006;
IHI, 2006).
Health-Care Provider Orders
Professional nurses are responsible for accepting,
transcribing, and implementing health-care
provider orders. The two main types of orders are
written and telephone. Written orders are dated and placed on the appropriate institutional form.
Telephone orders are given from the health-care provider directly to the nurse by telephone. Many
health-care institutions are moving to maintaining
the electronic medical record (EMR) and away
from verbal orders as the health-care provider is
present and can enter the order on the appropriate
form in the patient’s record. A telephone order
needs to be written on the appropriate institution-
al form, the time and date noted, and the form
signed as a telephone order by the nurse.
Most institutions require the physician to cosign
the order within 24 hours. When receiving a tele-
phone order, repeat it back to the physician for con-
firmation. If the health-care provider is speaking
too rapidly, ask him or her to speak more slowly.
Then repeat the information for confirmation.
Professionalism and a courteous attitude by all par-
ties are necessary to maintain collegial relationships
with physicians and other health-care professionals.
One nurse explained their importance as follows:
RN satisfaction simply is not about money. A major factor is how well nurses feel supported in their
work. Do people listen to us—our managers, upper management, human resources? Being able to com- municate with each other—to be able to speak directly with your peers, physicians, or managers in a way that is nonconfrontational—is really impor- tant to having good working relationships and to providing good care. You need to have mutual respect. (Quoted by Trossman, 2005, p. 1.)
Communicating With Patients and Their Families
Communicating with patients and their families
occupies a major portion of the nurse’s day. Nurses
teach patients and their families about medications
and the patient’s condition, clarify the treatment
plan, and explain procedures. To do this effectively,
nurses need to use communication skills and recog-
nize the barriers to communication.
The health-care consumer may enter the setting
in a highly emotional state. Nurses need to recog-
nize the signs of an anxious or angry patient and
promptly intervene to defuse the situation before it
escalates. Practicing good listening skills and show-
ing interest in the patient often helps.
Short-term stays and early-morning admissions
on the day of surgery make patient teaching a chal-
lenge. The nurse must complete the admission
requirements, surgical checklists, and preoperative
teaching within a short time. Time for postopera-
tive teaching is also shortened. It is important for
the nurse to communicate clearly and concisely
what will be done and what is expected of the
patient. Allow time for questions and clarifications.
table 6-2
SBAR (Situation, Background, Assessment, Recommendation) Elements Description Example
Situation Brief description of the existing situation Critical laboratory value that needs to be
addressed (critical blood gas value, International
Normalized ratio [INR], etc.)
Background Medical, nursing, or family information Patient admitted with a pulmonary embolus and on
that is significant to the care and/or heparin therapy, receiving oxygen at 4 L via nasal
patient condition cannula; what steps have been taken
Assessment Recent assessment data that indicate Vital signs, results of laboratory values, lung sounds,
the most current clinical state of mental status, pulse oximetry results,
the patient electrocardiogram results
Recommendation Information for future interventions Monitor patient
and/or activities Change heparin dose
Repeat INR
Repeat computed tomography or ventilation-
perfusion scan
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 81
82 unit 2 | Working Within the Organization
For many patients, a written preoperative and/or
postoperative teaching guide helps to clarify the
instructions.
Feedback
Why Do People Need Feedback?
In good weather, Herbert usually played basketball with his kids after dinner. Yesterday, however, he told them he was too tired. This evening, he said the same thing. When they urged him to play anyway, he snapped at them and told them to leave him alone.
“Herbert!” his wife exclaimed, “Why did you do that?”
“I don’t know,” he responded. “I’m just so tense these days. My annual review was supposed to be today, but my nurse manager was out sick. I have no idea what she is going to say. I can’t think about anything else.”
Had Herbert’s nurse manager been providing infor-
mal feedback to staff on a regular basis, Herbert
would have known his rating. He would have had a
good idea about what his strengths and weaknesses
were and would not be afraid of an unpleasant sur-
prise during the review. He would also be looking
forward to the opportunity to review his accom-
plishments and make plans with his manager for
further developing his skills. He still would have
been disappointed that she was unavailable, but he
would not have been as distressed by it.
The process of giving and receiving evaluative
feedback is an essential leadership responsibility.
Done well, it is very helpful, promoting growth and
increasing employee satisfaction. Done poorly, as in
Herbert’s case, it can be stressful, even injurious.
This section considers the do’s and don’t’s of giving
and receiving feedback, how to share positive and
negative evaluative comments with coworkers, and
how people can respond constructively when they
receive negative comments.
We all need feedback because it is difficult for us
to see ourselves as others see us. Curiously, compe-
tent people generally underestimate their ability
and focus on their shortcomings, and incompetent
people generally fail to recognize their incompe-
tence (Channer & Hope, 2001). The following are
just a few of the reasons that evaluative feedback is
so important:
■ Reinforces constructive behavior. Positive feedback lets people know which behaviors are
the most productive and encourages continua-
tion of those behaviors.
■ Discourages unproductive behavior. Correction of inappropriate behavior begins
with provision of negative feedback.
■ Provides recognition. The power of praise (positive feedback) to motivate people is under-
estimated.
■ Develops employee skills. Feedback helps peo- ple identify their strengths and weaknesses and
guides them in seeking opportunities to further
develop their strengths and manage their weak-
nesses (Rosen, 1996).
Guidelines for Providing Feedback
Done well, evaluative feedback can reinforce moti-
vation, strengthen teamwork, and improve the
quality of care given. When done poorly, evaluation
can reinforce poor work habits, increase insecurity,
and destroy motivation and morale (Table 6-3).
Evaluation involves making judgments and
communicating these judgments to others. People
make judgments all the time about all types of
things. Unfortunately, these judgments are often
based on opinions, preferences, and inaccurate or
partial information.
Subjective, biased judgment offered as objective
feedback has given evaluation a bad name. Poorly
communicated feedback has an equally negative
effect. Many people who are uncomfortable with
evaluation have been recipients of subjective,
biased, or poorly communicated evaluations.
Evaluative feedback is most effective when
given immediately, frequently, and privately. To be
constructive, it must be objective, based on
observed behavior, and skillfully communicated.
The feedback message should include the reasons
table 6-3
Do’s and Don’t’s of Providing Feedback Do Don’t
Include positive comments Focus only on the negative
Be objective Let personalities intrude
Be specific when correcting Be vague
someone
Treat everyone the same Play favorites
Correct people in private Correct people in front of
others
Adapted from Gabor, D. (1994). Speaking Your Mind in 101 Difficult
Situations. N.Y.: Stonesong Press (Simon & Schuster).
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 82
chapter 6 | Getting People to Work Together 83
that a behavior has been judged satisfactory or
unsatisfactory. If the message is negative, it should
include both suggestions and support for change
and improvement (Box 6-5).
Provide Both Positive and Negative Feedback
Leaders and managers often neglect to provide
positive feedback. If questioned about this, they
often say, “If I don’t say anything, that means every-
thing is okay.” They do not realize that some peo-
ple assume that everything is not okay when they
receive no feedback. Others assume that no one is
aware of how much effort they have made unless it
is acknowledged with positive feedback.
Most people want to do their work well. They
also want to know that their efforts are recognized
and appreciated. Kron (1981) called positive feed-
back a “psychological paycheck.” She pointed out that
it is almost as important to people as their actual
paychecks. It is a real pleasure, not only for staff
members but also for their leaders and managers, to
be able to share the satisfaction of a job well done
with someone else. Leaders and managers should do
everything they can to reward and retain their best
staff members (Bowers & Lapziger, 2001). In fact,
some claim that the very best managers focus on
people’s strengths and work around their weaknesses
(DiMichele & Gaffney, 2005).
Providing negative feedback is just as necessary
but probably more difficult to do well. Too often,
negative feedback is critical rather than helpful.
Simply telling someone that something has gone
wrong or could have been done better is inade-
quate. Instead, make feedback a learning experience
by suggesting ways to make changes or by working
together to develop a strategy for improvement. It
is easier to make broad, critical comments (e.g.,
“You’re too slow.”) than to describe the specific
behavior that needs improvement (e.g., “Waiting in
Mr. D.’s room while he cleans his dentures takes up
too much of your time.”) and to add a suggestion
for change (e.g., “You could get your bath supplies
together while he finishes.”).
Unsatisfactory work must be acknowledged and
discussed with the people involved. Too many
managers avoid it, not wanting to hurt people’s
feelings (Watson & Harris, 1999). Tolerating poor
work encourages its continuation.
Give Immediate Feedback
The most helpful feedback is given as soon as pos-
sible after the behavior has occurred. There are sev-
eral reasons for this. Immediate feedback is more
meaningful to the person receiving it. Address
inappropriate behavior when it occurs, whether it is
low productivity, tardiness, or other problems.
Problems that are ignored often get worse.
Ignoring them puts stress on others and reduces
morale. Resolving them boosts productivity, lowers
stress, increases retention of good staff, and ulti-
mately results in higher-quality care (Briles, 2005).
Provide Frequent Feedback
Frequent feedback keeps motivation high. It also
becomes easier with practice. If giving and receiv-
ing feedback are frequent, integral parts of team
functioning, such communication will be easier
to accomplish and will be less threatening. It
becomes an ordinary, everyday occurrence, one that
happens spontaneously and is familiar to everyone
on the team.
Give Negative Feedback Privately
Giving negative feedback privately prevents unnec-
essary embarrassment. It avoids the possibility that
those who overhear the discussion misunderstand
it and draw erroneous conclusions. A good manag-
er praises staffers in public but corrects them in pri-
vate (Matejka, Ashworth, & Dodd-McCue, 1986).
Be Objective
Being objective can be very difficult. Evaluate peo-
ple on the basis of job expectations and the results
of their efforts (Fonville, Killian, & Tranberger,
1998). Do not compare them, favorably or unfavor-
ably, with other staff members (Gellerman &
Hodgson, 1988).
Another way to increase objectivity is to always
give a reason why a behavior has been judged as
good or poor. Consider the effect or outcome of the
behavior in forming your conclusion. Give reasons
box 6-5
Tips for Providing Helpful Feedback • Provide both positive and negative feedback.
• Give feedback immediately.
• Provide feedback frequently.
• Give negative feedback privately.
• Base feedback on observable behavior.
• Communicate effectively.
• Include suggestions for change.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 83
84 unit 2 | Working Within the Organization
for both positive and negative messages. For exam-
ple, if you tell a coworker, “That was a good patient
interview,” you have told that person only that the
interview pleased you. However, when you add,
“because you asked open-ended questions that
encouraged the patient to explore personal feel-
ings,” you have identified and reinforced this spe-
cific behavior that made your evaluation positive.
Finally, use broad and generally accepted stan-
dards for making judgments as much as possible
rather than basing evaluation on your personal
likes and dislikes. Objectivity can be increased by
using standards that reflect the consensus of the
team, the organization, the community, or the
nursing profession. Formal evaluation is based
on commonly accepted, written standards of
behavior. Informal evaluation, however, is based
on unwritten standards. If these unwritten stan-
dards are based on personal preferences, the eval-
uation will be highly subjective. The following
are examples:
■ A team leader who describes a female social
worker as having a professional appearance
because she wears muted suits instead of bright
dresses to work is using a personal standard to
evaluate that social worker.
■ A supervisor who asks an employee to stop
wearing jewelry that could get caught in the
equipment used at work is applying a standard
for safety in making the evaluative statement.
Base Feedback on Observable Behavior
An evaluative statement should describe observed
performance, not your interpretation of another’s
behavior. For example, saying, “You were impatient
with Mrs. G. today” is an interpretive comment.
Saying, “You interrupted Mrs. G. before she finished
explaining her problem” is based on observable
behavior. The second statement is more specific and
may be more accurate because the caregiver may
have been trying to redirect the conversation to more
immediate concerns rather than being impatient.
The latter statement is also more likely to evoke an
explanation than a defensive response.
Include Suggestions for Change
When you give feedback that indicates that some
kind of change in behavior is needed, it is helpful to
suggest some alternative behaviors. This is easier to
do when the change is a simple one.
When complex change is needed (as with
Mr. S. below), you may find that the person is aware
of the problem but does not know how to solve it.
In such a case, offering to engage in searching for
the solution is appropriate. A willingness to listen
to the other person’s side of the story and assist in
finding a solution indicates that your purpose is to
help rather than to criticize.
Accept Feedback in Return
An evaluative statement is a form of confrontation.
Any message that contains a statement about the
behavior of a staff member confronts that staff
member with his or her behavior. The leader who
gives evaluative feedback needs to be prepared to
receive feedback in return and to engage in active
listening. Active listening is especially important
because the person receiving the evaluation may
respond with intense emotion. The following is an
example of what may happen:
You point out to Mr. S. that his clients need to be mon- itored more frequently. Mr. S. responds, with some agitation, that he is doing everything possible for the patients and does not have a free moment all day for one extra thing. In fact, Mr. S. tells you, he never even takes a lunch break and goes home exhausted. Active listening and problem solving aimed at relieving his overloaded time schedule are a must in this situation.
When you give negative feedback, allow time for the
receiver to express his or her opinions and for problem
solving. This is particularly important if the problem
has been ignored or has become serious (Box 6-6).
Seeking Evaluative Feedback
It is equally important to be able to accept con-
structive The reasons for seeking feedback are the
same as those for giving it to others. The criteria
box 6-6
TACTFUL Guidelines for Providing Negative Feedback
T: Think before you speak.
A: Apologize quickly if you make a mistake.
C: Converse; do not be patronizing or sarcastic.
T: Time your comments carefully.
F: Focus on behavior, not on personality.
U: Uncover hidden feelings.
L: Listen for feedback.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 84
chapter 6 | Getting People to Work Together 85
for evaluating the feedback you receive are also
the same.
When Is Evaluative Feedback Needed?
You may find yourself in a work situation in which
you receive very little feedback, or you may be get-
ting only positive and no negative comments (or
vice versa) (Box 6-7).
You also need to look for feedback when you
feel uncertain about how well you are doing or
whether you have interpreted the expectations of
the job correctly. The following are examples of
these situations:
■ You have been told that good patient care is the
highest priority, but you feel frustrated by never
having enough staff members to give good care.
■ You thought you were expected to do case find-
ing and health teaching in your community, but
you receive the most recognition for the number
of home visits made and the completeness of
your records.
Another instance in which you should request
feedback is when you believe that your needs for
recognition and job satisfaction have not been met
adequately.
Request feedback in the form of “I” messages. If
you have received only negative comments, ask, “In
what ways have I done well?” If you receive only
positive comments, you can ask, “In what areas do
I need to improve?” If you are seeking feedback
from a patient, you could ask, “How can I be of
more help to you?”
Responding to Evaluative Feedback
Sometimes, it is appropriate to critically analyze the
feedback you are getting. If the feedback seems
totally negative or you feel threatened by receiving
it, ask for further explanation. You may have misun-
derstood what your nurse manager intended to say.
It is hard to avoid responding defensively to
negative feedback that is subjective or laced with
threats and blame. If you are the recipient of such a
poorly done evaluation, however, it may help both
you and your supervisor to try to guide the discus-
sion into more constructive areas. You can ask for
reasons why the evaluation was negative, on what
standard it was based, what the person’s expecta-
tions were, and what the person suggests as alterna-
tive behavior.
When the feedback is positive but nonspecific,
you may also want to ask for some clarification so
that you can learn what that person’s expectations
really are. Do not hesitate to seek that psychologi-
cal paycheck. Tell other people about your successes;
most are happy to share the satisfaction of a suc-
cessful outcome or positive development in a
patient’s care.
Performance Appraisal
Performance appraisal is the formal evaluation of an
employee by a superior, usually a manager or super-
visor. To prepare an appraisal, the employee’s behav-
ior is compared with his or her job description and
the standard describing how the employee is
expected to perform (Hayes, 2002). Employees
need to know what has to be done, how much has
to be done, and when it has to be done. Evaluate
actual performance, not good intentions.
Procedure
In the ideal situation, the performance appraisal
begins when the employee is hired. Based on the
written job description, the employee and manager
discuss performance expectations and then write a
set of objectives they think the employee can rea-
sonably accomplish within a given time. The objec-
tives should be written at a level of performance
that demonstrates that some learning, refinement
of skill, or advancement toward some long-range
objective will have occurred. The following are
examples of objectives a new staff nurse could
accomplish in the first 6 months of employment:
■ Complete the staff nurse orientation program
successfully.
■ Master the basic skills necessary to function as a
staff nurse on the assigned unit.
■ Supervise the unlicensed assistive personnel
assigned to his or her patients.
Monthly reviews of progress toward these goals help
keep the new staff member on track and provide
box 6-7
Situations in Which to Ask for Feedback • When you do not know how well you are doing
• When you receive only positive comments
• When you receive only negative comments
• When you believe that your accomplishments have not
been recognized
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 85
86 unit 2 | Working Within the Organization
opportunities to identify needs for further orientation
or extended training (Hayes, 2002; Lombardi, 2001).
Six months later, the staff nurse and nurse manager
sit down again and evaluate the staff nurse’s perfor-
mance in terms of the previously set goals. The evalu-
ation is based on the staff nurse’s self-evaluation and
the nurse manager’s observation of specific behaviors.
New objectives for the next 6 months and plans for
achieving them may be agreed on at the time of the
appraisal or at a separate meeting (Beer, 1981). A
copy of the performance appraisal and the new goals
must be available to employees so that they can refer
to them and check on their progress.
It is important to set aside adequate time for
feedback and goal-setting processes. Both the staff
nurse and the nurse manager bring data for use at
this session. These data include a self-evaluation by
the staff nurse and observations by the evaluator of
the employee’s activities and their outcomes. Data
may also be obtained from peers and patients.
Some organizations use surveys for getting this
information from patients.
Most of the guidelines for providing evaluative
feedback discussed earlier apply to the conduct of
performance appraisals. Although not as frequent
or immediate as informal feedback, formal evalua-
tion should be just as objective, private, skillfully
communicated, and growth-promoting.
Standards for Evaluation
Unfortunately, many organizations’ employee eval-
uation procedures are far from ideal. Such proce-
dures may be inconsistent, subjective, and even
unknown to the employee in some cases. The fol-
lowing is a list of standards for a fair and objective
employee evaluation procedure that you can use to
judge your employer’s procedures:
■ Standards are clear, objective, and known in
advance.
■ Criteria for pay raises and promotions are clearly
spelled out and uniformly applied.
■ Conditions under which employment may be
terminated are known.
■ Appraisals are part of the employee’s perma-
nent record and have space for employee
comments.
■ Employees may inspect their own personnel file.
■ Employees may request and be given a reason-
able explanation of any rating and may appeal
the rating if they do not agree with it.
■ Employees are given a reasonable amount of
time to correct any serious deficiencies before
other action is taken, unless the safety of self or
others is immediately threatened.
In some organizations, collective bargaining agree-
ments are used to enforce adherence to fair and
objective performance appraisals. However, collec-
tive bargaining agreements may emphasize senior-
ity (length of service) over merit, a situation that
does not promote growth or change.
Peer Review
Peer review is the evaluation of an individual’s prac- tice by his or her colleagues (peers) who have similar
education, experience, and occupational status. Its
purpose is to provide the individual with feedback
from those who are best acquainted with the
requirements and demands of that individual’s posi-
tion: colleagues. Peer review is directed to both
actions (process) and the outcomes of actions. It also encompasses decision making (critical thinking) and
technical and interpersonal skills (Mustard, 2002).
Professionals frequently observe and judge their
colleagues’ performance. However, many feel
uncomfortable telling colleagues directly what they
think of their performance, so they do not indicate
their thoughts unless informal feedback is shared
regularly or a formal system of peer review is estab-
lished (Katzenbach & Smith, 2003). Whenever
staff members meet to audit records or otherwise
evaluate the quality of care they have given, they are
engaging in a kind of peer review.
Formal peer review programs are often one of
the last formal evaluation procedures to be imple-
mented in a health-care organization. They
increase the number of sources of feedback and
contribute to a rich, comprehensive evaluation
process (Guthrie & King, 2004).
Fundamentals of Peer Review
There are many possible variations of the peer
review process. The observations may be shared
only with the person being reviewed, with the per-
son’s supervisor, or with a review committee. The
evaluation report may be written by the reviewer, or
it may come from the review committee. The use of
a committee defeats the purpose of peer review if
the committee members are not truly peers of the
individual being reviewed.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 86
chapter 6 | Getting People to Work Together 87
A Comprehensive Peer Review System
Peer review systems can simply be informal feed-
back regularly shared among colleagues, or they
may be comprehensive systems that are fully inte-
grated into the formal evaluation structure of a
health-care organization. When a peer review sys-
tem is fully integrated, the evaluative feedback from
peers is joined with the performance appraisals by
the nurse manager, and both are used to determine
pay raises and promotions for individual staff nurs-
es. This is a far more collegial approach than the
hierarchical one typically used, in which employees
are evaluated only by their manager.
A comprehensive peer review system begins
with the development of job descriptions and
performance standards for each level within the
nursing staff. The job description is a very general
statement, whereas the standards are specific
behaviors that can be observed and recorded.
In a participative environment, the standards are
developed by committees having representatives
from different units and from each staff level, from
the new staff nurse to top-level management. In
some instances, they are very specific, quantifiable
criteria, but others are likely to require professional
judgment as to the quality of the care provided
(Chang et al., 2002).
In some organizations, the standards may be
considered the minimal qualifications for each
level. In this case, additional activities and profes-
sional development are expected before promotion
to the next level. The candidate for promotion to
an advanced-level position prepares a promotion
portfolio for review (Schultz, 1993). The promo-
tion portfolio may include a self-assessment, peer
reviews, patient surveys, a management perform-
ance appraisal, and evidence of professional
growth. Such evidence can derive from participat-
ing in the quality improvement program, evaluating
a new product or procedure, serving as a translator
or disaster volunteer, making post-discharge visits
to patients from the unit, or taking courses related
to nursing.
Writing useful job descriptions and measurable
standards of performance is an arduous but reward-
ing task. It requires clarification and explication of
the work nurses actually do and goes beyond the
usual generalizations. Under effective group leader-
ship and with strong administrative support for this
process, it can be a challenging and stimulating
experience. Without administrative support and
guidance, however, the committee work can be
frustrating when the group gets bogged down in
details and disagreements.
When the job descriptions and performance
standards for each level have been developed and
agreed on, a procedure for their use must also be
worked out. This can be done in several ways. In
some organizations, an evaluation form that lists
the performance standards can be completed by
one or two colleagues selected by the individual
staff member. In some organizations, the informa-
tion from these forms is used along with the nurse
manager’s evaluation to determine pay raises and
promotions. In others, the evaluation from one’s
peers is used for counseling purposes only and is
not taken into consideration in determining pay
raises or promotions. This second approach pro-
vides useful feedback but weakens the impact of
peer review.
A different approach is the use of a professional
practice committee. The committee, consisting of
colleagues selected by the nursing staff, reviews the
peer evaluation forms and makes its recommenda-
tions to the director of nursing or vice president
for patient care services, who then makes the final
decision regarding the appropriate rewards (raises,
promotions, commendations) or penalties (demo-
tion, transfer, termination of employment).
Conclusion
The responsibility for delivering and coordinat-
ing patient care is an important part of the role
of the professional nurse. To accomplish this,
nurses need good communication skills. Being
assertive without being aggressive and conduct-
ing interactions in a professional manner
enhance the relationships that nurses develop
with colleagues, physicians, and other members
of the interdisciplinary team.
A major focus of the national safety goals is
improved communication among health-care pro-
fessionals. In an effort to improve patient safety,
health-care institutions have moved toward imple-
menting a communication protocol referred to as
the SBAR method. SBAR sets a specific procedure
that reminds nurses how to relay information
quickly and effectively to the patient’s health-care
provider, which ultimately leads to improved
patient outcomes.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 87
88 unit 2 | Working Within the Organization
Communication skills are also part of evalua-
tion. A comprehensive evaluation system can be an
effective mechanism for improving staff skills and
morale and for reducing costs by increasing staff
productivity. Constructive feedback demands
objectivity and fairness in dealing with each other
and leadership of both staff members and manage-
ment. Done well, feedback can provide many
opportunities for increased professionalism and
learning as well as ensure appropriate rewards for
high performance levels and professionalism on
the job.
Study Questions
1. This is your first position as an RN, and you are working with an LPN who has been on the unit
for 20 years. On your first day she says to you, “The only difference between you and me is the
size of the paycheck.” Demonstrate how you would respond to this statement, using assertive
communication techniques.
2. A physician orders “Vit K 10 mg IV.” You realize that this is a dangerous order. How would you
approach the physician?
3. A patient is admitted to the same-day surgical center for a breast biopsy. She is accompanied by
her significant other, who has just had an altercation with an admissions secretary about their
insurance. The patient then has to wait 30 minutes after her designated arrival time. When the
nurse comes to call the patient, her significant other turns and says loudly, “What is wrong with
you people? Can’t you ever get anything straight? If you can’t get the insurance right, and you can’t
get the time right, how can we expect you to get the surgery right?” How would you defuse the
situation?
4. Why is feedback important? Who needs to receive feedback? Who should give feedback to
health-care providers?
5. Describe the difference between constructive (helpful) and destructive (unhelpful) feedback.
6. Describe an ideal version of a 3-month performance appraisal of a new staff nurse. Why do nurse
managers sometimes fail to meet this ideal when providing formal evaluative feedback? Can new
staff nurses do anything to improve these procedures in their place of employment?
7. What is peer review? How is it different from other types of evaluation? Why is it important?
Case Study to Promote Critical Reasoning
Tyrell Jones is a new unlicensed assistant who has been assigned to your acute rehabilitation unit.
Tyrell is a hard worker; he comes in early and often stays late to finish his work. But Tyrell is gruff
with the patients, especially with the male patients. If a patient is reluctant to get out of bed, Tyrell
often challenges him, saying, “C’mon, man. Don’t be such a wimp. Move your big butt.” Today, you
overheard Tyrell telling a female patient who said she did not feel well, “You’re just a phony. You
like being waited on, but that’s not why you’re here.” The woman started to cry.
1. You are the newest staff nurse on this unit. How would you handle this situation? What would
happen if you ignored it?
2. If you decided that you should not ignore it, with whom should you speak? Why? What would you
say?
3. Why do you think Tyrell speaks to patients this way?
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 88
chapter 6 | Getting People to Work Together 89
References Arnold, J., & Pearson, G. (eds.). (1992). Computer Applications in
Nursing Education and Practice. N.Y.: National League for Nursing.
Beer, M. (1981, Winter). Performance appraisal: Dilemmas and possibilities. Organizational Dynamics, 24.
Blais, K.B., Hayes, J.S., Kozier, B., & Erb, G. (2002). Professional Nursing Practice: Concepts and Perspectives, 4th ed. Upper Saddle River, N.J.: Prentice-Hall.
Bowers, B., & Lapziger, D. (2001). The New York Times Management Reader. N.Y.: Times Books.
Briles, J. (2005). Steer your solution in the right direction. Nursing Management, 36:5, 68.
Chang, B.L., Lee, J.L., Pearson, M.L., Kahn, K.L., et al. (July/ August 2002). Evaluating quality of nursing care. Journal of Nursing Administration, 32(7/8), 405–415.
Channer, P., & Hope, T. (2001). Emotional Impact: Passionate Leaders and Corporate Transformation. Hampshire, U.K.: Palgrave.
Dee, C. (2005). Making the most of nursing’s electronic resources. American Journal of Nursing, 105:9, 79–85.
DiMichele, C., & Gaffney, L. (2005). Proactive teams yield exceptional care. Nursing Management, 36:5, 61.
Fontaine, K.L., & Fletcher, J.S. (2002). Mental Health Nursing, 5th ed. Redwood City, Calif.: Prentice-Hall.
Fonville, A.M., Killian, E.R., & Tranberger, R.E. (1998). Developing new nurse leaders. Nurse Economics, 16, 83–87.
Gabor, D. (1994). Speaking Your Mind in 101 Difficult Situations. N.Y.: Stonesong Press (Simon & Schuster).
Gellerman, S.W., & Hodgson, W.G. (1988). Cyanamid’s new take on performance appraisal. Harvard Business Review, 88(3), 36–41.
Guthrie, V.A., & King, S.N. (2004). Feedback-Intensive Program. In McCauly, C.D., & Van Velsor, E. (eds.). The Center for Creative Leadership Handbook of Leadership Development. San Francisco: Jossey-Bass.
Haig, K.M., Sutton, S., & Whittingdon, J. (2006). SBAR: A shared mental model for improving communication between clini- cans. Journal on Quality and Patient Safety, 32(3), 167-175.
Hayes, H. (Winter 2002). Employee training and job descriptions. Maryland Medicine, 3(1), 39–41.
Hebda, T., Czar, P., & Mascara, C. (1998). Handbook of Informatics for Nurses and Health Care Professionals. Menlo Park, Calif.: Addison-Wesley.
Institute for Healthcare Improvement. (2006). Using SBAR to improve communication between caregivers. Retrieved November 30, 2008, from http://www.ihi.org/IHI/Programs/AudioAndWebPrograms/ WebACTIONUsingSBARtoImproveCommunication.htm? TabId=7
Katzenbach, J.R., & Smith, D.K. (2003). The Wisdom of Teams. N.Y.: Harper Collins.
Kron, T. (1981). The Management of Patient Care: Putting Leadership Skills to Work. Philadelphia: WB Saunders.
Lombardi, D.N. (2001). Handbook for the New Health Care Manager. San Francisco: Jossey-Bass.
Matejka, J.K., Ashworth, D.N., & Dodd-McCue, D. (1986). Discipline without guilt. Supervisory Management, 31(5), 34–36.
Mustard, L.W. (2002). Caring and competency. JONA’s Healthcare Law, Ethics and Regulation, 4(2), 36–43.
Rees, F. (2005). 25 Activities for Developing Team Leaders. San Francisco: Pfeiffer.
Robert Wood Johnson Foundation. (2008). Improving nurse-physician communication. Retrieved November 30, 2008, from http://www.rwjf.org
Rosen, R.H. (1996). Leading People: Transforming Business From the Inside Out. N.Y.: Viking Penguin.
Schultz, A.W. (1993). Evaluation for clinical advancement systems. Journal of Nursing Administration, 23(2), 13–19.
Shea, V. (2000). Netiquette. San Rafael, Calif.: Albion. Tappen, R.M. (2001). Nursing Leadership and Management:
Concepts and Practice, 4th ed. Philadelphia: FA Davis. Trossman, S. (2005). Who you work with matters. American
Nurse, 37:4, 1, 8. American Nurses Association. Watson, T., & Harris, P. (1999). The Emergent Manager. London:
Sage Publications.
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 89
2208_Ch06_071-090.qxd 11/6/09 5:57 PM Page 90
chapter 7 Dealing With Problems
and Conflicts
OBJECTIVES After reading this chapter, the student should be able to: ■ Identify common sources of conflict in the workplace.
■ Guide an individual or small group through the process of problem resolution.
■ Participate in informal negotiations.
■ Discuss the purposes of collective bargaining.
OUTLINE
Conflict
Many Sources of Conflict
Power Plays and Competition Between Groups
Increased Workload
Multiple Role Demands
Threats to Safety and Security
Scarce Resources
Cultural Differences
Invasion of Personal Space
When Conflict Occurs
Resolving Problems and Conflicts
Win, Lose, or Draw?
Other Conflict Resolution Myths
Problem Resolution
Identify the Problem or Issue
Generate Possible Solutions
Evaluate Suggested Solutions
Choose the Best Solution
Implement the Solution Chosen
Is the Problem Resolved?
Negotiating an Agreement Informally
Scope the Situation
Set the Stage
Conduct the Negotiation
Agree on a Resolution of the Conflict
Formal Negotiation: Collective Bargaining
The Pros and Cons of Collective Bargaining
Conclusion
91
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 91
92 unit 2 | Working Within the Organization
Various pressures and demands in the workplace
generate problems and conflicts among people.
These conflicts can interfere with the ability to
work together. If the various polls and surveys
of nurses are correct, there seems to be an
increasing amount of hostility and unresolved
conflict experienced by nurses at work (Lazoritz
& Carlson, 2008; Siu, Laschinger, & Finegan,
2008;). Harassment from doctors, supervisors,
managers, and colleagues can be very stressful
(McVicar, 2003; Vivar, 2006). Consider Case 1,
which is the first of three in this chapter that will
be used to illustrate how to deal with problems
and conflicts.
Conflict
There are no conflict-free work groups (Van de
Vliert & Janssen, 2001). Small or large, conflicts are
a daily occurrence in the life of nurses (McElhaney,
1996), and they can interfere with getting work
done, as shown in Case 1.
Serious conflicts can be very stressful for the
people involved. Stress symptoms—such as diffi-
culty concentrating, anxiety, sleep disorders, and
withdrawal—or other interpersonal relationship
problems can occur. Bitterness, anger, and even vio-
lence can erupt in the workplace if conflicts are not
resolved.
Conflict also has a positive side, however. For
example, in the process of learning how to manage
conflict, people can develop more open, cooperative
ways of working together (Tjosvold & Tjosvold,
1995). They can begin to see each other as people
with similar needs, concerns, and dreams instead of
as competitors or blocks in the way of progress.
Being involved in successful conflict resolution can
be an empowering experience (Horton-Deutsch &
Wellman, 2002).
The goal in dealing with conflict is to create an
environment in which conflicts are dealt with in as
cooperative and constructive a manner as possible,
rather than in a competitive and destructive manner.
Many Sources of Conflict
Why do conflicts occur? Health care brings people of
different ages, gender, income levels, ethnic groups,
educational levels, lifestyles, and professions together
for the purpose of restoring or maintaining people’s
Case 1
Team A and Team B
Team A has stopped talking to Team B. If several members of Team A are out sick, no one on Team B will help Team A with their work. Likewise, Team A members will not take telephone messages for anyone on Team B. Instead, they ask the person to call back later. When members of the two teams pass each other in the hall, they either glare at each other or turn away to avoid eye contact. Arguments erupt when members of the two teams need the same computer terminal or another piece of equipment at the same time.
When a Team A nurse reached for a pulse oximeter at the same moment as a Team B nurse did, the second nurse said, “You’ve been using that all morning.”
“I’ve got a lot of patients to monitor,” was the response.
“Oh, you think you’re the only one with work to do?”
“We take good care of our patients.”
“Are you saying we don’t?”
The nurses fell silent when the nurse manager entered the room.
“Is something the matter?” she asked. Both nurses shook their heads and left quickly.
“I’m not sure what’s going on here,” the nurse manager thought to herself, “but something’s wrong, and I need to find out what it is right away.”
We will return to this case later as we discuss workplace problems and conflicts, their sources, and how to resolve them.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 92
chapter 7 | Dealing With Problems and Conflicts 93
health. Some conflicts are focused on issues related to
the work being done; these are task-related conflicts.
Others are primarily related to personal and social
issues; these are relationship conflicts ( Jordan &
Troth, 2004). Differences of opinion over how to best
accomplish this goal are a normal part of working
with people of various skill levels and backgrounds
(Wenckus, 1995). In addition, the workplace itself
can be a generator of conflict. Following are some
of the most common reasons why conflict occurs in
the workplace.
Power Plays and Competition Between Groups
Nurse-physician relationships are frequent sources
of conflicts (Vivar, 2006). The most common prob-
lem is disrespect, but sarcasm, finger pointing,
throwing things, inappropriate language, and
demeaning remarks also occur (Lazoritz &
Carlson, 2008). Disagreements over professional
“territory” can occur in any setting. Nurse practi-
tioners and physicians may disagree over limita-
tions on nurse practitioner independence. Bullying
involves behavior intended to exert power over
another person. Physician dominance and authori-
tarian management may create an environment in
which bullying occurs.
In some settings nurses feel powerless, trapped by
the demands of the tasks they must complete and
frustrated that they cannot provide quality care
(Ramos, 2006). Union-management conflicts occur
regularly in some workplaces. Gender-based conflicts,
including equal pay for women and sexual harassment
issues, are other examples (Ehrlich, 1995).
Increased Workload
Emphasis on cost reductions has resulted in work intensif ication, a situation in which employees are required to do more in less time (Willis,
Taffoli, Henderson, & Walter, 2008). Common
examples are skipping lunch and unpaid over-
time. This leaves many health-care workers
believing that their employers are taking advan-
tage of them (Ketter, 1994) and causes conflict if
they believe others are not working as hard as
they are.
Multiple Role Demands
Inappropriate task assignments (e.g., asking nurses
to clean the floors as well as nurse their patients)
are often the result of cost-control efforts, which
can lead to disagreements about who does what
task and who is responsible for the outcome.
Threats to Safety and Security
When cost saving is emphasized and staff mem-
bers face layoffs, people’s economic security is
threatened. This can be a source of considerable
stress and tension (Qureshi, 1996; Rondeau &
Wagar, 2002).
Scarce Resources
Inadequate money for pay raises, equipment, sup-
plies, or additional help can increase competition
between or among departments and individuals as
they scramble to grab their share of what little
there is available.
Cultural Differences
Different beliefs about how hard a person should
work, what constitutes productivity, and even what
it means to arrive at work “on time” can lead to
problems if they are not reconciled.
Invasion of Personal Space
Crowded conditions and the constant interactions
that occur at a busy nurses’ station can increase
interpersonal tension and lead to battles over scarce
work space (McElhaney, 1996).
When Conflict Occurs
Conflicts can occur at any level and involve any
number of people, including supervisors, subordi-
nates, peers, or patients (Sanon-Rollins, 2000). On
the individual level, they can occur between two
people on a team, between two people in different
departments, or between a staff member and a
patient or family member (Box 7-1). On the
group level, conflict can occur between two teams
box 7-1
Signs That Conflict Resolution Is Needed • You feel very uncomfortable in a situation.
• Members of your team are having trouble working
together.
• Team members stop talking with each other.
• Team members begin “losing their cool,” attacking each
other verbally.
Adapted from Patterson, K., Grenny, J., McMillan, R., & Surtzler, A. (18 March
2003). Crucial conversations: Making a difference between being healed
and being seriously hurt. Vital Signs, 13(5), 14–15.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 93
94 unit 2 | Working Within the Organization
(as in Case 1), two departments, or two different
professional groups (e.g., nurses and social workers,
over who is responsible for discharge planning). On
the organizational level, conflicts can occur
between two organizations (e.g., when two home
health agencies compete for a contract with a large
hospital). The focus in this chapter is primarily on
the first two levels: among individuals and groups
of people within a health-care organization.
Resolving Problems and Conflicts
Win, Lose, or Draw?
Some people think about problems and conflicts
that occur at work in the same way they think about
a football game or tennis match: unless the score is
tied at the end of the game, someone has won, and
someone has lost. There are some problems in this
comparison with sports competition. First, the aim
of conflict resolution is to work together more effec-
tively, not to defeat the other party. Second, the peo-
ple who lose are likely to feel bad about losing. As a
result, they may spend their time and energy prepar-
ing to win the next round rather than on their work.
A win-win result in which both sides gain some
benefit is the best resolution (Haslan, 2001).
However, sometimes the people involved cannot
reach agreement (consensus) but can recognize and
accept their differences and get on with their work
(McDonald, 2008).
Other Conflict Resolution Myths
Many people think of what can be “won” as a fixed
amount: “I get half, and you get half.” This is the
f ixed pie myth of conflict resolution (Thompson & Fox, 2001). The problem is that if one side gets
everything, then the other side gets nothing.
Another erroneous assumption is called the deval- uation reaction: “If the other side is getting what they want, then it has to be bad for us.” These erro-
neous beliefs can be serious barriers to achievement
of a mutually beneficial resolution of a conflict.
When disagreements first arise, problem solving may be sufficient. If the situation has already devel-
oped into a full conflict, however, negotiation, either informal or formal, of a settlement may be necessary.
Problem Resolution
The use of the problem-solving process in patient
care should be familiar. The same approach can be
used when staff problems occur. The goal is to find
a solution to a given problem that satisfies every-
one involved. The process itself, illustrated in
Figure 7.1, includes identifying the issue, generat-
ing solutions, evaluating the suggested solutions,
choosing what appears to be the best solution,
implementing that solution, evaluating the extent
to which the problem has been resolved and, finally,
concluding either that the problem has been
resolved or that it will be necessary to repeat the
process to find a better solution.
Identify the Problem or Issue
Ask participants in the conflict what they want
(Sportsman, 2005). If the issue is not highly charged
or highly political, they may be able to give a direct
answer. At other times, however, some discussion
and exploration of the issues are necessary before
the real problem emerges. “It would be nice,” wrote
Browne and Kelley, “if what other people were really
saying was always obvious, if all their essential
thoughts were clearly labeled for us . . . and if all
knowledgeable people agreed about answers to
important questions” (1994, p. 5). Of course, this is
not what usually happens. People are often vague
about what their real concern is; sometimes they are
genuinely uncertain about what the real problem is.
High emotion may further cloud the issue. All this
needs to be sorted out so that the problem is iden-
tified clearly and a solution can be sought.
Problem resolved
If yes, end
Begin hereIf not,
repeat process
Implement solution chosen
Generate possible solutions
Choose best
solution
Evaluate suggested solutions
Identify the
problem
Figure 7.1 The process of resolving a problem.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 94
chapter 7 | Dealing With Problems and Conflicts 95
Generate Possible Solutions
Here, creativity is especially important. Try to dis-
courage people from using old solutions for new
problems. It is natural for people to try to repeat
something that has already worked well, but previ-
ously successful solutions may not work in the
future (Walsh, 1996). Instead, encourage searching
for innovative solutions (Smialek, 2001).
When an innovative solution is needed, sug-
gest that the group take some time to brainstorm. Ask everyone to write down (or call out as you
write on a flip chart) as many solutions as he or
she can come up with (Rees, 2005). Then give
everyone a chance to consider each suggestion on
its own merits.
Evaluate Suggested Solutions
An open-minded evaluation of each suggestion is
needed, but accomplishing this is not always easy.
Some groups are “stuck in a rut,” unable to “think
outside the box.” Other times, groups find it diffi-
cult to separate the suggestion from its source.
On an interdisciplinary team, for example, the sta-
tus of the person who made the suggestion may
influence whether the suggestion is judged to be
useful. Whose solution is most likely to be the best
one: the physician’s or the unlicensed assistant’s?
That depends. Judge the suggestion on its merits,
not its source.
Choose the Best Solution
Which of the suggested solutions is most likely to
work? A combination of suggestions is often the
best solution.
Implement the Solution Chosen
The true test of any suggested solution is how well
it actually works. Once a solution has been imple-
mented, it is important to give it time to work.
Impatience sometimes leads to premature aban-
donment of a good solution.
Is the Problem Resolved?
Not every problem is resolved successfully on the
first attempt. If the problem has not been resolved,
then the process needs to be resumed with even
greater attention to what the real problem is and
how it can be resolved successfully.
Consider the following situation in which prob-
lem solving was helpful (Case 2)
The nurse manager asked Ms. Deloitte to meet
with her to discuss the problem. The following is a
summary of their problem solving:
■ The Issue. Ms. Deloitte wanted to take her vacation from the end of December through
early January. Making the assumption that she
was going to be permitted to go, she had pur-
chased nonrefundable tickets. The policy forbids
vacations from December 20 to January 5. The
Case 2
The Vacation
Francine Deloitte has been a unit secretary for 10 years. She is prompt, efficient, accurate, courteous, flexible, and productive—everything a nurse manager could ask for in a unit secretary. When nursing staff members are very busy, she distributes afternoon snacks or sits with a family for a few minutes until a nurse is available. There is only one issue on which Ms. Deloitte is insistent and stubborn: taking her 2-week vacation over the Christmas and New Year holidays. This is forbidden by hospital policy, but every nurse manager has allowed her to do this because it is the only special request she ever makes and because it is the only time she visits her family during the year.
A recent reorganization of the administrative structure had eliminated several layers of nursing manag- ers and supervisors. Each remaining nurse manager was given responsibility for two or three units. The new nurse manager for Ms. Deloitte’s unit refused to grant her request for vacation time at the end of December. “I can’t show favoritism,” she explained. “No one else is allowed to take vacation time at the end of December.” Assuming that she could have the time off as usual, Francine had already purchased a nonrefundable ticket for her visit home. When her request was denied, she threatened to quit. On hearing this, one of the nurses on Francine’s unit confronted the new nurse manager saying, “You can’t do this. We are going to lose the best unit secretary we’ve ever had if you do.”
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 95
96 unit 2 | Working Within the Organization
former nurse manager had not enforced this
policy with Ms. Deloitte, but the new nurse
manager thought it fair to enforce the policy
with everyone, including Ms. Deloitte.
■ Possible Solutions
1. Ms. Deloitte resigns.
2. Ms. Deloitte is fired.
3. Allow Ms. Deloitte to take her vacation as
planned.
4. Allow everyone to take vacations between
December 20 and January 5 as requested.
5. Allow no one to take a vacation between
December 20 and January 5.
■ Evaluate Suggested Solutions. Ms. Deloitte preferred solutions 3 and 4. The new nurse man-
ager preferred 5. Neither wanted 1 or 2. They
could agree only that none of the solutions satis-
fied both of them, so they decided to try again.
■ Second List of Possible Solutions
1. Reimburse Ms. Deloitte for the cost of the
tickets.
2. Allow Ms. Deloitte to take one last vacation
between December 20 and January 5.
3. Allow Ms. Deloitte to take her vacation during
Thanksgiving instead.
4. Allow Ms. Deloitte to begin her vacation on
December 26 so that she would work on
Christmas Day but not on New Year’s Day.
5. Allow Ms. Deloitte to begin her vacation earlier
in December so that she could return in time
to work on New Year’s Day.
■ Choose the Best Solution. As they discussed the alternatives, Ms. Deloitte said she could
change the day of her flight without a penalty.
The nurse manager said she would allow solu-
tion 5 on the second list if Ms. Deloitte under-
stood that she could not take vacation time
between December 20 and January 5 in the
future. Ms. Deloitte agreed to this.
■ Implement the Solution. Ms. Deloitte returned on December 30 and worked both New Year’s
Eve and New Year’s Day.
■ Evaluate the Solution. The rest of the staff members had been watching the situation very
closely. Most believed that the solution had been
fair to them as well as to Ms. Deloitte. Ms.
Deloitte thought she had been treated fairly.
The nurse manager believed both parties had
found a solution that was fair to Ms. Deloitte
but still reinforced the manager’s determination
to enforce the vacation policy.
■ Resolved, or Resume Problem Solving? Ms. Deloitte, staff members, and the nurse man-
ager all thought the problem had been solved
satisfactorily.
Negotiating an Agreement Informally
When disagreement has become too big, too com-
plex, or too heated, a more elaborate process may be
required to resolve it. On evaluating Case 1, the
nurse manager decided that the tensions between
Team A and Team B had become so great that
negotiation would be necessary.
The process of negotiation is a complex one that
requires much careful thought beforehand and
considerable skill in its implementation. Box 7-2 is
an outline of the most essential aspects of negotia-
tion. Case 1 is used to illustrate how it can be done.
Scope the Situation
For a strategy to be successful, it is important that the
entire situation be understood thoroughly. Walker
and Harris (1995) suggested asking three questions:
1. What am I trying to achieve? The nurse manager in Case 1 is concerned about the tensions
between Team A and Team B. She wants the
members of these two teams to be able to work
together in a cooperative manner, which they
are not doing at the present time.
2. What is the environment in which I am operating? The members of Teams A and B were openly
hostile to each other. The overall climate of the
organization, however, was benign. The nurse
manager knew that teamwork was encouraged
box 7-2
The Informal Negotiation Process • Scope the situation. Ask yourself:
What am I trying to achieve?
What is the environment in which I am operating?
What problems am I likely to encounter?
What does the other side want?
• Set the stage.
• Conduct the negotiation.
• Set the ground rules.
• Clarify the problem.
• Make your opening move.
• Continue with offers and counteroffers.
• Agree on the resolution of the conflict.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 96
chapter 7 | Dealing With Problems and Conflicts 97
and that her actions to resolve the conflict
would be supported by administration.
3. What problems am I likely to encounter? The nurse manager knew that she had allowed the problem
to go on too long. Even physicians, social work-
ers, and visitors to the unit were getting caught
up in the conflict. Team members were actively
encouraging other staff to take sides, making clear
they thought that “if you’re not with us, you’re
against us.” This made people from other depart-
ments very uncomfortable because they had to
work with both teams. The nurse manager knew
that resolution of the conflict would be a relief to
many people. It is important to ask one additional
question in preparation for negotiations:
4. What does the other side want? In this situation, the nurse manager was not certain what either
team really wanted. She realized that she
needed this information before she could begin
to negotiate.
Set the Stage
When a conflict such as the one between Teams A
and B has gone on for some time, the opposing
sides are often unwilling to meet to discuss the
problem. If this occurs, it may be necessary to con-
front them with direct statements designed to open
communications between the two sides to chal-
lenge them to seek resolution of the situation.
At the same time, it is important to avoid any
implication of blame because this provokes defen-
siveness rather than willingness to change.
To confront Teams A and B with their behavior
toward one another, the nurse manager called them
together at the end of the day shift. “I am very con-
cerned about what I have been observing lately,”
she told them. “It appears to me that instead of
working together, our two teams are working
against each other.” She continued with some
examples of what she had observed, taking care not
to mention names or blame anyone for the prob-
lem. She was also prepared to take responsibility for
having allowed the situation to deteriorate before
taking this much-needed action.
Conduct the Negotiation
As indicated earlier, conducting a negotiation
requires a great deal of skill.
1. Manage the emotions. When staff members are very emotional, they have trouble thinking
clearly. Acknowledging these emotions is
essential to negotiating effectively (Fiumano,
2005). When faced with a highly charged
situation, do not respond with added emotion.
Take time out if you need to get your own
feelings under control. Then find out why
emotions are high (watch both verbal and
nonverbal cues carefully) (Hart & Waisman,
2005), and refocus the discussion on the issues
(Shapiro & Jankowski, 1998). Without effective
leadership to prevent emotional outbursts and
personal attacks, a mishandled negotiation can
worsen a situation. With effective leadership,
the conflict may be resolved (Box 7-3).
2. Set ground rules. Members of Teams A and B began flinging accusations at each other as soon
as the nurse manager made her statement. The
nurse manager stopped this quickly and said,
“First, we need to set some ground rules for this
discussion. Everyone will get a chance to speak
but not all at once. Please speak for yourself, not
for others. And please do not make personal
remarks or criticize your coworkers. We are here
to resolve this problem, not to make it worse.”
She had to remind the group of these ground
rules several times during the meeting. Teaching
others how to negotiate can create a more col-
laborative environment in which the negotiation
will take place (Schwartz & Pogge, 2000).
3. Clarification of the problem. The nurse man- ager wrote a list of problems raised by team
members on a chalkboard. As the list grew
longer, she asked the group, “What do you
box 7-3
Tips for Leading the Discussion • Create a climate of comfort.
• Let others know the purpose is to resolve a problem or
conflict.
• Freely admit your own contribution to the problem.
• Begin with the presentation of facts.
• Recognize your own emotional response to the situation.
• Set ground rules.
• Do not make personal remarks.
• Avoid placing blame.
• Allow each person an opportunity to speak.
• Do speak for yourself but not for others.
• Focus on solutions.
• Keep an open mind.
Adapted from Patterson, K., Grenny, J., McMillan, R., & Surtzler, A. (18 March
2003). Crucial conversations: Making a difference between being healed
and being seriously hurt. Vital Signs, 13(5), 14–15.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 97
98 unit 2 | Working Within the Organization
see here? What is the real problem?” The group
remained silent. Finally, someone said, “We
don’t have enough people, equipment, or
supplies to get the work done.” The rest of the
group nodded in agreement.
4. Opening move. Once the problem is clarified, it is time to obtain everyone’s agreement to seek
a way to resolve the conflict. In more formal
negotiation, you may make a statement about
what you wish to achieve. For example,
if you are negotiating a salary increase, you
might begin by saying, “I am requesting a
10% increase for the following reasons: . . .” Of
course, your employer will probably make a
counteroffer, such as, “The best I can do is 3%.”
These are the opening moves of a negotiation.
5. Continue the negotiations. The discussion should continue in an open, nonhostile manner.
Each side’s concerns may be further explained
and elaborated. Additional offers and
counteroffers are common. As the discussion
continues, it is usually helpful to emphasize
areas of agreement as well as disagreement so
that both parties are encouraged to continue
the negotiations (Tappen, 2001).
Agree on a Resolution of the Conflict
After much testing for agreement, elaborating each
side’s positions and concerns, and making offers
and counteroffers, the people involved should
finally reach an agreement.
The nurse manager of Teams A and B led them
through a discussion of their concerns related to
working with severely limited resources. The teams
soon realized that they had a common concern and
that they might be able to help each other rather than
compete with each other. The nurse manager agreed
to become more proactive in seeking resources for the
unit. “We can simultaneously seek new resources and
develop creative ways to use the resources we already
have,” she told the teams. Relationships between
members of Team A and Team B improved remark-
ably after this meeting. They learned that they could
accomplish more by working together than they had
ever achieved separately.
Formal Negotiation: Collective Bargaining
There are many varieties of formal negotiations, from
real estate transactions to international peace treaty
negotiations. A formal negotiation process of special
interest to nurses is collective bargaining, which is
highly formalized because it is governed by laws and
contracts called collective bargaining agreements. Collective bargaining involves a formal proce-
dure governed by labor laws, such as the National
Labor Relations Act in the United States.
Nonprofit health-care organizations were added to
the organizations covered by these laws in 1974.
Once a union or professional organization has
been designated as the official bargaining agent for
a group of nurses, a contract defining such impor-
tant matters as salary increases, benefits, time off,
unfair treatment, safety issues, and promotion of
professional practice is drawn up. This contract
governs employee-management relations within
the organization.
Case 3 is an example of how collective bargain-
ing agreements can influence the outcome of a
conflict between management and staff in a health-
care organization.
A collective bargaining contract is a legal docu-
ment that governs the relationship between man-
agement and staff, which is represented by the
union (for nurses, it may be the nurses’ association
or another health-care workers’ union). The con-
tract may cover some or all of the following:
■ Economic issues: Salaries, shift differentials, length of the workday, overtime, holidays, sick
leave, breaks, health insurance, pensions,
severance pay
■ Management issues: Promotions, layoffs, trans- fers, reprimands, grievance procedures, hiring
and firing procedures
■ Practice issues: Adequate staffing, standards of care, code of ethics, safe working environment,
other quality-of-care issues, staff development
opportunities
Better patient-nurse staffing ratios, more reason-
able workloads, opportunities for professional
development, and better relationships with manage-
ment are among the most important issues (Budd,
Warino, & Patton, 2004).
The Pros and Cons of Collective Bargaining
Some nurses believe it is unprofessional to belong
to a union. Others point out that physicians and
teachers are union members and that the protec-
tions offered by a union outweigh the downside.
There is no easy answer to this question.
Probably the greatest advantages of collective bar-
gaining are protection of the right to fair treatment
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 98
chapter 7 | Dealing With Problems and Conflicts 99
and the availability of a written grievance procedure
that specifies both the employee’s and the employer’s
rights and responsibilities if an issue arises that can-
not be settled informally (Forman & Merrick, 2003).
Having a say in practice and work-related issues
empowers nurses (Budd, Warino, & Patton, 2004;
Crochette, 2008). Another advantage is salary: nurs-
es working under a collective bargaining agreement
can earn as much as 28% more than those who do
not (Pittman, 2007).
The greatest disadvantage of using collective
bargaining as a way to deal with conflict is that it
clearly separates management-level people from
staff-level people, often creating an adversarial rela-
tionship. Any nurses who make staffing decisions
may be classified as supervisors and, therefore, may
be ineligible to join the union, separating them
from the rest of their colleagues (Martin, 2001).
The result is that management and staff are treated
as opposing parties rather than as people who are
trying to work together to provide essential services
to their clients. The collective bargaining contract
also adds another layer of rules and regulations
between staff members and their supervisors.
Because management of such employee-related
rules and regulations can take almost a quarter of a
manager’s time (Drucker, 2002), this can become a
drain on a nurse manager’s time and energy.
Conclusion
Conflict is inevitable within any large, diverse
group of people who are trying to work together
over an extended period. However, conflict does
not have to be destructive, nor does it have to be a
negative experience. If it is handled skillfully by
everyone involved, conflict can stimulate people
to learn more about each other and how to work
together in more effective ways. Resolving a
conflict, when done well, can lead to improved
working relationships, more creative methods of
operation, and higher productivity.
Case 3
Collective Bargaining
The chief executive officer (CEO) of a large home health agency in a southwestern resort area called a general staff meeting. She reported that the agency had grown rapidly and was now the largest in the area.
“Much of our success is due to the professionalism and commitment of our staff members,” she said. “With growth come some problems, however. The most serious problem is the fluctuation in patient census. Our census peaks in the winter months when seasonal residents are here and troughs in the summer. In the past, when we were a small agency, we all took our vacations during the slow season. This made it possible to continue to pay everyone his or her full salary all year. However, given pressures to reduce costs and the large number of staff members we now have, we cannot continue to do this. We are very concerned about maintaining the high quality of patient care currently provided, but we have calculated that we need to reduce staff by 30 percent over the summer in order to survive financially.”
The CEO then invited comments from the staff members. The majority of the nurses said they wanted and needed to work full-time all year. Most supported families and had to have a steady income all year. “My rent does not go down in the summer,” said one. “Neither does my mortgage payment or the grocery bill,” said another. A small number said that they would be happy to work part-time in the summer if they could be guaranteed full-time employment from October through May. “We have friends who would love this work schedule,” they added.
“That’s not fair,” protested the nurses who needed to work full-time all year. “You can’t replace us with part-time staff.” The discussion grew louder and the participants more agitated. The meeting ended without a solution to the problem. Although the CEO promised to consider all points of view before making a decision, the nurses left the meeting feeling very confused and concerned about the security of their future income. Some grumbled that they probably should begin looking for new positions “before the ax falls.”
The next day the CEO received a telephone call from the nurses’ union representative. “If what I heard about the meeting yesterday is correct,” said the representative, “ your plan is in violation of our collective bargaining contract.” The CEO reviewed the contract and found that the representative was correct. A new solution to the financial problems caused by the seasonal fluctuations in patient census would have to be found.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 99
100 unit 2 | Working Within the Organization
Study Questions
1. Debate the question of whether conflict is constructive or destructive. How can good leadership
affect the outcome of a conflict?
2. Give an example of how each of the seven sources of conflict listed in this chapter can lead to a
serious problem. Then discuss ways to prevent the occurrence of conflict from each of the eight
sources.
3. What is the difference between problem resolution and negotiation? Under what circumstances
would you use one or the other?
4. Identify a conflict (actual or potential) in your clinical area, and explain how either problem
resolution or negotiation could be used to resolve it.
Case Study to Promote Critical Reasoning
A not-for-profit hospice center in a small community received a generous gift from the grateful
family of a patient who had died recently. The family asked only that the money be “put to the best
use possible.”
Everyone in this small facility had an opinion about the “best” use for the money. The
administrator wanted to renovate the old, run-down headquarters. The financial officer wanted to
put the money in the bank “for a rainy day.” The chaplain wanted to add a small chapel to the
building. The nurses wanted to create a food bank to help the poorest of their clients. The social
workers wanted to buy a van to transport clients to health-care providers. The staff agreed that all
the ideas had merit, that all of the needs identified were important ones. Unfortunately, there was
enough money to meet only one of them.
The more the staff members discussed how to use this gift, the more insistent each group
became that their idea was best. At their last meeting, it was evident that some were becoming
frustrated and that others were becoming angry. It was rumored that a shouting match between the
administrator and the financial officer had occurred.
1. In your analysis of this situation, identify the sources of the conflict that are developing in this
facility.
2. What kind of leadership actions are needed to prevent the escalation of this conflict?
3. If the conflict does escalate, how could it be resolved?
4. Which idea do you think has the most merit? Why did you select the one you did?
5. Try role-playing a negotiation among the administrator, the financial officer, the chaplain, a
representative of the nursing staff, and a representative of the social work staff. Can you suggest
a creative solution?
References Block, P. (2004). A time to heal. Reflections. Fourth Quarter, 20, 22. Browne, M.M., & Kelley, S.M. (1994). Asking the Right Questions:
A Guide to Critical Thinking. Englewood Cliffs, N.J.: Prentice-Hall. Budd, K.W., Warino, L.S., & Patton, M.E. (2004, January). Traditional
and non-traditional collective bargaining strategies to improve the patient care environment. The Online Journal of
Issues in Nursing, 9(1). Retrieved September 8, 2008, from http://cms.nursingworld.org/MainMenuCategories/ ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/ Volume92004/No1Jan04/CollectiveBargainingStrategies.aspx
Crochette, C.A. (2008). Employment low, negotiation, and the business environment. Journal of Legal Studies, 25(1), 127–182.
Drucker, P.F. (2002). They’re not employees, they’re people. Harvard Business Review, 80(2), 70–77, 128.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 100
chapter 7 | Dealing With Problems and Conflicts 101
Ehrlich, H.J. (1995). Prejudice and ethnoviolence on campus. Higher Education Extension Service Review, 6(2), 1–3.
Fiumano, J. (2005). Navigate through conflict, not around it. Nursing Management, 36(8), 14, 18.
Forman, H., & Merrick, F. (2003). Grievances and complaints: Valuable tools for management and for staff. Journal of Nursing Administration, 33(3), 136–138.
Hart, L.B., & Waisman, C.S. (2005). The Leadership Training Activity Book. N.Y.: AMACOM.
Haslan, S.A. (2001). Psychology in Organizations. Thousand Oaks, Calif.: Sage.
Horton-Deutsch, S.L., & Wellman, D.S. (2002). Christman’s principles for effective management. Journal of Nursing Administration, 32, 596–601.
Jordan, P., & Troth, A.C. (2004). Managing emotions during team problem solving: Emotional intelligence and conflict resolution. Human Performance, 17(2), 195–218.
Ketter, J. (1994). Protecting RNs with the Fair Labor Standards Act. American Nurse, 26(9), 1–2.
Lazoritz, S., & Carlson, P.J. (2008). Descriptive physician behavior. American Nurse Today, 3(3), 20–22.
Martin, R.H. (June 2001). Ruling may limit ability to unionize. Advance for Nurses, 9.
McDonald, D. (2008). Revisiting a theory of negotiation: The utility of Markiewicz (2005) proposed six principles. Evaluation and Program Planning, 31(3), 259–265.
McElhaney, R. (1996). Conflict management in nursing administration. Nursing Management, 27(3), 49–50.
McVicar, A. (2003). Workplace stress in nursing: A literature review. Journal of Advanced Nursing, 44(6), 633–642.
Patterson, K., Grenny, J., McMillan, R., & Surtzler, A. (18 March 2003). Crucial conversations: Making a difference between being healed and being seriously hurt. Vital Signs, 13(5), 14–15.
Pittman, J. (2007). Registered nurse job satisfaction and collective bargaining unit membership status. Journal of Nursing Administration, 37(10), 471–476.
Qureshi, P. (1996). The effects of threat appraisal. Nursing Management, 27(3), 31–32.
Ramos, M.C. (2006). Eliminate destructive behaviors through example and evidence. Nursing Management, 34–41.
Rees, F. (2005). 25 Activities for Developing Team Leaders. San Francisco: Pfeiffer.
Rondeau, K.V., & Wagar, T.H. (2002). Reducing the hospital work- force: What is the role of human resource management practices? Hospital Topics, 89(1), 12–18.
Sanon-Rollins, G. (2000). Surviving conflict on the job. Nursing Spectrum Career Fitness Guide, 6767–6868. Barrington, Ill.: Gannett.
Schwartz, R.W., & Pogge, C. (2000). Physician leadership: Essential skills in a changing environment. American Journal of Surgery, 180(3), 187–192.
Shapiro, R.M., & Jankowski, M.A. (1998). The Power of Nice. N.Y.: John Wiley & Sons.
Siu, H., Laschinger, H.R.S., & Finegan, J. (2008). Nursing profes- sional practice environments: Setting the stage for con- structive conflict resolution and work effectiveness. Journal of Nursing Administration, 38(5), 250–257.
Smialek, M.A. (2001). Team Strategies for Success. Lanham, Md.: Scarecrow Press.
Sportsman, S. (2005). Build a framework for conflict assessment. Nursing Management, 36(4), 32–40.
Tappen, R.M. (2001). Nursing Leadership and Management: Concept and Practice. Philadelphia: FA Davis.
Thompson, L., & Fox, C.R. (2001). Negotiation within and between groups in organizations: Levels of analysis. In Turner, M.E. (ed.). Groups at Work, 221–266. Mahwah, N.J.: Laurence Erlbaum.
Tjosvold, D., & Tjosvold, M.M. (1995). Psychology for Leaders: Using Motivation, Conflict, and Power to Manage More Effectively. N.Y.: John Wiley & Sons.
Van de Vliert, E., & Janssen, O. (2001). Description, explanation, and prescription of intragroup conflict behaviors. In Turner, M.E. (ed.). Groups at Work, 267–297. Mahwah, N.J.: Laurence Erlbaum.
Vivar, C.G. (2006). Putting conflict management into practice: A nursing case study. Journal of Nursing Management, 14, 201–206.
Walker, M.A., & Harris, G.L. (1995). Negotiations: Six Steps to Success. Upper Saddle River, N.J.: Prentice-Hall.
Walsh, B. (3 June 1996). When past perfect isn’t. Forbes ASAP, 18. Wenckus, E. (21 February 1995). Working with an interdisciplin-
ary team. Nursing Spectrum, 5, 12–14. Willis, E., Taffoli, L., Henderson, J., & Walter, B. (2008). Enterprise
bargaining: A case study in the de-intensification of nursing work in Australia. Nursing Inquiry, 15(2), 148–157.
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 101
2208_Ch07_091-102.qxd 11/6/09 5:57 PM Page 102
chapter 8 People and the Process
of Change
OBJECTIVES After reading this chapter, the student should be able to: ■ Describe the process of change.
■ Recognize resistance to change and identify its sources.
■ Suggest strategies to reduce resistance to change.
■ Assume a leadership role in implementing change.
OUTLINE
Change
A Natural Phenomenon
Macro and Micro Change
Change and the Comfort Zone
Resistance to Change
Receptivity to Change
Recognizing Different Information Processing Styles
Speaking to People’s Feelings
Sources of Resistance
Technical Concerns
Psychosocial Needs
Position and Power
Recognizing Resistance
Lowering Resistance
Sharing Information
Disconfirming Currently Held Beliefs
Providing Psychological Safety
Dictating Change
Leading the Implementation of Change
Designing the Change
Planning
Implementing the Change
Integrating the Change
Personal Change
Conclusion
103
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 103
104 unit 2 | Working Within the Organization
When asked the theme of a nursing management
conference, a top nursing executive replied,
“Change, change, and more change.” Whether it is
called innovation, turbulence, or change, this theme
seems to be a constant in the workplace today.
Mismanaging change is common. In fact, as many
as three out of four major change efforts fail
(Cameron & Quinn, 2006; Hempel, 2005). This
chapter discusses how people respond to change,
how you can influence change, and how you can
help people cope with it when it becomes difficult.
Change
A Natural Phenomenon
Change is a part of everyone’s lives. Every day, peo-
ple have new experiences, meet new people, and
learn something new. People grow up, leave home,
graduate from college, begin a career, and perhaps
start a family. Some of these changes are mile-
stones, ones for which people have prepared and
have anticipated for some time. Many are exciting,
leading to new opportunities and challenges. Some
are entirely unexpected, sometimes welcome and
sometimes not. When change occurs too rapidly or
demands too much, it can make people uncomfort-
able (Bilchik, 2002), even anxious or stressed.
Macro and Micro Change
The “ever-whirling wheel of change” (Dent, 1995,
p. 287) in health care seems to spin faster every
year. By itself, managed care profoundly changed
the way health care is provided in the United States
(Trinh & O’Connor, 2002). Medicare and
Medicaid cuts, increasing numbers of people who
are uninsured or underinsured, restructuring,
downsizing, and staff shortages are major concerns.
Such changes sweep through the health-care sys-
tem, affecting patients and caregivers alike. They
are the macro-level (large-scale) changes that affect virtually every health-care facility.
Change anywhere in a system creates “ripples
throughout the system” (Parker & Gadbois, 2000,
p. 472). Every change that occurs at this macro
level filters down to the micro level (small-scale change), to teams and to individuals. Nurses, col-
leagues in other disciplines, and patients are parti-
cipants in these changes. This micro level of change
is the primary focus of this chapter.
Change and the Comfort Zone
The basic stages of the change process described by
Kurt Lewin in 1951 are unfreezing, change, and refreezing (Lewin, 1951; Schein, 2004). Imagine a work situation that is basically stable. People are
generally accustomed to each other, have a routine
for doing their work, and believe they know what
to expect and how to deal with whatever problems
come up. They are operating within their “comfort
zone” (Farrell & Broude, 1987; Lapp, 2002).
A change of any magnitude is likely to move peo-
ple out of this comfort zone into discomfort. This
move out of the comfort zone is called unfreezing (Fig. 8.1). For example:
Many health-care institutions offer nurses the choice of weekday or weekend work. Given these choices, nurses with school-age children are likely to f ind their comfort zone on weekday shifts. Imagine the discomfort they would experience if they were transferred to weekends. Such a change would rap- idly unfreeze their usual routine and move them into the discomfort zone. They might have to f ind a new babysitter or begin a search for a new child- care center that is open on weekends. Another alter- native would be to establish a child-care center where they work. Yet another alternative would be to f ind a position that offers better working hours.
Unfreezing Change Refreezing
Comfort Zone
New Comfort Zone
Discomfort Zone
Figure 8.1 The change process. (Based on Farrell, K., & Broude, C. [1987]. Winning the Change Game: How to Implement Information Systems With Fewer Headaches and Bigger Paybacks. Los Angeles: Breakthrough Enterprises; and Lewin, K. [1951]. Field Theory in Social Science: Selected Theoretical Papers. N.Y.: Harper & Row.)
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 104
chapter 8 | People and the Process of Change 105
Whatever alternative they chose, the nurses were being challenged to f ind a solution that enabled them to move into a new comfort zone. To accomplish this, they would have to f ind a consistent, dependable source of child care suited to their new schedule and to the needs of their children and then refreeze their situation. If they did not f ind a satisfactory alterna- tive, they could remain in an unsettled state, in a discomfort zone, caught in a conflict between their personal and professional responsibilities.
As this example illustrates, even what seems to be a
small change can greatly disturb the people
involved in it. The next section considers the many
reasons why change provokes resistance and how
change can be unsettling.
Resistance to Change
People resist change for a variety of reasons that
vary from person to person and situation to situa-
tion. You might find that one patient-care techni-
cian is delighted with an increase in responsibility,
whereas another is upset about it. Some people are
eager to risk change; others prefer the status quo
(Hansten & Washburn, 1999). Managers may find
that one change in routine provokes a storm of
protest and that another is hardly noticed Why
does this happen?
Receptivity to Change
Recognizing Different Information Processing Styles
An interesting research study suggests that nurse
managers are more receptive to change than their
staff members (Kalisch, 2007). Nurse managers
were found to be more innovative and decisive,
whereas staff nurses preferred proven approaches,
thus being resistant to change. Nursing assistants,
unit secretaries, and licensed practical nurses were
also unreceptive to change, adding layers of people
who formed a “solid wall of resistance” to change.
Kalisch suggests that helping teams recognize their
preference for certainty (as opposed to change) will
increase their receptivity to necessary changes in
the workplace.
Speaking to People’s Feelings
Although both thinking and feeling responses to
change are important, Kotter (1999) says that the
heart of change lies in the emotions surrounding it.
He suggests that a compelling story will increase receptivity to a change more than a carefully
crafted analysis of the need for change. How is this
done? The following are some examples of appeals
to feelings.
■ Instead of presenting statistics about the number
of people who are re-admitted due to poor dis-
charge preparation, providing a story is more per-
suasive: an older man collapsed at home the
evening after discharge because he had not been
able to control his diabetes post surgery. Trying to
break his fall, he fractured both wrists and is now
unable to return home or take care of himself.
■ Even better, videotape an interview with this
man, letting him tell his story and describe
the repercussions of poor preparation for
discharge.
■ Drama may also be achieved through visual
display. A culture plate of pathogens grown
from swabs of ventilator equipment and patient
room furniture is more attention-getting than an
infection control report. A display of disposables
with price tags attached used for just one surgi-
cal patient is more memorable than an account-
ing sheet listing the costs.
The purpose of these activities is to present a
compelling image that will affect people emotion-
ally, increasing their receptivity to change and
moving them into a state of readiness to change
(Kotter, 1999).
Sources of Resistance
Resistance to change comes from three major
sources: technical concerns, psychosocial needs,
and threats to a person’s position and power
(Araujo Group).
Technical Concerns
Some resistance to change is based on concerns
about whether the proposed change is a good idea.
The change itself may have design flaws.
The Professional Practice Committee of a small hos- pital, in order to save money, suggested replacing a commercial mouthwash with a mixture of hydrogen peroxide and water. A staff nurse objected to this proposed change, saying that she had read a research study several years ago that found peroxide solutions to be an irritant to the oral mucosa (Tombes & Gallucci, 1993). Fortunately, the chairperson of the
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 105
106 unit 2 | Working Within the Organization
committee recognized that this objection was based on technical concerns and requested a study of the evidence before instituting the change. “It’s important to investigate the evidence supporting a proposed change thoroughly before recommending it,” she said.
A change may provide resistance for practical rea- sons. For example, if the bar codes on patients’ arm-
bands are difficult to scan, nurses may develop a
way to work around this safety feature by taping a
duplicate armband to the bed or to a clipboard
(Englebright & Franklin, 2005), defeating the
purpose of instituting electronically monitored
medication administration.
Psychosocial Needs
Change often creates anxiety, much of it related to
what people fear they might lose (Berman-Rubera,
2008; Johnston, 2008). According to Maslow
(1970), human beings have a hierarchy of needs,
from the basic physiological needs for oxygen, flu-
ids, and nutrients to the higher-order needs
for belonging, self-esteem, and self-actualization
(Fig. 8.2). Maslow observed that the more basic
needs (those lower on the hierarchy) must be at
least partially met before a person is motivated to
seek fulfillment of the higher-order needs.
Change may make it more difficult for a person
to meet any or all of his or her needs. It may
threaten the powerful safety and security needs that
Maslow discussed (Hunter, 2004). For example, if a
massive downsizing occurs and a person’s job is
eliminated, fulfillment of all of these levels of needs
may be threatened, from having enough money to
pay for food and shelter to opportunities to fulfill
one’s career potential.
In other cases, the threat is subtler and may be
harder to anticipate. For example, an institution-wide
reevaluation of the effectiveness of the advanced
practice role would be a great concern to a staff nurse
who is working toward accomplishing a lifelong
dream of becoming an advanced practice nurse in
oncology. In contrast, it would have little effect on
unlicensed assistive personnel (UAPs), but a staff
reorganization that moves UAP to different units
could threaten the belonging needs of those who
have close friends on the unit but few friends outside.
Position and Power
Once gained within an organization, status, power,
and influence are hard to give up. This applies to
people anywhere in the organization, not just those
at the top. For example:
A clerk in the surgical suite had been preparing the operating room schedule for many years. Although his supervisor was expected to review the schedule before it was posted, she rarely did so because the clerk was skillful in balancing the needs of various parties, including some very demanding surgeons. When the supervisor was transferred to another facility, her replacement decided that she had to review the schedules before they were posted because they were ultimately her responsibility. The clerk became defensive. He tried to avoid the new supervisor and posted the schedules without her approval. This sur- prised her. She knew the clerk was skilled and did not think that her review of them would be threatening.
Why did this happen? The supervisor had not real-
ized the importance of this task to the clerk. The
opportunity to tell others when and where they
could perform surgery gave the clerk a feeling of
power and importance. The supervisor’s insistence
on reviewing his work reduced the importance of
his position. What seemed to the new supervisor to
Highest Level
Lowest Level
Self-actualization Growth, development,
fulfill potential
Esteem Self-esteem, respect,
recognition
Love and belonging Acceptance, approval, inclusion, friendship
Safety and security Physical safety, trust, stability, assistance
Physiological needs Air, water, food, sleep,
shelter, sex, stimulation
Figure 8.2 Maslow’s hierarchy of needs. (Based on Maslow, A.H. [1970]. Motivation and Personality. N.Y.: Harper & Row.)
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 106
chapter 8 | People and the Process of Change 107
be a very small change in routine had provoked sur-
prisingly strong resistance because it threatened the
clerk’s sense of importance and power.
Recognizing Resistance
Resistance may be active or passive (Heller, 1998). It is easy to recognize resistance to a change when
it is expressed directly. When a person says to you,
“That’s not a very good idea,” “I’ll quit if you
schedule me for the night shift,” or “There’s no way
I’m going to do that,” there is no doubt you are
encountering resistance. Active resistance can take
the form of outright refusal to comply, such as these
statements, writing memos that destroy the idea,
quoting existing rules that make the change diffi-
cult to implement, or encouraging others to resist.
When resistance is less direct, however, it can be
difficult to recognize unless you know what to look
for. Passive approaches usually involve avoidance:
canceling appointments to discuss implementation
of the change, being too busy to make the change,
refusing to commit to changing, agreeing to it but
doing nothing to change, and simply ignoring the
entire process as much as possible (Table 8-1).
Once resistance has been recognized, action can be
taken to lower or even eliminate it.
Lowering Resistance
A great deal can be done to lower people’s resis-
tance to change. Strategies fall into four categories:
sharing information, disconfirming currently held
beliefs, providing psychological safety, and dictat-
ing (forcing) change (Tappen, 2001).
Sharing Information
Much resistance is simply the result of misunder-
standing a proposed change. Sharing information
about the proposed change can be done on a
one-to-one basis, in group meetings, or through
written materials distributed to everyone involved
via print or electronic means.
Disconf irming Currently Held Beliefs
Disconfirming current beliefs is a primary force for
change (Schein, 2004). Providing evidence that
what people are currently doing is inadequate,
incorrect, or inefficient can increase people’s will-
ingness to change. The dramatic presentations
described in the section on receptivity disconfirm
current beliefs and practices. The following is a less
dramatic example but still persuasive:
Jolene was a little nervous when her turn came to present information to the Safe Clinical Practice Committee on a new enteral feeding procedure. Committee members were very demanding: they wanted clear, research-based information presented in a concise manner. Opinions and generalities were not acceptable. Jolene had prepared thoroughly and had practiced her presentation at home until she could speak without referring to her notes. The pre- sentation went well. Committee members commented on how thorough she was and on the quality of the information presented. To her disappointment, however, no action was taken on her proposal.
Returning to her unit, she shared her disap- pointment with the nurse manager. Together, they used the unfreezing-change-refreezing process as a guide to review the presentation. The nurse manager agreed that Jolene had thoroughly reviewed the information on enteral feeding. The problem, she explained, was that Jolene had not attended to the need to unfreeze the situation. Jolene realized that she had not put any emphasis on the high risk of contamination and resulting gastrointestinal dis- turbances of the procedure currently in use. She had left members of the committee feeling comfortable with current practice because she had not empha- sized the risk involved in failing to change it.
At the next meeting, Jolene presented additional information on the risks associated with the current enteral feeding procedures. This disconf irming evidence was persuasive. The committee accepted her proposal to adopt the new, lower-risk procedure.
Without the addition of the disconfirming evidence,
it is likely that Jolene’s proposed change would never
have been implemented. The inertia (tendency to remain in the same state rather than to move toward
change) exhibited by the Safe Clinical Practice
Committee is not unusual (Pearcey & Draper, 1996).
table 8-1
Resistance to Change Active Passive
Attacking the idea Avoiding discussion
Refusing to change Ignoring the change
Arguing against the change Refusing to commit to the
change
Organizing resistance Agreeing but not acting
of other people
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 107
108 unit 2 | Working Within the Organization
Providing Psychological Safety
As indicated earlier, a proposed change can threaten
people’s basic needs. Resistance can be lowered by
reducing that threat, leaving people feeling more
comfortable with the change. Each situation poses
different kinds of threats and, therefore, requires
different actions to reduce the levels of threat; the
following is a list of useful strategies to increase
psychological safety:
■ Express approval of people’s interest in
providing the best care possible.
■ Recognize the competence and skill of the
people involved.
■ Provide assurance (if possible) that no one will
lose his or her position because of the change.
■ Suggest ways in which the change can provide
new opportunities and challenges (new ways to
increase self-esteem and self-actualization).
■ Involve as many people as possible in the design
or plan to implement change.
■ Provide opportunities for people to express their
feelings and ask questions about the proposed
change.
■ Allow time for practice and learning of any new
procedures before a change is implemented.
Dictating Change
This is an entirely different approach to change.
People in authority in an organization can simply
require people to make a change in what they are
doing or can reassign people to new positions
(Porter-O’Grady, 1996). This may not work well if
there are ways for people to resist; for example:
■ When passive resistance can undermine the change
■ When high motivational levels are necessary to
make the change successful
■ When people can refuse to obey the order with-
out negative consequences
The following is an example of an unsuccessful
attempt to dictate change:
A new and insecure nurse manager believed that her staff members were taking advantage of her inexperi- ence by taking more than the two 15-minute coffee breaks allowed during an 8-hour shift. She decided that staff members would have to sign in and out for their coffee breaks and their 30-minute meal break. Staff members were outraged. Most had been taking fewer than 15 minutes for coffee breaks or 30 minutes for lunch because of the heavy care demands of the
unit. They refused to sign the coffee break sheet. When asked why they had not signed it, they replied “I for- got,” “I couldn’t f ind it,” or “I was called away before I had a chance.” This organized passive resistance was suff icient to overcome the nurse manager’s authority. The nurse manager decided that the coffee break sheet had been a mistake, removed it from the bulletin board, and never mentioned it again.
For people in authority, dictating a change often
seems to be the easiest way to institute change: just
tell people what to do, and do not listen to any
arguments. There is risk in this approach, however.
Even when staff members do not resist authority-
based change, overuse of dictates can lead to a pas-
sive, dependent, unmotivated, and unempowered
staff. Providing high-quality patient care requires
staff members who are active, motivated, and highly
committed to their work.
Leading the Implementation of Change
New graduates may find themselves given respon-
sibility for bringing about change. Following are
examples of the kinds of changes they might be
asked to help implement:
■ Introduce a new technical procedure
■ Implement evidence-based practice guidelines
■ Develop new policies for staff evaluation and
promotion
■ Participate in quality-improvement and patient-
safety projects
■ Prepare for accreditation reviews and safety
inspections
Now that you understand how change can affect
people and have learned some ways to lower their
resistance to change, taking a leadership role in suc-
cessful implementation of change is presented.
The entire process of bringing about change can
be divided into four phases: designing the change,
deciding how to implement the change, carrying
out the actual implementation, and following
through to ensure the change has been integrated
into the regular operation of the facility (Fig. 8.3).
Designing the Change
This is the starting point. The first step in bringing
about change is to craft the change carefully. Not
every change is for the better: some changes fail
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 108
chapter 8 | People and the Process of Change 109
because they are poorly conceived in the first place.
Ask yourself:
■ What are we trying to accomplish?
■ Is the change necessary?
■ Is the change technically correct?
■ Will it work?
■ Is this change a better way to do things?
This is a good time to use creativity and innovation
(Handy, 2002). Encourage people to talk about the
changes planned, to express their doubts, and to
provide their input (Fullan, 2001). Those who do
are usually enthusiastic supporters later in the
process.
Planning
Now is the time to build a “road map” to guide you
on the journey from status quo to completed
change (McCarthy, 2005). All the information pre-
sented previously about sources of resistance and
ways to overcome that resistance should be taken
into consideration when deciding how to imple-
ment a change.
Remember that some research has found nurs-
ing staff to be resistant to change. You are likely to
find supporters, “fence-sitters,” and resisters within
your group (McCarthy, 2005). The supporters will
help you lead people on the path to change, but be
sure to include those who are neutral (the fence-
sitters) and opposed (the resisters) in the process
and to analyze why they might be resistant. Ask
yourself:
■ Why might people resist this change?
■ Is their resistance justified?
■ What can be done to prevent or overcome this
resistance?
The context in which the change will take place is
another factor to consider when assessing resist-
ance to change (Lichiello & Madden, 1996). This
includes the amount of change occurring at the
same time, the organizational climate, the environ-
ment surrounding the organization, and past histo-
ry of change in the organization. Is there goodwill
toward change because it has gone well in the past?
Or have the changes gone badly, generating ill will
and resistance to additional change (Maurer,
2008)? There may be external pressure to change
because of the competitive nature of the health-
care market in the community. In other situations,
government regulations may make it difficult to
bring about a desired change.
Almost everything you have learned about
effective leadership is useful in planning the imple-
mentation of change: communicating the vision,
motivating people, involving people in decisions
that affect them, dealing with conflict, eliciting
cooperation, providing coordination, and fostering
teamwork. People have to be moved out of their
comfort zone to unfreeze the situation and get
them ready to change (Flower & Guillaume, 2002).
Consider all these things when formulating a plan
to implement a proposed change, then act on them
in the next step: implementing the change.
Implementing the Change
You are finally ready to embark on the journey that
has been carefully planned. Consider the following
factors:
■ Magnitude: Is it a major change that affects almost everything people do, or is it a minor one?
■ Complexity: Is this a difficult change to make? Does it require much new knowledge and skill?
How much time will it take to acquire them?
■ Pace: How urgent is this change? Can it be done gradually, or must it be implemented all at once?
■ Stress: Is this the only change that is taking place, or is it just one of many taking place?
How stressful are these changes? How can you
help people keep their stress at tolerable levels?
A simple change, such as introducing a new
thermometer, may be planned, implemented, and
integrated easily into everyone’s work routine. A
complex change, such as introducing a medication
Design the Change
Plan the Implementation
Implement the Change
Integrate the Change
Figure 8.3 Four phases of planned change.
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 109
110 unit 2 | Working Within the Organization
error reduction system, may require experimenta-
tion with the new system, feedback on what works
and what does not, and revising the plan several
times before the system really works.
Some discomfort is likely to occur with almost
any change, but it is important to keep it within
tolerable limits. Exert pressure to make people pay
attention to the change process, but do not exert so
much pressure that they are overstressed by it. In
other words, you want to raise the heat enough to
get them moving but not so much that they boil
over (Heifetz & Linsky, 2002).
Integrating the Change
Finally, after the change has been made, make sure
that everyone has moved into a new comfort zone.
Ask yourself:
■ Is the change well integrated into everyday
operations?
■ Are people comfortable with it?
■ Is it well accepted? Is there any residual resis-
tance that could still undermine full integration
of the change?
It usually takes some time before a change is fully
integrated into everyday routines (Hunter, 2004). As
Kotter noted, change “sticks” when, instead of being
the new way to do something, it has become “the
way we always do things around here” (1999, p. 18).
Personal Change
The focus of this chapter is on leading others
through the process of change. However, choosing
to change is also an important part of your own
development as a leader. Hart and Waisman (2005)
compare personal change with the story of the
caterpillar and the butterfly:
Caterpillars cannot fly. They have to crawl or climb to f ind their food. Butterflies, on the other hand, can soar above an obstacle. They also have a different perspective on their world because they can fly. It is not easy to change from a caterpillar to a butterfly. Indeed, the transition (metamorphosis) may be quite uncomfortable and involves some risk. Are you ready to become a butterfly?
The process of personal change is similar to the
process described throughout this chapter: first rec-
ognize the need for change, then learn how to do
things differently, and then become comfortable
with the “new you” (Guthrie & King, 2004). A
more detailed step-by-step process is given in
Table 8-2. You might, for example, decide that you
need to stop interrupting people when they speak
with you. Or you might want to change your lead-
ership style from laissez-faire to participative.
Would a small change be easier to accomplish
than the radical change in your leadership style?
Perhaps not. Deutschman (2005) reports research
that indicates radical change might be easier to
accomplish because the benefits are evident much
more quickly. An extreme example: many people
could avoid a second coronary bypass or angioplasty
by changing their lifestyle, yet 90% do not do so.
Deutschman compares the typical advice (exercise,
stop smoking, eat healthier meals) with Dean
Ornish’s radical vegetarian diet (only 10% of calories
from fat). After 3 years, 77% of the patients who
went through this extreme change had continued
these lifestyle changes. Why? Ornish suggests
several reasons: (1) after several weeks, people felt a
change—they could walk or have sex without pain;
(2) information alone is not enough—the emotional
aspect is dealt with in support groups and through
meditation, relaxation, yoga, and aerobic exercise;
and (3) the motivation to pursue this change is
redefined—instead of focusing on fear of death, which
many find too frightening, Ornish focuses on the joy
of living, feeling better, and being active without pain.
The traditional approach to change is turned on
its head in this approach: radical change appears
easier to accomplish than a minor change, and peo-
ple are not stressed but feel better making the
change. Deutschman’s five commonly accepted
myths about change that have been refuted by new
insights from research summarize this approach
(Table 8-3).
It remains to be seen whether these new insights
on changing behavior will be useful in the work-
place as well.
Conclusion
Change is an inevitable part of living and working.
How people respond to change, the amount of
stress it causes, and the amount of resistance it
provokes can be influenced by leadership. Handled
well, most changes can become opportunities for
professional growth and development rather than
just additional stressors with which nurses and
their clients have to cope.
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 110
chapter 8 | People and the Process of Change 111
table 8-2
Which Stage of Change Are You In? While studying how smokers quit the habit, Dr. James Prochaska, a psychologist at the University of Rhode Island, developed
a widely influential model of the “stages of change.” What stage are you in? See if any of the following statements sound
familiar.
Typical Statement Stage Risks
Adapted from Deutschman’s Which Stage of Change Are You In? “Typical statements” adapted from Stages of Change: Theory and Practice by Michael
Samuelson, executive director of the National Center for Health Promotion.
1
Precontemplation
(“Never”)
2
Contemplation
(“Someday”)
3
Preparation
(“Soon”)
4
Action
(“Now”)
5
Maintenance
(“Forever”)
You are in denial. You probably feel coerced by
other people who are trying to make you
change. But they are not going to shame you
into it—their meddling will backfire.
Feeling righteous because of your good
intentions, you could stay in this stage for
years. But you might respond to the emotional
persuasion of a compelling leader.
This “rehearsal” can become your reality. Some
85% of people who need to change their
behavior for health reasons never get to this
stage or progress beyond it.
It is an emotional struggle. It is important to
change quickly enough to feel the short-term
benefits that give a psychic lift and make it
easier to stick with the change.
Relapse. Even though you have created a new
mental pathway, the old pathway is still there
in your brain, and when you are under a lot of
stress, you might fall back on it.
“As far as I’m concerned, I don’t have any
problems that need changing.”
“I guess I have faults, but there’s nothing that
I really need to change.”
“I’ve been thinking that I wanted to change
something about myself.”
“I wish I had more ideas on how to solve my
problems.”
“I have decided to make changes in the next
2 weeks.”
“I am committed to join a fitness club by the
end of the month.”
“Anyone can talk about changing. I’m actually
doing something about it.”
“I am doing okay, but I wish I was more
consistent.”
“I may need a boost right now to help me
maintain the changes I’ve already made.”
“This has become part of my day, and I feel it
when I don’t follow through.”
table 8-3
Five Myths About Changing Behavior Myth Reality
1. Crisis is a powerful impetus for change. Ninety percent of patients who have had coronary bypasses do not sustain
changes in the unhealthy lifestyles, which worsens their severe heart
disease and greatly threatens their lives.
2. Change is motivated by fear. It is too easy for people to go into denial of the bad things that might
happen to them. Compelling positive visions of the future are a much
stronger inspiration for change.
3. The facts will set us free. Our thinking is guided by narratives, not facts. When a fact does not fit
people’s conceptual “frames”—the metaphors used to make sense of the
world—people reject the fact. Also, change is best inspired by emotional
appeals rather than factual statements.
4. Small, gradual changes are always Radical, sweeping changes are often easier because they yield benefits
easier to make and sustain. quickly.
5. People cannot change because Brains have extraordinary “plasticity,” meaning that people can continue
the brain becomes “hardwired” early in life. learning complex new things throughout life—assuming they remain
truly active and engaged.
Adapted from Deutschman’s Fact Take: Five Myths About Changing Behavior. Deutschman, A. (2005/May). Change or die. Fast Company, 94, 52–62.
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 111
112 unit 2 | Working Within the Organization
Study Questions
1. Why is change inevitable? What would happen if no change at all occurred in health care?
2. Why do people resist change? Why do nursing staff members seem particularly resistant to change?
3. How can leaders overcome resistance to change?
4. Describe the process of implementing a change from beginning to end. Use an example from your
clinical experience to illustrate this process.
Case Study to Promote Critical Reasoning
A large health-care corporation recently purchased a small, 50-bed rural nursing home. A new
director of nursing was brought in to replace the former one, who had retired after 30 years. The
new director addressed the staff members at the reception held to welcome him. “My philosophy is
that you cannot manage anything that you haven’t measured. Everyone tells me that you have all
been doing an excellent job here. With my measurement approach, we will be able to analyze
everything you do and become more efficient than ever.” The nursing staff members soon found
out what the new director meant by his measurement approach. Every bath, episode of inconti-
nence care, feeding of a resident, or trip off the unit had to be counted, and the amount of time
each activity required had to be recorded. Nurse managers were required to review these data with
staff members every week, questioning any time that was not accounted for. Time spent talking
with families or consulting with other staff members was considered time wasted unless the staff
member could justify the “interruption” in his or her work. No one complained openly about the
change, but absenteeism rates increased rapidly. Personal day and vacation time requests soared.
Staff members nearing retirement crowded the tiny personnel office, overwhelming the single staff
member with their requests to “tell me how soon I can retire with full benefits.” The director of
nursing found that shortage of staff was becoming a serious problem and that no new applications
were coming in, despite the fact that this rural area offered few good job opportunities.
1. What evidence of resistance to change can you find in this case study?
2. What kind of resistance to change did the staff members exhibit?
3. If you were a staff nurse at this facility, how do you think you would have reacted to this change in
administration?
4. Why did staff members resist this change?
5. What could the director of nursing do to increase acceptance of this change? What could the nurse
managers and staff nurses do?
References Araujo Group. A compilation of opinions of experts in the field
of the management of change. Unpublished report. Berman-Rubera, S. (2008, August 10). Leading and embracing
change. Business/Change-Management. Retrieved August 20, 2008, from http://ezinearticles.com/?Leading- And-Embracing-Change&id=1180585
Bilchik, G.S. (May 2002). Are you the problem? Hospitals and Health Networks Magazine, 38–42.
Cameron, K.S. & Quinn, Q.E. (2006). Diagnosing and Changing Organizational Culture. N.Y.: Jossey-Bass.
Dent, H.S. (1995). Job Shock: Four New Principles Transforming Our Work and Business. N.Y.: St. Martin’s Press.
Deutschman, A. (2005). Change or die. Fast Company, 94, 52–62.
Englebright, J.D., & Franklin, M. (2005). Managing a new medica- tion administrative process. Journal of Nursing Administration, 35(9), 410–413.
Farrell, K., & Broude, C. (1987). Winning the Change Game: How to Implement Information Systems With Fewer Headaches and Bigger Paybacks. Los Angeles: Breakthrough Enterprises.
Flower, J., & Guillaume, P. (March/April 2002). Surfing the edge of chaos. Health Forum Journal, 17–20.
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 112
chapter 8 | People and the Process of Change 113
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
Guthrie, V.A., & King, S.N. (2004). Feedback-intensive programs. In McCauley, C.D., & Van Velson, E. (eds.). The Center for Creative Leadership Handbook of Leadership Development. San Francisco: Jossey-Bass.
Handy, C. (June 2002). The elephant and the flea: Looking back- ward to the future. Times Literary Supplement, 5157, 30.
Hansten, R.I., & Washburn, M.J. (1999). Individual and organiza- tional accountability for development of critical thinking. Journal of Nursing Administration, 29(11), 39–45.
Hart, L.B., & Waisman, C.S. (2005). The Leadership Training Activity Book. N.Y.: AMACOM.
Heifetz, R.A., & Linsky, M. (June 2002). A survival guide for leaders. Harvard Business Review, 65–74.
Heller, R. (1998). Managing Change. N.Y.: DK Publishing. Hempel, J. (2005). Why the boss really had to say goodbye.
Business Week, July 4, p. 10. Hunter, J.C. (2004). The World’s Most Powerful Leadership Principle:
How to Become a Servant Leader. N.Y.: Crown Business. Johnston, G. (2008, March 8). Change management—Why the
high failure rate. Business/Change-Management. Retrieved August 20, 2008, from http://ezinearticles.com/?Change- Management—Why-the-High-Failure-Rate?&id=1028294
Kalisch, B.J. (2007). Don’t like change? Blame it on your strategic style. Reflections on Nursing Leadership, 33(3). Retrieved August 20, 2008, from http://nursingsociety.org/RNL/ 3Q_2007/features/feature5.html
Kotter, J.P. (1999). Leading change: The eight steps to transfor- mation. In Conger, J.A., Spreitzer, G.M., & Lawler, E.E. (eds.). The Leader’s Change Handbook: An Essential Guide to Setting Direction and Taking Action. San Francisco: Jossey-Bass.
Lapp, J. (May 2002). Thriving on change. Caring Magazine, 40–43.
Lewin, K. (1951). Field Theory in Social Science: Selected Theoretical Papers. N.Y.: Harper & Row.
Lichiello, P., & Madden, C.W. (1996). Context and catalysts for change in health care markets. Health Affairs, 15(2), 121–129.
Maslow, A.H. (1970). Motivation and Personality. N.Y.: Harper & Row.
Maurer, R. (2008, August 13). The 4 reasons why people resist change. Business/Change-Management. Retrieved August 20, 2008, from http://ezinearticles.com/?The-7-Reasons-Why- People-Resist-Change&id=1053595
McCarthy, J.E. (2005). Five concepts for creating change. Nursing Management, 36(5), 20–22.
Parker, M., & Gadbois, S. (2000). Building community in health- care workplace. Part 3: Belonging and satisfaction at work. Journal of Nursing Administration, 30, 466–473.
Pearcey, P., & Draper, P. (1996). Using the diffusion of innovation model to influence practice: A case study. Journal of Advanced Nursing, 23, 724–726.
Porter-O’Grady, T. (1996). The seven basic rules for successful redesign. Journal of Nursing Administration, 26(1), 46–53.
Schein, E.H. (2004, August 1). Kurt Lewin’s change theory in the field and in the classroom: Notes toward a model of man- aged learning. Retrieved August 20, 2008, from http://www. a2zpsychology.com/articles/kurt_lewin’s_change_theory.htm
Tappen, R.M. (2001). Nursing Leadership and Management: Concepts and Practice. Philadelphia: F.A. Davis.
Tombes, M.B., & Gallucci, B. (1993). The effects of hydrogen peroxide rinses on the normal oral mucosa. Nursing Research, 42, 332–337.
Trinh, H.Q., & O’Connor, S.J. (2002). Helpful or harmful? The impact of strategic change on the performance of U.S. urban hospitals. Health Services Research, 37(1), 145–171.
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 113
2208_Ch08_103-114.qxd 11/6/09 5:58 PM Page 114
chapter 9 Delegation of Client Care
OBJECTIVES After reading this chapter, the student should be able to: ■ Define the term delegation.
■ Define the term unlicensed assistive personnel.
■ Understand the legal implications of making assignments to other health-care personnel.
■ Recognize barriers to successful delegation.
■ Make appropriate assignments to team members.
■ Explain the various nursing care delivery models.
OUTLINE
Introduction to Delegation
Definition of Delegation
Supervision
The Nursing Process and Delegation
Coordinating Assignments
The Need for Delegation
Safe Delegation
Criteria for Delegation
Task-Related Concerns
Abilities
Priorities
Efficiency
Appropriateness
Relationship-Oriented Concerns
Fairness
Learning Opportunities
Health
Compatibility
Staff Preferences
Barriers to Delegation
Experience Issues
Licensure Issues
Legal Issues and Delegation
Quality-of-Care Issues
Assigning Work to Others
Models of Care Delivery
Functional Nursing
Team Nursing
Total Client Care
Primary Nursing
Conclusion
115
2208_Ch09_115-130.qxd 11/6/09 5:58 PM Page 115
116 unit 2 | Working Within the Organization
Linda is a new graduate and has just f inished her orientation. She works from 7 p.m. to 7 a.m. on a busy, monitored neuroscience unit. The client census is 48, making this a full unit. Although there is an associate nurse manager for the shift, Linda is the charge nurse. Her responsibilities include receiving and transcribing orders, contacting physicians with any information or requests, accessing laboratory reports from the computer, reviewing them and giv- ing them to the appropriate staff members, checking any new medication orders and placing them in the appropriate medication administration records, relieving the monitor technician for dinner and breaks, and assigning staff to dinner and breaks. When Linda comes to work, she discovers that one registered nurse (RN) called in sick. She has two RNs and three unlicensed assistive personnel (UAP) for staff. She panics and wants to refuse to take report. After a discussion with the charge nurse from the previous shift, she realizes that not taking report is not an option. She sits down to evaluate the acu- ity of the clients and the capabilities of her staff.
Introduction to Delegation
Delegation is not a new concept. In her Notes on Nursing, Florence Nightingale (1859) clearly stated: “Don’t imagine that if you, who are in
charge, don’t look to all these things yourself, those
under you will be more careful than you are....” She
continued by directing, “But then again to look to
all these things yourself does not mean to do them
yourself. If you do it, it is by so much the better
certainly than if it were not done at all. But can you
not insure that it is done when not done by your-
self? Can you insure that it is not undone when
your back is turned? This is what being in charge
means. And a very important meaning it is, too.
The former only implies that just what you can do
with your own hands is done. The latter that what
ought to be done is always done. Head in charge
must see to house hygiene, not do it herself ” (p. 17).
Definition of Delegation
By definition, delegation is the reassigning of
responsibility for the performance of a job from
one person to another (American Nurses
Association [ANA], 1996). RNs maintain account-
ability for supervising those to whom tasks are del-
egated (ANA, 2005). Although the responsibility
for the task is transferred, the accountability for the
process or outcome of the task remains with the
delegator, or the person delegating the activity.
Nightingale referred to this delegation responsibil-
ity when she inferred that the “head in charge” does
not necessarily carry out the task but still sees that
it is completed.
An assignment is not the same as delegation.
In an assignment, power is not transferred.
Assignments refer to practical or routine functions
that are part of a job description or client needs.
For example, the team leader assigns three clients
to the licensed practical nurse (LPN). That is part
of the job description for the LPN. However, giv-
ing medications to all the clients on the team is a
delegated responsibility.
According to the ANA, specific overlying prin-
ciples remain firm regarding delegation. These
include the following:
■ The nursing profession delineates the scope of
nursing practice.
■ The nursing profession identifies and supervises
the necessary education, training, and use of
ancillary roles concerned with the delivery of
direct client care.
■ The RN assumes responsibility and accountabil-
ity for the provision of nursing practice.
■ The RN directs care and determines the
appropriate utilization of any ancillary personnel
involved in providing direct client care.
■ The RN accepts assistance from ancillary nurs-
ing personnel in delivering nursing care for the
client (ANA, 2005, p. 6).
Nurse-related principles are also designated by the
ANA. These are important when considering what
tasks may be delegated and to whom. These princi-
ples are:
■ The RN has the duty to be accountable for
personal actions related to the nursing process.
■ The RN considers the knowledge and skills of
any ancillary personnel to whom aspects of care
are delegated.
■ The decision to delegate or assign is based on
the RN’s judgment regarding the following: the
condition of the client; the competence of the
members of the nursing team; the amount of
supervision that will be required of the RN if a
task is delegated.
■ The RN uses critical thinking and professional
judgment when following the Five Rights of
2208_Ch09_115-130.qxd 11/6/09 5:58 PM Page 116
chapter 9 | Delegation of Client Care 117
Delegation delineated by the National Council
of State Boards of Nursing (NCSBN) (Box 9-1).
■ The RN recognizes that a relational aspect exists
between delegation and communication.
Communication needs to be culturally appropri-
ate, and the individual receiving the communi-
cation should be treated with respect.
■ Chief nursing officers are responsible for
creating systems to assess, monitor, verify, and
communicate continuous competence require-
ments in areas related to delegation.
■ RNs monitor organizational policies, procedures,
and job descriptions to ensure they are in
compliance with the nurse practice act, consult-
ing with the state board of nursing as needed
(ANA, 2005, p. 6).
Delegation may be direct or indirect. Direct delega- tion is usually “verbal direction by the RN delegator regarding an activity or task in a specific nursing
care situation” (ANA, 1996, p. 15). In this case, the
RN decides which staff member is capable of per-
forming the specific task or activity. Indirect delega- tion is “an approved listing of activities or tasks that have been established in policies and procedures of
the health care institution or facility” (ANA, 1996,
p. 15). The ANA also differentiated the delegation
of a task from the assignment of a task. Although
the terms are often used interchangeably, according
to the ANA (1996), assignment is the “downward
or lateral transfer of both the responsibility and the
accountability of an activity from one person to
another.” When one RN “delegates” to another RN,
that RN, based on knowledge and skill, may be
responsible and accountable. UAP may also be
assigned, rather than “delegated,” a task. For exam-
ple, UAP have the knowledge and skills required for
some routine tasks (Ellis & Hartley, 2004).
The recent changes occurring in the health-care
environment continue to modify the scope of nurs-
ing practice and the activities delegated to UAP. A
main concern in almost all health-care settings is
that UAP are performing inappropriate functions
that belong within the legal realm of nursing
(ANA, 2002).
Permitted tasks vary from institution to institu-
tion. For example, a certified nursing assistant
(CNA) performs specific activities designated by the
job description approved by the particular health-
care institution. Although the institution delineates
tasks and activities, this does not mean that the RN
cannot decide to assign other personnel in specific
situations. Take the following example:
Ms. Ross was admitted to the neurological unit from the neuroscience intensive care unit. She suf- fered a grade II subarachnoid hemorrhage 2 weeks ago and has a left hemiparesis. She has diff iculty with swallowing and receives tube feedings through a percutaneous endoscopic gastrostomy (PEG) tube; however, she has been advanced to a pureed diet. She needs assistance with personal care, toileting, and feeding. A physical therapist comes twice a day to get her up for gait training; otherwise, the physi- cian wants her in a chair as much as possible.
Assessing this situation, the RN might consider
assigning an LPN to this client. The swallowing
problems place the client at risk for aspiration,
which means that feeding may present a problem.
There is a potential for injury. The LPN is capable
of managing the PEG tube feeding. While assist-
ing with bathing, the LPN can perform range-
of-motion exercises to all the client’s extremities
and assess her skin for breakdown. The LPN also
knows the appropriate way to assist the client in
transferring from the bed to the chair. The RN may
not assign an individual to perform a task or activ-
ity not specified in that person’s job description
or within the scope of practice, such as allowing
a nursing assistant to administer medications or
perform certain types of dressing changes.
Supervision
Do not confuse delegation with supervision.
Supervision is more direct and requires directly
overseeing the work or performance of others.
Supervision includes checking with individuals
throughout the day to see what activities have been
completed and what may still need to be finished.
For example, a nursing assistant has been assigned
to take all the vital signs on the unit and give the
morning baths to eight clients. Three hours into
the morning, she is far behind. At this point, it is
box 9-1
The Five Rights of Delegation 1. Right task
2. Right circumstances
3. Right person
4. Right direction/communication
5. Right supervision/evaluation
2208_Ch09_115-130.qxd 11/6/09 5:58 PM Page 117
118 unit 2 | Working Within the Organization
important that the RN discover why. Perhaps one
of the clients required more care than expected, or
the nursing assistant needed to do an errand off the
floor. Reevaluation of the assignment may be nec-
essary. When one RN works with another, then
supervision is not needed. This is a collaborative
relationship and includes consulting and giving
advice when needed.
Individuals who supervise others also delegate
tasks and activities. Chief nursing officers often
delegate tasks to associate directors. This may
include record reviews, unit reports, or client
acuities. Certain administrative tasks, such as staff
scheduling, may be delegated to another staff
member, such as an associate manager. The chief
nursing officer remains accountable for ensuring
the activities are completed.
Supervision sometimes entails more direct
evaluation of performance, such as performance
evaluations and discussions regarding individual
interactions with clients and other staff members.
Regardless of where you work, you cannot
assume that only those in the higher levels of the
organization delegate work to other people. You,
too, will be responsible at times for delegating some
of your work to other nurses, to technical person-
nel, or to another department. Decisions associated
with this responsibility often cause some difficulty
for new nurses. Knowing each person’s capabilities
and job description can help you decide which
personnel can assist with a task.
The Nursing Process and Delegation
Before deciding who should care for a particular
client, the nurse must assess each client’s particular
needs, set client-specific goals, and match the skills
of the person assigned with the tasks that need to
be accomplished (assessment). Thinking this through before delegating helps prevent problems
later (plan). Next, the nurse assigns the tasks to the appropriate person (implementation). The nurse must then oversee the care and determine whether
client care needs have been met (evaluation). It is also important for the nurse to allow time for feed-
back during the day. This enables all personnel to
see where they are and where they want to go.
Often, the nurse must first coordinate care for
groups of clients before being able to delegate tasks
to other personnel. The nurse also needs to consider
his or her own responsibilities. This includes assisting
other staff members with setting priorities, commu-
nicating clearly, clarifying instructions, and reassess-
ing the situation.
In 1995 the NCSBN published a paper address-
ing the issue of delegation. The NCSBN developed
a concept called the Five Rights of Delegation (see
Box 9-1), similar to the five rights regarding
medication administration. In 2006 the NCSBN,
along with the ANA, prepared a joint statement on
delegation that clarified the profession’s practice
guidelines and the legal requisites for delegation.
Before being able to delegate tasks and activities to
other individuals, however, the nurse must under-
stand the needs of each client.
Coordinating Assignments
One of the most difficult tasks for new nurses to
master is coordinating daily activities. Often, you
have clients for whom you provide direct care, and
you must supervise the work of others, such as non-
nurse caregivers, LPNs, or vocational nurses.
Although care plans, critical (or clinical) pathways,
concept maps, and computer information sheets are
available to help identify client needs, these items
do not provide a mechanism for coordinating the
delivery of care. To do this, personalized work-
sheets can be developed that prioritize tasks to per-
form for each client. Using the worksheets helps
the nurse identify tasks that require the knowledge
and skill of an RN and those that can be carried out
by UAP.
On the worksheet, tasks are prioritized on the
basis of client need, not nursing convenience. For
example, an order states that a client is to receive
continuous tube feedings. Although it may be con-
venient for the nurse to fill the feeding container
with enough supplement to last 6 hours, it is not
good practice and not safe for the client. Instead,
the nurse should plan to check the tube feeding
every 2 hours.
As for Linda at the beginning of the chapter, a
worksheet can help her determine who can do
what. First, she needs to decide what particular
tasks she must do. These include receiving and
transcribing orders; contacting physicians with
information or requests; accessing laboratory
reports from the computer, reviewing them, and
giving them to the appropriate staff members; and
checking any new medication orders and placing
them in the medication administration records.
Another RN may be able to relieve the monitor
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 118
chapter 9 | Delegation of Client Care 119
technician for dinner and breaks, and a second RN
may be able to assign staff to dinner and breaks.
Next, Linda needs to look at the needs of each
client on the unit and prioritize them. She is now
ready to delegate to her staff effectively.
Some activities must be done at a certain time,
and their timing may be out of one’s control.
Examples include medication administration and
clients who need special preparation for a sched-
uled procedure. The following are some tips for
organizing work on personalized worksheets to
help establish client priorities (Tappen, Weiss, &
Whitehead, 2004):
■ Plan your time around these activities.
■ Do high-priority activities first.
■ Determine which activities are best done in a
cluster.
■ Remember that you are responsible for activities
delegated to others.
■ Consider your peak energy time when schedul-
ing optional activities.
This list acts as a guideline for coordinating client
care. The nurse needs to use critical thinking skills
in the decision-making process. Remember that
this is one of the ANA nurse-related principles of
delegation (ANA, 2005). For example, activities
that are usually clustered include bathing, changing
linen, and parts of the physical assessment. Some
clients may not be able to tolerate too much activ-
ity at one time. Take special situations into consid-
eration when coordinating client care and deciding
who should carry out some of the activities.
Remember, however, that even when you delegate,
you remain accountable.
Figure 9.1 is an example of a personalized work-
sheet. (See Chapter 11, Time Management, for a
complete discussion.)
The Need for Delegation
The 1990s brought rapid change to the health-care
environment. Several forces came together at one
time, including the nursing shortage, health-care
reform, an increased need for nursing services, and
demographic trends. These changes continue to
have an impact on the delivery of nursing care,
requiring institutions to hire other personnel to
assist nurses with client care (Zimmerman, 1996).
Health-care institutions often use UAP to per-
form certain client care tasks (Habel, 2001;
Hansten & Jackson, 2004; Huber, Blegan, &
McCloskey, 1994). As the nursing shortage
becomes more critical, there is a greater need for
institutions to recruit the services of UAPs (ANA,
2002). A survey conducted by the American
Hospital Association revealed that 97% of hospi-
tals currently employ some type of UAP. Because a
high percentage of institutions employ these per-
sonnel, many nurses believe they know how to
work with and safely delegate tasks to them. This
is not the case. Therefore, many nursing organiza-
tions have developed definitions for UAP and cri-
teria regarding their responsibilities. The ANA
defines UAP as follows:
Unlicensed assistive personnel are individuals who are trained to function in an assistive role to the registered nurse in the provision of patient/client care activities as delegated by and under the supervision of the registered professional nurse. Although some of these people may be certi- f ied (e.g., certif ied nursing assistant [CNA]), it is important to remember that certif ication differs from licensure. When a task is delegated to an unlicensed person, the professional nurse remains personally responsible for the outcomes of these activities (ANA, 2005).
As work on the UAP issue is ongoing, the ANA
has recently updated its position statements to
define direct and indirect patient care activities that
may be performed by UAP. Included in these
updates are specific definitions regarding UAP and
technicians and acceptable tasks.
Use of the RN to provide all the care a client
needs may not be the most efficient or cost-effective
use of professional time. More hospitals are moving
away from hiring LPNs and utilizing all RN
staffing with UAP. For this reason, the nursing focus
is directed at diagnosing client care needs and car-
rying out complex interventions.
The ANA cautions against delegating nursing
activities that include the foundation of the nursing
process and that require specialized knowledge,
judgment, or skill (ANA, 1996, 2002, 2005). Non-
nursing functions, such as performing clerical or
receptionist duties, taking trips or doing errands off
the unit, cleaning floors, making beds, collecting
trays, and ordering supplies, should not be carried
out by the highest paid and most educated member
of the team. These tasks are easily delegated to
other personnel.
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 119
120 unit 2 | Working Within the Organization
Safe Delegation
In 1990 the NCSBN adopted a definition of delega-
tion, stating that delegation is “transferring to a com-
petent individual the authority to perform a selected
nursing task in a selected situation” (p. 1). In its
publication Issues (1995), the NCSBN again presented this definition. Likewise, the ANA Code for Nurses
(1985) stated, “The nurse exercises informed judg-
ment and uses individual competence and qualifica-
tions as criteria in seeking consultation, accepting
responsibilities, and delegating nursing activities to
Nurse/Team _____________________________________________DNR 8607/Code 99
Patient Room # ______ Name _________________ Age ________________________
Allergies_______________________________________________________________
Diagnosis______________________________________________________________
Diet _________Fluids: PO __________ IV__________ Type _____________________
Restrictions: BR _______ BRP ______OOB/Chair______ Ambulate with assist ______
Activity ________________________________________________________________
Assessment ____________________________________________________________
Treatments
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
Monitor
1. Vital signs: Temp _____ Pulse _______ AHR______ BP ______ Parameters ________
2. Cardiac Monitor: Rhythm_____________________ Rate ______________________
3. Neurologic Status _____________________________________________________
4. CMS: __________________________ Traction:______________________________
Figure 9.1 Personalized patient worksheet.
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 120
chapter 9 | Delegation of Client Care 121
others” (p. 1). In 2005, the ANA defined delegation
as “the transfer of responsibility for the performance
of an activity from one individual to another while
retaining accountability for the outcome” (p. 4). To
delegate tasks safely, nurses must delegate appropri-
ately and supervise adequately.
In 1997 the NCSBN developed a Delegation
Decision-Making Grid. This grid is a tool to help
nurses delegate appropriately. It provides a scoring
instrument for seven categories that the nurse
should consider when making delegation decisions.
The categories for the grid are listed in Box 9-2.
Scoring the components helps the nurse evalu-
ate the situations, the client needs, and the health-
care personnel available to meet the needs. A low
score on the grid indicates that the activity may be
safely delegated to personnel other than the RN,
and a high score indicates that delegation may not
be advisable. Figure 9.2 shows the Delegation
Decision-Making Grid. The grid is also available
on the NCSBN Web site at ncsbn.com
Nurses who delegate tasks to UAP should eval-
uate the activities being considered for delegation
(Keeney, Hasson, & McKenna, 2005). The
American Association of Critical Care Nurses
(AACN) (1990) recommended considering five
factors, which are listed in Box 9-3, in making a
decision to delegate.
It is the responsibility of the RN to be well
acquainted with the state’s nurse practice act and
regulations issued by the state board of nursing
regarding UAP (ANA, 2005). State laws and regu-
lations supersede any publications or opinions set
forth by professional organizations. As stated earlier,
the NCSBN provides criteria to assist nurses
with delegation.
LPNs are trained to perform specific tasks, such
as basic medication administration, dressing
changes, and personal hygiene tasks. In some states,
the LPN, with additional training, may start and
monitor intravenous (IV ) infusions and administer
certain medications.
Criteria for Delegation
The purpose of delegation is not to assign tasks to
others that you do not want to do yourself. When
you delegate to others effectively, the result is you
have more time to perform the tasks that only a
professional nurse is permitted to do.
In delegating, the nurse must consider both the
ability of the person to whom the task is delegated and the fairness of the task to the individual and the team (Tappen, Weiss, & Whitehead, 2004). In
other words, both the task aspects of delegation (Is this a complex task? Is it a professional respon-
sibility? Can this person do it safely?) and the
interpersonal aspects (Does the person have time to do this? Is the work evenly distributed?) must be
considered.
The ANA (2005) has specified tasks that RNs
may not delegate because they are specific to the
discipline of professional nursing. These activities
include (Boysen & Fischer, 2000):
■ Initial nursing and follow-up assessments if
nursing judgment is indicated
■ Decisions and judgments about client outcomes
■ Determination and approval of a client plan of
care
■ Interventions that require professional nursing
knowledge, decisions, or skills
■ Decisions and judgments necessary for the
evaluation of client care
Task-Related Concerns
The primary task-related concern in delegating
work is whether the person assigned to do the task
has the ability to complete it. Team priorities and
efficiency are also important considerations.
Abilities
To make appropriate assignments, the nurse needs
to know the knowledge and skill level, legal defi-
nitions, role expectations, and job description
for each member of the team. It is equally impor-
tant to be aware of the different skill levels of
box 9-2
Seven Components of the Delegation Decision-Making Grid
• Level of client acuity
• Level of unlicensed assistive personnel capability
• Level of licensed nurse capability
• Possibility for injury
• Number of times the skill has been performed by the
unlicensed assistive personnel
• Level of decision making needed for the activity
• Client’s ability for self-care
Adapted from the National Council of State Boards of Nursing. Delegation
Decision-Making Grid. National State Boards of Nursing, Inc., 1997
(ncsbn.org).
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 121
122 unit 2 | Working Within the Organization
Elements for Review
Client A
Client B
Client C
Client D
Activity/task
Level of Client Stability
Level of UAP Competence
Level of Licensed Nurse Competence
Potential for Harm
Frequency
Level of Decision Making
Ability for Self-Care
Describe activity/task:
Score the client’s level of stability: 0. Client condition is chronic/stable/predictable 1. Client condition has minimal potential for change 2. Client condition has moderate potential for change 3. Client condition is unstable/acute/strong potential for change
Score the UAP competence in completing delegated nursing care activities in the defined client population: 0. UAP - expert in activities to be delegated, in defined population 1. UAP - experienced in activities to be delegated, in defined
population 2. UAP - experienced in activities, but not in defined population 3. UAP - novice in performing activities and in defined population
Score the licensed nurse’s competence in relation to both knowledge of providing nursing care to a defined population and competence in implementation of the delegation process: 0. Expert in the knowledge of nursing needs/activities of defined
client population and expert in the delegation process 1. Either expert in knowledge of needs/activities of defined client
population and competent in delegation or experienced in the needs/activities of defined client population and expert in the delegation process
2. Experienced in the knowledge of needs/activities of defined client population and competent in the delegation process
3. Either experienced in the knowledge of needs/activities of defined client population or competent in the delegation process
4. Novice in knowledge of defined population and novice in delegation
Score the potential level of risk the nursing care activity has for the client (risk is probability of suffering harm): 0. None 1. Low 2. Medium 3. High
Score based on how often the UAP has performed the specific nursing care activity: 0. Performed at least daily 1. Performed at least weekly 2. Performed at least monthly 3. Performed less than monthly 4. Never performed
Score the decision making needed, related to the specific nursing care activity, client (both cognitive and physical status), and client situation: 0. Does not require decision making 1. Minimal level of decision making 2. Moderate level of decision making 3. High level of decision making
Score the client’s level of assistance needed for self-care activities: 0. No assistance 1. Limited assistance 2. Extensive assistance 3. Total care or constant attendance
Total Score
Figure 9.2 Delegation decision-making grid.
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 122
chapter 9 | Delegation of Client Care 123
caregivers within each discipline because ability
differs with each level of education. Additionally,
individuals within each level of skill possess their
own strengths and weaknesses. Prior assessment
of the strengths of each member of the team will
assist in providing safe and efficient care to
clients. Figure 9.3 outlines the skills of various
health-care personnel.
People should not be assigned a task that they
are not skilled in or knowledgeable to perform,
regardless of their professional level. People are
often reluctant to admit they cannot do something.
Instead of seeking help or saying they are not com-
fortable with a task, they may avoid doing it, delay
starting it, do only part of it, or even bluff their way
through it, a risky choice in health care.
Regardless of the length of time individuals
have been in a position, employees need orientation
when assigned a new task. Those who seek assis-
tance and advice are showing concern for the team
and the welfare of their clients. Requests for assis-
tance or additional explanations should not be
ignored, and the person should be praised, not
criticized, for seeking guidance (Tappen, Weiss, &
Whitehead, 2004).
Priorities
The work of a busy unit rarely ends up going as
expected. Dealing with sick people, their families,
physicians, and other team members all at the same
time is a difficult task. Setting priorities for the day
should be based on client needs, team needs, and
organizational and community demands. The val-
ues of each may be very different, even opposed.
These differences should be discussed with team
members so that decisions can be made based on
team priorities.
One way to determine patient priorities is to base
decisions on Maslow’s hierarchy of needs. Maslow’s
hierarchy is frequently used in nursing to provide a
framework for prioritizing care to meet client needs.
The basic physiological needs come first because
they are necessary for survival. For example, oxygen
and medication administration, IV fluids, and enter-
al feedings are included in this group.
Identifying priorities and deciding the needs to
be met first help in organizing care and in deciding
which other team members can meet client needs.
For example, nursing assistants can meet many
hygiene needs, allowing licensed personnel to
administer medications and enteral feedings in a
timely manner.
Efficiency
Efficiency means that all members of the team
know their jobs and responsibilities and work
together like gears in a well-built clock. They mesh
together and keep perfect time.
Five Factors for Determining if Client Care Activity Should Be Delegated
• Potential for harm to the patient
• Complexity of the nursing activity
• Extent of problem solving and innovation required
• Predictability of outcome
• Extent of interaction
Adapted from American Association of Critical Care Nurses (AACN). (1990).
Delegation of Nursing and Non-Nursing Activities in Critical Care: A
Framework for Decision-Making. Irvine, CA: AACN.
LPN Skills
Vital signs Some IV medication (depending on state Nurse Practice Act and institution)
Physical care
Ancillary Personnel
Patient Care Needs
PT OT Nutrition Speech
UAP
Feeding Hygiene Physical care
RN Skills
Assessment IV medications Blood administration Planning care Physician orders Teaching
Figure 9.3 Diagram of delegation decision-making grid.
box 9-3
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 123
124 unit 2 | Working Within the Organization
The current health-care delivery environment
demands efficient, cost-effective care. Delegating
appropriately can increase efficiency and save
money. Likewise, incorrect delegation can decrease
efficiency and cost money. When delegating tasks
to individuals who cannot perform the job, the RN
must often go back to perform the task.
Although institutions often need to “float” staff
to other units, maintaining continuity, if at all pos-
sible, is important. Keeping the same staff members
on the unit all the time, for example, allows them to
develop familiarity with the physical setting and
routines of the unit as well as the types of clients the
unit services. Time is lost when staff members are
reassigned frequently to different units. Although
physical layouts may be the same, client needs, unit
routines, use of space, and availability of supplies are
often different. Time spent to orient reassigned staff
members takes time away from delivery of client
care. However, when staff members are reassigned,
it is important for them to indicate their skill level
and comfort in the new setting. It is just as impor-
tant for the staff members who are familiar with the
setting to identify the strengths of the reassigned
person and build on them.
Appropriateness
Appropriateness is another task-related concern.
Nothing can be more counterproductive than, for
example, floating a coronary care nurse to labor and
delivery. More time will be spent teaching the nec-
essary skills than on safe mother-baby care.
Assigning an educated, licensed staff member to
perform non-nursing functions to protect safety is
also poor use of personnel.
Relationship-Oriented Concerns
Relationship-oriented concerns include fairness,
learning opportunities, health concerns, compati-
bility, and staff preferences.
Fairness
Fairness means distributing the workload evenly in
terms of both the physical requirements and the
emotional investment in providing health care. The
nurse who is caring for a dying client may have less
physical work to do than another team member,
but in terms of emotional care to the client and
family, he or she may be doing double the work of
another staff member.
Fairness also means considering equally all
requests for special consideration. The quickest way
to alienate members of a team is to be unfair. It is
important to discuss with team members any deci-
sions that have been made that may appear unfair
to any one of them. Allow the team members to
participate in making decisions regarding assign-
ments. Their participation will decrease resentment
and increase cooperation. In some health-care
institutions, team members make such decisions as
a group.
Learning Opportunities
Including assignments that stimulate motivation,
learning, and assisting team members to learn new
tasks and take on new challenges is part of the role
of the RN.
Health
Some aspects of caregiving jobs are more stressful
than others. Rotating team members through the
more difficult jobs may decrease stress and allow
empathy to increase among the members. Special
health needs, such as family emergencies or special
physical problems of team members, also need to
be addressed. If some team members have difficul-
ty accepting the needs of others, the situation
should be discussed with the team, bearing in mind
the employee’s right to privacy when discussing
sensitive issues.
Compatibility
No matter how hard you may strive to get your team
to work together, it just may not happen. Some peo-
ple work together better than others. Helping peo-
ple develop better working relationships is part of
team building. Creating opportunities for people to
share and learn from each other increases the over-
all effectiveness of the team.
As the leader, you may be forced to intervene in
team member disputes. Many individuals find it
difficult to work with others they do not like person-
ally. It sometimes becomes necessary to explain that
liking another person is a plus but not a necessity in
the work setting and that personal problems have no
place in the work environment. For example:
Laura had been a labor and delivery room supervi- sor in a large metropolitan hospital for 5 years before she moved to another city. Because a position similar to the one she left was not available, she became a
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 124
chapter 9 | Delegation of Client Care 125
staff nurse at a small local hospital. The hospital had just opened its new birthing center. The f irst day on the job went well. The other staff members seemed cordial. As the weeks went by, however, Laura began to have problems getting other staff to help her. No one would offer to relieve her for meals or a break. She noticed that certain groups of staff members always went to lunch together but that she was never invited to join them. She attempted to speak to some of the more approachable coworkers, but she did not get much information. Disturbed by the situation, Laura went to the nurse manager. The nurse man- ager listened quietly while Laura related her experi- ences. She then asked Laura to think about the last staff meeting. Laura realized that she had alienated the staff during the meeting because she had said repeatedly that in “her hospital ” things were done in a particular way. Laura also realized that, instead of asking for help, she was in the habit of demanding it. Laura and the nurse manager discussed the diff icul- ties of her changing positions, moving to a new place, and trying to develop both professional and social ties. Together, they came up with several solutions to Laura’s problem.
Staff Preferences
Considering the preferences of individual team
members is important but should not supersede
other criteria for delegating responsibly. Allowing
team members to always select what they want to
do may cause the less assertive members’ needs to
be unmet.
It is important to explain the rationale for deci-
sions made regarding delegation so that all team
members may understand the needs of the unit or
organization. Box 9-4 outlines basic rights for pro-
fessional health-care team members. Although
written originally for women, the concepts are
applicable to all professional health-care providers.
Barriers to Delegation
Many nurses, particularly new ones, have difficulty
delegating. The reasons for this include experience
issues, licensure issues, and quality-of-care issues.
Experience Issues
Many nurses received their education during the
1980s, when primary care was the major delivery
system. These nurses lacked the education and skill
needed for delegation (Mahlmeister, 1999). Nurses
educated before the 1970s worked in settings with
LPNs and nursing assistants, where they routinely
delegated tasks. However, client acuity was lower
and the care less complex. Older nurses have con-
siderable delegation experience and can be a
resource for younger nurses.
The added responsibility of delegation creates
some discomfort for nurses. Many believe they are
unprepared to assume this responsibility, especially
in deciding the competency of another person. To
decrease this discomfort, nurses need to participate
in establishing guidelines for UAP within their
institution. The ANA Position Statements on
Unlicensed Assistive Personnel address this.
Table 9-1 lists the direct and indirect client care
activities that may be performed by UAP.
Licensure Issues
The current health-care environment requires
nurses to delegate. Many nurses voice concerns
about the personal risk regarding their licensure if
they delegate inappropriately. The courts have usu-
ally ruled that nurses are not liable for the negli-
gence of other individuals, provided that the nurse
delegated appropriately. Delegation is within the
scope of nursing practice. The art and skill of dele-
gation are acquired with practice.
Legal Issues and Delegation
State nurse practice acts establish the legal bound-
aries for nursing practice. Professional nursing
organizations define practice standards, and the
policies of the health-care institution create job
descriptions and establish policies that guide appro-
priate delegation decisions for the organization.
box 9-4
Basic Entitlements of Individuals in the Workplace
Professionals in the workplace are entitled to:
• Respect from others in the work setting
• A reasonable and equitable workload
• Wages commensurate with the job
• Determine his or her own priorities
• Ask for what he or she wants
• Refuse without guilt
• Make mistakes and be accountable for them
• Give and receive information as a professional nurse
• Act in the best interest of the client
• Be human
Adapted from Chevernet, M. (1988). STAT: Special Techniques in Assertiveness
Training for Women in Healthcare Professions, 2nd ed. St. Louis, Mo.: Mosby.
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 125
126 unit 2 | Working Within the Organization
Inherent in today’s health-care environment is
the safety of the client. The quality of client care
and the delievery of safe and effective care are cen-
tral to the concept of delegation. RNs are held
accountable when delegating care activities to oth-
ers. This means that they have an obligation to
intervene whenever they deem the care provided is
unsafe or unethical. It is also important to realize
that a delegated task may not be “sub-delegated.”
In other words, if the RN delegated a task to the
LPN, the LPN cannot then delegate the task to the
UAP, even if the LPN has decided that it is within
the abilities of that particular UAP. There may be
legal implications if a client is injured as a result of
inappropriate delegation. Take the following case:
In Hicks v. New York State Department of Health, a nurse was found guilty of patient neglect because of her failure to appropriately train and supervise the UAP working under her. In this particular situation, a security guard discovered an elderly nursing home client in a totally dark room undressed and covered with urine and fecal materi- al. The client was partially in his bed and partially restrained in an overturned wheelchair. The court found the nurse guilty on the following: the nurse failed to assess whether the UAP had delivered proper care to the client, and this subsequently led to the inadequate delivery of care (1991).
Quality-of-Care Issues
Nurses have expressed concern over the quality of
client care when tasks and activities are delegated
to others. Remember Nightingale’s words earlier in
the chapter, “Don’t imagine that if you, who are in
charge, don’t look to all these things yourself, those
under you will be more careful than you are.” She
added that you do not need to do everything
yourself to see that it is done correctly. When you
delegate, you control the delegation. You decide to
whom you will delegate the task. Remember that
there are levels of acceptable performance and that
not every task needs to be done perfectly.
Assigning Work to Others
Assigning work can be difficult for several reasons:
1. Some nurses think they must do everything
themselves.
2. Some nurses distrust subordinates to do things
correctly.
3. Some nurses think that if they delegate all the
technical tasks, they will not reinforce their
own learning.
4. Some nurses are more comfortable with the
technical aspects of client care than with the
more complex issues of client teaching and
discharge planning.
Families and clients do not always see professional
activities. Rather, they see direct client care
(Keeney, Hasson, McKenna, & Gillen, 2005).
Nurses believe that when they do not participate
directly in client care, they do not accomplish any-
thing for the client. The professional aspects of
nursing, such as planning care, teaching, and dis-
charge planning, help to promote positive out-
comes for clients and their families. When working
with LPNs, knowing their scope of practice helps
in making delegation decisions.
Models of Care Delivery
Functional nursing, team nursing, total client care,
and primary nursing are models of care delivery that
developed in an attempt to balance the needs of the
client with the availablity and skills of nurses. Both
table 9-1
Direct and Indirect Client Care Activities Direct Client Care Activities Indirect Client Care Activities
Assisting with feeding and drinking Providing a clean environment
Assisting with ambulation Providing a safe environment
Assisting with grooming Providing companion care
Assisting with toileting Providing transportation for noncritical clients
Assisting with dressing Assisting with stocking nursing units
Assisting with socializing Providing messenger and delivery services
Adapted from American Nurses Association. (2002). Position Statement on Utilization of Unlicensed Assistive Personnel.
Washington, DC: American Nurses Association.
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 126
chapter 9 | Delegation of Client Care 127
delegation and communication skills are essential to
successfully follow through with any given model of
care delivery.
Functional Nursing
Functional nursing or task nursing evolved during
the mid-1940s due to the loss of RNs who left
home to serve in the armed forces during the
Second World War. Prior to the war, RNs com-
prised the majority of hospital staffing. Because of
the lack of nurses to provide care at home, hospitals
used more LPNs or licensed vocational nurses and
UAP to care for clients.
When implementing functional nursing, the
focus is on the task and not necessarily holistic
client care. The needs of the clients are categorized
by task, and then the tasks are assigned to the “best
person for the job.” This method takes into consi-
deration the skill set and licensure scope of practice
of each caregiver. For example, the RN would per-
form and document all assessments and administer
all IV medications; the LPN or LVN would
adminster treatments and perform dressing
changes. UAP would be responsible for meeting
hygiene needs of clients, obtaining and recording
vital signs, and assisting in feeding clients. This
method is efficient and effective; however, when
implemented, continuity in client care is lost. Many
times, re evaluation of client status and follow-up
does not occur, and a breakdown in communication
among staff occurs.
Team Nursing
Team nursing grew out of functional nursing; nurs-
ing units often resort to this model when appropri-
ate staffing is unavailable. A group of nursing
personnel or a team provides care for a cluster of
clients. The manner in which clients are divided
varies and depends on several issues: the layout of
the unit, the types of clients on the unit, and the
number of clients on the unit. The organization of
the team is based on the number of available staff
and the skill mix within the group.
An RN assumes the role of the team leader. The
team may consist of another RN, an LPN, and UAP.
The team leader directs and supervises the team,
which provides client care. The team knows the con-
dition and needs of all the clients on the team.
The team leader acts as a liason between the
clients and the health-care provider/physician.
Responsibilities include formulating a client plan
of care, transcribing and communicating orders and
treatment changes to team members, and solving
problems of clients and/or team members. The
nurse manager confers with the team leaders,
supervises the client care teams and, in some insti-
tutions, conducts rounds with the health-care
providers.
For this method to be effective, the team leader
needs strong delegation and communication skills.
Communication among team members and the
nurse manager avoids duplication of efforts and
decreases competition for control of assignments
that may not be equal based on client acutity and
the skills sets of team members.
Total Client Care
During the 1920s total client care was the original
model of nursing care delivery. Much nursing was
in the form of private duty nursing, in which nurses
cared for clients in homes and in hospitals. Schools
of nursing located in hospitals provided students
who staffed the nursing units and delivered care
under the watchful eyes of nursing supervisors and
directors. In this model, one RN assumes the
responsibility of caring for one client. This includes
acting as a direct liason among the client, family,
health-care provider, and other members of the
health-care team. Today, this model is seen in high
acuity areas such as critical care units, postanesthe-
sia recovery units, and in labor and delivery units.
This model requires RNs to engage in non-nursing
tasks that might be assumed by individuals without
the educational level of an RN.
Primary Nursing
In the 1960s nursing care delivery models started
to move away from team nursing and placed the
RN in the role of giving direct client care. The cen-
tral principle of this model is to distribute nursing
decision making to the nurses caring for the client.
As the primary nurse, the RN devises, implements,
and is responsible for the nursing care of the client
during the time the client remains on the nursing
unit. The primary nurse along with associate nurs-
es gives direct care to the client.
In its ideal form, primary nursing requires an
all-RN staff. Although this model provides conti-
nuity of care and nursing accountability, staffing is
difficult and expensive. Some view it as ineffective
as many tasks that consume the time of the RN
could be carried out by other personnel.
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 127
128 unit 2 | Working Within the Organization
Conclusion
The concept of delegation is not new. The delega-
tion role is essential to the RN-LPN and RN-UAP
relationship. Personal organizational skills are a
prerequisite to delegation. Before the nurse can
delegate tasks to others, he or she needs to under-
stand individual client needs. Using worksheets
and Maslow’s hierarchy helps the nurse understand
these individual client needs, set priorities, and
identify which tasks can be delegated to others.
Using the Delegation Decision-Making Grid helps
the nurse delegate safely and appropriately.
It is also important the nurse be aware of the
capabilities of each staff member, the tasks that may
be delegated, and the tasks that the RN needs to per-
form. When delegating, the RN uses professional
judgment in making decisions. Professional judg-
ment is directed by the state nurse practice act and
national standards of nursing. Institutions develop
their own job descriptions for UAP and other health-
care professionals, but institutional policies cannot
contradict the state nurse practice act. Although the
nurse delegates the task or activity, he or she remains
accountable for the delegated decision.
Understanding the concept of delegation helps
the new nurse organize and prioritize client care.
Knowing the staff and their capabilities simplifies
delegation. Utilizing staff members’ capabilities
creates a pleasant and productive working environ-
ment for everyone involved. Understanding delega-
tion and proper application of delegation principles
is needed in the implementation of the various
nursing practice models.
Study Questions
1. What are the responsibilities of the professional nurse when delegating tasks to an LPN or UAP?
2. What factors need to be considered when delegating tasks?
3. What is the difference between the delegation and the assignment of a task?
4. What are the nurse manager’s legal responsibilities in supervising UAP?
5. If you were the nurse manager, how would you have handled Laura’s situation?
6. How would you have handled the situation if you were Linda?
7. Bring the client census from your assigned clinical unit to class. Using the Delegation Decision-
Making Grid, decide which clients you would assign to the personnel on the unit. Give reasons for
your decision.
8. What type of nursing delivery model is implemented on your assigned clinical unit? Give examples
of the roles of the personnel engaged in client care to support your answer.
Case Study to Promote Critical Reasoning
Julio works at a large teaching hospital in a major metropolitan area. This institution services the
entire geographical region, including indigent clients, and, because of its reputation, administers
care to international clients and individuals who reside in other states. Like all health-care
institutions, this one has been attempting to cut costs by using more UAP. Nurses are often floated
to other units. Lately, the number of indigent and foreign clients on Julio’s unit has increased. The
acuity of these clients has been quite high, requiring a great deal of time from the nursing staff.
Julio arrived at work at 6:30 a.m., his usual time. He looked at the census board and discovered
that the unit was filled, and Bed Control was calling all night to have clients discharged or
transferred to make room for several clients who had been in the emergency department since the
previous evening. He also discovered that the other RN assigned to his team called in sick. His
team consists of himself, two UAP, and an LPN who is shared by two teams. He has eight clients
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 128
chapter 9 | Delegation of Client Care 129
References American Association of Critical Care Nurses (AACN). (1990).
Delegation of Nursing and Non-Nursing Activities in Critical Care: A Framework for Decision Making. Irvine, Calif.: AACN.
American Nurses Association (ANA). (1985). Code for Nurses. Washington, DC: ANA.
American Nurses Association (ANA). (1996). Registered Professional Nurses and Unlicensed Assistive Personnel. Washington, DC: ANA.
American Nurses Association (ANA). (2002). Position Statements on Registered Nurse Utilization of Unlicensed Assistive Personnel. Washington, DC: ANA.
American Nurses Association (ANA). (2005). Principles for Delegation. Washington, DC: ANA.
Boysen, R., & Fischer, C. (2000). Delegation/practice boundaries. South Dakota State University College of Nursing. Retrieved July 29, 2002, from learn.sdstate. edu/nursing/ DelegationModule2
Chevernet, M. (1988). STAT: Special Techniques in Assertiveness Training for Women in Healthcare Professions, 2nd ed. St. Louis, Mo.: Mosby.
Ellis, J.R., & Hartley, C.L. (2004). Nursing in Today’s World. Philadelphia: Lippincott, Williams & Wilkins.
Habel, M. (Winter 2001). Delegating nursing care to unlicensed assistive personnel. Continuing Education for Florida Nurses, 39–54.
Hansten, R.I, & Jackson, M. (2004). Clinical Delegation Skills: A Handbook for Professional Practice. Sudbury, Mass.: Jones & Bartlett.
Hicks v. New York State Department of Health. (1991). 570 N.Y.S. 2d 395 (A.D. 3 Dept).
Huber, D., Blegan, M., & McCloskey, J. (1994). Use of nursing assis- tants: Staff nurse opinions. Nursing Management, 25(5), 64–68.
Keeney, S., Hasson, F., McKenna, H., & Gillen, P. (2005). Health care assistants: The view of managers of health care agencies on training and employment. Journal of Nursing Management, 13(1), 83–92.
Keeney, S., Hasson, F., & McKenna, H. (2005). Nurses’, midwives’, and patients’ perceptions of trained health care assistants. Journal of Advanced Nursing, 50(4), 345–355.
Mahlmeister, L. (1999). Professional accountability and legal liability for the team leader and charge nurse. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 28, 300–309.
National Council of State Boards of Nursing. (1990). Concept Paper on Delegation. Chicago: NCSBN.
National Council of State Boards of Nursing. (1995). Delegation: Concepts and decision-making process. Issues (December), 1–2.
National Council of State Boards of Nursing. (1997). Delegation Decision-Making Grid. Chicago: NCSBN.
National Council of State Boards of Nursing. (2007). The five rights of delegation. Retrieved November 30, 2008, from www.ncsbn.org/Joint_statement.pdf
Nightingale, F. (1859). Notes on Nursing: What It Is and What It Is Not. London: Harrison and Sons. (Reprint 1992. Philadelphia: JB Lippincott.)
Tappen, R., Weiss, S.A., & Whitehead, D.K. (2004). Essentials of Leadership and Management. Philadelphia: FA Davis.
Zimmerman, P.G. (1996). Delegating to assistive personnel. Journal of Emergency Nursing, 22, 206–212.
on his team: two need to be readied for surgery, including preoperative and postoperative teaching,
one of whom is a 35-year-old woman scheduled for a modified radical mastectomy for the
treatment of breast cancer; three are second-day postoperative clients, two of whom require
extensive dressing changes, are receiving IV antibiotics, and need to be ambulated; one postopera-
tive client who is required to remain on total bedrest, has a nasogastric tube to suction as well as a
chest tube, is on total parenteral nutrition and lipids, needs a central venous catheter line dressing
change, has an IV, is taking multiple IV medications, and has a Foley catheter; one client who is
ready for discharge and needs discharge instruction; and one client who needs to be transferred to a
subacute unit, and a report must be given to the RN of that unit. Once the latter client is trans-
ferred and the other one is discharged, the emergency department will be sending two clients to the
unit for admission.
1. How should Julio organize his day? Set up an hourly schedule.
2. What type of client management approach should Julio consider in assigning staff appropriately?
3. If you were Julio, which clients and/or tasks would you assign to your staff? List all of them, and
explain your rationale.
4. Using the Delegation Decision-Making Grid, make staff and client assignments.
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 129
2208_Ch09_115-130.qxd 11/6/09 5:59 PM Page 130
chapter 10 Quality and Safety
OBJECTIVES After reading this chapter, the student should be able to: ■ Discuss the history of quality and safety within the U.S.
health-care system.
■ Analyze historical, social, political, and economic trends affecting the nursing profession and the health-care delivery system.
■ Explain the importance of quality improvement (QI) for the nurse, patient, organization, and health-care delivery system.
■ Discuss the role of the nurse in continuous quality improve- ment (CQI) and risk management.
■ Examine factors contributing to medical errors and evidence-based methods for the prevention of medical errors.
■ Explain the use of technology to enhance and promote safe patient care, educate patients and consumers, evaluate health-care delivery, and enhance the nurse’s knowledge base.
■ Describe the effects of communication on patient-centered care, interdisciplinary collaboration, and safety.
■ Promote the role of the nurse in the contemporary health-care environment.
OUTLINE
History and Overview
Historical Trends and Issues
The IOM and the Committee on the Quality of Health Care in America
Quality in the Health-Care System
QI
Using CQI to Monitor and Evaluate Quality of Care
QI at the Organizational and Unit Levels
Strategic Planning
Structured Care Methodologies
Critical Pathways
Aspects of Health Care to Evaluate
Structure
Process
Outcome
Risk Management
The Economic Climate in the Health-Care System
Economic Perspective
Regulation and Competition
Nursing Labor Market
Defining and Identifying the Nursing Shortage
Factors Contributing to the Nursing Shortage
Safety in the U.S. Health-Care System
Types of Errors
Error Identification and Reporting
Developing a Culture of Safety
Organizations, Agencies, and Initiatives Supporting Quality and Safety in the Health-Care System
Government Agencies
Health-Care Provider Professional Organizations
Nonprofit Organizations and Foundations
Quality Organizations
Integrating Initiatives and Evidenced-Based Practices into Patient Care
Health-Care System Reform
Role of Nursing in System Reform
The ANA’s Agenda
Influence of Nursing
Conclusion
131
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 131
132 unit 2 | Working Within the Organization
History and Overview
You are entering professional nursing at a time
when issues pertaining to quality and safety of the
U.S. health-care system have come to the forefront
in the delivery of health care. Considering the
complexity of the decisions you make every day in
managing patient care at the bedside, it may be easy
to dismiss the theory that you must also consider
quality and safety within the health-care system.
However, each day as a professional registered
nurse (RN), you will participate in activities to sup-
port quality and safety initiatives at the bedside,
within your organization, and as part of the health-
care system. First, this chapter identifies trends
and issues that have brought quality and safety to
the forefront.
Historical Trends and Issues
The rapidly changing health-care delivery system
is driven by many forces (Baldwin, Conger,
Maycock, & Ableggen, 2002; Davis, 2001; Elwood,
2007; Ervin, Bickes, & Schim, 2006; Menix, 2000)
that are influencing the current movement toward
improved quality and safety. Some of these forces
include economics, societal demographics and
diversity, regulation and legislation, technology,
health-care delivery and practice, and environment
and globalization.
Economics. U.S health-care delivery has been affected by many economic trends and issues.
Businesses, government, and the media decry the
cost of health care within the United States when
compared with that of other developed nations
( Jackson, 2006; Kersbergen, 2000). The cost of
research and the cost to develop new treatments
and technology are rising. Nurses need to be pre-
pared to support consumers with a thorough
knowledge of quality, accountability, and cost-
effectiveness (AACN, 1997). Educated consumers
will expect safe, quality care with associated satis-
faction and health outcomes. Improvements in
quality and safety will reduce costs (Cronenwett et
al., 2007; Institute of Medicine [IOM], 2003a).
Societal demographics and diversity. Increased numbers of racial and ethnic groups /will influence
health-care delivery (Billings & Halsted, 2005;
Elwood 2007; Heller, Oros, & Durney-Crowley,
2000). Increased numbers of elderly people,
increased lifespan, and improvements in technology
mean an emphasis on specialized geriatric care.
Both the elderly and ethnic minorities are at-risk
populations who suffer disadvantages in access,
payment, and quality of care (U.S. Department of
Health & Human Services, 2001).
Regulation and legislation. The diverse interests of consumers, insurance companies, government,
and regulation affect health-care legislation. For
health-care leaders and providers of care, unprece-
dented challenges will continue despite the atten-
tion that quality and safety has received during the
evolution of the existing health-care system.
Technology. The use of technology will improve cost, clinical outcomes, quality, and safety (IOM,
2003a). Nursing practice must accommodate this
health-care delivery trend with the inclusion of
concepts in interdisciplinary collaboration, patient-
focused systems, and information literacy (Booth,
2006). Additionally, nurses must utilize technology
and informatics to incorporate evidenced-based
practices for improved quality and safety in the
health-care delivery system.
Technology also produces advancements in dis-
ease treatments, especially in the areas of genetics
and genomics, and all professionals must integrate
these areas into practice ( Jenkins & Calzone,
2007). Advances in genetics and genomics lead to
breakthroughs in the treatments of a variety of
genetic disorders, QI, and outcomes in clinical
practice often related to pharmacotherapeutics
(Trossman, 2006).
Health-care delivery and practice. Health-care professionals should be prepared to provide safe,
quality care in all settings, including acute care and
community settings. Nurses and other health-care
professionals need the knowledge, skills, attitudes,
and competencies to function in a variety of set-
tings and the ability to support the needs of the
elderly (Ervin, Bickes, & Schim, 2006; Heller,
Oros, Durney-Crowley, 2000).
The integration of evidenced-based practice will
serve to improve quality and safety for patients, as
it will improve collaboration and interdisciplinary
teamwork (Brady et al., 2001; IOM, 2003a;
O’Neill, 1998). Both the IOM (2003a) and the
Pew Health Professions Commission (O’Neill,
1998) identified the need for the health-care deliv-
ery system and its professionals to improve collab-
oration and to work in an interdisciplinary team to
improve quality and safety.
Environment and globalization. The emergence of a global economy, the ease of travel, and
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 132
chapter 10 | Quality and Safety 133
advances in communication technology affect the
movement of people, money, and disease (Heller,
Oros, & Durney-Crowley, 2000; Kirk, 2002).
Global warming and climate change have been
linked to the emergence of new drug-resistant
organisms, an increase in vector-borne and water-
borne disease, and migration of affected popula-
tions. Safe, quality health care will need to confront
the challenges of increasing multiculturalism,
potential for pandemic, and the effect of climate
change and pollution on health.
In addition, many health-care professionals,
government agencies, and supporting organizations
have contributed to the evolution of quality and
safety within the health-care system. The
Historical Timeline (Table 10-1) highlights signif-
icant organizations and initiatives of importance to
quality and safety.
table 10-1
Historical Timeline 1896 Nurses Associated Alumnae of the United States and Canada formed, later called the American Nurses Association
(ANA)
1906 Food and Drug Act signed, which began the regulation of food and drugs to protect consumers
1918 American College of Surgeons founded, which initiated minimum standards for hospitals and on-site hospital
inspections for adherence to standards
1930s Employers began offering health benefits, and the first commercial insurance companies arose
1945 Quality management principles developed by Edward Deming were applied successfully to industries such as
manufacturing, government, and health care
1951 Joint Commission on Accreditation of Healthcare Organizations (JCAHO) founded; currently referred to as the
Joint Commission (JC)
1955 Social Security Act passed; hospitals that had volunteered for accreditation by JCAHO were approved for
participation in Medicare and Medicaid
1966 Quality of health-care services defined in the literature
1970 IOM established as a nonprofit adviser to the nation to improve health in the national academies
1979 National Committee on Quality Assurance (NCQA) established
1986 National Center of Nursing Research founded at the National Institutes of Health (NIH)
1989 Agency for Healthcare Research and Quality (AHRQ) established
1990 NCQA began accrediting managed care organizations by using data from Health Plan Employer Data and
Information Set (HEDIS)
1990 Institute of Healthcare Improvement (IHI) founded
1991 Nursing’s Agenda for Health Care Reform published by the ANA
1996 National Patient Safety Foundation (NPSF) founded; JC established Sentinel Event Policies
1996 IOM launched three-part initiative to study health-care system quality
1998 IOM National Roundtable on Health Care Quality released Consensus Statement
1999 IOM published To Err is Human: Building a Safer Health System
2001 IOM published Crossing the Quality Chasm: A New Health System for the 21st Century
2001 IOM published Envisioning the National Health Care Quality Report
2001 ANA’s National Database for Nursing Quality Indicators (NDNQI) demonstrated the positive impact of the
appropriate mix of nursing staff on patient outcomes
2001 JC mandated hospital-wide patient safety standards
2003 IOM published Priority Areas for National Action: Transforming Health Care Quality, which established priority
areas for national action to improve quality of care and outcomes (Box 10-1)
2003 JC established first set of National Patient Safety Goals (NPSG)
2003 IOM published Health Professions Education: A Bridge to Quality
2004 IOM published Keeping Patients Safe: Transforming the Work Environment of Nurses
2004 IOM published Patient Safety: Achieving a New Standard of Care
2005 ANA updated its Health Care Agenda, urging system reform
2006 IOM published Preventing Medication Errors: Quality Chasm Series
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 133
134 unit 2 | Working Within the Organization
The IOM and the Committee on the Quality of Health Care in America
The IOM is a private, nonprofit organization char-
tered in 1970 by the U.S government. The IOM’s
role is to provide unbiased, expert health and scien-
tific advice for the purpose of improving health.
The result of the IOM’s work supports government
policy making, the health-care system, health-care
professionals, and consumers.
In 1998 the IOM National Roundtable on
Health Care Quality released Statement on Quality of Care (Donaldson, 1998), which urged health-care leaders to make urgent changes in the U.S. health-
care system. The Roundtable reached consensus in
four areas regarding the U.S. health-care system:
1. Quality can be defined and measured;
2. Quality problems are serious and extensive;
3. Current approaches to QI are inadequate; and
4. There is an urgent need for rapid change.
This IOM statement launched today’s move-
ment to improve quality and safety for the 21st
century U.S. health-care system.
In 1998 the IOM charged the Committee on
the Quality of Health Care in America to develop
a strategy to improve health-care quality in the
coming decade (IOM, 2000). The Committee
completed a systematic review and critique of liter-
ature that highlighted and quantified severe short-
comings in the heath-care system. Its work led to
the series of reports that serves as the foundation
and strategy for health system reform (Box 10-2).
Two in particular, To Err is Human: Building a Safer Health System (IOM, 2000) and Crossing the Quality Chasm: A New Health System for the 21st Century (IOM, 2001), provide a framework
upon which the 21st-century health-care system is
being built.
To Err is Human—discussed later in this chapter— quantified unnecessary death in the U.S. health-
care system and placed emphasis on system failures
as the foundation for errors and mistakes.
According the report, it is the flawed systems in
patient care that often leave the door open for
human error. The report made a series of eight rec-
ommendations in four areas (Box 10-3) that aimed
to decreased errors by at least 50% over 5 years. The
goal of the recommendations was “for the external
environment to create sufficient pressure to make
errors costly to health-care organizations and
providers, so they are compelled to take action to
improve safety” (IOM, 2000, p. 4). The recommen-
dations sparked pubic interest in health-care quality
and safety and caused prompt responses by the
government and national quality organizations.
Crossing the Quality Chasm addressed broad quality issues in the U.S. health-care system. The report indi-
cated that the health-care system is fundamentally
flawed with “gaps,” and it proposed a system-wide
box 10-1
Institute of Medicine Priority Areas (IOM, 2003b).
• Asthma
• Cancer screening
• Care coordination
• Children with special
care needs
• Diabetes
• End-of-life issues
• Frail elderly
• Health literacy
• Hypertension
• Immunizations
• Ischemic heart disease
• Major depression
• Nosocomial infections
• Obesity
• Pain control in advanced
cancer
• Pregnancy and childbirth
• Self-management
• Severe, persistent mental illness
• Stroke
• Tobacco dependence in adults
box 10-2
IOM Quality Reports (IOM, 2006) • Crossing the Quality Chasm: The IOM Quality Health Care
Initiative (1996)
• To Err Is Human: Building a Safer Health System (2000)
• Crossing the Quality Chasm: A New Health System for the
21st Century (2001)
• Envisioning the National Health Care Quality Report (2001)
• Priority Areas for National Action: Transforming Health Care
Quality (2003b)
• Leadership by Example: Governmental Roles (2003)
• Health Professions Education: A Bridge to Quality (2003a)
• Patient Safety: Achieving a New Standard of Care (2003)
• Keeping Patients Safe: Transforming the Work Environment
for Nurses (2004)
• Academic Health Centers: Leading Change in the 21st
Century (2004)
• Preventing Medication Errors: Quality Chasm Series (2006)
box 10-3
Focus Areas of To Err is Human Recommendations (IOM, 2000)
• Enhance knowledge and leadership regarding safety.
• Identify and learn from errors.
• Set performance standards and expectations for safety.
• Implement safety systems within health-care organ-
izations.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 134
chapter 10 | Quality and Safety 135
strategy and action plans to redesign the health-care
system. The report stated that the gaps between actu-
al care and high-quality care could be attributed to
four key inter-related areas in the health-care system:
the growing complexity of science and technology, an
increase in chronic conditions, a poorly organized
delivery system of care, and constraints on exploiting
the revolution in information technology. With the
overarching goal of improving the health-care system
by closing identifiable gaps, the report made 13 rec-
ommendations, some of which are in Box 10-4.
Additionally, the report addressed the importance of
aligning and designing health-care payer systems,
professional education, and the health-care environ-
ment for quality enhancements, improved outcomes
in care, and use of best practices.
As a professional nurse, you have a responsibility
to acknowledge the complexity and deficits of the
health-care system. In managing patient care, you
must continually consider the impact of the system
on the care you provide and participate in the qual-
ity and safety initiatives at the bedside, in your unit,
and within your organization to promote quality
and safety within the system.
Quality in the Health-Care System
The IOM defines quality as “the degree to which health services for individuals and populations
increase the likelihood of desired health outcomes
and are consistent with current and professional
knowledge” (IOM, 2001, p. 232). This definition is
used by U.S. organizations and many international
health-care organizations, and it is the basis for
nursing management of patient care. Box 10-5 elab-
orates on this definition by outlining six primary
aims of health care.
QI
QI activities have been part of nursing care since
Florence Nightingale evaluated the care of soldiers
during the Crimean War (Nightingale & Barnum,
1992). To achieve quality health care, QI activities
use evidence-based methods for gathering data and
achieving desired results.
QI usually involves common characteristics
(McLaughlin & Caluzny, 2006, p 3):
■ A link to key elements of the organization’s
strategic plan
■ A quality council consisting of the institution’s
top leadership
■ Training programs for all levels of personnel
■ Mechanisms for selecting improvement oppor-
tunities
■ Formation of process improvement teams
■ Staff support for process analysis and redesign
■ Personnel policies that motivate and support
staff participation in process improvement
QI is called by many names: quality assurance,
FADE, PDSA, total quality management (TQM),
Six Sigma, and CQI. Regardless of the term used, QI
is a structured organizational process for involving
personnel in planning and executing a continuous
flow of improvements to provide quality health care
that meets or exceeds expectations (McLaughlin &
Kaluzny, 2006, p. 3). The following sections focus
on CQI.
box 10-4
Ten Rules to Govern Health-Care Reform for the 21st Century (IOM, 2001, p. 61)
• Care is based on a continuous healing relationship
• Care is provided based on patient needs and values
• Patient is source of control of care
• Knowledge is shared and free-flowing
• Decisions are evidence-based
• Safety as a system property
• Transparency is necessary; secrecy is harmful
• Anticipate patient needs
• Waste is continually decreased
• Cooperation between health-care providers
box 10-5
Six Aims for Improving Quality in Health-Care (IOM, 2001, p. 39).
Health care should be:
1. Safe: Avoiding injuries to patients from the care that is
intended to help them
2. Effective: Providing services based on scientific
knowledge to all who could benefit and refraining from
providing services to those not likely to benefit
(avoiding underuse and overuse)
3. Patient-centered: Providing care that is respectful of
and responsive to individual patient preferences, needs,
and values and ensuring that patient values guide all
clinical decisions
4. Timely: Reducing waits and sometimes harmful delays
for those who receive and those who give care
5. Efficient: Avoiding waste, in particular that of
equipment, supplies, ideas, and energy
6. Equitable: Providing care that does not vary in quality
because of characteristics such as gender, ethnicity,
geographic location, and socioeconomic status
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 135
136 unit 2 | Working Within the Organization
Using CQI to Monitor and Evaluate Quality of Care
Continuous quality improvement (CQI) is a process of identifying areas of concern (indicators),
continuously collecting data on these indicators,
analyzing and evaluating the data, and implement-
ing needed changes. When one indicator is no
longer a concern, another indicator is selected.
Common indicators include, for example, number
of falls, medication errors, and infection rates.
Indicators can be identified by the accrediting
agency or by the facility itself. The purpose of CQI
is to improve the capability continuously of every-
one involved in providing care, including the
organization itself. CQI aims to avoid a blaming
environment and attempts to provide a means to
improve the entire system.
CQI relies on collecting information and analyz-
ing it. The time frame used in a CQI program can
be retrospective (evaluating past performance, often
called quality assurance), concurrent (evaluating cur- rent performance), or prospective (future-oriented,
collecting data as they come in). The procedures
used to collect data depend on the purpose of the
program. Data may be obtained by observation, per-
formance appraisals, patient satisfaction surveys,
statistical analyses of length-of-stay and costs, sur-
veys, peer reviews, and chart audits (Huber, 2000).
In the CQI framework, data collection is every-
one’s responsibility. Collecting comprehensive, accu-
rate, and representative data is the first step in the
CQI process. You may be asked to brainstorm your
ideas with other nurses or members of the interdis-
ciplinary team, complete surveys or checklists, or
keep a log of your daily activities. How do you
administer medications to groups of patients? What
steps are involved? Are the medications always avail-
able at the right time and in the right dose, or do you
have to wait for the pharmacy to bring them to the
floor? Is the pharmacy technician delayed by emer-
gency orders that must be processed? Looking at the
entire process and mapping it out on paper in the
form of a flowchart may be part of the CQI process
for your organization (Fig. 10.1).
QI at the Organizational and Unit Levels
Strategic Planning
Leaders and managers are so often preoccupied
with immediate issues that they lose sight of their
ultimate objectives. Quality cannot be found at the
unit level if the organization is not focusing on
quality issues. To stay on track, an organization
needs a strategic plan. A strategic plan is a short, visionary, conceptual document that:
■ Serves as a framework for decisions or for secur-
ing support/approval
■ Provides a basis for more detailed planning
■ Explains the business to others in order to
inform, motivate, and involve
Assign Responsibilities
Identify Vital Areas
Define Scope of Care
Evaluate Performance and Outcomes
Recommend and Implement Actions
Evaluate Degree of Improvement
Analyze Area in Terms of:
Aspects Standards Indicators
Criteria
Measure Actual Performance and
Measure Patient Outcomes
Figure 10.1 Unit level QI process. (Adapted from Hunt, D.V. [1992]. Quality in America: How to Implement a Competitive Quality Program. Homewood, IL: Business One Irwin; and Duquette, A.M. [1991]. Approaches to monitoring practice: Getting started. In Schroeder, P. [ed.]. Monitoring and Evaluation in Nursing. Gaithersburg, MD: Aspen.)
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 136
chapter 10 | Quality and Safety 137
■ Assists benchmarking and performance
monitoring
■ Stimulates change and becomes the building block
for the next plan (planware.org/strategy.htm)
During the strategic planning process, the organi-
zation develops or reviews its vision, mission state-
ment, and corporate values. A group develops
business objectives and key strategies to meet these
objectives. In order to do this, a SWOT analysis is
done—a review of the organization’s Strengths,
Weaknesses, Opportunities, and Threats. Key
strategies are identified, and action plans are devel-
oped. The organization’s mission, goals, and strate-
gic plan ultimately drive the outcomes and QI plan
for that organization. Be proactive, and participate
in the process. Ask your nurse manager if there are
opportunities for the staff to participate in the
planning process.
Issues related to QI may also come out of the
strategic planning process. Quality issues are not
often apparent to senior managers. Staff members
at the unit level can often identify quality issues
because they are the ones who can feel the impact
when quality is lacking. Once a process that needs
improvement is identified, an interdisciplinary
team is organized whose members have knowledge
of the identified process. The team members meet
to identify and analyze problems, discuss solutions,
and evaluate changes. The team clarifies the cur-
rent knowledge of the process; it identifies causes
for variations in the process and works to unify the
process. Box 10-6 identifies questions that team
members might ask as they work on the QI plan.
Structured Care Methodologies
Most agencies have tools for tracking outcomes.
These tools are called structured care methodologies (SCMs). SCMs are interdisciplinary tools to “iden-
tify best practices, facilitate standardization of care,
and provide a mechanism for variance tracking,
quality enhancement, outcomes measurement, and
outcomes research” (Cole & Houston, 1999, p. 53).
SCMs include guidelines, protocols, algorithms,
standards of care, critical pathways, and order sets.
■ Guidelines. Guidelines first appeared in the 1980s as statements to assist health-care
providers and patients in making appropriate
health-care decisions. Guidelines are based on
current research strategies and are often devel-
oped by experts in the field. The use of guidelines
is seen as a way to decrease variations in practice.
■ Protocols. Protocols are specific, formal docu- ments that outline how a procedure or interven-
tion should be conducted. Protocols have been
used for many years in research and specialty
areas but have been introduced into general
health care as a way to standardize approaches
to achieve desired outcomes. An example in
many facilities is a chest pain protocol.
■ Algorithms. Algorithms are systematic proce- dures that follow a logical progression based on
additional information or patient responses to
treatment. They were originally developed in
mathematics and are frequently seen in
emergency medical services. Advanced cardiac
life support algorithms are now widely used in
health-care agencies.
■ Standards of care. Standards of care are often discipline-related and help to operationalize
patient care processes and provide a baseline for
quality care. Lawyers often refer to a discipline’s
standards of care in evaluating whether a patient
has received appropriate services.
■ Critical (or clinical) pathways. A critical path- way outlines the expected course of treatment
for patients with similar diagnoses. The critical
pathway should orient the nurse easily to the
patient outcomes for the day. In some institu-
tions, nursing diagnoses with specific time
frames are incorporated into the critical path-
way, which describes the course of events that
lead to successful patient outcome within the
diagnosis-related group (DRG)–defined time
frame. For the patient with an uncomplicated
box 10-6
Questions the Team Needs to Ask 1. Who are our customers, stakeholders, markets?
2. What do they expect from us?
3. What are we trying to accomplish?
4. What changes do we think will make an improvement?
5. How and when will we pilot-test our predicted
improvement?
6. What do we expect to learn from the pilot test?
7. What will we do with negative results? positive results?
8. How will we implement the change?
9. How will we measure success?
10. What did we learn as a team from this experience?
11. What changes would we make for the future?
Adapted from McLaughlin, C., & Kaluzny, A. (2006). Continuous Quality
Improvement in Health Care: Theory, Implementations, and Applications.
3rd ed. Massachusetts: Jones & Bartlett.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 137
138 unit 2 | Working Within the Organization
myocardial infarction (MI), a proposed course of
events leading to a successful patient outcome
within the 4-day DRG-defined time frame
might be as follows (Doenges, Moorhouse, &
Geissler, 1997): (1) Patient states that chest pain
is relieved; (2) ST- and T-wave changes resolve
and pulse oximeter reading is greater than
90%; patient has clear breath sounds; (3) Patient
ambulates in hall without experiencing extreme
fatigue or chest pain; (4) Patient verbalizes
feelings about having an MI and future fears;
(5) Patient identifies effective coping strategies;
(6) Ventricular dysfunction, dysrhythmia, or
crackles resolved
SCMs may be used alone or together. A patient
who is admitted for an MI may have care planned
using a critical pathway for an acute MI, a heparin
protocol, and a dysrhythmia algorithm. In addition,
the nurses may refer to the standards of care in
developing a traditional nursing care plan.
SCMs can improve physiological, psychological,
and financial outcomes. Services and interventions
are sequenced to provide safe and effective out-
comes in a designated time and with most effective
use of resources. They also give an interdisciplinary
perspective that is not found in the traditional
nursing care plan. Computer programs allow
health-care personnel to track variances (differ-
ences from the identified standard) and use these
variances in planning QI activities.
The use of SCMs does not take the place of the
expert nursing judgment. The fundamental pur-
pose of the SCM is to assist health-care providers
in implementing practices identified with good
clinical judgment, research-based interventions,
and improved patient outcomes. Data from SCMs
allow comparisons of outcomes, development of
research-based decisions, identification of high-
risk patients, and identification of issues and prob-
lems before they escalate into disasters. Do not be
afraid to learn and understand the different SCMs.
Critical Pathways
Critical pathways are clinical protocols involving all disciplines. They are designed for tracking a
planned clinical course for patients based on aver-
age and expected lengths of stay. Financial out-
comes can be evaluated from critical pathways by
assessing any variances from the proposed length of
stay. The health-care agency can then focus on
problems within the system that extend the length
of stay or drive up costs because of overutilization
or repetition of services. For example:
Mr. J. was admitted to the telemetry unit with a diagnosis of MI. He had no previous history of heart disease and no other complicating factors such as diabetes, hypertension, or elevated cholesterol levels. His DRG-prescribed length of stay was 4 days. He had an uneventful hospitalization for the f irst 2 days. On the third day, he complained of pain in the left calf. The calf was slightly reddened and warm to the touch. This condition was diagnosed as thrombophlebitis, which increased his length of hos- pitalization. The case manager’s review of the events leading up to the complaints of calf pain indicated that, although the physician had ordered compression stockings for Mr. J., the stockings never arrived, and no one followed through on the order. The variances related to his proposed length of stay were discussed with the team providing care, and measures were instituted to make sure that this oversight would not occur again.
Critical pathways provide a framework for com-
munication and documentation of care. They are
also excellent teaching tools for staff members
from various disciplines. Institutions can use criti-
cal pathways to evaluate the cost of care for differ-
ent patient populations (Capuano, 1995; Crummer
& Carter, 1993; Flarey, 1995; Lynam, 1994).
Most institutions have adopted a chronological,
diagrammatic format for presenting a critical pathway.
Time frames may range from daily (day 1,
day 2, day 3) to hourly, depending on patient needs.
Key elements of the critical pathway include discharge
planning, patient education, consultations, activities,
nutrition, medications, diagnostic tests, and treat-
ment (Crummer & Carter, 1993). Table 10-2
is an example of a critical pathway. Although orig-
inally developed for use in acute care institutions,
critical pathways can be developed for home care
and long-term care. The patient’s nurse is usually
responsible for monitoring and recording any devi-
ations from the critical pathway. When deviations
occur, the reasons are discussed with all members
of the health-care team, and the appropriate
changes in care are made. The nurse must identify
general trends in patient outcomes and develop
plans to improve the quality of care to reduce the
number of deviations. Through this close monitor-
ing, the health-care team can avoid last-minute
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 138
chapter 10 | Quality and Safety 139
surprises that may delay patient discharge and can
predict lengths of stay more effectively.
Aspects of Health Care to Evaluate
A CQI program can evaluate three aspects of
health care: the structure within which the care is
given, the process of giving care, and the outcome
of that care. A comprehensive evaluation should
include all three aspects (Brook, Davis, &
Kamberg, 1980; Donabedian, 1969, 1977, 1987).
When evaluation focuses on nursing care, the inde-
pendent, dependent, and interdependent functions
of nurses may be added to the model (Irvine, 1998).
Each of these dimensions is described here, and
their interrelationship is illustrated in Table 10-3.
Structure
Structure refers to the setting in which the care is given and to the resources (human, financial,
and material) that are available. The following
structural aspects of a health-care organization can
be evaluated:
■ Facilities. Comfort, convenience of layout, acces- sibility of support services, and safety
■ Equipment. Adequate supplies, state-of-the-art equipment, and staff ability to use equipment
■ Staff. Credentials, experience, absenteeism, turnover rate, staff-patient ratios
■ Finances. Salaries, adequacy, sources
Although none of these structural factors alone
can guarantee quality care, they make good care
more likely. A higher level of nurses each shift and
a higher proportion of RNs are associated with
shorter lengths of stay; higher proportions of RNs
are also related to fewer adverse patient outcomes
(Lichtig, Knauf, & Milholland, 1999; Rogers
et al., 2004).
Process
Process refers to the activities carried out by the health-care providers and all the decisions made
while a patient is interacting with the organization
(Irvine, 1998). Examples include:
■ Setting an appointment
■ Conducting a physical assessment
■ Ordering a radiograph and magnetic resonance
imaging scan
■ Administering a blood transfusion
■ Completing a home environment assessment
■ Preparing the patient for discharge
■ Telephoning the patient post discharge
Each of these processes can be evaluated in terms
of timeliness, appropriateness, accuracy, and com-
pleteness (Irvine, 1998). Process variables include
psychosocial interventions, such as teaching and
counseling, and physical care measures. Process also
includes leadership activities, such as interdiscipli-
nary team conferences. When process data are col-
lected, a set of objectives, procedures, or guidelines
is needed to serve as a standard or gauge against
which to compare the activities. This set can be
highly specific, such as listing all the steps in a
catheterization procedure, or it can be a list of
objectives, such as offering information on breast-
feeding to all expectant parents or conducting
weekly staff meetings.
The American Nurses Association (ANA)
Standards of Care are process standards that
answer the question: What should the nurse be
doing, and what process should the nurse follow to
ensure quality care?
Outcome
An outcome is the result of all the health-care providers’ activities. Outcome measures evaluate
the effectiveness of nursing activities by answering
such questions as: Did the patient recover? Is the
family more independent now? Has team function-
ing improved? Outcome standards address indica-
tors such as physical and mental health; social and
physical function; health attitudes, knowledge,
and behavior; utilization of services; and customer
satisfaction (Huber, 2000).
The outcome questions asked during an evalua-
tion should measure observable behavior, such as
the following:
■ Patient: Wound healed; blood pressure within
normal limits; infection absent
■ Family: Increased time between visits to the
emergency department; applied for food stamps
■ Team: Decisions reached by consensus; atten-
dance at meetings by all team members
Some of these outcomes, such as blood pressure or
time between emergency department visits, are eas-
ier to measure than other, equally important out-
comes, such as increased satisfaction or changes in
attitude. Although the latter cannot be measured as
precisely, it is important to include the full spectrum
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 139
140 unit 2 | Working Within the Organization
table 10-2
Sample Critical Pathway: Heart Failure, Hospital; ELOS 4 Days Cardiology or Medical Unit
ND and Categories of Care Day 1 _____ Day 2 _____ Day 3 _____ Day 4 _____
Decreased cardiac
output R/T:
Decreased myocardial
contractility, altered
electrical conduction,
structural changes
Fluid volume excess
R/T compromised
regulatory
mechanisms:
hypertension,
sodium/water
retention
Referrals
Diagnostic studies
Goals:
Participate in actions
to reduce cardiac
workload
Verbalize
understanding of
fluid/food restrictions
Cardiology
Dietitian
ECG, echo, Doppler
ultrasound, stress
test, cardiac scan
CXR
ABGs/pulse oximeter
Cardiac enzymes
ANP, BNP
BUN/Cr
CBC/electrolytes,
MG++
PT/aPTT
Liver function studies
Serum glucose
Albumin/total protein
Thyroid studies
Digoxin level (as
indicated)
UA
Display VS within
acceptable limits;
dysrhythmias
controlled; pulse
oximetry within
acceptable range
Meet own self-care
needs with
assistance as
necessary
Verbalize
understanding of
general condition
and health-care
needs
Breathing sounds
clearing
Urinary output
adequate
Weight loss (reflecting
fluid loss)
Cardiac rehabilitation
Occupational therapist
(for ADLs)
Social services
Home care
Echo-Doppler (if not
done day 1) or other
cardiac scans
Cardiac enzymes (if ↑)
BUN/Cr
Electrolytes
PT/aPTT (if taking anti-
coagulants)
→ Dysrhythmias
controlled or absent
Free of signs of
respiratory distress
Demonstrate
measurable
increase in activity
tolerance
Plan for lifestyle/
behavior changes
Breath sounds clear
Balanced I&O
Edema resolving
Community resources
CXR
BUN/Cr
Electrolytes
PT/aPTT (as indicated)
Repeat digoxin level (if
indicated)
→ →
→
Plan in place to meet
postdischarge needs
Weight stable or
continued loss if
edema present
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 140
table 10-2
Sample Critical Pathway: Heart Failure, Hospital; ELOS 4 Days Cardiology or Medical Unit—cont’d
ND and Categories of Care Day 1 _____ Day 2 _____ Day 3 _____ Day 4 _____
Additional
assessments
Medication allergies:
Patient education
Additional nursing
actions
Apical pulse,
heart/breath sounds
q8h
Cardiac rhythm
(telemetry) q4h
BP, P, R q2h until
stable, q4h
Temp q8h
I&O q8h
Weight qAM
Peripheral edema q8h
Peripheral pulses q8h
Sensorium q8h
DVT check qd
Response to activity
Response to
therapeutic
interventions
IV diuretic
ACEI, ARB, vasodialtors,
beta blocker
IV/PO potassium
Digoxin
PO/cutaneous nitrates
Morphine sulfate
Daytime/hs sedation
PO/low-dose
anticoagulant
Stool softener/laxative
Orient to unit/room
Review advance
directives
Discuss expected
outcomes,
diagnostic
tests/results
Fluid/nutritional
restrictions/needs
Bed/chair rest
Assist with physical
care
Pressure-relieving
mattress
Dysrhythmia/angina
care per protocol
Supplemental O 2
Cardiac diet
→
→
→ q8h
→ → → → → → → → →
→ PO →
→ → → → → →
→ Cardiac education per
protocol
Review medications:
Dose, times, route,
purpose, side effects
Progressive activity
program
Skin care
→ BPR/ambulate as tolerated, cardiac
program
→
→
→
→ →
→ bid
→ D/C
→
→ → → → bid → bid → bid → → →
→ →
→ D/C → → → D/C → → PO or D/C
→ Signs/symptoms to
report to health-care
provider
Plan for home-care
needs
→ Up ad lib/graded program
→
→
→
→ D/C if able →
→
→
→ → D/C → → qd → D/C → D/C → → →
→ →
→ →
→ D/C →
→ Provide written
instructions for
home care
Schedule for follow-up
appointments
→
→
→ (send home)
→
→
CP = critical path; ELOS = estimated length of stay; ND = nursing diagnosis.
Doenges, M.E., Moorhouse, M.F., and Geissler, A.C. (2010). Nursing Care Plans: Guidelines for Individualizing Patient Care, ed. 8. Philadelphia: FA Davis, with permission.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 141
142 unit 2 | Working Within the Organization
of biological, psychological, and social aspects
(Strickland, 1997). For this reason, considerable
effort has been put into identifying the patient out-
comes that are affected by the quality of nursing
care. For example, the ANA identified 10 quality
indicators in acute care that are likely to relate to the
availability and quality of professional nursing serv-
ices in hospitals. Across the United States, data are
being collected from nursing units using these qual-
ity indicators.
A major problem in using and interpreting out-
come measures is that outcomes are influenced by
many factors. For example, the outcome of patient
teaching done by a nurse on a home visit is affected
by the patient’s interest and ability to learn, the
quality of the teaching materials, the presence or
absence of family support, information (which may
conflict) from other caregivers, and the environ-
ment in which the teaching is done. If the teaching
is successful, can the nurse be given full credit for
the success? If it is not successful, who has failed?
It is necessary to evaluate the process as well as
the outcome to determine why an intervention
such as patient teaching succeeds or fails. A com-
prehensive evaluation includes all three aspects:
structure, process, and outcome. However, it is
much more difficult to gather and monitor out-
come data than to measure structure or process.
Risk Management
An important part of CQI is risk management, a process of identifying, analyzing, treating, and eval-
uating real and potential hazards. The Joint
Commission ( JC) recommends the integration of
a quality control/risk management program to
maintain continuous feedback and communication.
To plan proactively, an organization must identify
real or potential exposures that might threaten it.
As a nurse, it is your responsibility to report adverse
incidents to the risk manager, according to your
organization’s policies and procedures. In many
states, this is a legal requirement.
Risk events are categorized according to severity.
Although all untoward events are important,
not all carry the same severity of outcomes
(Benson-Flynn, 2001).
1. Service occurrence. A service occurrence is an unexpected occurrence that does not result in
a clinically significant interruption of services
and that is without apparent patient or employee
injury. Examples include minor property or
equipment damage, unsatisfactory provision
of service at any level, or inconsequential inter-
ruption of service. Most occurrences in this
category are addressed within the patient
complaint process.
2. Serious incident. A serious incident results in a clinically significant interruption of therapy or
service, minor injury to a patient or employee,
or significant loss or damage of equipment or
property. Minor injuries are usually defined as
needing medical intervention outside of hospital
admission or physical or psychological damage.
3. Sentinel events. A sentinel event is an unex- pected occurrence involving death or serious/
permanent physical or psychological injury, or
the risk thereof. The phrase, “or the risk there-
of ” includes any process variation for which a
recurrence would carry a significant chance of a
serious adverse outcome. Such events are called
sentinel because they signal the need for imme-
diate investigation and response. When a sen-
tinel event occurs, appropriate individuals
table 10-3
Dimensions of QI in Nursing: Examples Independent Function Dependent Function Interdependent Function
Structure Pressure ulcer risk assessment High-speed automatic dial-up system Nursing case management
form available puts nurses in touch with physicians model of care adopted on
rapidly rehabilitation unit
Process Assesses risk for development Order to increase dosage of pain Communicates with therapists
of pressure ulcer and medication obtained and about need for customized
implements preventive measures processedwithin 1 hour wheelchair
Outcome Skin intact at discharge Relief from pain Able to enter narrow doorway
to bathroom unassisted
Adapted from Irvine, D. (1998). Finding value in nursing care: A framework for quality improvement and clinical evaluation. Nursing Economics, 16(3),
110–118.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 142
chapter 10 | Quality and Safety 143
within the organization must be made aware of
the event; they must investigate and understand
the causes of the event; and they must make
changes in the organization’s systems and
processes to reduce the probability of such an
event in the future (jcaho.org/ptsafety_frm.html).
The subset of sentinel events that is subject to
review by JC includes any occurrence that meets
any of the following criteria:
■ The event has resulted in an unanticipated death
or major permanent loss of function, not related
to the natural course of the patient’s illness or
underlying condition.
■ The event is one of the following (even if the out-
come was not death or major permanent loss of
function): suicide of a patient in a setting where
the patient receives around-the-clock care (e.g.,
hospital, residential treatment center, crisis
stabilization center), infant abduction or discharge
to the wrong family, rape, hemolytic transfusion
reaction involving administration of blood or
blood products having major blood group incom-
patibilities, surgery on the wrong patient or
wrong body part (jcaho.org/ptsafety_frm.html)
Adhering to nursing standards of care as well as the
policies and procedures of the institution greatly
decreases the nurse’s risk. Common areas of risk for
nursing include:
■ Medication errors
■ Documentation errors and/or omissions
■ Failure to perform nursing care or treatments
correctly
■ Errors in patient safety that result in falls
■ Failure to communicate significant data to
patients and other providers (Swansburg &
Swansburg, 2002)
Risk management programs also include attention
to areas of employee wellness and prevention of
injury. Latex allergies, repetitive stress injuries,
carpal tunnel syndrome, barrier protection for
tuberculosis, back injuries, and the rise of antibiotic-
resistant organisms all fall under the area of risk
management (Huber, 2000).
Adhering to standards of care and exercising the
amount of care that a reasonable nurse would
demonstrate under the same or similar circumstances
can protect the nurse from litigation. Understanding
what actions to take when something goes wrong is
imperative. The main goal is patient safety. Reporting
and remediation must occur quickly (Huber, 2000).
Once an incident has occurred, you must com-
plete an incident report immediately. The incident
report is used to collect and analyze data for future
determination of risk. The report should be accu-
rate, objective, complete, and factual. If there is
future litigation, the plaintiff ’s attorney can sub-
poena the report. The report should be prepared in
only a single copy and never placed in the medical
record (Swansburg & Swansburg, 2002). It is kept
with internal hospital correspondence.
Nurses have a responsibility to remain educated
and informed and to become active participants in
understanding and identifying potential risks to
their patients and to themselves. Ignorance of the
law is no excuse. Maintaining a knowledgeable,
professional, and caring nurse-patient relationship
is the first step in decreasing your own risk.
The Economic Climate in the Health-Care System
For many years, decisions about care were based
primarily on providing the best quality care, what-
ever the cost. As the economic support for health
care is challenged, however, health-care providers
are pressured to seek methods of care delivery that
achieve quality outcomes at lower cost.
Economic Perspective
The economic perspective is rooted in three funda-
mental observations:
1. Resources are scarce. Due to scarce resources, three choices result:
■ The amount to be spent on health-care services
and the composition of those services
■ The methods for producing those services
■ The method of distribution of health care,
which influences the equity with which these
services are distributed
2. Resources have alternative uses. As a result of this scarcity, the choice to expend resources in
one area eliminates the use of those same
resources in another area. If more nursing
homes are going to be built, for example, then
there will be fewer hospitals, less housing, less
education, or other uses of those same
resources.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 143
144 unit 2 | Working Within the Organization
3. Individuals want different services or have different preferences. Some people choose alternative treatment modalities such as
acupuncture, herbal therapy, or massage therapy
rather than traditional health care. Health-care
services are marketed extensively.
Regulation and Competition
During the past three decades, federal and state
governments have attempted to restrain the cost of
health care by focusing. Regulation attempts to control cost through government actions; competi- tion uses market forces. Competition can drive aspects of health care through consumers,
providers, and suppliers. Among the attempts to
control cost were:
1. Medicare Prospective Payment System (PPS). In 1983 the federal government changed its
method of paying hospitals for treating
Medicare patients. Instead of paying for actual
costs, the PPS pays hospitals a fixed, predeter-
mined sum for a particular admission. If a hos-
pital can provide the service at a cost below the
fixed amount, it pockets the difference. If more
resources and money are used than the prede-
termined amount, the hospital incurs a loss.
2. DRGs. Tied to the PPS, DRGs are the patient classification systems by which the Medicare
PPS determines payment. Each of the
495 DRGs represents a particular case type.
3. Managed care. Managed care is a system of health care that combines the financing and
delivery of health services into a single entity.
Currently, more than 75% of people with pri-
vate health insurance are enrolled in managed
care plans. Managed care plans are seen as cost-
saving alternatives to traditional fee-for-service
delivery systems. Through provider networks
and selective provider contracting, they attempt
to control resource use and health-care costs
(Chang, Price, & Pfoutz, 2001). Figure 10.2
depicts the current factors increasing and
containing health-care costs.
4. Cost sharing. With rising health-care costs, employers purchasing health plans have begun
to shift some of the increase cost in premiums,
prescriptions, and specialty services to employ-
ees. Higher cost for consumers and shifting
financial burdens have left more Americans
without health-care coverage.
5. Medical savings accounts (MSA). As a regula- tory tool, MSAs are a cost-sharing method for
incentivizing consumers to plan and share in
the cost of their own health-care expenditures.
Money that would normally be spent on
health-care premiums by the employer-
consumer is deposited into an MSA. Accounts
created under the Medicare Modernization
Act of 2003 are the property of the employee-
consumer, giving more choice into how and
where the money is spent. The account is tax-
deferred until it is used for allowable health-
related spending as in high-deductable health
plans and tax-deferred plans. Other types of
consumer-directed plans exist, such as the
flexible spending account, health reimburse-
ment account, and medical saving accounts, all
of which have stipulations for use.
Factors Increasing Costs
• Expansion of national economy
• General inflation
• Aging population
• Growth of third-party payments
• Employer-provided health insurance
• Tax deduction for medical expenses
• Increased costs of labor and equipment
• Expansion of medical technology and products
• Malpractice insurance and litigation
Factors Containing Costs
• Federal economic stabilization program
• Voluntary effort hospital regulation program
• State-level health-care payment programs
• Medicare prospective payment system (PPS) with payments of fixed amount per admission
• Diagnostic-related groups (DRGs) for hospital payments
• Resource-based relative value scale (RBRVS) for physician payments
• Managed care plans
Figure 10.2 Factors affecting the cost of health care. (From Chang, C.F., Price, S.A., & Pfoutz, S.K. [2001]. Economics and Nursing: Critical Professional Issues. Philadelphia: FA Davis, p. 79.)
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 144
chapter 10 | Quality and Safety 145
6. Single-Payer/National Health Coverage. A single-payer system aims to decrease the cost
of care by eliminating third-party insurers,
costly overhead, and bureaucracy while provid-
ing coverage for all. Plans may offer choices to
consumers regarding providers, hospitals, and
specialty services, and physicians and hospitals
are paid through negotiates, fee-for-service, or
salary. Costs are controlled through budgeting,
bulk purchasing, and negotiation (Physicians
for a National Health Plan, 2008).
Proponents of a single-payer system cite lower costs
per capita while ensuring access to care for all
Americans. Opponents cite that the possible trade-
off for decreased cost and improved access leads to
increased mortality, poorer outcomes of care, limited
to no-cost savings, and loss of control by consumers
(National Center for Policy Analysis, 2008).
The intended effects of regulation and competi-
tion are to decrease cost. Despite the variety of
attempts over the years to drive down costs, they
continue to go up, imposing a heavy burden on
consumers or employers (Center for Studying
Health System Change, 2008). However, improved
quality and safety prevent unnecessary deaths and
errors that contribute to the high cost of care
(IOM, 2000; IOM 2003a). The U.S. government,
consumers, providers, and organizations have a
vested interest in controlling health-care expendi-
tures and in preventing waste while maintaining
quality care.
Nursing Labor Market
RNs comprise 77% of the nurse workforce, and
almost 60% of RNs are employed by hospitals. The
nationwide unemployment rate for RNs is only 1%.
Vacancy rates nationwide are reported at anywhere
from 13% to 20% and are rising. A serious nursing
shortage is here, and it will continue until at least
2020. The demand for nurses is expected to
increase even more dramatically as the baby
boomers reach their 60s, 70s, and beyond. From
now until 2030, the population age 65 years and
older will double.
Def ining and Identifying the Nursing Shortage
The nursing shortage is defined simply as a supply-
demand issue. Unfortunately, the current nursing
shortage is more complex and severe than previous
shortages in terms of the available supply, the
demand from employers, and the new graduate
pipeline for RNs.
■ Supply of existing RNs. The total supply of U.S. RNs is estimated at 2.9 million and is pro-
jected to remain the same though 2020. The
supply of active RNs, including those who are
licensed, working, or seeking employment as an
RN, is projected be 2.1–2.3 million from 2000
to 2020 (U.S. Department of Health and
Human Services [HRSA], 2006).
■ New graduate supply pipeline. Nursing program graduation and NCLEX-RN pass rates affect
supply. The American Association of Colleges of
Nursing (AACN) reported an increase in bac-
calaureate level–entry enrollments, up by 5.4% in
2006 (AACN, 2008). According to the National
Council of State Boards of Nursing (2008), first-
time candidates for nursing licensure in 2007
numbered 200,209, with a pass rate of 69.4%.
However, HRSA (2006) projected that U.S.
nursing programs must graduate 90% more nurs-
es to meet the U.S. demands for nurses (p. 2).
■ Demand from employers. The Bureau of Labor Statistics predicts the RN job to be among the
top 10 in growth rate (U.S. Department of
Labor, 2008). Total job openings for RNs will
exceed 1.1.million, including new job growth
and replacement of retiring nurses.
In a survey of over 5000 community hospitals, the
American Hospital Association (2007) reported
116,000 RN vacancies as of December 2006. The
effects of these vacancies contribute to decreased
employee and patient satisfaction and increased hiring
of foreign-educated nurses. The majority of urban
hospital emergency departments reported capacity
issues and spend time on by-pass or diversion due to
a lack of properly staffed critical care beds.
In 2002 more than 100,000 new RNs were
hired; the majority were foreign-born nurses and
nurses over age 50 returning to the workforce in
tough economic times. Although the new hires and
a sharp increase in RN salaries are positive, the cur-
rent nursing shortage is far from over.
Factors Contributing to the Nursing Shortage
Many complex factors have led to and continue to
contribute to the current critical nursing shortage:
■ High acuity, increasing age of patients in hospitals. Medically complex patients require
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 145
146 unit 2 | Working Within the Organization
skilled nursing care. The number of aging baby
boomers will significantly increase the demands
on the health-care systems and increase the
needs for RNs.
■ Increased demand for nurses. As health care moves to a variety of community settings, only
the most acute patients remain in the hospital.
The transfer of less acute patients to nursing
homes and community settings creates addition-
al job opportunities. Research supporting
improved patient outcomes when patient care is
provided by RNs as opposed to unlicensed per-
sonnel will also increase demand for RNs.
■ Aging nursing workforce. In 2000, fewer than one in three RNs was younger than 40 years of
age. The percentage of nurses age 40–49 years is
currently more than 35%.
In March 2004 the average age of the RN popula-
tion was 46.8 years of age, up from 45.2 in 2000.
The RN population under the age of 30 dropped
from 9% of the nursing population in 2000 to 8%
in 2004 (AACN, 2008).
■ Job dissatisfaction. Staffing levels, heavy workloads, increased use of overtime, lack of
sufficient support staff, and salary discrepancies
between nurses and other health-care profes-
sionals have contributed to growing dissatisfac-
tion and lower retention of nurses. Many
facilities are now using workplace issues and
incentives as a retention strategy.
■ Reduction in and shortage of nursing faculty. As retirements for faculty continue, the shortage
of faculty continues to affect the number of
students admitted to nursing programs. In
2007 nursing programs reported more than
750 open nursing faculty positions (AACN,
2008). In addition, nursing programs turned
away over 40,000 qualified nursing applicants,
in part, due to the shortage of nursing faculty
(AACN, 2008).
■ The need to control spiraling health-care costs,
along with the issues of supply and demand for
nursing services will continue. According to the
ANA, more than 40% of nurses graduate initially
from associate-degree nursing programs. You,
personally, will be affected by trends in health-
care delivery, but you can also be a major voice
in decision making (Nelson, 2002). As in the
past, cost control and demand for nursing
services will most likely involve changing nurse
staffing, the model of care, and professional
nursing practice (Ritter-Teitel, 2002).
Safety in the U.S. Health-Care System
Patient safety is the prevention of harm caused by
errors. The IOM defines errors as “the failure of a
planned action to be completed as intended (e.g.,
error of execution) or the use of a wrong plan to
achieve an aim (e.g., error of planning) (IOM,
2000, p. 57). It is important to note that errors are
unintentional and that not all errors lead to an
adverse event causing harm or death.
Types of Errors
To Err is Human (2000) relied on the work of Leape et al. (1993) to categorize types of errors
(Box 10-7). After categorizing types of errors,
Leape and colleagues found that 70% of all errors
were preventable.
Human errors can occur for many reasons. Skill- based errors can be slips or lapses when the actions taken by the provider were not what was intended
(Duke University Medical Center, 2005). An
example of rule-based error is an experienced nurse
administering the wrong medication by picking up
the wrong syringe.
box 10-7
Types of Errors (IOM, 2000, p. 36) Diagnostic
Error or delay in diagnosis
Failure to employ indicated tests
Use of outmoded tests or therapy
Failure to act on results of monitoring or testing
Treatment
Error in the performance of an operation, procedure, or test
Error in administering the treatment
Error in the dose or method of using a drug
Avoidable delay in treatment or in responding to an abnor-
mal test
Inappropriate (not indicated) care
Preventive
Failure to provide prophylactic treatment
Inadequate monitoring or follow-up of treatment
Other
Failure of communication
Equipment failure
Other system failure
Leape, Lucian; Lawthers, Ann G.; Brennan, Troyen A., et al. Preventing medical
injury. Qual Rev Bull. 19(5):144–149, 1993.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 146
chapter 10 | Quality and Safety 147
Not all errors lead to patient harm or to an
adverse event. Each type of event can be studied to
glean data used to improve safety.
■ Near miss. A near miss is an error that results in no harm or very minimal patient harm (IOM,
2000, p. 87). Near misses are useful in identify-
ing and remedying vulnerabilities in a system
before harm can occur.
■ Adverse event. An adverse event is injury to a patient caused by medical management rather
than an underlying condition of the patient
(IOM, 2000). The IOM reports have highlight-
ed the prevalence of errors, especially preventa-
ble adverse events. Adverse events have been
classified into four types (see Box 10-7).
■ Accident. An accident is an event that involves damage to a defined system that disrupts the
ongoing or future output of that system.
Accidents occur when multiple systems fail and
tend to be unplanned or unforeseen. Accidents
provide information about systems.
Error Identification and Reporting
Nurses are on the front line in identifying and
reporting errors. However, many errors are not
reported or go undetected. Providers and organiza-
tions may fear blame or punishment for mistakes
or errors.
Developing a Culture of Safety
To achieve safe patient care, a culture of safety must exist. Organizations and senior leadership must
drive change to develop a culture of safety—a
blame-free environment in which reporting of
errors is promoted and rewarded. A culture of
safety promotes trust, honesty, openness, and trans-
parency. Teamwork and involvement of the patient
contribute to promoting a culture of safety. When
a culture of safety exists, individual providers do
not fear reprisal and are not blamed for identifying
or reporting errors. Reported errors provide data
and information necessary to understand why or
how the error occurred, thus improving care and
preventing harm.
Event-reporting systems hold organizations
accountable and lead to improved safety. Mandatory
reporting systems are operated by regulatory agen-
cies and have a strong focus on errors associated
with serious harm or death. As of 2005, 24 states
had either mandatory or voluntary reporting
systems (Rosenthal & Booth, 2005). In addition,
the Food and Drug Administration (FDA) man-
dates reporting of serious harm or death (adverse
events) related to drugs and medical devices. Failure
to report mandatory requirements may lead to fines,
withdrawal of participation in clinical trials, or loss
of licensure to operate.
The Joint Commission relied on root cause analysis from each sentinel event. Root cause analy- sis is the process of learning from consequences.
The consequences can be desirable, but most root
cause analysis deals with adverse consequences. An
example of a root cause analysis is a review of a
medication error, especially one resulting in a death
or severe complications. Principles of root cause
analysis include:
1. Determine what influenced the consequences,
i.e., determine the necessary and sufficient
influences that explain the nature and the mag-
nitude of the consequences.
2. Establish tightly linked chains of influence.
3. At every level of analysis, determine the neces-
sary and sufficient influences.
4. Whenever feasible, drill down to root causes.
5. Know that there are always multiple root causes.
The Joint Commission also developed the
International Center for Patient Safety, which
establishes National Patient Safety Goals each year
and publishes Sentinel Event Strategies. Box 10-8
box 10-8
Joint Commission International Center for Patient Safety
1. Sets patient safety standards
2. Implements and oversees sentinel event policy and
advisory group
3. Publishes Sentinel Event Alert newsletter and quality
check reports
4. Sets yearly national patient safety goals
5. Developed the universal protocol related to surgical
procedures
6. Evaluates organizations’ monitoring of quality of care
issues
7. Conducts patient safety research
8. Provides patient safety resources
9. Supports the Speak Up program
10. Involved with patient safety coalitions and legislative
efforts
Adapted from Joint Commission on Accreditation of Healthcare
Organizations (JCAHO), accessed November 26, 2005, from
jcpatientsafety.org
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 147
148 unit 2 | Working Within the Organization
describes the work of the International Center for
Patient Safety. These tools developed by the Joint
Commission offer health-care organizations goals
and strategies to prevent harm and death based on
what has been learned from sentinel events.
Organizations, Agencies, and Initiatives Supporting Quality and Safety in the Health-Care System
The ongoing movement to improve quality and
safety has led to the development of governmental
and private organizations (see Box 10-9) in addition
to those mentioned in the historical perspective
at the beginning of this chapter. These organiza-
tions and agencies currently monitor, evaluate,
accredit, influence, research, finance, and advocate
for quality within the health delivery system. Each
organization works inside and outside the system
to drive change leading to improved health out-
comes and improved system quality. Each organi-
zation works within its mission to address various
characteristics of the health-care system or to
address patient needs. Some organizations serve
multiple roles beyond their primary mission.
Government Agencies
Federal and state-level government agencies pro-
vide tools and resources for improving quality and
safety within the U.S. health-care system.
Government agencies also oversee regulation,
licensure, and mandatory and voluntary reporting
programs.
Within the U.S. Department of Health and
Human Services (HHS) reside multiple agencies
that support quality and safety. HHS is the U. S.
government’s principal agency for protecting the
health of all Americans and providing essential
human services, including health care (HHS, 2008).
HHS works closely with state and local govern-
ments to meet the nation’s health and human needs.
In addition to administering Medicare and
Medicaid, the Center for Medicare and Medicaid
(CMS) administers quality initiatives intended “to
assure quality health care for all Americans through
accountability and public exposure” (CMS, 2008).
Initiatives include:
■ MedQIC. This initiative aims to ensure each
Medicare recipient receives the appropriate level
of care. MedQIC is a community-based QI
program that provides tools and resources to
box 10-9
Organizations and Agencies Supporting Quality and Safety
Government Agencies
• U.S. Department of Health and Human Services
http://www.hhs.gov/
• Food and Drug Administratoin (FDA) http://www.fda.gov/
• Initiatives: Medwatch and Sentinel Initiative
• Health Resources and Services Administration (HRSA)
http://www.hrsa.gov/
• Initiatives: Health Information Technology and National
Practitioner Database
• Center for Medicare and Medicaid Services (CMS) http://
www.cms.hhs.gov/
• Initiatives: Hospital Quality Initiative, MedQIC, American
Health Quality Association (AHQA),
• Agency for Healthcare Research and Quality (AHRQ)
http://www.ahrq.gov/
• Initiatives: Health IT, Improving Health Care Quality,
Medical Errors and Patient Safety, Measuring Quality
• VA National Center for Patient Safety http://www.
va.gov/ncps/
Health-Care Provider Professional Organizations
• American Nurses Association http://nursingworld.org/
• Initiative: National Database of Nursing Quality
Indicators (NDNQI)
• Association of Perioperative Registered Nurses (AORN)
https://www.aorn.org/
• Initiative: Patient Safety First and AORN Toolkits
• American Hospital Association (AHA)
http://www.aha.org/
• Initiative: AHA Quality Center
• Association of Academic Health Centers
http://www.aahcdc.org/index.php
• Priorities: Health Profession Workforce and Health Care
Reform
Non-Profit Organizations, Foundations, and Research
• The Leapfrog Group http://www.leapfroggroup.org/
• Kaiser Family Foundation http://www.kff.org/
• Markel Foundation-Connecting for Health http://www.
connectingforhealth.org/aboutus/index.html#
• Robert Wood Johnson Foundation-Quality Equality in
Healthcare http://www.rwjf.org/qualityequality/
index.jsp
• National Patient Safety Foundation http://www.
npsf.org/
• The Commonwealth Fund http://www.commonwealthfund.
org/aboutus/
Quality Organizations
• Institute for Healthcare Improvement (IHI) http://
www.ihi.org/ihi
• The Joint Commission http://www.jointcommission.org/
• National Committee for Quality Assurance (NCQA) http://
web.ncqa.org/
• National Quality Forum http://www.qualityforum.org/
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 148
■ AHRQ Quality Indicators. Set of quality indi- cators used by organizations to highlight
potential quality concerns, identify areas that
need further study and investigation, and track
changes over time
The U. S. Department of Defense (DoD) and the
Veterans Health Administration (VHA) have
taken leadership positions in developing tools,
resources, and programs aimed at improving safety,
promoting change, and promoting a culture of safety
within the DoD and VHA. The VHA National
Center for Patient Safety developed a toolkit for
fall prevention and management, tools for escape
and elopement management, and cognitive aids for
root cause analysis and health failure mode and
effect analysis.
Health-Care Provider Professional Organizations
Professional organizations directly address the mis-
sions and concerns regarding quality and safety of
the professionals they represent. Each organization
offers programs, access to evidence-based practices,
toolkits, and newsletters to aid their members in
driving quality within their own practice and
organization.
The vital quality and safety initiative of the
ANA is the National Database of Nursing Quality
Indicators (NDNQI), a database of unit-specific
nurse-sensitive information collected at hospitals.
Data are collected and evaluated to improve quality.
The indicators reflect the structure, process, and
outcomes of nursing care and lead to improved
quality and safety at the bedside. The ANA also
has a strong focus on safe nurse staffing levels to
promote safe, quality patient care.
Nonprof it Organizations and Foundations
With few exceptions, nonprofit organizations and
foundations are generally focused on consumer
education, policy development, and research to
improve quality and safety within the health-care
system. Many organizations serve multiple mis-
sions. The Kaiser Family Foundation (2005) has a
strong emphasis on U.S. and international nonpar-
tisan health policy and health policy research. Self-
funded research and public opinion polling on
topics related to quality and safety in the health-
care system contribute to policy and legislation
development.
chapter 10 | Quality and Safety 149
encourage changes in processes, structures, and
behaviors within the health-care community.
■ Post–Acute Care Reform Plan. CMS is exam- ining post-acute transfers with the aim of reduc-
ing care fragmentation and unsafe transitions.
■ Hospital Quality Initiative. This is a major ini- tiative aimed at improving quality of care at the
provider and organization level. Organizations
provide data through public reporting of quality
measures that translate information to assist
consumers in health decisions. This initiative cre-
ates a uniform set of quality measurement by
which consumers can compare organizations and
by which organizations can benchmark progress
toward achieving goals in specified areas of care,
such as acute myocardial infarct, congestive heart
failure, pneumonia, and postsurgical infections.
These data feed the Hospital Compare Web site (www.hospitalcompare.hhs.gov). Organizations
are incentivized to participate with an offering of
increased reimbursement.
Also under the HHS is the Agency for Healthcare
Research and Quality (AHRQ), which is the lead
federal agency charged with improving the quality,
safety, efficiency, and effectiveness of health care for
all Americans (HHS, 2008). Through multiple ini-
tiatives, the support of research, and evidence-
based decision-making, the AHRQ aims to fulfill
its mission:
■ Health IT. A multifaceted initiative that includes (a) research support of $260 million in grants and
contracts to support and stimulate investment
in health information technology (IT); (b) the
newly created AHRQ National Resource Center,
which provides technical assistance and research
funding to aid technology implementation within
communities; and (c) learning laboratories at
more than 100 hospitals nationwide to develop
and test health IT applications
■ National Quality Measures Clearinghouse (NQMC). Web-accessible database provides access to evidence-based quality measures and
measure sets; NQMC provides access for
obtaining detailed information on quality
measures and to further their dissemination,
implementation, and use in order to inform
health-care decisions
■ Medical Errors and Patient Safety. Web site providing access to evidence-based tools and
resources for consumers and providers
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 149
150 unit 2 | Working Within the Organization
Also having a multifaceted mission, the
renowned Robert Wood Johnson Foundation
(RWJF) serves multiple missions and seeks to
improve health and health care for all Americans.
RWJF’s success comes from leveraging partner-
ships and its endowment to “building evidence and
producing, synthesizing and distributing knowl-
edge, new ideas and expertise” (RWJF, 2008) in
eight program areas. RWJF is responsible for
sucessfully funded projects and research that
improve quality and safety for all Americans.
The Leapfrog Group is a nonprofit organiza-
tion interested in improving safety, quality, and
affordability of health care through incentives and
rewards to those who use and pay for health care
(Leapfrog Group, 2007). With a focus on reducing
preventable medical mistakes, the Leapfrog Group
touted their benefits to improve safety and quality
to consumers and business owners with three leaps: (a) improve transparency by reporting hospital
survey results addressing quality and safety indica-
tors; (b) incentivize better quality and safety
performance; and (c) collaborate with other orga-
nizations to improve quality and safety. To date,
there is limited evidence that the Leapfrog Group
has effectively improved quality or safety.
Limitations to success may be in part because too
few hospitals have participated in the surveys and
too few consumers have used the available infor-
mation to make health decisions; however, there is
an indication that, with time, participation could
improve with adjustments in strategy by the
Leapfrog Group (Galvin, Delbanco, Milstein, &
Belden, 2005).
Quality Organizations
Each of the quality organizations strives to improve
system-wide quality for Americans through a vari-
ety of programs and methods.
The National Committee for Quality Assurance
(NCQA) was established in 1990 to accredit health
plans and certify organizations. Its success in sup-
porting quality and safety resides in its Health
Effectiveness Data and Information Set (HEDIS).
Over 90% of U.S. health plans use HEDIS to
measure performance. HEDIS allows for con-
sumers and employers to evaluate health plans
using data from HEDIS as a report card of the
plan’s success.
JC was established in 1951 with a focus on
structural measures of quality, assessment of the
physical plant, number of patient beds per nurse,
credentialing of service providers, and other
standards for each department. This system of
evaluation has given way to a more process- and
outcome-focused model: CQI. Today, the JC
accredits more than 19,000 health-care organiza-
tions. Evaluation of nursing services is an impor-
tant part of the accreditation. JC–accredited
agencies are measured against national standards
set by health-care professionals. Hospitals,
health-care networks, long-term care facilities,
ambulatory care centers, home health agencies,
behavioral health-care facilities, and clinical
laboratories are among the organizations seeking
JC accreditation. Although accreditation by the
JC is voluntary, Medicare and Medicaid reim-
bursement cannot be sought by organizations not
accredited by JCAHO.
Integrating Initiatives and Evidenced-Based Practices Into Patient Care
As you familiarize yourself with each of these
organizations and their respective initiatives, con-
sider how they will affect the management of
patient care. Your responsibility as a professional
RN is to acknowledge their presence, understand
and value their importance, and participate in your
facility-adopted initiatives and evidence-based
practices. Additionally, as a leader and manager, you
will be expected to drive changes based upon
endeavors of many of these organizations, agencies,
and initiatives ensuring that quality and safety con-
tinue to improve.
Health-Care System Reform
Eighty-two percent of Americans believe the U.S.
health-care system is in need of either fundamental
change or complete rebuilding (How, Shih, Lau,
& Shoen, 2008). Americans want leadership to
address quality, cost, coverage, and access. The
debate rests on how best to achieve necessary reform.
The IOM report proposed five core compe-
tencies (Box 10-10) in which all health-care
professionals will need to be effective as providers
and leaders in the 21st-century health-care
system.
By integrating these competencies into
21st-century health profession education, you can
begin to support health-care reform while managing
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 150
chapter 10 | Quality and Safety 151
patient care. As a practicing professional, you can use
the competencies to guide future professional devel-
opment and ensure positive impact on health-care
reform while improving quality and safety.
Role of Nursing in System Reform
The ANA’s Agenda
In 1989, taking a leadership position regarding
health-care reform, the ANA began to address
concerns regarding quality, safety, and cost of care
as well as the potential health-care reform within
the United States Working with more than 60
nursing and health-care organizations, the ANA
published Nursing’s Agenda for Health Care Reform (ANA, 1991). This document was positioned as its
blueprint for reform.
Building on the ANA’s report from 1991, the
ANA’s Health Care Agenda (ANA, 2005) describes the organization’s policy on health system reform.
This policy includes four basic principles:
1. Health care is a basic human right. A restruc-
tured health-care system should include univer-
sal access to essential services.
2. The development of health policies that incor-
porate the IOM’s six aims of health care will
save money.
3. The health-care system must be reshaped and
redirected away from the overuse of expensive,
technology-driven, acute, hospital-based
services in the model we now have to one
in which a balance is struck between high-
technology treatment and community-based
and preventive services, with emphasis on
the latter.
4. The ANA supports a single-payer health-care
system (ANA, 2005, p. 2).
Although updated in 2008, the ANA’s policy still
maintains the same four principles.
Influence of Nursing
Nurses are empowered through self-determination,
meaning, competence, and impact (Whitehead,
Weiss, & Tappen, 2007, p. 71). Additionally, nurses
play vital roles in collective bargaining and decision
making within their organizations, empowered
through professional organization such as the
ANA (see Chapter 5).
Nurses are respected and trusted health-care
professionals. To influence change in the health-
care system, professional nurses must first acknowl-
edge power within the profession and recognize
their central role in health care. To be effective,
nurses must leverage their professional expertise
and the trust and respect they have garnered. It is
critical that nurses speak up and seek an active role
in shaping health-care reform:
■ Become informed. Research topics of interest to you and your practice. Rely on the Internet and your professional organizations as resources
for current policy and legislative topics.
■ Plan. After selecting a topic, prepare your plan: gather facts and figures that will support your
ideas and position. Outline them, and address
your audience in person, on paper, or via the
Web. The most influential people are prepared
and believe in their topic.
■ Take action. Shape public opinion by the method of your choice. Start small, and build
box 10-10
Core Competencies for Health Professionals (IOM, 2003a, p. 4) Provide patient-centered care. Identify, respect, and care about patients; differences, values, preferences, and expressed
needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate
patients; share decision making and management; and continuously advocate disease prevention, wellness, and promotion
of healthy lifestyles, including a focus on population health.
Work in interdisciplinary teams. Cooperate, collaborate, communicate, and integrate care in teams to ensure that care is
continuous and reliable.
Employ evidence-based practice. Integrate best research with clinical expertise and patient values for optimum care, and
participate in learning and research activities to the extent feasible.
Apply quality improvement. Identify errors and hazards in care; understand and implement basic safety design principles,
such as standardization and simplification; continually understand and measure quality of care in terms of structure, process,
and outcomes in relation to patient and community needs; and design and test interventions to change processes and
systems of care with the objective of improving quality.
Utilize informatics. Communicate, manage knowledge, mitigate error, and support decision making using information
technology.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 151
152 unit 2 | Working Within the Organization
your impact. (1) Write a letter to your represen-
tative (local, state, federal), ANA leadership or
state-level delegate, the editor of your local
newspaper, or to the editor of your favorite
nursing journal/magazine. (2) Attend a meeting
where your topic will be addressed in a public
forum or at a professional gathering. Meet the
people who are influential, and share your ideas
or learn from others. (3) Vote for candidates and
officers in your professional organizations and
within the government. (4) Visit your represen-
tative (local, state, federal) or ANA leadership
or state-level delegate to share your ideas.
(5) Volunteer. Ask what you can do to help.
(6) Testify before decision-making bodies.
Conclusion
Pressure from quality organizations, consumers,
payers, and providers has caused the focus in the
health-care system to shift from patient care to
issues of cost and quality. Experts indicate that
quality promotes decreased costs and increased sat-
isfaction. This is an opportunity for nurses to
become more professional and empowered to
organize and manage patient care so that it is safe,
efficient, and of the highest quality. Begin early in
your career to participate actively in QI initiatives.
Regardless of the care model used or the indicators
selected, focus attention on the following in patient
care delivery (Hansten & Washburn, 2001, p. 24D):
1. Think critically. Use your creative, intuitive, logical, and analytical processes continually in
working with patients.
2. Plan and report outcomes. Emphasizing results is a necessary part of managing resources in
today’s cost-conscious environment. Focusing
on the outcomes moves the nurse out of the
mindset of focusing just on tasks.
3. Make introductory rounds. Begin each shift with the health-care team members introduc-
ing themselves, describing their roles, and pro-
viding patients updates.
4. Plan in partnership with the patient. In conjunc- tion with the introductory rounds, spend a few
minutes early in the shift with each patient,
discussing shift objectives and long-term goals.
This event becomes the center of the nursing
process for the shift and ensures that the patient
and nurse are working toward the same outcomes.
5. Communicate the plan. Avoid confusion among members of the team by communicat-
ing the intended outcomes and the important
role that each member plays in the plan.
6. Evaluate progress. Schedule time during the shift quickly to evaluate outcomes and the
progress of the plan and to make revisions as
necessary.
Study Questions
1. How have historical, social, political, and economic trends affected your practice? Give specific
examples and their implications.
2. What problems have you identified during your clinical experiences that could be considered issues
to be addressed using CQI?
3. What SCMs have you seen implemented in practice? Which ones might you use to assist you in
planning care? If you have not seen any, ask the nurse manager what is used on the unit.
4. Review the section in this chapter on risk management. In what areas of risk do you feel you are
the most vulnerable? How will you work on correcting your risk?
5. Discuss the role of the nurse in CQI and risk management.
6. Based on patient safety goals for the current year, what will you do to ensure adherence to these goals?
7. What are evidence-based practices that promote quality and safety within the health-care system?
8. Describe how regulatory agencies and accrediting agencies affect patient care and outcomes at the
bedside.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 152
chapter 10 | Quality and Safety 153
References American Association of Colleges of Nursing. (October 1997).
A vision of baccalaureate and graduate nursing education: The next decade. Retrieved July 17, 2007, from http://www.aacn.nche.edu/Publications/ positions/vision.htm
American Association of Colleges of Nursing. (2008). Nursing shortage fact sheet. Retrieved September 15, 2008, from http:// www.aacn.nche.edu/media/FactSheets/NursingShortage.htm
American Hospital Association. (2007). The 2007 state of American hospitals. Retrieved September 16, 2008, from http://www.aha.org
American Nurses Association. (1991). Nursing’s agenda for health care reform (1991). Retrieved August 23, 2008, from http://www.nursingworld.org/
American Nurses Association. (2005). ANA’s health care agenda. Retrieved August 24, 2008, from http://www.nursingworld.org/
Baldwin, J. H., Conger, C. O., Maycock, C., & Abegglen, J. C. (2002). Health care delivery system influences changes in nursing educational materials. Public Health Nursing, 19(4), 246–254.
Benson-Flynn, J. (2001). Incident reporting: Clarifying occurrences, incidents, and sentinel events. Home Healthcare Nurse, 19, 701–706.
Billings, D. M., & Halstead, J. A. (2005). Teaching in Nursing: A Guide for Faculty, 2nd ed. St. Louis: Elsevier Saunders.
Booth, R.G. (2006). Educating the future health professional nurse. International Journal of Nursing Education Scholarship, 3(1), 1–10.
Brady, M., Leuner, J. D., Bellack, J. P., Loquist, R. S., et al. (2001). A proposed framework for differentiating the 21 Pew compe- tencies by level of nursing education. Nursing & Health Care Perspectives, 22(1), 30–35.
Brook, R.H., Davis, A.R., & Kamberg, C. (1980). Selected reflec- tions on quality of medical care evaluations in the 1980s. Nursing Research, 29(2), 127.
Capuano, T.A. (1995). Clinical pathways. Nursing Management, 26(1), 34–37.
Center for Studying Health System Change. (2008). Health care cost and access challenges persist. Retrieved August 2, 2008, from http://www.hschange.org/CONTENT/947/
Centers for Medicare and Medicaid. (2008). About CMS. Retrieved August 20, 2008, from http://www.cms. hhs.gov/
9. Review the nonprofit organizations and government agencies that influence and advocate for
quality and safety in the health-care system. What do the organizations or agencies do that
supports the hallmarks of quality? What have been the results of their efforts for patients, facilities,
the health-care delivery system, and the nursing profession? How have the organizations or
agencies affected your facility and professional practice?
10. Explain how technology enhances and promotes safe patient care, educates patients and
consumers, evaluates health-care delivery, and enhances the nurse’s knowledge base in your
practice and at your organization.
11. How would you begin discussion on quality and safety issues with the nurse manager or
colleague?
12. What issues may arise when the care delivery system is changed? What does the RN need to
consider when implementing these changes?
Case Study to Promote Critical Reasoning
The director of CQI has called a meeting of all the staff members on your floor. Based on last
quarter’s statistics, the length of stay of patients with uncontrolled diabetes is 2.6 days longer than
that of patients for the first half of the year. She has requested that the staff identify members who
wish to be CQI team members looking at this problem. You, the staff nurse, have volunteered to be
a member of the team. The team will consist of the diabetes educator, a patient-focused care
assistant, a pharmacist, and you.
1. Why were these people selected for the team?
2. What data need to be collected to evaluate this situation?
3. What are the potential outcomes for patients with uncontrolled diabetes?
4. Develop a flowchart of a typical hospital stay for a patient with uncontrolled diabetes.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 153
154 unit 2 | Working Within the Organization
Chang, C., Price, S., & Pfoutz, S. (2001). Economics and Nursing. Philadelphia: FA Davis.
Cole, L., & Houston, S. (1999). Structured care methodologies: Evolution and use in patient care delivery. Outcomes Management for Nursing Practice, 3(2), 53–60.
Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., et al. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3), 122–131.
Crummer, M.B., & Carter, V (1993). Critical pathways: The pivotal tool. Cardiovascular Nursing, 7(4), 30–37.
Davis, K. (2001). Preparing for the future: A 2020 vision for American health care. Academic Medicine, 76(4), 304–306.
Doenges, M.E., Moorhouse, M.F., & Geissler, A.C. (1997). Nursing Care Plans: Guidelines for Individualizing Patient Care, 4th ed. Philadelphia: FA Davis.
Donabedian, A. (1969). A guide to medical care administration. In Medical care appraisal: Quality and Utilization, vol. II. New York: American Public Health Association.
Donabedian, A. (1977). Evaluating the quality of medical care. Milbank Memorial Fund Quarterly, 44 (part 2), 166.
Donabedian, A. (1987). Some basic issues in evaluating the quality of health care. In Rinke, L.T. (ed.). Outcome measures in home care. N.Y.: National League of Nursing.
Donaldson, M.S. (ed.). (1998). Statement on quality of care. Washington, D.C.: National Academy Press. Retrieved August 1, 2008, from http://www.nap.edu/
Duke University Medical Center. (2005). Anatomy of an error: Basic tenet of human error. Retrieved August 7, 2008, from http://patientsafetyed.duhs.duke.edu/index.html
Elwood, T. W. (2007). The future of health care in the United States. Journal of Allied Health, 36(1), 3–10.
Ervin, N. E., Bickes, J. T., & Schim, S. M. (2006). Environments of care: A curriculum model for preparing a new generation of nurses. Journal of Nursing Education, 45(2), 75–80.
Flarey, D.L. (1995). Redesigning Nursing Care Delivery. Philadelphia: JB Lippincott.
Galvin, R. S., Delbanco, S., Milstein, A., & Belden, G. (2005, Jan/Feb). Has the Leapfrog Group had an impact on the health care market? Health Affairs, 24(1), 228–233.
Hansten, R., & Washburn, M. (2001). Outcomes-based care delivery. American Journal of Nursing, 101(2), 24A–D.
Heller, B. R., Oros, M. T., & Durney-Crowley, J. (2000). The future of nursing education: 10 trends to watch. Nursing and Health Care Perspectives, 21(1), 9.
How, S. K. H., Shih, A., Lau, J., Schoen, C. (Aug 2008). Public views on U.S. health system organization: A call for new directions. The Commonwealth Fund. Retrieved August 25, 2008, from http://www.commonwealthfund.org/usr_doc/ How_Public_Views_8-4-08.pdf?section=4039
Huber, D. (2000). Leadership and Nursing Care Management, 2nd ed. Philadelphia: WB Saunders.
Hunt, D.V. (1992). Quality in America: How to Implement a Competitive Quality Program. Homewood, Ill.: Business One Irwin.
Institute of Medicine. (2000). To err is human: Building a safer health system. Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (eds.). Washington, D.C.: National Academy Press.
Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, D.C.: National Academy Press.
Institute of Medicine. (2003a). Health professions education: A bridge to quality. Washington, D.C.: National Academy Press.
Institute of Medicine. (2003b). Priority areas for national actions: Transforming health care quality. Quality Chasm Series. Washington, D.C.: National Academies Press.
Institute of Medicine. (2004). Keeping patients safe: Transforming the work environment for nurses. Washington, D.C.: National Academy Press.
Institute of Medicine. (2006). Crossing the quality chasm: The IOM Quality Health Care Initiative. Retrieved August 8, 2008, from http://www.iom.edu/CMS/8089.aspx
Irvine, D. (1998). Finding value in nursing care: A framework for quality improvement and clinical evaluation. Nursing Economics, 16(3), 110–118.
Jackson, S. E. (2006). The influence of managed care on U.S. baccalaureate nursing education programs. Journal of Nursing Education, 45(2), 67–74.
Jenkins, J., & Calzone, K. A. (2007). Establishing the essential nursing competencies for genetics and genomics. Journal of Nursing Scholarship, 39(1), 10–16.
Joint Commission. (2008). Sentinel event. Retrieved August 14, 2008, from http://www.jointcommission.org/SentinelEvents/
Joint Commission on Accreditation of Healthcare Organizations (JCAHO). (2005). Retrieved November 26, 2005, from http://jcpatientsafety.org
Kaiser Family Foundation. (2005). Trends and indicators in the changing health care marketplace. Retrieved June 14, 2008, from http://www.kff.org/insurance/7031/index.cfm
Kersbergen, A. L. (2000). Managed care shifts health care from an altruistic model to a business framework. Nursing & Health Care Perspectives, 21(2), 81–83.
Kirk, M. (2002). The impact of globalization and environmental change on health: Challenges for nurse education. Nurse Education Today, 22(1), 60–71.
Leapfrog Group. (2007). About us. Retrieved August 20, 2008, from http://www.leapfroggroup.org/about_us
Lichtig, L.K., Knauf, R.A., & Milholland, D.K. (1999). Some impacts of nursing on acute care hospital outcomes. Journal of Nursing Administration, 29(2), 25–33.
Lynam, L. (1994). Case management and critical pathways: Friend or foe. Neonatal Network, 13(8), 48–51.
McLaughlin, C., & Kaluzny, A. (2006). Continuous Quality Improvement in Health Care: Theory, Implementations, and Applications, 3rd ed. Mass.: Jones and Bartlett.
Menix, K. D. (2000). Educating to manage the accelerated change environment effectively: Part 1. Journal for Nurses in Staff Development, 16(6), 282–288.
National Center for Policy Analysis. (2008). Consumer-driven health care. Retrieved August 2, 2008, from http://cdhc.ncpa.org/
National Council of State Boards of Nursing. (2008). 2007 NCLEX fact sheet. Retrieved September 16, 2007, from https:// www.ncsbn.org/534.htm
National Patient Safety Foundation. (2003). About the founda- tion: Our definitions. Retrieved September 16, 2008, from http://www.npsf.org/au/
Nelson, M. (2002). Educating for professional nursing practice: Looking backward into the future. Online Journal of Issues in Nursing, May 31, 2002, nursingworld.org/ojin/topic18/ tpc18_3.htm. Retrieved May 27, 2002.
Nightingale, F., & Barnum, B.S. (1992). Notes on Nursing: What It Is, and What It Is Not, commemorative ed. Philadelphia: Lippincott-Raven.
O’Neill, E. H., & Pew Health Professions Commission. (1998). Recreating Health Professional Practice for a New Century San Francisco: Pew Health Professions Commission.
Physicians for a National Health Plan. (2008). Single-payer health insurance. Retrieved August 2, 2008, from http://www.pnhp.org/facts/single_payer_resources.php
Ritter-Teitel, J. (2002). The impact of restructuring on profession- al nursing practice. Journal of Nursing Administration, 32(1), 31–41.
Robert Wood Johnson Foundation. (2008). About us. Retrieved August 20, 2008, from http://www.rwjf.org/about/
Rogers, A.E., Hwang, W., Scott, L.D., Aiken, L.H., et al. (2004). The working hours of hospital staff nurses and patient safety:
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 154
chapter 10 | Quality and Safety 155
Both errors and near errors are more likely to occur when hospital staff nurses work twelve or more hours at a stretch. Health Affairs, 23(4), 202–212.
Rosenthal, J. & Booth, M. (2005). Maximizing the use of state adverse event data to improve patient safety. Portland, Maine: National Academy for Stae Health Policy. Retreived August 14, 2008, from http://www.nashp.org/Files/ Patient_Safety_GNL61_for_web.pdf
Schroeder, P., ed. Monitoring and Evaluation in Nursing. Gaithersburg, Md. Aspen.
Strickland, O. (1997). Challenges in measuring patient out- comes. Nursing Clinics of North America, 32, 495–512.
Swansburg, R., & Swansburg, R. (2002). Introduction to Management and Leadership for Nurse Managers, 3rd ed. Boston: Jones and Bartlett.
Trossman, S. (2006). Issues update. It’s in the genes: The ANA and nurse leaders want RNs and students to practice with genetics and genomics in mind. American Journal of Nursing, 106(2), 74–75.
U.S. Department of Health and Human Services. (2001). Healthy People 2010: Access to quality care. Retrieved July 17, 2007, from http://www.healthypeople.gov/Document/HTML/ Volume1/01Access.htm
U.S. Department of Health and Human Services. (2006). What is behind HRSA’s projected supply, demand and shortage of registered nurses? Retrieved September 17, 2008, from ftp://ftp.hrsa.gov/bhpr/workforce/behindshortage.pdf
U.S. Department of Health and Human Services. (2008). About HHS. Retrieved August 20, 2008, from http://www.hhs.gov/
U.S. Department of Labor. (2008). Employment projections. Retrieved September 16, 2008, from http://www.bls.gov/ emp/#outlook
Whitehead, D. K., Weiss, S. A., & Tappen, R.M. (2007). Essentials of nursing leadership and management, 4th ed. Philadelphia: F.A. Davis.
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 155
2208_Ch10_131-156.qxd 11/6/09 5:59 PM Page 156
chapter 11 Time Management
OBJECTIVES After reading this chapter, the student should be able to: ■ Describe personal perceptions of time.
■ Discuss the rationale for good time management skills.
■ Set short- and long-term personal career goals.
■ Analyze activities at work using a time log.
■ Incorporate time management techniques into clinical practice.
■ Organize work to make more effective use of available time.
■ Set limits on the demands made on one’s time.
■ Create a personal calendar using a computerized calendar system.
OUTLINE
The Tyranny of Time
How Do Nurses Spend Their Time?
Organizing Your Work
Setting Your Own Goals
Lists
Long-Term Planning Systems
Schedules and Blocks of Time
Filing Systems
Setting Limits
Saying No
Eliminating Unnecessary Work
Streamlining Your Work
Avoiding Crisis Management
Keeping a Time Log
Reducing Interruptions
Categorizing Activities
Finding the Fastest Way
Automating Repetitive Tasks
The Rhythm Model for Time Management
Conclusion
157
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 157
158 unit 2 | Working Within the Organization
Coming onto the unit, Celia, the evening charge nurse, already knew that a hectic day was in progress. Scattered throughout the unit were clues from the past 12 hours. Two patients on emergency department stretchers had been placed outside obser- vation rooms already occupied by patients who were admitted the previous day in critical condition. Stationed in the middle of the hall was the code cart, with its drawers opened and electrocardiograph paper cascading down the sides. Approaching the nurses’ station, Celia found Guillermo buried deep in paperwork. He glanced at her with a face that had exhaustion written all over it. His f irst words were, “Three of your RNs called in sick. I called staff ing for additional help, but only one is available. Good luck!” Celia surveyed the unit, looked at the number of staff members available, and reviewed the patient acuity level of the unit. She decided not to let the sit- uation upset her. She would take charge of her own time and reallocate the time of her staff. She began to reorganize her staff mentally according to their capabilities and alter the responsibilities of each member. Having taken steps to handle the problem, Celia felt ready to begin the shift.
Business executives, managers, students, and nurses
know that time is a valuable resource. Time cannot
be saved and used later, so it must be used now and
wisely. As a new nurse, you may at times find your-
self sinking in the “quicksand” of a time trap, know-
ing what needs to be done but just not having the
necessary time to do it (Ferrett, 1996). In today’s
fast-paced health-care environment, time manage-
ment skills are critical to a nurse’s success. Learning
to take charge of your time and to use it effectively
and efficiently is the key to time management
(Gonzalez, 1996). Many nurses believe they never
have enough time to accomplish their tasks. Like
the White Rabbit in Alice in Wonderland, they are constantly in a rush against time. Time manage-
ment, simply, is organizing and monitoring time so
that patient care tasks can be scheduled and imple-
mented in a timely and organized fashion (Bos &
Vaughn, 1998).
The Tyranny of Time
Newton stated that time was absolute and that it
occurred whether the universe was there or not.
Einstein theorized that time has no independent
existence apart from the order of events by which
people measure it (Smith, 1994). It really does not
matter which theory is correct because, for nurses,
their professional and personal lives are guided
by time.
How often do you look at your watch during the
day? Do you divide your day into blocks of time?
Do you steal a quick glance at the clock when you
come home after putting in a full day’s work? Do
you mentally calculate the amount of time left to
complete the day’s tasks of grocery shopping, driv-
ing in a car pool, making dinner, and leaving again
to take a class or attend a meeting? Calendars,
clocks, watches, newspapers, television, and radio
remind people of their position in time. Perception
of time is important because it affects people’s use
of time and their response to time (Box 11-1).
Computers complete operations in a fraction of
a second, and speeds can be measured to the
nanosecond. Time clocks that record the minute
employees enter and leave work are commonplace,
and few excuses for being late are really considered
acceptable. Timesheets and schedules are part of
most health-caregivers’ lives. Staff members are
box 11-1
Time Perception Webber (1980) collected a number of interesting tests of
people’s perception of time. You may want to try several
of these:
• Do you think of time more as a galloping horseman or a
vast motionless ocean?
• Which of these words best describes time to you: sharp,
active, empty, soothing, tense, cold, deep, clear, young,
or sad?
• Is your watch fast or slow? (You can check it with the
radio.)
• Ask a friend to help you with this test. Go into a quiet
room without any work, reading material, radio, food,
or other distractions. Have your friend call you after
10–20 minutes have elapsed. Try to guess how long
you were in that room.
Webber test results interpreted. A person who has a circular
concept of time would compare time with a vast ocean.
A galloping horseman would be characteristic of a linear
conception of time, emphasizing speed and forward
motion. A person oriented to a fast tempo and achievement
would describe time as clear, young, sharp, active,
or tense rather than empty, soothing, sad, cold, or deep.
These same fast-tempo people are likely to have fast
watches and to overestimate the amount of time that they
sat in a quiet room.
Adapted from Webber, R.A. (1980). Time Is Money! Tested Tactics That
Conserve Time for Top Executives. New York: Free Press.
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 158
chapter 11 | Time Management 159
expected to follow precisely set schedules and meet
deadlines for almost everything, from distributing
medications to completing reports on time. Many
agencies produce vast quantities of computer-
generated data that can be analyzed to determine
the amount of time spent on various activities.
Several fallacies exist regarding time manage-
ment. One of the foremost is that time can be man-
aged like other resources. Time is finite. There are
only 24 hours in a day, so the amount of time avail-
able cannot be controlled, only how it is used
(Brumm, 2004). Individual personality, culture,
and environment interact to influence human
perceptions of time (Matejka & Dunsing, 1988).
Everybody has an internal tempo (Chappel, 1970).
Some internal tempos are quicker than others.
Environment also affects the way people respond to
time. A fast-paced environment influences most peo-
ple to work at a faster pace, despite their internal
tempo. For individuals with a slower tempo, this
pace can cause discomfort. If you are high-
achievement–oriented, you are likely to have already
set some career goals for yourself and to have a men-
tal schedule of deadlines for reaching these goals (“go
on to complete my bachelor of science in nursing in
4 years; a master of science in nursing in 6 years”).
Many health-care professionals are linear, fast-
tempo, achievement-oriented people. Simply
working at a fast pace, however, is not necessarily
equivalent to achieving a great deal. Much energy
can be wasted in rushing around and stirring things
up but actually accomplishing very little. This
chapter looks at ways in which you can use your
time and energy wisely to accomplish your goals.
How Do Nurses Spend Their Time?
Nurses are the largest group of health-care profes-
sionals. Because of the number of nurses needed and
the shift variations, attention concerning the effi-
ciency and effectiveness of their time management is
needed. Efficient nurses deliver care in an organized
manner that makes best use of time, resources, and
effort. Effective care improves a situation.
Today’s labor market for skilled health-care pro-
fessionals remains tight. Institutions face new chal-
lenges, not of “trimming the fat, but compensate
[sic] for loss of muscle” (Baldwin, 2002, p. 1).
Current shortages of nurses, radiology technicians,
pharmacists, and other health-care specialists show
all the signs of a long-term problem. Health-care
institutions need to change their thinking on how to
manage work. Most are looking toward technology
to help cope with staffing shortages (Baldwin, 2002).
For example:
A new graduate worked in a medical intensive care unit from 7 a.m. to 3 p.m. and rotated every third week to 11 p.m. to 7 a.m., working 7 days straight before getting 2 days off. It was not diff icult to remain awake during the entire shift the f irst night on duty, but each night thereafter staying awake became increasingly diff icult. After taking and recording the 2 a.m. vital signs, the new graduate inevitably fell asleep at the nurses’ station. He was so tired that he had to check and recheck patient med- ications and other procedures for fear of making a fatal error. He became so anxious over the possibility of injuring someone that sleep during the day became impossible. Because of his obsession with rechecking his work, he had diff iculty completing tasks and was always behind at the end of the shift (of course, napping did not help his time management).
A number of studies have examined how nurses use
their time, especially nurses in acute care. For exam-
ple, a study by Arthur Andersen found that only
35% of nursing time is spent in direct patient care
(including care planning, assessment teaching, and
technical activities). Lundgren and Segesten (2001)
found that this increases to 50% when an all-RN
staff is involved in patient care delivery, as the nurses
spent less time supervising non-nursing personnel.
Documentation accounts for another 20% of
nursing time. The remainder of time is spent on
transporting patients, processing transactions,
performing administrative responsibilities, and
undertaking hotel services (Brider, 1992).
Categories may change from study to study, but
the amount of time spent on direct patient care is
usually less than half the workday. As hospitals
continue to reevaluate the way they deliver health
care, nurses are finding themselves more involved
with tasks that are not directly patient-related,
such as determining quality improvement, devel-
oping critical pathways, and so forth. These are
added to their already existing patient care func-
tions. The critical nursing shortage compounds
this problem. The result is that, in some cases,
nurses are able to meet only the highest-priority
patient needs, particularly in certain clinical set-
tings such as short-stay units or ambulatory care
centers (Curry, 2002).
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 159
160 unit 2 | Working Within the Organization
Any change in the distribution of time spent on
various activities can have a considerable impact on
patient care and on the organization’s bottom line.
Prescott (1991) offered the following example:
If more unit management responsibilities could be shifted from nurses to non-nursing personnel, about 48 minutes per nurse shift could be redirected to patient care. In a large hospital with 600 full-time nurses, the result would be an additional 307 hours of direct patient care per day. Calculating the results of this time-saving strategy in another way shows an even greater impact: the changes would con- tribute the equivalent of the work of 48 additional full-time nurses to direct patient care.
Many health-care institutions are considering inte-
grating units with similar patient populations and
having them managed by a non-nurse manager,
someone with business and management expertise,
not necessarily nursing skills. However, as a group,
nurses respect managers who have nursing expertise
and who are able to perform as nurses. They believe
that a nurse-manager has a greater understanding of
both patient and professional staff needs. To address
these service concerns, many educational institu-
tions have developed dual graduate degrees com-
bining nursing and management.
Organizing Your Work
Setting Your Own Goals
It is difficult to decide how to spend your time
because there are so many tasks that need time. A
good first step is to take a look at the situation,
and get an overview. Then ask yourself, “What are
my goals?” Goals help clarify what you want and
give you energy, direction, and focus. Once you
know where you want to go, set priorities. This is
not an easy task. Remember Alice’s conversation
with the Cheshire Cat in Lewis Carroll’s Alice in Wonderland:
“Would you tell me please, which way I ought to go from here?” asked Alice.
“That depends a good deal on where you want to go to,” said the Cat.
“I don’t care where,” said Alice. “Then it doesn’t matter which way you go,” said
the Cat (Carroll, 1907).
How can you get somewhere if you do not know
where you want to go? It is important to explore
your personal and career goals. This can help you
make decisions about the future.
This concept can be applied to daily activities as
well as help in career decisions. Ask yourself ques-
tions about what you want to accomplish over a
particular period. Personal development skills
include discipline, goal setting, time management
and organizational skills, self monitoring, and a
positive attitude toward the job (Bos & Vaughn,
1998). Many of the personal management and
organizational skills related to the workplace focus
on time management and scheduling. Most new
nurses have the skills required to perform the job
but lack the personal management skills necessary
to get the job done, specifically when it comes to
time management.
To help organize your time, set both short- and
long-term goals. Short-term goals are those that
you wish to accomplish within the near future.
Setting up your day in an organized fashion is a
short-term goal, as is scheduling a required medical
errors or domestic violence course.
Long-term goals are those you wish to complete
over a long time. Advanced education and career
goals are examples. A good question to ask yourself
is, “What do I see myself doing 5 years from now?”
Every choice you make requires a different alloca-
tion of time (Moshovitz, 1993).
Alinore, a licensed practical nurse returning to school to obtain her associate’s degree in nursing, faced a multitude of responsibilities. A wife, a mother of two toddlers, and a full-time staff mem- ber at a local hospital, Alinore suddenly found herself in a situation in which there just were not enough hours in a day. She became convinced that becoming a registered nurse was an unobtainable goal. When asked where she wanted to be in 5 years, she answered, “At this moment, I think, on an island in Tahiti!” Several instructors helped Alinore devel- op a time plan. First, she was asked to list what she did each day and how much time each task required. This list included basic child care, driving children to and from day care, shopping, cooking meals, cleaning, hours spent in the classroom, study hours, work hours, and time devoted to leisure. Once this was established, she was asked which tasks could be allocated to someone else (e.g., her husband), which tasks could be clustered (e.g., cooking for several days at a time), and which tasks could be shared. Alinore’s husband was willing to assist with car pools, grocery
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 160
chapter 11 | Time Management 161
shopping, and cleaning. Previously, Alinore never asked him for help. Cooking meals was clustered: Alinore made all the meals in 1 day and then froze and labeled them to be used later. This left time for other activities. Alinore graduated at the top of her class and subsequently completed her BSN. She became a clinical preceptor for other associate degree nursing students on a pediatric unit in a county hospital. She never did get to Tahiti, though.
Employers pay nurses for their time. Does that
mean that nurses “sell” their time? If so, then nurs-
es “own” their time. Looking at time from this per-
spective changes the point of view about time, as
nurses then manage their own time to accomplish
patient care tasks.
Time management means handling time with a
measure of proficiency. Therefore, time manage-
ment means meeting patient care needs skillfully
during a nursing shift (Navuluri, 2001). Organizing
work eliminates extra steps or serious delays in
completing it. Organizing also reduces the amount
of time spent in activities that are neither produc-
tive nor satisfying.
Working on the most difficult tasks when you
have the most energy decreases frustration later in
the day when you may be more tired and less effi-
cient. To begin managing your time, develop a
clear understanding of how you use your time. Creating a personal time inventory helps you
estimate how much time you spend on typical
activities. Keeping the inventory for a week gives
a fairly accurate estimate of how you spend your
time. The inventory also helps identify “time
wasters” (Gahar, 2000).
MacKenzie (1990) identified 20 of the biggest
time wasters. Some of these come directly from the
work environment, whereas others are personal char-
acteristics. To avoid time wasters, take control. It is
important to prevent endless activities and other
people controlling you (American Bar Association
Career Resource Center, n.d.). Every day, set priori-
ties to help you meet your goals. Ten frequent activ-
ities that infringe on time are in Box 11-2.
Lists
One of the most useful organizers is the “to do” list.
You can make this list either at the end of every day
or at the beginning of each day before you do any-
thing else. Some people say they do it at the end of
the day because something always interferes at the
beginning of the next day. Do not include routine
tasks because they will make the list too long and
you will do them without the extra reminder.
If you are a team leader, place the unique tasks
of the day on the list: team conference, telephone
calls to families, discussion of a new project, or in-
service demonstration of a new piece of equip-
ment. You may also want to arrange these tasks in
order of their priority, starting with those that
must be done that day. Ask yourself the following
questions regarding the tasks on the list
(Moshovitz, 1993):
■ What is the relative importance of each of these
tasks?
■ How much time will each task require?
■ When must each task be completed?
■ How much time and energy have to be devoted
to these tasks?
If you find yourself postponing an item for several
days, decide whether to give it top priority the next
day or drop it from the list as an unnecessary task.
The list should be in a user-friendly form: on
your electronic organizer, in your pocket, or on a
clipboard. Checking the list several times a day
quickly becomes a good habit. Computerized
calendar-creator programs help in setting priori-
ties and guiding daily activities. Many of these
are found on the Internet or intranet of an insti-
tution. These programs can be set to appear on
the desktop when you turn on your computer to
give an overview of the day, week, or month. This
calendar acts as an automated to-do list. Your
daily list may become your most important time
manager (Box 11-3).
box 11-2
Ten Frequent Activities That Infringe on Time
• Managing by crisis
• Telephone calls
• Poor planning
• Taking on too much
• Unexpected visitors
• Improper delegation
• Disorganization
• Inability to say no
• Procrastinating
• Meetings
Adapted from the ABA Career Resource Center, http://www.abanet.org/
careercounsel/prelaw/5timeprelawtips.pdf
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 161
162 unit 2 | Working Within the Organization
Long-Term Planning Systems
At the beginning of the semester, students are told
the examination dates and when papers will be due.
Many students find it helpful to enter the dates on
a semester-long calendar so they can be seen at a
glance. Then the students can see when clusters of
assignments are due at the same time. This allows
for advance planning or perhaps requests to change
dates or get extensions.
Personal digital assistants (PDAs), or hand-held
organizers, have become quite popular. These
devices allow both short-term and long-term
scheduling. PDAs permit storing of personal notes
and reminders, contact data, Internet access, and
other program files. Hand-held devices permit syn-
chronization with personal computers and
Internet-based calendars.
Schedules and Blocks of Time
Without some type of schedule, you are more likely
to drift through a day or bounce from one activity to
another in a disorganized fashion. Assignment
sheets, worksheets, flow sheets, and critical pathways
are all designed to help you plan patient care and
schedule your time effectively. The critical pathway
is a guide to recommended treatments and optimal
patient outcomes (see Chapter 10). Assignment sheets indicate the patients for whom each staff member is
responsible. Worksheets are then created to organize the daily care that must be given to the assigned
patients (see Chapter 9 for examples of worksheets).
Flow sheets are lists of items that must be recorded for each patient.
Effective worksheets and flow sheets schedule
and organize the day by providing reminders of
various tasks and when they need to be done. The
danger in using them, however, is that the more
they divide the day into discrete segments, the
more they fragment the work and discourage a
holistic approach. If a worksheet becomes the focus
of attention, the perspective of the whole and of the
individuals who are your patients may be lost.
Some activities must be done at a certain time.
These activities structure the day or week to a great
extent, and their timing may be out of your control.
However, in every job there are tasks that can be
done whenever you want to do them, as long as
they are done.
In certain nursing jobs, reports and presenta-
tions are often required. For these activities, you
may need to set aside blocks of time during which
you can concentrate on the task. Trying to create
and complete a report in 5- or 10-minute blocks of
time is unrealistic. By the time you reorient yourself
to the project, the time allotted is over, and nothing
has been accomplished. Setting aside large blocks
of time to do complex tasks is much more efficient.
Consider energy levels when beginning a big
task. Start when levels are high and not at, say, 4:00
in the afternoon if that is when you find yourself
winding down (Baldwin, 2002). For example, if you
are a morning person, plan your demanding work
in the morning. If you get energy spurts later in the
morning or early afternoon, plan to work on larger
or heavier tasks at that time. Nursing shifts may be
designed in 8-, 10-, or 12-hour blocks. Many nurses
working the night shifts (11 p.m. to 7 a.m. or
7 p.m. to 7 a.m.) find they have more energy a
little later into their shift rather than at the begin-
ning, whereas nurses working the day shifts (7 a.m.
to 3 p.m. or 7 a.m. to 7 p.m.) find they have the
most energy at the beginning of their shift. Also,
learn to delegate tasks that do not require profes-
sional nursing skills.
Some people go to work early to have a block of
uninterrupted time. Others take work home with
them for the same reason. This extends the work-
day and cuts into leisure time. The higher your
stress level, the less effective you will be on the
job—do not bring your work home with you. You
need some time off to recharge your batteries
(Turkington, 1996).
Filing Systems
Filing systems are helpful for keeping track of
important papers. All professionals need to main-
tain copies of licenses, certifications, continuing
education credits, and current information about
their specialty area. Keeping these organized in an
easily retrievable system saves time and energy
when you need to refer to them. Using color-coded
box 11-3
Determining How to Maximze Your Time • Set goals.
• Make a schedule.
• Write a to-do list.
• Revise and modify the to-do list; do not throw it out.
• Identify time-wasting behaviors.
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 162
chapter 11 | Time Management 163
folders is often helpful. Each color holds docu-
ments that are related to one another. For example,
all continuing education credits might be placed in
a blue folder, anything pertaining to licensure in a
yellow folder, and so on.
Setting Limits
To set limits, it is necessary to identify your objec-
tives and then arrange the actions needed to meet
them in order of their priority (Haynes, 1991;
Navuluri, 2001). The focus of time management
exists on two levels: temporal and spatial. Nurses
need to focus on patient care needs during the shift
(temporal) or within the boundaries of the working
environment (spatial).
Saying No
Saying no to low-priority demands on your time is
an important but difficult part of setting limits.
Assertiveness and determination are necessary for
effective time management. Learn to say no tact-
fully at least once a day (Hammerschmidt &
Meador, 1993). Patient care is a team effort.
Effective time management requires you to look at
other members of the team who may be able to
take on the task.
The wisdom of time management is that you
may have to let others help you while never giving
up ownership of your time. In other words,
although supervisors and managers tell you what to
do, how you accomplish this remains up to you
(Navuluri, 2001). Is it possible to say no to your
supervisor or manager? It may not seem so at first,
but many requests are negotiable. Requests some-
times are in conflict with career goals. Rather than
sit on a committee in which you have no interest,
respectfully decline, and volunteer for one that
holds promise for you as well as meets the needs of
your unit.
Can you refuse an assignment? Your manager
may ask you to work overtime or to come in on
your scheduled day off, but you can decline. You
may not refuse to care for a group of patients or to
take a report because you think the assignment is
too difficult or unsafe. You may, however, discuss
the situation with your supervisor and, together,
work out alternatives. You can also confront the
issue of understaffing by filing an unsafe staffing
complaint. Failure to accept an assignment may
result in accusations of abandonment.
Some people have difficulty saying no.
Ambition keeps some people from declining any
opportunity, no matter how overloaded they are.
Many individuals are afraid of displeasing others
and therefore feel obligated to take on continuous-
ly all types of additional assignments. Still others
have such a great need to be needed that they con-
tinually give of themselves, not only to patients but
also to their coworkers and supervisors. They fail to
stop and replenish themselves, and then they
become exhausted. Remember, no one can be all
things to all people at all times without creating
serious guilt, anger, bitterness, and disillusionment.
“Anyone who says it’s possible has never tried it”
(Turkington, 1996, p. 9).
Eliminating Unnecessary Work
Some work has become so deeply embedded in
one’s routines that it appears essential, although it
is really unnecessary. Some nursing routines fall
into this category. Taking vital signs, giving baths,
changing linens, changing dressings, performing
irrigations, and doing similar basic tasks are more
often done according to schedule rather than
according to patient need, which may be much
more or much less often than the routine specifies.
Some of these tasks may appropriately be delegated
to others:
■ If patients are ambulatory, bed linens may not
need to be changed daily. Incontinent and
diaphoretic patients need to have fresh linens
more frequently. Not all patients need a com-
plete bed bath every day. Elderly patients have
dry, fragile skin; giving them good mouth, facial,
and perineal care may be all that is required on
certain days. This should be included in the
patient’s care plan.
■ Much paperwork is duplicative, and some is alto-
gether unnecessary. For example, is it necessary
to chart nursing interventions in two or three
places on the patient record? Charting by excep-
tion, flow sheets, and computerized records are
attempts to eliminate some of these problems.
■ Socialization in the workplace is an important
aspect in maintaining interpersonal relation-
ships. When there is a social component to
interactions in a group, the result is usually
positive. However, too much socialization can
reduce productivity. Use judgment in deciding
when socializing is interfering with work.
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 163
164 unit 2 | Working Within the Organization
You may create additional work for yourself without
realizing it. How often do you walk back down the
hall to obtain equipment when it all could have
been gathered at one time? How many times do you
walk to a patient’s room instead of using the inter-
com, only to find that you need to go back to where
you were to get what the patient needs? Is the staff
providing personal care to patients who are well
enough to meet some of these needs themselves?
Streamlining Your Work
Many tasks cannot be eliminated or delegated,
but they can be done more efficiently. There are
many sayings in time management that reflect the
principle of streamlining work. “Work smarter, not
harder” is a favorite one that should appeal to
nurses facing increasing demands on time. “Never
handle a piece of paper more than once” is a more
specific one, reflecting the need to avoid procrasti-
nation in your work. “A stitch in time saves nine”
reflects the extent to which preventive action saves
time in the long run.
Avoiding Crisis Management
Crisis management occurs when people procrasti-
nate or do not pay attention to their intuitions. The
key to avoiding crises is to anticipate possible prob-
lems and intervene before they become overwhelm-
ing. As a new nurse, it may be difficult to anticipate
everything; however, there are some things that you
can do by organizing your day. Several methods of
working smarter and not harder are:
■ Gather materials, such as bed linen, for all of
your patients at one time. As you go to each
room, leave the linen so that it will be there
when you need it.
■ While giving a bed bath or providing other per-
sonal care, perform some of the aspects of the
physical assessment, such as taking vital signs,
skin assessment, and parts of the neurological
and musculoskeletal assessment. Prevention is
always a good idea.
■ If a patient does not “look right,” do not ignore
your intuition. The patient is probably having a
problem.
■ If you are not sure about a treatment or medica-
tion, ask before you proceed. It is usually less
time-consuming to prevent a problem than it is
to resolve one.
■ When you set aside time to do a specific task
that has a high priority, stick to your schedule,
and complete it.
■ Do not allow interruptions while you are com-
pleting paperwork, such as transcribing orders.
What else can you do to streamline your work? A
few general suggestions follow, but the first one, a
time log, can assist you in developing others unique
to your particular job. If you complete the log cor-
rectly, a few surprises about how you really spend
your time are almost guaranteed.
Keeping a Time Log
Perception of time is elastic. People do not accurate-
ly estimate the time they spend on any particular
task; people cannot rely on their memories for accu-
rate information about how they spend their time.
The time log is an objective source of information.
Most people spend a much smaller amount of their
time on productive activities than they estimate.
Once you see how large amounts of your time are
spent, you will be able to eliminate or reduce the
time spent on nonproductive or minimally produc-
tive activities (Drucker, 1967; Robichaud, 1986).
For example, many nurses spend a great deal of
time searching for or waiting for missing medications,
equipment, or supplies. Before beginning patient care,
assemble all the equipment and supplies you will
need, and check the patient’s medication drawer
against the medication administration record so you
can order anything that is missing before you begin.
Figure 11.1 is an example of a time log in which
you enter your activities every half hour. This
means that you will have to pay careful attention to
what you are doing so that you can record it accu-
rately. Do not postpone record-keeping; do it every
30 minutes. A 3-day sample may be enough for you
to see a pattern emerging. It is suggested that you
repeat the process again in 6 months, both because
work situations change and to see if you have made
any long-lasting changes in your use of time.
Reducing Interruptions
Everyone experiences interruptions. Some of these
are welcome and necessary, but too many interfere
with your work. A phone call from the laboratory
with a critical value is a necessary interruption.
Hobbs (1987) stated that necessary interruptions are
not time wasters. Middle-level managers are inter-
rupted every 8 minutes, and senior managers suffer
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 164
chapter 11 | Time Management 165
6:30
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
Activities Comments
Figure 11.1 Time log. (Adapted from Robichaud, A.M. [1986]).
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 165
166 unit 2 | Working Within the Organization
interruptions every 5 minutes. Patient-care managers—
nurses—seem to be interrupted every minute.
Interruptions need to be kept to a minimum or elim-
inated, if possible. Closing the door to a patient’s
room may reduce interruptions. You may have to ask
visitors to wait a few minutes before you can answer
their questions, although you must remain sensitive
to their needs and return to them as soon as possible.
There is nothing wrong about asking a col-
league who wants your assistance to wait a few
minutes if you are engaged in another activity.
Interruptions that occur when you are trying to
pour medications or make calculations can cause
errors. Physicians and other professionals often
request nursing attention when nurses are involved
with patient-care tasks. Find out if an unlicensed
person may help. If not, ask the physician to wait,
stating that you will be more than glad to help as
soon as you complete what you are doing. Be cour-
teous, but be firm; you are busy also.
Categorizing Activities
Clustering certain activities helps eliminate the
feeling of bouncing from one unrelated task to
another. It also makes your caregiving more holis-
tic. You may, for example, find that documentation
takes less time if you do it while you are still with
the patient or immediately after seeing a patient.
The information is still fresh in your mind, and you
do not have to rely on notes or recall. Many health-
care institutions have switched to computerized
charting, with the computers placed at the bedside.
This setup assists in documenting care and inter-
ventions while the nurse is still with the patient.
Also, try to follow a task through to completion
before beginning another.
Finding the Fastest Way
Many time-consuming tasks can be done more effi-
ciently by automation. Narcotic delivery systems that
deliver the correct dose and electronically record the
dose, the name of the patient, and the name of the
health-care personnel removing the medication are
being used in many institutions. This system saves
staff time in documentation and in performing a
narcotic count at the end of each shift. Bar coding is
another method used by health-care institutions. Bar
coding allows for scanning certain types of patient
data, decreasing the number of paper chart entries
(Baldwin, 2002; Meyer, 1992).
Efficient systems do not have to be complex.
Using a preprinted color-coded sticker system
helps identify patients who must be without food
or fluids (NPO) for tests or surgery, those who
require 24-hour urine collections, or those who
require special cultures. The information need not
be written or entered repeatedly if stickers are used.
Everyone talks about the amount of time wasted
by physicians, nurses, and other clinicians in looking
for such things as patient charts, equipment, and
even patients. Erica Drazen, vice president of First
Consulting Group in Lexington, Massachusetts,
suggested using more sophisticated wireless tech-
nology, similar to the car tracking systems used by
law enforcement. Tiny transmitters can be activated
from a central point to locate the items or individ-
uals. Using electronic medical record systems
decreases the amount of time spent looking for
patient records. By using approved access codes,
health-care personnel can obtain information from
anywhere within the institution. This also mini-
mizes time spent on paper charting.
Automating Repetitive Tasks
Developing techniques for repetitive tasks is simi-
lar to finding the fastest method, but it focuses on
specific tasks that are repeated again and again,
such as patient teaching.
Many patients come to the hospital or ambula-
tory center for surgery or invasive diagnostic tests
for same-day treatment. This does not give nurses
much teaching time. Using videotapes and pam-
phlets as teaching aids can reduce the time needed
to share the information, allowing the nurse to be
available to answer individual questions and create
individual adaptations. Many facilities are using
these techniques for cardiac rehabilitation, preoper-
ative teaching, and infant care instruction.
Computer-generated teaching and instruction
guides permit patients to take the information
home with them. This can decrease the number of
phone calls requiring repetition of information.
The Rhythm Model for Time Management
Navuluri (2001) looked at time management in
terms of a Rhythm Model—a PQRST pattern:
Prioritize, Question, Recheck, Self-reliance, Treat.
By prioritizing, you can accomplish the most
important tasks first. Questioning permits you to
look at events and tasks in terms of effectiveness,
efficiency, and efficacy. Rechecking unfinished
tasks quickly helps you to manage your time
efficiently. Self-reliance allows you to know the
difference between events that are within your
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 166
chapter 11 | Time Management 167
control and those that are not, as well as realizing
your limitations. No one knows better what you
are capable of doing than you. Treats are part of
life. It is okay to take a break or time out. It is
important because doing so permits you to
ref resh. Table 11-1 summarizes the Rhythm
Model for Time Management.
Conclusion
Time can be your best friend or worst enemy,
depending on your perspective and how you man-
age it. It is important to identify how you feel
about time and to assess your own time manage-
ment skills. Nursing requires that numerous activ-
ities be performed within what often seems to be
very brief periods. Remember that there are only
so many hours in the day. Knowing this can create
stress. No one works well “under pressure.” Learn
to delegate. Learn to say, “I would really like to
help you; can it wait until I finish this?” Learn to
say no. Most of all, learn how to make the most of
your day by working effectively and efficiently.
Finally, remember that 8 hours should be desig-
nated as sleep time and several more as personal
or leisure (“time off ”) time.
table 11-1
The Rhythm Model for Time Management PRIORITIZE List tasks in order of importance.
Remember that some tasks must occur at specific times, whereas others can occur at any time.
Emergencies take precedence.
Identify events controlled by you and events controlled by others.
Use critical thinking skills to assign priorities.
QUESTION:
EFFECTIVENESS Did the task produce the desired outcome?
EFFICIENCY How can I accomplish the plan with the least expenditure of time?
Is there a way to break this down into simpler tasks?
EFFICACY Do I have the skill and ability to obtain the desired effect?
RECHECK Mentally and physically recheck an unfinished or delegated task.
SELF-RELIANCE Identify those tasks that are within your control and those that are not.
Use critical thinking skills and adaptability to revise priorities.
“Go with the flow.”
TREAT Treat yourself to a break when you can.
Treat yourself to time off.
Treat yourself to an educational experience: Commit yourself to excellence.
Treat others courteously and with respect.
Study Questions
1. Develop a personal time inventory. Identify your time wasters. How do you think you can eliminate
these activities?
2. Create your own patient care worksheet. How does this worksheet help you organize your clinical day?
3. Keep a log of your clinical day. Which activities took the most time? Why? Which activities took
the least time? What situations interfered with your work? What could you do to reduce the inter-
ference?
4. Identify a task that is done repeatedly in your clinical area. Think of a new, more efficient way to do
that task. How could you implement this new routine? How could you evaluate its efficiency?
5. Consider how many interruptions you had during the day. How did you handle them? How did
they interfere in your time management?
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 167
168 unit 2 | Working Within the Organization
Case Study to Promote Critical Reasoning
Antonio was recently hired as a team leader for a busy cardiac step-down unit. Nursing responsibilities
of the team leader, in addition to patient care, include meeting daily with team members, reviewing
all admissions and discharges for acuity and length of stay, and documenting all patients who
exceed length of stay and the reasons. At the end of each month, the team leaders are required to
meet with unit managers to review the patient care load and team member performance. This is the
last week of the month, and Antonio has a meeting with the unit manager at the end of the week.
He is 2 weeks behind on staff evaluations and documentation of patients who exceeded length of
stay. He is becoming very stressed over his team leader responsibilities.
1. Why do you think Antonio is feeling stressed?
2. Make a to-do list for Antonio.
3. Develop a time log for Antonio to use to analyze his activities.
4. How can Antonio organize and streamline his work?
References American Bar Association Career Resource Center (n.d.).
Identifying & conquering time wasters. Retrieved December 20, 2005, from abanet.org/careercounsel
Baldwin, F.D. (2002). Making do with less. Healthcare Informatics, pp. 1–7. Online, March 2002.
Bos, C.S., & Vaughn, S. (1998). Strategies for Teaching Students With Learning and Behavioral Problems, 4th ed. Boston: Allyn & Bacon.
Brider, P. (1992). The move to patient-focused care. American Journal of Nursing, 92(9), 27–33.
Brumm, J. (2004). Time can be on your side. Nursing Spectrum. http://nursingspectrum.com/StudentsCorner/StudentFeatures/ TimeSide.htm.
Chappel, E.D. (1970). Culture and Biological Man: Exploration in Behavioral Anthropology. N.Y.: Holt, Rinehart, & Winston. (Reprinted as The Biological Foundations of Individuality and Culture. Huntingdon, N.Y.: Robert Krieger, 1979.)
Carroll, L. (1907). Alice’s Adventures in Wonderland. Reprint 2002. N.Y.: North-South Books.
Curry, P. (March 25, 2002). Pressure cooker: Hospital’s emphasis on productivity increases stress for nurses and patients. Nurseweek News, http://www.nurseweek. com
Drucker, P.E. (1967). The Effective Executive. N.Y.: Harper & Row. Ferrett, S.K. (1996). Connections: Study Skills for College and Career
Success. Chicago: Irwin Mirror Press. Gahar, A. (2000). Programming for College Students With Learning
Disabilities. (Grant No.: 84–078C) http://www.csbsju.edu Gonzalez, S.I. (1996). Time management. The Nursing Spectrum
in Florida, 6(17), 5. Hammerschmidt, R., & Meador, C.K. (1993). A Little Book of
Nurses’ Rules. Philadelphia: Hanley & Belfus.
Haynes, M.E. (1991). Practical Time Management. Los Altos, Calif.: Crisp Publications.
Hobbs, S. (1987). Getting to grips with business plans, audit, and applications. Nursing Standard.
Lundgren, S., & Segesten, K. (2001). Nurses’ use of time in a medical-surgical ward with all-RN staffing. Journal of Nursing Management, 9, 13–20.
MacKenzie, A. (1990). The Time Trap. N.Y.: American Management Association.
Matejka, J.K., & Dunsing, R.J. (1988). Time management: Changing some traditions. Management World, 17(2), 6–7.
Meyer, C. (1992). Equipment nurses like. American Journal of Nursing, 92(8), 32–38.
Moshovitz, R. (1993). How to Organize Your Work and Your Life. N.Y.: Doubleday.
Navuluri, R.B. (March 2001). Our time management in patient care. Research for Nursing Practice, 1–8.
Prescott, P.A. (1991). Changing how nurses spend their time. Image, 23(1), 23–28.
Robichaud, A.M. (1986). Time documentation of clinical nurse specialist activities. Journal of Nursing Administration, 16(1), 31–36.
Smith, H.W. (1994). The Ten Natural Laws of Successful Time and Life Management: Proven Strategies for Increased Productivity and Inner Peace. N.Y.: Warner Books.
Turkington, C.A. (1996). Reflections for Working Women: Common Sense, Sage Advice, and Unconventional Wisdom. N.Y.: McGraw-Hill.
Webber, R.A. (1980). Time Is Money! Tested Tactics That Conserve Time for Top Executives. N.Y.: Free Press.
2208_Ch11_157-168.qxd 11/6/09 6:00 PM Page 168
3 unit
Professional Issues
chapter 12 Promoting a Healthy Workplace
chapter 13 Work-Related Stress and Burnout
chapter 14 Your Nursing Career
chapter 15 Nursing Yesterday and Today
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 169
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 170
chapter 12 Promoting a Healthy Workplace
OBJECTIVES After reading this chapter, the student should be able to: ■ Recognize the components of nurse job satisfaction.
■ Describe quality indicators related to safety and quality.
■ Recognize threats to safety in the workplace.
■ Identify agencies responsible for overseeing workplace safety.
■ Describe methods of dealing with violence in the workplace.
■ Identify the role of the nurse in dealing with terrorism and other disasters.
■ Recognize situations that may reflect sexual harassment.
■ Make suggestions for improving the physical and social environment.
■ Understand the American Nurses Association (ANA) Future Vision for Nursing.
OUTLINE
Workplace Safety
Threats to Safety
Reducing Risk
OSHA
Centers for Disease Control and Prevention
NIOSH
ANA
Joint Commission on the Accreditation of Healthcare Organizations
Institute of Medicine
Programs
Violence
Sexual Harassment
Latex Allergy
Needlestick Injuries
Your Employer’s Responsibility
Your Responsibility
Ergonomic Injuries
Back Injuries
Repetitive Stress Injuries
Impaired Workers
Substance Abuse
Microbial Threats
Enhancing the Quality of Work Life
Rotating Shifts
Mandatory Overtime
Staffing Ratios
Using Unlicensed Assistive Personnel
Reporting Questionable Practices
Terrorism and Other Disasters
Enhancing the Quality of Work Life
Social Environment
Working Relationships
Support of One’s Peers and Supervisors
Involvement in Decision Making
Professional Growth and Innovation
Encourage Critical Thinking
Seek Out Educational Opportunities
Encourage New Ideas
Reward Professional Growth
Cultural Diversity
Physical Environment
Conclusion
171
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 171
172 unit 3 | Professional Issues
Almost half our waking hours are spent in the
workplace. For this reason alone, the quality of the
workplace environment is a major concern. Yet, it is
neglected to a surprising extent in many health-care
organizations. It is neglected by administrators who
would never allow peeling paint or poorly main-
tained equipment but who leave their staff, their
most costly and valuable resource, unmaintained
and unrefreshed. The “do more with less” thinking
that has predominated many organizations places
considerable pressure on staff and management
alike (Chisholm, 1992). Improvement of the work-
place environment is more difficult to accomplish
under these circumstances, but it is more important
than ever.
Much of the responsibility for enhancing the
workplace rests with upper-level management,
people who have the authority and resources to
encourage organization-wide growth and change.
Nurses, however, have begun to take more respon-
sibility for identification of and problem solving for
workplace issues. This chapter focuses on these
issues, in addition to sexual harassment, impaired
workers, enhancement of work-life quality, diversity,
and disabled workers.
Workplace Safety
Safety is not a new concept in the workplace. The
modern movement began during the Industrial
Revolution. In 1913, the National Council for
Industrial Safety (now the National Safety
Council) was formed. The Occupational Safety and
Health Act of 1970 created both the National
Institute of Occupational Safety and Health
(NIOSH) and the Occupational Safety and Health
Administration (OSHA). The OSHA, part of the
U.S. Department of Labor, is responsible for devel-
oping and enforcing workplace safety and health
regulations. The NIOSH, part of the U.S.
Department of Health and Human Services, pro-
vides research, information, education, and training
in occupational safety and health. The National
Safety Council (NSC) partners with the OSHA to
provide training in a variety of safety initiatives.
The NSC maintains that safety in the workplace is
the responsibility of both the employer and the
employee. The employer must ensure a safe, health-
ful work environment, and employees are account-
able for knowing and following safety guidelines
and standards (National Safety Council, 1992).
Threats to Safety
Working in a health-care facility is reported to be
one of the most dangerous jobs in the United
States. The Department of Labor reports that a
health-care worker in a nursing facility is more likely
to be injured on the job than a coal miner. Health
and safety threats in the nursing workplace include
infectious diseases, physical violence, ergonomic
injuries related to the movement and repositioning
of patients, exposure to hazardous chemicals and
radiation, and sharps injuries (ANA, 2007).
Health care is the second-fastest-growing sector
of the U.S. economy, employing more than 12 million
workers. Women represent nearly 80% of the
health-care workforce. Health-care workers face a
wide range of hazards on the job, including needle-
stick injuries, back injuries, latex allergy, violence,
and stress. Although it is possible to prevent or
reduce health-care worker exposure to these haz-
ards, health-care workers are experiencing increas-
ing numbers of occupational injuries and illnesses;
rates of occupational injury have risen over the past
decade. By contrast, two of the most hazardous
industries, agriculture and construction, are safer
today than they were a decade ago. NIOSH-TIC-2
is a searchable bibliographical database of occupa-
tional safety and health publications, documents,
grant reports, and journal articles supported in
whole or in part by the NIOSH (cdc.gov/niosh/
topics/healthcare/).
In spring 2001, a Florida nurse with 20 years’
psychiatric nursing experience died of head and
face trauma. Her assailant, a former wrestler, had
been admitted involuntarily in the early morning to
the private mental health–care facility. An investi-
gation found that the facility did not have a policy
on workplace violence and no method of summon-
ing help in an emergency (Arbury, 2002).
Six hundred thousand to one million needlestick
injuries occur annually to U.S. health-care workers.
Percutaneous exposure is the principal route for
human immunodeficiency virus (HIV ) and hepatitis
B and C virus transmission. Additionally, infections
such as tuberculosis, syphilis, malaria, and herpes
can be transmitted through needlesticks.
Threats to safety in the workplace vary from one
setting to another and from one individual to
another. A pregnant staff member may be more
vulnerable to risks from radiation; staff members
working in the emergency room of a large urban
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 172
chapter 12 | Promoting a Healthy Workplace 173
public hospital are at more risk for HIV and
tuberculosis than the staff members working in the
newborn nursery. All staff members have the right
to be made aware of potential risks. No worker
should feel intimidated or uncomfortable in the
workplace.
Reducing Risk
OSHA
The Occupational Safety and Health Act of 1970
and the Mine Safety and Health Act of 1977 were
the first federal guidelines and standards related to
safe and healthful working conditions. Through
these acts, the NIOSH and OSHA were formed.
OSHA regulations apply to most U.S. employers
that have one or more employees and that engage in
businesses affecting commerce. Under OSHA reg-
ulations, the employer must comply with standards
for providing a safe, healthful work environment.
Employers are also required to keep records of all
occupational (job-related) illnesses and accidents.
Examples of occupational accidents and injuries
include burns, chemical exposures, lacerations, hear-
ing loss, respiratory exposure, musculoskeletal
injuries, and exposure to infectious diseases.
OSHA regulations provide for workplace
inspections that may be conducted with or without
prior notification to the employer. However, cata-
strophic or fatal accidents and employee complaints
may also trigger an OSHA inspection. OSHA
encourages employers and employees to work
together to identify and remove any workplace haz-
ards before contacting the nearest OSHA area
office. If the employee has not been able to resolve
the safety or health issue, the employee may file a
formal complaint, and an inspection will be ordered
by the area OSHA director (U.S. Department of
Labor, 1995). Any violations found are posted
where all employees can view them. The employer
has the right to contest the OSHA decision. The
law also states that the employer cannot punish or
discriminate against employees for exercising their
rights related to job safety and health hazards
or participating in OSHA inspections (U.S.
Department of Labor, 1995).
OSHA inspections have focused especially on
blood-borne pathogens, lifting and ergonomic
(proper body alignment) guidelines, confined-space
regulations, respiratory guidelines, and workplace
violence. Since September 11, 2001, the OSHA has
added protecting the worksite against terrorism
(osha.gov). Table 12-1 lists the major categories of
potential hazards found in hospitals as identified by
the OSHA. The U.S. Department of Labor pub-
lishes fact sheets related to various OSHA guide-
lines and activities. They can be obtained from your
employer, at the local public library, or via the
Internet at osha.gov
table 12-1
Potential Hospital Hazards Hazard Definition Examples
Biological Infectious/biological agents such as bacteria, HIV, vancomycin-resistant enterococcus,
viruses, fungi, parasites methicillin-resistant Staphylococcus aureus, hepatitis
B virus, tuberculosis
Chemical Medications, solutions, and gases that are Ethylene oxide, formaldehyde, glutaraldehyde, waste
potentially toxic or irritating to the body anesthetic gases, cytotoxic agents, pentamidine
system ribavirin
Psychological Factors and situations encountered in or Stress, workplace violence, shiftwork, inadequate
associated with the work environment staffing, heavy workload, increased patient acuity
that create or potentiate stress, emotional
strain, and/or interpersonal problems
Physical Agents that cause tissue trauma Radiation, lasers, noise, electricity, extreme temperatures,
workplace violence
Environmental, Factors in work environment that cause Tripping hazards, unsafe or unguarded equipment, air
mechanical, or lead to accidents, injuries, strain, quality, slippery floors, confined spaces, obstructed
biomedical or discomfort work areas or passageways, awkward postures,
localized contact stresses, temperature extremes,
repetitive motions, lifting and moving patients
Adapted from osha.gov/SLTC/healthcarefacilities/hazards
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 173
174 unit 3 | Professional Issues
Centers for Disease Control and Prevention
The Centers for Disease Control and Prevention
(CDC) is the lead federal agency for protecting the
health and safety of citizens both at home and
abroad. The CDC partners with other agencies
throughout the nation to investigate health prob-
lems, conduct research, implement prevention
strategies, and promote safe and healthy environ-
ments. The CDC publishes continuous updates of
recommendations for prevention of HIV transmis-
sion in the workplace and universal precautions
related to blood-borne pathogens; it also publishes
the most recent information on other infectious
diseases in the workplace, such as tuberculosis and
hepatitis. Currently, the CDC is targeting public
health emergency preparedness and response relat-
ed to biological and chemical agents and threats
(cdc.gov/). Information can be obtained by con-
sulting the Mortality and Morbidity Weekly
Report (MMWR) in the library, via the Internet
(cdc.gov/health/diseases), or through the toll-free
phone number (800-311-3435). Interested health-
care workers can also be placed on the CDC’s
mailing list to receive any free publications.
NIOSH
The NIOSH is part of the CDC and is the feder-
al agency responsible for conducting research and
making recommendations for the prevention of
work-related disease and injury. Occupational
hazards for health-care workers continue to be
enormous health and economic problems.
According to statistics from the NIOSH, more
than 6.1 million illnesses and injuries occur in the
workplace yearly, with more than 2.9 million lost
workdays attributed to occupational illnesses and
injuries (cdc.gov/niosh/about).
Box 12-1 lists the most important federal laws
enacted to protect individuals in the workplace.
ANA
When looking at agencies that are instrumental in
dealing with workplace safety, the ANA must be
included. The ANA is discussed more completely
in Chapters 10 and 15. The ANA’s history embod-
ies advocacy for the nurse.
In 1999 the Commission on Workplace
Advocacy was established as part of the ANA. The
Commission consists of nine members, appointed
box 12-1
Federal Laws Enacted to Protect the Worker in the Workplace • Equal Pay Act of 1963: Employers must provide equal pay for equal work, regardless of sex.
• Title VII of Civil Rights Act of 1964: Employees may not be discriminated against on the basis of race, color, religion, sex,
or national origin.
• Age Discrimination in Employment Act of 1967: Private and public employers may not discriminate against persons
40 years of age or older except when a certain age group is a bona fide occupational qualification.
• Pregnancy Discrimination Act of 1968: Pregnant women cannot be discriminated against in employment benefits if they
are able to perform job responsibilities.
• Fair Credit Reporting Act of 1970: Job applicants and employees have the right to know of the existence and content of
any credit files maintained on them.
• Vocational Rehabilitation Act of 1973: An employer receiving financial assistance from the federal government may not
discriminate against individuals with disabilities and must develop affirmative action plans to hire and promote individuals
with disabilities.
• Family Education Rights and Privacy Act—Buckley Amendment of 1974: Educational institutions may not supply
information about students without their consent.
• Immigration Reform and Control Act of 1986: Employers must screen employees for the right to work in the United
States without discriminating on the basis of national origin.
• Americans With Disabilities Act of 1990: Persons with physical or mental disabilities or who are chronically ill cannot be
discriminated against in the workplace. Employers must make “reasonable accommodations” to meet the needs of the
disabled employee. These include such provisions as installing foot or hand controls; readjusting light switches, telephones,
desks, tables, and computer equipment; providing access ramps and elevators; offering flexible work hours; and providing
readers for blind employees.
• Family Medical Leave Act of 1993: Employers with 50 or more employees must provide up to 13 weeks of unpaid leave for
family medical emergencies, childbirth, or adoption.
• Needlestick Safety and Prevention Act of 2001: This act directed the OSHA to revise the blood-borne pathogens stan-
dard to establish in greater detail requirements that employers identify and make use of effective and safer medical devices.
Adapted from Strader, M., & Decker, P. (1995). Role Transition to Patient Care Management. Norwalk, Conn.: Appleton and
Lange; osha.gov/needlesticks/needlefact
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 174
chapter 12 | Promoting a Healthy Workplace 175
by the ANA Board of Directors, and represent
constituent member associations. Additionally,
state member associations often offer their own
workplace advocacy information. Issues such as
collective bargaining, workplace violence, mandatory
overtime, staffing ratios, conflict management, del-
egation, ethical issues, compensation, needlestick
safety, latex allergies, pollution prevention, and
ergonomics are addressed.
The ANA Web site (www.nursingworld.org)
keeps up-to-date information related to workplace
advocacy and safety available to all nurses.
Joint Commission
The Joint Commission ( JC) is an independent,
nonprofit organization. Established more than
50 years ago, it is governed by a board that includes
physicians, nurses, and consumers. The JC evalu-
ates the quality and safety of care for more than
15,000 health-care organizations. To earn and
maintain accreditation, organizations must have an
extensive on-site review by a team of JC health-
care professionals at least once every 3 years. Many
of the national patient safety goals discussed in
Chapter 10 were influenced by the safety of the
health-care worker. For example, fatigue due to
mandatory overtime has been identified as causing
increased medication errors.
Institute of Medicine
The Institute of Medicine (IOM) is a private, non-
governmental organization that carries out studies
at the request of many government agencies. The
mission of the IOM is to improve the health of peo-
ple everywhere; thus, the topics it studies are very
broad (iom.edu). In 1996 the IOM began a quality
initiative to assess the nation’s health. Part of this ini-
tiative was the 2004 report: Keeping Patients Safe:
Transforming the Work Environment of Nurses.
The report identified concerns and issues related to
organizational management, workforce deployment
practices, work design, and organizational culture
(Beyea, 2004). Each of these issues will be discussed
in the section of this chapter on enhancing the
quality of work life.
Programs
The primary objective of any workplace safety
program is to protect staff members from harm
and the organization from liability related to that
harm.
The first step in development of a workplace
safety program is to recognize a potential hazard and then take steps to control it. Based on OSHA reg-
ulations (U.S. Department of Labor, 1995), the
employer must inform staff members of any poten-
tial health hazards and provide as much protection
from these hazards as possible. In many cases, ini-
tial warnings come from the CDC, NIOSH, and
other federal, state, and local agencies. For example,
employers must provide tuberculosis testing and
hepatitis B vaccine; protective equipment such as
gloves, gowns, and masks; and immediate treat-
ment after exposure for all staff members who may
have contact with blood-borne pathogens.
Employers are expected to remove hazards, educate
employees, and establish institution-wide policies
and procedures to protect their employees
(Herring, 1994; Roche, 1993). Nurses who are not
provided with latex gloves may refuse to participate
in any activities involving blood or blood products.
The employee cannot be subjected to discrimina-
tion in the workplace, and reasonable accommoda-
tions for safety against blood-borne pathogens
must be provided. This may mean that the nurse
with latex allergies is placed in an area where expo-
sure to blood-borne pathogens is not an issue
(Strader & Decker, 1995; U.S. Department of
Labor, 1995). The OSHA also has information
available on exposure to chemical or biological
agents related to terrorism. Terrorism response
exercises are conducted through OSHA to train
health-care workers on responding to terrorism
threats (http://www.osha.gov/). The second step in
a workplace safety program is a thorough assessment of the amount of risk entailed. Staff members, for example, may become very fearful in situations that
do not warrant such fear. For example:
Nancy Wu is the nurse manager on a busy geriatric unit. Most patients require total care: bathing, feed- ing, and positioning. She observed that several of the staff members working on the unit use poor body mechanics when lifting and moving the patients. In the last month, several of the staff members were referred to Employee Health for back pain. This week, she noticed that the patients seemed to remain in the same position for long periods and were rarely out of bed or in a chair for the entire day. When she confronted the staff, the response was the same from all of them: “I have to work for a living. I can’t afford to risk a back injury for someone who may
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 175
176 unit 3 | Professional Issues
not live past the end of the week.” Nancy was concerned about the care of the patients as well as the apparent lack of information her staff had about prevention of back injuries. She decided to seek assistance from the nurse practitioner in charge of Employee Health in order to develop a back injury prevention program.
Assessment of the workplace may require consider-
able data gathering to document the incidence of
the problem and consultation with experts before a
plan of action is drawn up. Health-care organiza-
tions often create formal committees, consisting of
experts from within the institution and representa-
tives from the affected departments, to assess these
risks. It is important that staff members from vari-
ous levels of the organization be allowed to offer
input into an assessment of safety needs and risks.
The third step is to create a plan to provide opti- mal protection for staff members. It is not always a
simple matter to protect staff members without
interfering with the provision of patient care. For
example, some devices that can be worn to prevent
transmission of tuberculosis interfere with commu-
nication with the patient Some attempts have been
made to limit visits or withdraw home health-care
nurses from high-crime areas, but this leaves
homebound patients without care (Nadwairski,
1992). A threat assessment team that evaluates
problems and suggests appropriate actions may
reduce the incidence and severity of problems due
to violent behavior, but it may also increase
employees’ fear of violence if not handled well.
Developing a safety plan includes the following:
■ Seeking evidence-based practices and recom-
mendations related to the problem
■ Consulting federal, state, and local regulations
■ Distinguishing real from imagined risks
■ Seeking administrative support and enforcement
for the plan
■ Calculating costs of a program
The fourth and final stage in developing a work-
place safety program is implementing the program. Educating the staff, providing the necessary safety
supplies and equipment, and modifying the envi-
ronment contribute to an effective program.
Protecting patient and staff confidentiality and
monitoring adherence to control and safety proce-
dures should not be overlooked in the implementa-
tion stage ( Jankowski, 1992).
An example of a safety program is the one for
health-care workers exposed to HIV, instituted at
the Department of Veterans Affairs Hospital,
San Francisco (Armstrong, Gordon, & Santorella,
1995). An HIV exposure can be stressful for health-
care workers and their loved ones. This employee
assistance program includes up to 10 hour-long indi-
vidual counseling sessions on the meaning and expe-
rience of this traumatic event. Additional counseling
sessions for couples are also provided. Information
about HIV and about dealing with acute stress reac-
tions is provided. Counseling helps workers identify
a plan to obtain assistance from their individual sup-
port systems, identify practice methods of dealing
with blood-borne pathogens, and return to work.
A systematic review related to needlestick injury pro-
vides evidence for the use of tissue adhesives.
In the past, the options for wound closure have
been limited largely to sutures (needle and thread),
staples, and adhesive tapes. Tissue adhesives (glues)
offer the advantages that there are no sutures to
remove later for the patient and no risk of needle-
stick injury to the health-care worker. The adhesive
is applied over the surgical wound and holds the
edges together until healing has occurred.
Adhesives have been compared with alternative
methods of surgical wound closure in eight ran-
domized clinical trials involving 630 patients.
There was no evidence of a difference in rates of
wound dehiscence or infection after surgical inci-
sion closure with tissue adhesive, sutures, or adhe-
sive tape. The recommendation from the evidence
was that health-care providers may consider the use
of tissue adhesives for the closure of incisions in the
operating room, and a protocol was published in
2004 (Coulthard et al., 2004).
Violence
Violence in the workplace is a contemporary social
issue. Newspapers and magazines have reported
numerous violent incidents; one of six violent crimes
occurs in the workplace, and homicide is the second
leading cause of workplace death (Edwards, 1999).
According to the Census of Fatal Occupational
Injuries, there were 551 workplace homicides and
5703 workplace injuries in 2004. The rate of assaults
on hospital workers is much higher than the rate of
assaults for all private-sector industries. The Bureau
of Labor Statistics measures the number of assaults
resulting in injury per 10,000 full-time workers.
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 176
chapter 12 | Promoting a Healthy Workplace 177
The overall private sector injury incidence rate is 2;
the overall incidence rate for health service workers
9.3. Broken down further, the incidence rate for
social service workers is 15, and the rate for nurses
and personal care workers is 25 (bls.gov/news/
release/cfoi.nr0).
The aggressor can be a disgruntled employee or
employer, an unhappy significant other, or a person
committing a random act of violence. Nurses have
been identified as a group at risk for violence from
patients, family members, and other staff members.
Violence may also have negative organizational
outcomes. Box 12-2 identifies some of the causes.
Examples of violence include:
■ Threats. Expressions of intent to cause harm, including verbal threats, threatening body lan-
guage, and written threats
■ Physical assaults. Slapping, beating, rape, homi- cide, and the use of weapons such as firearms,
bombs, and knives
■ Muggings. Assaults conducted by surprise with intent to rob (cdc.gov/niosh/pdfs/2002-101.pdf )
The circumstances surrounding health-care work
contributes to workers’ susceptibility to homicide
and assault (Edwards, 1999; nursingworld.org/
dlwa/osh/wp5; cdc.gov/niosh/pdfs/2002-101.pdf;
www.osha.gov/)
■ Prevalence of handguns and other weapons
among patients, families, and friends
■ Increased use of hospitals for criminal holds and
violent individuals
■ Increased number of acute and chronic mentally
ill patients being released without follow-up care
■ Health-care personnel having routine contact
with the public in unrestricted areas
■ Health-care personnel working alone or in small
numbers
■ Health-care personnel working late or until very
early morning hours
■ Health-care personnel working in high-crime
areas
■ Health-care personnel working in buildings
with poor security
■ Health-care personnel treating weapon-carrying
patients and families
■ Health-care personnel working with inexperi-
enced staff
■ Health-care personnel working in units needing
seclusion or restraint activities
■ Health-care personnel transporting patients
■ Patients waiting long times for service
■ Overcrowded, uncomfortable waiting areas
■ Health-care personnel lacking training and poli-
cies for managing crises
Nurses must know their workplace. For example
(www/nursingworld.org/dlwa.osh/wp5?):
■ How does violence from the surrounding
community affect your workplace?
■ Do services like trauma or acute psychiatric care
increase the likelihood of violence?
■ Does the facility’s physical layout invite
violence—for example, do doors open to the
street? are waiting rooms cramped?
■ How frequently do assaultive incidents, threats,
and verbal abuse occur? where? who is involved?
are incidents reported?
■ Are current emergency response systems
effective?
■ Are post-assaultive treatment and support
available to staff?
■ Are staffing patterns sufficient? is the staff
experienced?
Earlier in the chapter, the Florida nurse who was
attacked and killed by a patient in April 2001 was
mentioned. Although assaults that result in severe
injury or death usually receive media coverage,
most assaults on nurses by patients or coworkers are
not reported by the nurse.
Ms. Jones works on the evening shift in the emergency department (ED) at a large urban hospital. The ED frequently receives patients who are victims of gunshot wounds, stabbings, and other gang-related incidents. Many of the patients entering the ED are high on alcohol or drugs. Ms. Jones has just inter- viewed a 21-year-old male patient who is awaiting treatment as a result of a f ight after an evening of heavy drinking. Because his injuries have been deter- mined not to be life-threatening, he had to wait to see
box 12-2
Negative Organizational Outcomes Due to Workplace Violence
• Low worker morale
• Increased job stress
• Increased worker turnover
• Reduced trust of management
• Reduced trust of coworkers
• Hostile working environment
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 177
178 unit 3 | Professional Issues
a physician. “I’m tired of waiting. Let’s get this show on the road,” he screamed loudly as Ms. Jones walked by. “I’m sorry you have to wait, Mr. P., but the doctor is busy with another patient and will get to you as soon as possible.” She handed him a cup of juice she had been bringing to another patient. He grabbed the cup, threw it in her face, and then grabbed her arm. Slamming her against the wall, he jumped off the stretcher and yelled obscenities at her. He continued to scream in her face until a security guard intervened.
Be aware of clues that may indicate a potential for
violence (Box 12-3). These behaviors may occur in
patients, family members, visitors, or even other
staff members. Even patients with no history of
violent behavior may react violently to medication
or pain (Carroll & Sheverbush, 1996; Lanza &
Carifio, 1991).
In the health-care industry, violence is underre-
ported, and there are persistent misperceptions that
assaults are part of the job and that the victim
somehow caused the assault. Causes of underre-
porting may be a lack of institutional reporting
policies and employee fear that the assault was a
result of negligence or poor job performance (U.S.
Department of Labor, 1995). Box 12-4 lists some
of the faulty reasoning that leads to placing blame
on the victim of the assault.
Actions to address violence in the workplace
include (1) identifying the factors that contribute to
violence and controlling as many as possible and
(2) assessing staff attitudes and knowledge regarding
violence in the workplace (Carroll & Sheverbush,
1996; Collins, 1994; Mahoney, 1991).
When you begin your new job, you may want
to find out the policies and procedures related to
violence in the workplace at your institution.
Preventing an incident is better than having to
intervene after violence has occurred. The following
are suggestions to nurses about how to participate in
workplace safety related to violence (nursingworld.
org/osh/wp5/htm):
■ Participate in or initiate regular workplace assessments. Identify unsafe areas and the factors within the organization that contribute
to assaultive behavior, such as inadequate
staffing, high-activity times of day, invasion of
personal space, seclusion or restraint activities,
and lack of experienced staff. Work with
management to make and monitor changes.
■ Be alert for suspicious behavior such as verbal expressions of anger and frustration, threatening
body language, signs of drug or alcohol use, or
presence of a weapon. Assess patients or suspi-
cious workers, patients, and visitors for potential
violence. Evaluate each situation for potential
violence. Keep an open path for exiting.
■ Maintain behavior that helps to defuse anger. Present a calm, caring attitude. Do not match
threats, give orders, or present with behaviors
that may be interpreted as aggressive.
Acknowledge the person’s feelings.
■ If you cannot defuse the situation, then remove yourself from it quickly, call Security, and report
the situation to management.
■ Know your patients. Be aware of any history of violent behaviors, diagnoses of dementia,
alcohol, or drug intoxication.
Box 12-5 lists some additional actions that can be
taken to protect staff members and patients from
violence in the workplace.
box 12-3
Behaviors Indicating a Potential for Violence
• History of violent behavior
• Delusional, paranoid, or suspicious speech
• Aggressive, threatening statements
• Rapid speech, angry tone of voice
• Pacing, tense posture, clenched fists, tightening jaw
• Alcohol or drug use
• Male gender, youth
• Policies that set unrealistic limits
Adapted from Kinkle, S. (1993). Violence in the ED: How to stop it before it
starts. American Journal of Nursing, 93(7), 22–24; Carroll, C., & Sheverbush,
J. (September 1996). Violence assessment in hospitals provides basis for
action. American Nurse, 18.
box 12-4
When an Assault Occurs: Placing Blame on Victims
• Victim gender: Women receive more blame than men.
• Subject gender: Female victims receive more blame
from women than men.
• Severity: The more severe the assault, the more often
the victim is blamed.
• Beliefs: The world is a just place, and therefore the
person deserves the misfortune.
• Age of victim: The older the victim, the more he or she is
held to blame.
Adapted from Lanza, M.L., & Carifio, J. (1991). Blaming the victim: Complex
(nonlinear) patterns of causal attribution by nurses in response to
vignettes of a patient assaulting a nurse. Journal of Emergency Nursing,
17(5), 299–309.
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 178
chapter 12 | Promoting a Healthy Workplace 179
What if, in spite of all precautions, violence occurs?
What should you do? You should:
■ Report to your supervisor. Report threats as well
as actual violence. Include a description of the
situation; names of victims, witnesses, and per-
petrators; and any other pertinent information.
■ Call the police. Although the assault is in the
workplace, nurses are entitled to the same rights
as workers assaulted in another setting.
■ Get medical attention. This includes medical
care, counseling, and evaluation.
■ Contact your collective bargaining unit or your
state nurses association. Inform them if the
problems persist.
■ Be proactive. Get involved in policy making
(nursingworld.org/ajn/2001/jul/issues).
Violence in the workplace can also be the result of
horizontal violence or interactive workplace trauma.
These terms denote a workplace that is infested
with one or more “bullies.” These bullies project
domineering and aggressive behaviors toward oth-
ers, usually when the other person is preoccupied or
unaware. Individuals who desire to control others
may use a variety of approaches, including verbal
abuse, punishment, criticism, put-downs, and mali-
cious gossip. Unfortunately, these individuals are
often not identified during the employment inter-
view. Bullies in the workplace may be coworkers,
superiors, or subordinates. Regardless of their place
on the organizational chart, bullies can cause a great
deal of distress to others in the workplace. Barbara
Broome (2008) states that bullies are like sharks.
The shark tries to dominate the other fish and have
a superior presence. They attack aggressively, and
when the victim bleeds, the victim becomes a fatal-
ity. Broome has suggestions for dealing with bullies
in the workplace:
■ Assume all identified “fish” are “sharks.” Until
you get to know people, do not make assump-
tions one way or the other.
■ Do not “bleed.” Crying or arguing only makes
the bully more aggressive. Remove yourself from
the presence of the shark.
■ Admit it is difficult not to bleed, but know
you can. Control your anger, and deal with facts
only.
■ Counter any aggression promptly. Recognize
that aggression is often a prelude to an attack.
■ Avoid ingratiating behaviors. You might believe
that these will ward off the attack, but they will
not, and you could still “lose your limb.”
■ Respond to all inappropriate behaviors appro-
priately. Bullies often believe that you will forget
what they did in the last attack. Always respond
appropriately.
■ Make it known that the behavior is unaccept-
able and will not be tolerated. If the behavior
continues, file a written complaint with Human
Resources.
Sexual Harassment
A new supervisor on the unit needed to be hired. After months of interviewing, the candidate selected was a young male nurse whom the staff members jokingly described as “a blond Tom Cruise.” The new supervisor was an instant hit with the predomi- nantly female executives and staff members. However, he soon found himself on the receiving end of sexual jokes and innuendoes. He had been trying to prove himself a competent supervisor, with hopes of eventually moving up to a higher manage- ment position. He viewed the behavior of the female staff members and supervisors as undermining his credibility, in addition to being embarrassing and annoying. He attempted to have the unwelcome conduct stopped by discussing it with his boss, a female nurse manager. She told him jokingly that it was nothing more than “good-natured fun” and besides, “men can’t be harassed by women” (Outwater, 1994).
In spite of the requirement for workplace educa-
tion, sexual harassment remains one of the most
box 12-5
Steps Toward Increasing Protection From Workplace Violence
• Security personnel and escorts
• Panic buttons in medication rooms, stairwells, activity
rooms, and nursing stations
• Bulletproof glass in reception, triage, and admitting areas
• Locked or key-coded access doors
• Closed-circuit television
• Metal detectors
• Use of beepers and/or cellular car phones
• Handheld alarms or noise devices
• Lighted parking lots
• Escort or buddy system
• Enforced wearing of photo identification badges
Adapted from Simonowitz, J. (1994). Violence in the workplace: You’re
entitled to protection. RN, 57(11), 61–63; nursingworld.org/dlwa/osh/wp6.
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 179
180 unit 3 | Professional Issues
persistent problems. The reasons are complex, but
sex-role stereotypes and the unequal balance of
power between men and women are major contrib-
utors. Unfortunately, underreporting of this prob-
lem is common, even though the emotional costs of
anger, humiliation, and fear are high (nursingworld.
org/dlwa/wpr/wp3/htm).
The laws that prohibit discrimination in the
workplace are based on the Fifth and Fourteenth
Amendments to the Constitution, mandating due
process and equal protection under the law. The
Equal Employment Opportunity Commission
(EEOC) oversees the administration and enforce-
ment of issues related to workplace equality.
Although there may be exemptions from any law, it
is important that nurses recognize that there is sig-
nificant legislation that prohibits employers from
making workplace decisions based on race, color,
sex, age, disability, religion, or national origin. The
employer may ask questions related to these issues
but cannot make decisions about employment
based on them. Behaviors that could be defined as
sexual harassment are identified in Box 12-6. The
EEOC issued a statement in 1980 that sexual
harassment is a form of sex discrimination prohib-
ited by Title VII of the Civil Rights Act of 1964.
Two forms of sexual harassment are identified;
both are based on the premise that the action is
unwelcome sexual conduct:
1. Quid pro quo. Sexual favors are given in exchange for favorable job benefits or continua-
tion of employment. The employee must
demonstrate that he or she was required to
endure unwelcome sexual advances to keep the
job or job benefits and that rejection of these
behaviors would have resulted in deprivation of
a job or benefits. Example: The administrator
approaches a nurse for a date in exchange for
a salary increase 3 months before the scheduled
review.
2. Hostile environment. This is the most com- mon sexual harassment claim and the most dif-
ficult to prove. The employee making the claim
must prove that the harassment is based on
gender and that it has affected conditions of
employment or created an environment so
offensive that the employee could not effective-
ly discharge the responsibilities of the job
(Outwater, 1994). In 1993, the Supreme Court
ruled that a plaintiff is not required to prove
any psychological injury to establish a harass-
ment claim. If the environment could be shown
to be hostile or abusive, then there was no fur-
ther need to establish that it was also psycho-
logically injurious. Although sexual harassment
against women is more common, men can be
victims as well.
Sexual harassment can cost an employer money,
unfavorable publicity, expensive lawsuits, and large
damage awards. Low morale caused by a hostile
work environment can cause significant decreases
in employee productivity, increased absenteeism,
increases in sick leave and medical payments, and
decreased job satisfaction.
In addition to Title VII, other legal protections
include Title IX of the Education Amendments
of 1972 and state fair employment statutes. Title IX
of the Education Amendments of 1972 prohibits sex
discrimination and sexual harassment in any educa-
tional program receiving financial assistance from
the federal government. Students and employees are
covered by this law. Most state fair employment
statutes apply to public and private employers,
employment agencies, and labor organizations.
Often, state workers’ compensation statutes provide
remedies for employees who have been injured,
either physically or psychologically, by sexual harass-
ment in the workplace. Prohibition against sexual
harassment in the workplace may also be included in
collective bargaining agreements (nursingworld.org/
readroom/position/workplac/wkharass).
Addressing the issue of sexual harassment in the
workplace is important. As an employee, be famil-
iar with the policies and procedures related to
reporting sexual harassment incidents. If you
box 12-6
Behaviors That Could Be Defined as Sexual Harassment
• Pressure to participate in sexual activities
• Asking about another person’s sexual activities, fantasies,
preferences
• Making sexual innuendoes, jokes, comments, or suggestive
facial expressions
• Continuing to ask for a date after the other person has
expressed disinterest
• Making sexual gestures with hands or body movements
or showing sexual graffiti or visuals
• Making remarks about a person’s gender or body
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 180
chapter 12 | Promoting a Healthy Workplace 181
supervise other employees, regularly review your
agency’s policies and procedures. Seek appropriate
guidance from your Human Resources personnel.
If an employee approaches you with a complaint,
then a confidential investigation of the charges
should be initiated. Above all, do not dismiss any
incidents or charges of sexual harassment involving
yourself or others as “just having fun” or respond
that “there is nothing anyone can do.” Responses
such as this can have serious consequences in the
workplace (Outwater, 1994).
The ANA cites four tactics to fight sexual harass-
ment (nursingworld.org/dlwa/wpr/wp3/htm):
1. Confront. Indicate immediately and clearly to the harasser that the attention is unwanted.
If you are in a union facility, ask the nursing
representative to accompany you.
2. Report. Report the incident immediately to your supervisor. If the harasser is your supervi-
sor, report the incident to a higher authority.
File a formal complaint, and follow the chain
of command.
3. Document. Document the incident immedi- ately while it is fresh in your mind—what
happened, when and where it occurred, and
how you responded. Name any witnesses. Keep
thorough records, and keep them in a safe place
away from work.
4. Support. Seek support from friends, relatives, and organizations such as your state nurses
association. If you are a student, seek support
from a trusted faculty member or advisor.
Additionally, your employer has a responsibility
to maintain a harassment-free workplace. You
should expect your employer to demonstrate
commitment to creating a harassment-free
workplace, provide strong written policies
prohibiting sexual harassment and describing
how employees will be protected, and educate
all employees verbally and in writing.
Latex Allergy
A nurse developed hives in 1987, nasal congestion
in 1989, and asthma in 1992. She was diagnosed
with latex allergy. Eventually she developed severe
respiratory symptoms in the health-care environ-
ment even when she had no direct contact with
latex. The nurse was forced to leave her occupation
because of these health effects (Bauer et al., 1993).
A midwife initially suffered hives, nasal conges-
tion, and conjunctivitis. Within a year, she devel-
oped asthma, and 2 years later she went into shock
after a routine gynecological examination during
which latex gloves were used. The midwife also suf-
fered respiratory distress in latex-containing envi-
ronments when she had no direct contact with latex
products. She was unable to continue working
(Bauer et al., 1993).
A physician with a history of seasonal allergies,
runny nose, and eczema on his hands suffered
severe runny nose, shortness of breath, and collapse
minutes after putting on a pair of latex gloves. A
cardiac arrest team successfully resuscitated him
(Rosen et al., 1993).
Latex products are manufactured from the
milky fluid of the rubber tree. Latex allergy was
first identified in the late 1970s. It has become such
a major health problem in the workplace that both
the OSHA and the ANA have devoted Web sites
to the problem. It is estimated that currently
8%–12% of health-care workers are sensitive to
natural rubber latex products. Table 12-2 lists prod-
ucts commonly produced with latex.
Since the 1987 CDC recommendations for uni-
versal precautions, use of latex gloves has greatly
increased exposure of health-care workers to natu-
ral rubber latex (NRL). The two major routes of
exposure to NRL are skin and inhalation, particu-
larly when glove powder acts as a carrier for NRL
protein (OSHA latex alert: cdc.gov/niosh/latexalt).
Reactions range from contact dermatitis, with scal-
ing, drying, cracking, and blistering skin, to allergic
contact dermatitis in the form of generalized hives.
More serious reactions can progress to generalized
urticaria, rhinitis, wheezing, swelling, shortness of
breath, and anaphylaxis. According to the NIOSH,
the most common reaction to latex products is
irritant contact dermatitis, the development of
dry, itchy, irritated areas on the skin, usually the
hands. This reaction is caused by irritation from
wearing gloves and by exposure to the powders
added to them.
Allergic contact dermatitis (sometimes called
chemical sensitivity dermatitis) results from the chemicals added to latex during harvesting, pro-
cessing, or manufacturing. These chemicals can
cause a skin rash similar to that of poison ivy.
Neither irritant contact dermatitis nor chemical
sensitivity dermatitis is a true allergy (cdc.gov/
niosh/98-113).
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 181
182 unit 3 | Professional Issues
Latex allergy should be suspected if an employee
develops symptoms after latex exposures. A com-
plete medical history can reveal latex sensitivity,
and blood tests approved by the U.S. Food and Drug
Administration are available to detect latex antibod-
ies. Skin testing and glove-use tests are also available.
Compete latex avoidance is the most effective
approach. Medications may reduce allergic symp-
toms, and special precautions are needed to prevent
exposure during medical and dental care.
Encourage employees with a latex allergy to wear a
medical alert bracelet.
Decreasing the potential for development of latex
allergy consists of reducing unnecessary exposure to
NRL proteins for health-care workers. Many
employees in a health-care setting, such as food han-
dlers or gardeners, can use alternative gloves. If an
employee must use NRL gloves, gloves with a lower
protein content and those that are powder-free
should be considered. Good housekeeping practices
should be identified to remove latex-containing dust
from the workplace. Employee education programs
to ensure appropriate work practices and hand wash-
ing should be encouraged. Identification of employ-
ees with increased potential for latex allergies is not
possible. However, clinical evidence indicates that
certain workers may be at greater risk, including
those with histories of allergies to pollens, grasses,
and certain foods or plants (avocado, banana, kiwi,
chestnut) and histories of multiple surgeries.
Decrease the potential for latex allergy problems
(cdc.gov/niosh/98-113):
■ Evaluate any cases of hand dermatitis or other
signs or symptoms of potential latex allergy.
■ Use latex-free procedure trays and crash carts.
■ Use nonlatex gloves for activities that do not
involve contact with infectious materials.
■ Avoid using oil-based creams or lotions, which
can cause glove deterioration.
■ Seek ongoing training and the latest informa-
tion related to latex allergy.
■ Wash, rinse, and dry hands thoroughly after
removing gloves or between glove changes.
■ Use powder-free gloves.
In spite of all precautions, what do you do if you
develop a latex allergy? At this point, never wear
latex gloves. Be aware of the following precautions
(nursingworld.org/dlwa/osh/wp7):
■ Avoid all types of latex exposure.
■ Wear a medical alert bracelet.
■ Carry an Epi-kit with auto-injectible epinephrine.
■ Alert employers and colleagues to your latex
sensitivity.
■ Carry nonlatex gloves.
OSHA “right to know” laws require employers to
inform health-care workers of potentially danger-
ous substances in the workplace. For continuing
information on latex allergies, see the NIOSH
home page at cdc.gov/niosh
Patients as well as workers are at risk and should
be screened for allergies. Patients with a history of
hay fever, food allergies (especially to bananas, avo-
cados, potatoes, tomatoes), asthma, or eczema can
be at risk. Taking a thorough health history is vital.
Treat any indication of potential latex sensitivity
seriously (Society of Gastroenterology Nurses and
Associates, 2001). As of 2006, most health-care
table 12-2
Latex Equipment Emergency Equipment Personal Protective Equipment Office Supplies Hospital Supplies
Blood pressure cuffs Gloves Rubber bands Anesthesia masks
Stethoscopes Surgical masks Erasers Catheters
Disposable gloves Goggles Wound drains
Oral and nasal airways Respirators Injection ports
Endotracheal tubes Rubber aprons Rubber tops of multi-dose vials
Tourniquets Dental dams
IV tubing Hot water bottles
Syringes Baby bottle nipples
Electrode pads Pacifiers
Adapted from OSHA latex allergy: osha-slc.gov/SLTC/latexallergy/index; and OSHA latex alert: cdc.gov/niosh/latexalt?
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 182
chapter 12 | Promoting a Healthy Workplace 183
personnel were well aware of issues related to latex
allergies. In recent years, the number of new cases of
latex allergy has decreased due to improved diag-
nostic methods, improved education, and more
accurate labeling of medical devices. Although cur-
rent research does not demonstrate whether the
amount of allergen released during shipping and
storage into medications from vials with rubber clo-
sures is sufficient to induce a systemic allergic reac-
tion, nurses should take special precautions when
patients are identified as high risk for latex allergies.
The nursing staff should work closely with the
pharmacy staff to follow universal one-stick-rule
precautions, which assume that every pharmaceuti-
cal vial may contain a natural rubber latex closure,
and the nurse should remain with any patient at the
start of medication and keep frequent observations
and vital signs for 2 hours (Hamilton et al., 2005).
Needlestick Injuries
In 1997 a 27-year-old nurse, Lisa Black, attended
an in-service session on postexposure prophylaxis
for needlesticks. A short time later, she was
attempting to aspirate blood from a patient’s intra-
venous line. The patient, in the advanced stages of
acquired immunodeficiency syndrome, moved, and
the needle went into Lisa’s hand. Nine months later
she tested positive for HIV and 3 months after that
for hepatitis C. She continues to share her story
with nurses everywhere in an effort to prevent this
unfortunate accident from happening to one more
nurse (Trossman, 1999a).
On April 18, 2001, the Needlestick Act, or
revised Bloodborne Pathogens Standard, went
into effect. The revised OSHA Bloodborne
Pathogens Standard obligates employers to con-
sider safer needle devices when they conduct their
annual review of their exposure control plan.
Frontline employees must be included in the
annual review and updating of standards process.
Stricter requirements are now in effect for annual
review and updating to reflect changes in technol-
ogy that eliminate or reduce exposure to blood-
borne pathogens. JC surveyors are now asking if
health-care organization leaders are familiar with
the Needlestick Safety and Prevention Act and
whether any action being taken to comply
includes staff that use sharps and needles and are
therefore at risk for injury. The law requires
that these health-care workers and other staff be
included in the review of safer devices as well as in
making recommendations for replacement devices.
(osha.gov/needlesticks/needlefaq;http://www.joint
commission.org/SentinelEvents/SentinelEvent
Alert/sea_22.htm)
Your Employer’s Responsibility
According to the current OSHA requirements,
your employer must provide you with the following
(ANA, 1993; nursingworld.org/dlwa/osh/wp2):
■ Free hepatitis B vaccine
■ Protective equipment that fits you (gloves,
gowns, goggles, masks)
■ Immediate, confidential medical evaluation,
treatment, and follow-up if you are exposed
■ Implementation of universal precautions
institution-wide
■ Adequate sharps disposal
■ Proper removal of hazards from the workplace
■ Annual employee training
Many states have enacted their own laws related to
blood-borne pathogen exposures. These laws may
include some of the following requirements:
■ Listing of safety devices as engineering controls
■ Development of a list of available safety devices
by the state for use by employers
■ Development of a written exposure plan by
employers and periodic review and updates
■ Development of protocols for safety device
identification and selection by employers
and involvement by f rontline workers in the
process
■ Development of a sharps injury log and report-
ing log information
■ Development of methods to increase use of vac-
cines and personal protective equipment
■ Waivers or exemptions from safety device use
under certain circumstances (including patient
and/or worker safety issues, use of alternative effec-
tive strategies, market unavailability, and so on)
■ Placement of sharps containers in accessible
positions
■ Training for workers regarding safety device
use (http://www.cdc.gov/niosh/topics/bbp/
ndl-law.htm)
Your Responsibility
What are your responsibilities related to this revised
legislation? Each year your institution must review
and update its blood-borne pathogen standards. You
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 183
184 unit 3 | Professional Issues
will need to take the time to learn new devices, and
make certain that the current safety requirements
are enforced with employees. Volunteer to partici-
pate in evaluation committees, or work on teams
testing new devices. Follow these guidelines in your
daily nursing practice (ANA, 1993; Brooke, 2001;
nursingworld.org/dlwa/osh/wp2; Perry, 2001):
■ Always use universal precautions.
■ Use and dispose of sharps properly.
■ Be immunized against hepatitis B.
■ Immediately wash all exposed skin with soap
and water.
■ Flush affected eyes or mucous membranes with
saline or water.
■ Report all exposures according to your facility’s
protocol.
■ If possible, know the HIV/hepatitis B virus
status of your patient.
■ Comply with postexposure follow-up.
■ Support others who are exposed.
■ Become active in the safety committee—be a
change agent.
■ Educate others.
Although health-care providers are aware of the
need to use gloves as a protection against blood-
borne pathogens, only one evidence-based summary
has been reported regarding blood-borne pathogens
and glove safety. The summary explored double
gloving versus single gloving in reducing the number
of infections. This includes postoperative wound
infections or blood-borne infections in surgical
patients and blood-borne infections in the surgical
team and to determine if double gloving reduces the
incidence of glove perforations compared with single
gloving. A total of 18 randomized controlled trials
met the inclusion criteria and were included in the
review. There is clear evidence from this review that
double gloving reduces the number of perforations
to the innermost glove. There does not appear to be
an increase in the number of perforations to the out-
ermost glove when two pairs of gloves are worn.
Korniewicz et al. (2004) participated in the first
clinical trial to test the barrier integrity of nonlatex
sterile surgical gloves after use in the operating room.
During the 14-month study, more than 21,000
gloves were collected from more than 4000 surgical
procedures. Based on results, Korniewicz et al. con-
cluded that nonlatex or intact latex gloves provide
adequate barrier protection but that nonlatex gloves
may tear more frequently than latex during use.
Ergonomic Injuries
Occupational-related back injuries affect more
than 75% of nurses over the lifetime of their
career. Poor ergonomics is a safety factor for both
nurses and patients, whose safe nursing care is
already in jeopardy by the escalating nursing short-
age (Durr, 2004).
Back Injuries
Back injuries are the most critical of ergonomic
injuries. Annually, 12% of nurses leave the profes-
sion as a result of back injuries, and more than
52% complain of chronic back pain. Nursing aides,
orderlies, and attendants ranked second and regis-
tered nurses sixth in a list of at-risk occupations for
strains and sprains (DOL, 2002). The problem
with lifting a patient is not just one of overcoming
heavy weight. Size, shape, and deformities of the
patient as well as balance and coordination, com-
bativeness, uncooperativeness, and contractures
must be considered. Any unpredictable movement
or resistance from the patient can throw the nurse
off balance quickly and result in a back injury.
Environmental considerations such as space, equip-
ment interference, and unadjustable beds, chairs,
and commodes also contribute to back injury risk
(Edlich, Woodard, & Haines, 2001).
This issue of back injuries and other ergonomic-
related injuries has become so severe that in July
2001 the OSHA began to develop a comprehensive
approach to ergonomics. Public forums, meetings
with stakeholder groups and individuals, and writ-
ten comments were analyzed. Out of this work, a
four-pronged comprehensive approach to ergonom-
ics was developed to include (osha.gov/ergonomics/
ergofact02):
1. Task- or industry-specific written guidelines
2. Enforcement
3. Outreach/assistance
4. Research
The OSHA issued an ergonomics guideline for the
nursing home industry on March 13, 2003. The
back injury guide for health-care workers
(dir.ca.gov/dosh/dosh_publications/backinj.pdf )
and the OSHA guidelines for nursing homes
(osha.gov/ergonomics/guidelines/nursinghome/in-
dex) are comprehensive resources. Although guide-
lines are less than legislated standards, the OSHA
uses the General Duty Clause to cite employers for
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 184
chapter 12 | Promoting a Healthy Workplace 185
ergonomic hazards. Under this clause, employers
must keep their workplaces free from recognized
serious hazards, including ergonomic hazards. This
requirement exists whether or not there are voluntary
guidelines (osha.gov/ergonomics/FAQs-external).
The ANA, supported by the Johnson &
Johnson Foundation, has begun a campaign enti-
tled “Handle with Care.” This initiative is aimed at
preventing potentially career-ending back and
other musculoskeletal injuries among nurses.
Health-care facilities that have invested in these
assistive patient handling programs report cost sav-
ings in thousands of dollars both for direct costs of
back injuries and lost workdays (nursingworld.org/
handlewithcare/factsheet). In addition, assistive
patient handling equipment improves the quality
care of patients. Dr. de Castro, senior staff special-
ist for occupational health and safety at the ANA,
observes that such equipment:
■ Improves the safety of the patient by decreasing
the potential for manual patient-handling mishaps
■ Increases patient comfort by taking away the
human element of potentially awkward or force-
ful handlings
■ Restores patient dignity, especially in situations
when difficult handling situations impede on a
person’s privacy or self-esteem (de Castro, 2004)
The investment in a safe patient-handling program
may seem daunting due to the cost of equipment
such as mechanical lifts, transfer aids, and ergonom-
ic beds and chairs. However, the cost savings in
time, reduction of injuries, and lost workdays—as
well as the improved quality of patient care—make
this a sound return on investment.
Repetitive Stress Injuries
Repetitive stress injuries (RSIs) have been called the
workplace epidemic of the modern age. RSIs usually affect people who spend long hours at computers,
switchboards, and other worksites where repetitive
motions are performed. The most common RSIs
are carpal tunnel syndrome and mouse elbow. As
technology expands in health-care facilities, the use
of computers increases for all health-care personnel.
Badly designed computer workstations present the
highest risk of RSIs. Preventive measures (Krucoff,
2001) include the following:
■ Keep the monitor screen straight ahead of you,
about an arm’s length away. Position the center
of the screen where your gaze naturally falls.
■ Align the keyboard so that your forearms,
wrists, and hands are aligned parallel to the
floor. Do not bend the hands back.
■ Position the mouse directly next to you and on
the same level as the keyboard.
■ Keep thighs parallel to the floor as you sit on
the chair. Feet should touch the floor, and the
chair back should be ergonomically sound.
■ Vary tasks. Avoid long sessions of sitting. Do
not use excessive force when typing or clicking
the mouse.
■ Keep fingernails short, and use fingertips when
typing.
Impaired Workers
Substance Abuse
Sue had been a nurse for 20 years. Current marital and family problems were affecting her at work. To ease the tension, she took a Xanax from a patient’s medication drawer. This seemed to ease her tension. She continued to take medications, working her way up to narcotic analgesics.
Bill had begun weekend binge-drinking in col- lege. Ten years later, he continues the habit several times during the month. He does not believe he is an alcoholic because he can “control ” his drinking. After he begins showing up at work hung over and mak- ing medication errors, he is f ired for the medication errors. At the exit interview, no mention is made of his drinking problem. The agency feared a lawsuit for defamation of character.
Mr. P., the unit manager, has noticed that Ms. J. has been late for work frequently. She arrives with a wrinkled uniform, dirty shoes, unkempt hair, and broken nails. Lately she has been overheard making terse remarks to patients such as, “Who do you think I am—your maid?,” and spends longer and longer periods off the unit. The floor has a large number of surgical patients who receive intramuscular and oral medications for pain. Lately, Ms. J.’s patients continue to complain of pain even after medication administration has been charted. Ms. J. frequently forgets to waste her intramuscular narcotics in front of another nurse. Mr. P. is concerned that Ms. J. may be an impaired nurse.
As nursing education moved from the untrained
nurse—embodied in the character of Sairey Gamp
in the Dickens novel Martin Chuzzlewit—to the educated Florence Nightingale model, nurses were
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 185
186 unit 3 | Professional Issues
expected to be of good moral character. The problem
of addiction among nurses was not discussed until
the 1950s, with addicted nurses receiving little sym-
pathy or treatment from their peers. Research on
addicted medical professionals increased in the
1970s, followed by major help for nurses with addic-
tive disease in 1980. At this time, the National
Nurses’ Society on Addictions (NNSA) task force
and the ANA task force on addictions and psycho-
logical functions jointly passed a resolution calling
for acknowledgment of the problem and guidelines
for impaired nurse programs (Heise, 2003).
Alcohol and drug abuse continue to be major
health problems in the United States. Health-care
professionals are not immune to alcoholism or
chemical dependency. In addition, various kinds of
mental illnesses may also affect a nurse’s ability to
deliver safe, competent care. Impaired workers can
adversely affect patient care, staff retention, morale,
and management time as team members try to pick
up the slack for the impaired worker (Damrosch &
Scholler-Jaquish, 1993). The most common signs
of impairment are (Blair, 2005; Damrosch &
Scholler-Jaquish, 1993):
■ Witnessed consumption of alcohol or other sub-
stances on the job
■ Changes in dress, appearance, posture, gestures
■ Slurred speech; abusive/incoherent language
■ Reports of impairment or erratic behavior from
patients and/or coworkers
■ Witnessed unprofessional conduct
■ Significant lack of attention to detail
■ Witnessed theft of controlled substances
■ When assigned patients routinely request pain
medication within a short period of being
medicated
Most employers and state boards of nursing have
strict guidelines related to impaired nurses.
Impaired-nurse programs, which are conducted by
state boards of nursing, work with the employer to
assist the impaired nurse to remain licensed while
receiving help for the addiction problem. It is
important that you become aware of workplace
issues surrounding the impaired worker, signs and
symptoms of impairment, and the policies and
reporting procedures concerning an impaired
worker. Compassion from coworkers and supervi-
sors is of utmost importance in assisting the
impaired worker to seek help (Damrosch &
Scholler-Jaquish, 1993; Sloan & Vernarec, 2001).
The National Council of State Boards lists all
state boards of nursing. Information on support
programs for impaired nurses can be obtained
f rom each state board (ncsbn.org/regulation/
nursingpractice_npa_pennrn.asp).
Upholding the standards of the nursing profes-
sion is everyone’s responsibility. Often coworkers,
noticing a change in another’s behavior, become
protective and take on more work to ease the bur-
den of their coworker. Although it is difficult to
report a colleague, covering up or ignoring the
problem can cause serious risks for the patient and
the nurse. Many state boards make it mandatory
for nurses to report suspected impaired coworkers;
most states accept anonymous reports. In many
states, state law requires hospitals and health-care
providers to report impaired practitioners, but the
law also grants immunity from civil liability if the
report was made in good faith (Blair, 2005; Sloan
& Vernarec, 2001).
Microbial Threats
Health-care workers are an at-risk group for several
microbial threats. Severe acute respiratory syn-
dromes (SARS) is a respiratory illness that has
been reported in Asia, Europe, and North America.
According to the World Health Organization,
8098 people worldwide became sick with SARS
during the 2003 outbreak.
SARS begins with a high fever and mild respi-
ratory symptoms. Other symptoms may include
headache, an overall feeling of discomfort, and
body aches. It is not uncommon for the person to
have diarrhea and develop a dry cough. Most
patients develop pneumonia. The virus that causes
SARS is thought to be transmitted most readily by
respiratory droplets. The virus can also spread
when a person touches a surface or object contam-
inated with infectious droplets and then touches
his or her mouth, nose, or eyes. In addition, it is
possible that the SARS virus might spread more
broadly through the air (airborne spread) or by
other ways that are not known. The CDC provides
current information on the handling of SARS in
the workplace (cdc.gov).
Unlike the newer microbial threat SARS, tuber-
culosis (TB) was a leading cause of death among
infectious diseases from the 19th into the mid-
20th centuries. Although TB rates declined in the
1990s, they are currently on the rise as resources
that were committed to fighting the disease were
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 186
chapter 12 | Promoting a Healthy Workplace 187
withdrawn. A more serious form of TB, mutidrug-
resistant tuberculosis (MDR-TB) is on the rise.
Nurses often come in contact with persons with
active TB. At times, patients do not know they are
infected until coming to the hospital with another
complaint. As with SARS, the CDC provides cur-
rent information and guidelines for dealing with
TB in the workplace (cdc.gov/nchstp/tb/pubs/
TB_HIVcoinfection/default).
Enhancing the Quality of Work Life
The continued nursing shortage enforces an aware-
ness to “treat with kindness” the nurses who remain
in the workforce.
Rotating Shifts
Safety in the workplace involves nurses working
rotating shifts. Nurses who work permanently at
night often readjust their sleep-wake cycle.
However, even permanent night-workers may be
subjected to continuous sleep deprivation. Nurses
who randomly rotate shifts throw off their circa-
dian rhythm. Fatigue, the primary complaint of
these nurses, is the result of the body never get-
ting the chance to adapt to changing sleep-wake
cycles. The literature links some of the world’s
worst disasters, such as the Chernobyl nuclear
reactor catastrophe and the Exxon Valdez oil
spill, to rotating shift work and the changes in
circadian rhythm. Other effects of shift work
include a higher risk of miscarriage and prema-
ture labor, menstrual and digestive problems, and
respiratory irritation. One of the most serious
results of rotating night shifts is the increasing
number of nurses affected by coronary heart dis-
ease (CHD). Studies indicate that nurses who
rotate to nights for 6 years have a 70% greater
risk of developing CHD than nurses who never
rotated shifts due to the circadian effect of lower-
ing of blood pressure and heart rate at night
(Trossman, 1999b). Suggestions for nurses who
rotate shifts:
■ Try to schedule working the same shifts for an
entire scheduling period instead of rotating
different shifts in one schedule.
■ Try to schedule to same days off within the
schedule.
■ If you become sleepy during the shift, take a
walk or climb stairs.
■ Limit caffeine intake, especially toward the end
of the shift.
■ If you work evenings or nights, do not eat a big
meal at the end of the shift. This interferes with
sleep.
■ Try to sleep a continuous block of time instead
of catching a few hours here and there.
■ Make the room you are sleeping in as dark and
noise-free as possible.
■ Maintain good nutrition and an exercise
program.
■ Negotiate your schedule with your manager.
If you and your colleagues feel strongly about
eliminating rotating shifts, work together to
make changes (Trossman, 1999b).
Mandatory Overtime
When nurses are forced routinely to work beyond
their scheduled hours, they can suffer a range of
emotional and physical effects. As patient acuity
and workloads increase, nurses working overtime
put both patients and nurses at greater risk.
Mandatory overtime is seen by nurses as a control
issue. Working overtime should be a choice, not a
requirement. In some facilities, nurses are being
threatened with dismissal or charge of patient aban-
donment if they refuse to participate in mandatory
overtime (nursingworld.org/tan/98mayjun/ot).
The ANA presented the following message to
the 107th Congress in 2001: “ANA opposes the use
of mandatory overtime as a staffing tool. We urge
you to support legislation that would ban the use of
mandatory overtime through Medicare and
Medicaid law. Nurses must be given the opportuni-
ty to refuse overtime if we believe that we are too
fatigued to provide quality care” (nursingworld.org
/gova/federal/legis/107/ovrtme). Dembe, Erickson,
Delbros, and Banks (2005) analyzed the occurrence
of occupational injury and illness between 1987
and 2000. After a review of 10,793 participants
working at least 12 hours per day, working overtime
was associated with a 23% increased work hazard
and a 61% higher injury hazard rate compared with
jobs without overtime. More recently, Rogers et al.
(2004) found that nurses’ error rates increase signif-
icantly during overtime, after 12 hours and over
more than 60 hours per week. Currently, there are
no regulations governing nurses’ work hours. About
half of staff nurses are scheduled routinely to work
12-hour shifts, and 85% of staff nurses routinely
work longer than scheduled hours.
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 187
188 unit 3 | Professional Issues
Staffing Ratios
Although some state nurses associations are calling
for mandated staffing ratios, the issue is not clear-
cut. What has become clear is that there is no “one
size fits all” solution. In 2004 a review was conduct-
ed of peer-reviewed studies published between
1980 and 2003 of the effects of nurse staffing on
patient, nurse employee, and hospital outcomes.
The literature offered no support for specific nurse-
patient ratios. However, findings from 12 key stud-
ies stood out, citing specific effects of nurse staffing
on patient outcomes: incidences of failure to rescue,
in-patient mortality, pnuemonia, urinary tract
infections, and pressure ulcers. Effects of nurse
staffing levels on nurse employee outcomes includ-
ed needlestick injuries, nursing burnout, and nurs-
ing documentation, whereas hospital length of stay,
financial outcomes, and direct nursing care were
experienced by the hospital. Table 12-3 provides a
matrix for staffing decision making.
Above all, the ANA recommends moving
staffing away from an industrial model of measuring
time and motion to a more professional model that
examines factors needed to provide quality care.
Changes in staffing levels should be based on analy-
sis of nursing-sensitive indicators (nursingworld.org/
readroom/stffprnc).
Using Unlicensed Assistive Personnel
Educational preparation and clinical experiences in
practice for nurses differs for basic registered nurse
(RN) education. The nursing shortage will contin-
ue to force health-care facilities to explore creative
ways of providing safe and effective patient care.
This will most likely include RNs working with not
only licensed practical nurses (LPNs) but also with
unlicensed assistive personnel (UAP). The legal reg-
ulation of nursing practice is defined by each state
nursing practice act; however, the ANA believes that
“curricula for all RN programs should include con-
tent on supervision, delegation, assignment, and
legal aspects regarding nursing’s utilization of assis-
tive personnel” (nursingworld.org/readroom/
position/uap/uaprned).
Hospital workforce issues will continue to be
influenced by economic changes, managed care and
insurance issues, media forces, and the nursing
shortage. Linda Aiken has been researching rela-
tionships between positive patient, nurse, and
agency outcomes and RN staffing, educational
preparation, and organizational culture (Aiken,
2002, 2004). Nurses voice disillusionment with
nursing practice and decreased loyalty to organiza-
tions. Nursing leaders in the 21st century must
demonstrate a respect and value for their nursing
staff, communicate effectively with all levels of the
organization, maintain visibility, and establish par-
ticipative decision making. As you move forward in
your career, be part of the solution, not the problem
(Ray, Turkel, & Marino, 2002).
Reporting Questionable Practices
Most employers have policies that encourage the
reporting of behavior that may affect the workplace
environment. Behaviors to report may include
(ANA, 1994):
1. Endangering a patient’s health or safety
2. Abusing authority
3. Violating laws, rules, regulations, or standards
of professional ethics
4. Grossly wasting funds
The Code for Nurses (ANA, 2001) is very specific
about nurses’ responsibility to report questionable
behavior that may affect the welfare of a patient:
When a nurse is aware of inappropriate or ques-
tionable practice in the provision of health care, con-
cern should be expressed to the person carrying out
the questionable practice and attention called to the
possible detrimental effect on the patient’s welfare.
When factors in the health-care delivery system
threaten the welfare of the patient, similar action
should be directed to the responsible administrative
person. If indicated, the practice should then be
reported to the appropriate authority within the
table 12-3
Matrix for Decision Making: Staffing Patients Characteristics and number of patients
requiring care
Intensity of Unit Intensity of individuals within and across
and Care the unit; variability of care; admissions,
discharges, transfers, volume
Context Architecture of unit; technology available
Expertise Staff consistency, continuity, and
cohesion; staff preparation and
experience
Other Quality improvement activities; nursing
control of practice
Adapted from nursingworld.org/readroom/stffprnc
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 188
chapter 12 | Promoting a Healthy Workplace 189
institution, agency, or larger system (ANA, 2001).
The sources of various federal and state guidelines
governing the workplace are listed in Box 12-7.
Protection by the agency should be afforded to
both the accused and the person doing the report-
ing. Whistleblower is the term used for an employee who reports employer violations to an outside
agency. Do not assume that doing the right thing
will protect you. Speaking up could get you fired
unless you are protected by a union contract or
other formal employment agreement. In May
1994, the U.S. Supreme Court ruled that nurses
who direct the work of other employees may be
considered supervisors and therefore may not be
covered by the protections guaranteed under the
National Labor Relations Act. This ruling may
cause nurses to have no protection from retaliation
if they report illegal practices in the workplace
(ANA, 1995b). The 1995 brochure from the ANA
(1995a), Protect Your Patients—Protect Your License, states, “Be aware that reporting quality and safety
issues may result in reprisals by an employer.” Does
this mean that you should never speak up? Case
law, federal and state statutes, and the federal False
Claims Act may afford a certain level of protection.
Some states have whistleblower laws. They usually
apply only to state employees or to certain types of
workers. Although these laws may offer some pro-
tection, the most important point is to work
through the employer’s chain of command and
internal procedures: (a) make sure that whistle-
blowing is addressed at your facility, either through
a collective bargaining contract or workplace advo-
cacy program; (b) contact your state nurses associ-
ation to find out if your state offers whistleblower
protection or has such legislation pending; (c) be
politically active by contacting your state legislators
and urge them to support a pending bill or by edu-
cating your elected state officials on the need
for such protection for all health-care workers; and
(d) contact your U.S. congressional representatives
and urge them to support the Patient Safety Act
(nursingworld.org/tan/98janfeb/nlrbmass).
It is the responsibility of professional nurses
to become acquainted with the state and federal
regulations, standards of practice and professional
performance, and agency protocols and practice
guidelines governing their practice. Lack of knowl-
edge will not protect you from ethical and legal
obligations. Your state nurses association can help
you seek information related to incompetent,
unethical, or illegal practices. When you join your
state association, you will gain access to an organi-
zation that has input into policies and procedures
designed to protect the public.
Although the rights of disabled nurses are not
usually considered “questionable practices,” the
ANA is concerned with those rights. The
Americans With Disabilities Act, enacted in 1990,
makes it unlawful to discriminate against a quali-
fied individual with a disability. The employer is
required to provide reasonable accommodations for
the disabled person. A reasonable accommodation
is a modification or adjustment to the job, work
environment, work schedule, or work procedures
that enable a qualified person with a disability to
perform the job. Both you and your employer may
see information from the Equal Employment
Opportunity Commission (EEOC) for informa-
tion (nursingworld.org/dlwa/wpr/wp6).
Terrorism and Other Disasters
Since the attacks on the World Trade Center and
the Pentagon as well as the anthrax outbreaks and
continued terrorist threats nationwide, concerns
related to biological and chemical agents have sur-
faced. The CDC Web site (bt.cdc.gov/) supports
ongoing information related to public health emer-
gency preparedness and response. The ANA has
published a position statement for employers on
work release during a disaster. In addition, the ANA
provides RNs with valuable information on how
they can better care for their patients, protect them-
selves, and prepare their hospitals and communities
to respond to acts of bioterrorism and natural disas-
ters (nursingworld.org/news/disaster/). For example,
box 12-7
Laws Governing Health-Care Practices • State nurse practice acts
• Federal and state health regulations
• State and federal pharmacy laws for controlled substances
• OSHA
• State medical records and communicable disease laws
• Environmental laws regulating hazardous waste and air
and water quality
• CDC guidelines
• Federal and state antidiscrimination laws
• State clinical laboratory regulations
• JCAHO regulations
Adapted from American Nurses Association. (1994). Guidelines on Reporting
Incompetent, Unethical, or Illegal Practices. Washington, DC: ANA.
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 189
190 unit 3 | Professional Issues
many nurses worked with the ANA to provide sup-
port for the victims of Hurricane Katrina.
Your importance in emergency readiness and
bioterrorism is important. Following are some sug-
gestions for steps that can be implemented in the
workplace (awhonn.org/HealthPolicyLegislative/
B I O T E R R O R I S M P R E P A R E D N E S S /
bioterrorismpreparedness):
■ Know the evacuation procedures and routes in
your facility.
■ Develop your knowledge of the most likely and
dangerous biochemical agents.
■ Monitor for unusual disease patterns, and notify
appropriate authorities as needed.
■ Know the backup systems available for commu-
nication and staffing in the event of emergencies.
■ Know the disaster policies and procedures in
your facility as well as state and federal laws that
pertain to licensed personnel.
Enhancing the Quality of Work Life
Both the social and physical aspects of a workplace
can affect the way in which people work and how
they feel about their jobs. The social aspects include
working relationships, a climate that allows growth
and creativity, and cultural diversity.
Social Environment
Working Relationships
Many aspects of the social environment received
attention in earlier chapters. Team building, com-
municating effectively, and developing leadership
skills are essential to the development of working
relationships. The day-to-day interactions with
one’s peers and supervisors have a major impact on
the quality of the workplace environment.
Support of One’s Peers and Supervisors
Most employees feel keenly the difference between
a supportive and a nonsupportive environment:
Ms. B. came to work already tired. Her baby was sick and had been awake most of the night. Her team expressed concern about the baby when she told them she had a diff icult night. Each team member voluntarily took an extra patient so that Ms. B. could have a lighter assignment that day. When Ms. B. expressed her appreciation, her team leader said, “We know you would do the same for us.” Ms. B. worked in a supportive environment.
Ms. G. came to work after a sleepless night. Her young son had been diagnosed with leukemia, and she was very worried about him. When she men- tioned her concerns, her team leader interrupted her, saying, “Please leave your personal problems at home. We have a lot of work to do, and we expect you to do your share.” Ms. G. worked in a nonsup- portive environment.
Support from peers and supervisors involves pro-
fessional concerns as well as personal ones. In a
supportive environment, people are willing to make
difficult decisions, take risks, and “go the extra
mile” for team members and the organization. In
contrast, in a nonsupportive environment, members
are afraid to take risks, avoid making decisions, and
usually limit their commitment.
Involvement in Decision Making
The importance of having a voice in the decisions
made about one’s work and patients cannot be
overstated. Empowerment is a related phenome-
non. It is a sense of having both the ability and the
opportunity to act effectively (Kramer &
Schmalenberg, 1993). Empowerment is the oppo-
site of apathy and powerlessness. Many actions can
be taken to empower nurses: remove barriers to
their autonomy and to their participation in deci-
sion making, publicly express confidence in their
capability and value, reward initiative and assertive-
ness, and provide role models who demonstrate
confidence and competence. The following illus-
trates the difference between empowerment and
powerlessness:
Soon after completing orientation, Nurse A heard a new nurse aide scolding a patient for soiling the bed. Nurse A did not know how incidents of potential verbal abuse were handled in this institution, so she reported it to the nurse manager. The nurse manager asked Nurse A several questions and thanked her for the information. The new aide was counseled immediately after their meeting. Nurse A noticed a positive change in the aide’s manner with patients after this incident. Nurse A felt good about having contributed to a more effective patient care team. Nurse A felt empowered and will take action again when another occasion arises.
A colleague of Nurse B was an instructor at a community college. This colleague asked Nurse B if students would be welcome on her unit. “Of course,” replied Nurse B. “I’ll speak with my head nurse
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 190
chapter 12 | Promoting a Healthy Workplace 191
about it.” When Nurse B did so, the response was that the unit was too busy to accommodate students. In addition, Nurse B received a verbal reprimand from the supervisor for overstepping her authority by discussing the placement of students. “All requests for student placement must be directed to the educa- tion department,” she said. The supervisor directed Nurse B to write a letter of apology for having made an unauthorized commitment to the community college. Nurse B was afraid to make any decisions or public statements after this incident. Nurse B felt alienated and powerless.
Professional Growth and Innovation
The difference between a climate that encourages
staff growth and creativity and one that does not
can be quite subtle. In fact, many people are only
partly aware, if at all, whether they work in an envi-
ronment that fosters professional growth and
learning. Yet the effect on the quality of the work
done is pervasive, and it is an important factor in
distinguishing the merely good health-care organi-
zation from the excellent health-care organization.
Much of the responsibility for staff development
and promotion of innovation lies with upper-level
management, people who can sponsor seminars,
conduct organization-wide workshops, establish
educational policies, promote career mobility,
develop clinical ladders, initiate innovative projects,
and reward suggestions.
Some of the ways in which first-line managers
can develop and support a climate of professional
growth are to encourage critical thinking, provide
opportunities to take advantage of educational pro-
grams, encourage new ideas and projects, and
reward professional growth.
Encourage Critical Thinking
If you ever find yourself or staff members saying,
“Don’t ask why. Just do it!” then you need to evalu-
ate the type of climate in which you are function-
ing. An inquisitive frame of mind is relatively easy
to suppress in a work environment. Patients and
staff members quickly perceive a nurse’s impatience
or defensiveness when too many questions are
raised. Their response will be to simply give up ask-
ing these questions.
On the other hand, if you support critical
thinkers and act as a role model who adopts a
questioning attitude, you can encourage others to
do the same.
Seek Out Educational Opportunities
In most organizations, first-line managers do not
have discretionary funds that can be allocated for
educational purposes. However, they can usually
support a staff member’s request for educational
leave or for financial support and often have a
small budget that can be used for seminars or
workshops.
Team leaders and nurse managers can make it
either easier or more difficult for staff members to
further their education. They can make things dif-
ficult for the staff member who is trying to balance
work, home, and school responsibilities, or they
can help lighten the load of the staff member who
has to finish a paper or take an examination.
Unsupportive supervisors have even attacked staff
members who pursue further education, criticizing
every minor error and blocking their advancement.
Obviously, such behavior should be dealt with
quickly by upper-level management because it is a
serious inhibitor of staff development.
Encourage New Ideas
The increasingly rapid accumulation of knowledge
in health care mandates continuous learning for
safe practice. Intellectual curiosity is a hallmark of
the professional.
Every move up the professional ladder should
bring new challenges that enrich one’s work
(Roedel & Nystrom, 1987). As a professional, you
can be a role model for an environment in which
every staff member is both challenged and rewarded
for meeting these challenges. Participating in
brainstorming sessions, group conferences, and
discussions encourages the generation of new
ideas. Although new nurses may think they have
nothing to offer, it is important for them to partic-
ipate in activities that encourage them to look at
fresh, new ideas.
Reward Professional Growth
A primary source of discontent in the workplace is
lack of recognition. Positive feedback and recogni-
tion of contributions are important rewards.
Everyone enjoys praise and recognition. A smile, a
card or note, or a verbal “thank you” goes a long way
with coworkers in recognizing a job well done.
Staff recognition programs have also been identi-
fied as a means of increasing self-esteem, social
gratification, morale, and job satisfaction (Hurst,
Croker, & Bell, 1994).
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 191
192 unit 3 | Professional Issues
Cultural Diversity
Ms. V. is beginning orientation as a new staff nurse. She has been told that part of her orientation will be a morning class on cultural diversity. She says to the Human Resources person in charge of orientation, “I don’t think I need to attend that class. I treat all people as equal. Besides, anyone living in the United States has an obligation to learn the language and ways of those of us who were born here, not the other way around.”
Mr. M. is a staff nurse on a medical-surgical unit. A young man with HIV infection has been admitted. He is scheduled for surgery in the morn- ing and has requested that his signif icant other be present for the preoperative teaching. Mr. M. reluc- tantly agrees but mumbles under his breath to a coworker, “It wouldn’t be so bad if they didn’t throw their homosexuality around and act like an old married couple. Why can’t he act like a man and get his own preop instructions?”
Diversity in health-care organizations includes
ethnicity, race, culture, gender, lifestyle, primary
language, age, physical capabilities, and career
stages of employees. The composition of nurses in
health care is changing to include more older
workers, minorities, and men. Working with people
who have different customs, traditions, communi-
cation styles, and beliefs can be exciting as well as
challenging. An organization that fosters diversity
encourages respect and understanding of human
characteristics and acceptance of the similarities
and differences that make us human.
Often, when stressful situations arise, gender, age,
and culture can contribute to misunderstandings.
Davidhizer, Dowd, and Giger (1999) identified six
important factors in their model for understanding
cultural diversity:
1. Communication. Communication and culture are closely bound. Culture is transmitted
through communication, and culture influences
how verbal and nonverbal communication is
expressed. Vocabulary, voice qualities, intona-
tion, rhythm, speed, silence, touch, body pos-
tures, eye movements, and pronunciation differ
among cultural groups and vary among persons
from similar cultures. Using respect as a central
core to a relationship, everyone needs to assess
personal beliefs and communication variables of
others in the workplace.
2. Space. Personal space is the area that surrounds a person’s body. The amount of personal space
individuals prefer varies from person to person
and from situation to situation. Cultural beliefs
also influence a person’s personal space comfort
zone. In the workplace, an understanding of
coworkers’ comfort related to personal space is
important. Often, this comfort is relayed in
nonverbal rather than verbal communication.
3. Social organization. In most cultures, the family is the most important social organiza-
tion. For some people, the importance of family
supersedes that of other personal, work, or
national causes; for example, caring for a sick
child overrides the importance of being on time
or even coming to work, regardless of staffing
needs or policies. Because the health-care
industry employs a large number of women, the
value of the family becomes an important issue
in the workplace.
4. Time. Time orientation is often related to cul- ture, environment, and family experiences.
Some cultures are more past-oriented and focus
on maintaining traditions, with little interest in
goals. People from cultures with more of a pres-
ent and future orientation may be more likely
to engage in activities, such as returning to
school or receiving certifications that will
enhance the future. Working with people who
have different time orientations may cause
difficulty in planning schedules and setting
deadlines for the group.
5. Environment control. Environmental control consists of those activities that an individual
plans for controlling nature. Environmental
control is best understood through the psycho-
logical terms internal and external locus of control. Individuals with an external locus of control believe in fate or chance. People with an
internal locus of control believe in developing
plans and directing their environment. In the
workplace, nurses are expected to operate from
an internal locus of control. This approach may
be different from what a person has grown up
with or how a patient deals with illness.
6. Biological variations. More and more infor- mation is available to health-care workers about
the variations among races in aspects such as
body structure, skin color, genetic variations,
susceptibility to disease, and psychological
differences. The Joint Commission states that
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 192
chapter 12 | Promoting a Healthy Workplace 193
cultural factors must be assessed in developing
materials for patient education.
As you begin your career, be alert to the signs of cul-
tural diversity or insensitivity where you work. Signs
that increased sensitivity and responsiveness to the
needs of a culturally diverse workforce are needed on
your team or in your organization may include a
greater proportion of minorities or women in lower-
level jobs, lower career mobility and higher turnover
rates in these groups, and acceptance or even
approval of insensitivity and unfairness (Malone,
1993). Observe interaction patterns, such as where
people sit in the cafeteria or how they cluster during
coffee breaks. Are they mixing freely, or are there
divisions by gender, race, language, or status in the
organization (Moch & Diemert, 1987; Ward, 1992)?
Other indications of an organization’s diversity
“fitness” include the following (Mitchell, 1995):
■ The personnel mix reflects the current and
potential population being served.
■ Individual cultural preferences pertaining to
issues of social distance, touching, voice volume
and inflection, silence, and gestures are respected.
■ There is awareness of special family and holiday
celebrations important to people of different
cultures.
■ The organization communicates through action
that people are individuals first and members of
a particular culture second.
Effective management of cultural diversity requires
considerable time and energy. Although organized
cultural diversity programs are usually the respon-
sibility of middle- and upper-level managers, you
can play a part in raising awareness. You can be a
culturally competent practitioner and a role model
for others by becoming:
■ Aware of and sensitive to your own culture-
based preferences
■ Willing to explore your own biases and values
■ Knowledgeable about other cultures
■ Respectful of and sensitive to diversity among
individuals
■ Skilled using and selecting culturally sensitive
intervention strategies
Physical Environment
Attention to the physical environment of the work-
place is not as well developed as to the social aspect,
especially in nursing. The increasing focus on
workplace ergonomics—such as modifications to
various elements of the physical environment,
including floors, chairs, desks, beds, and worksta-
tions, to decrease the incidence of back and upper
extremity injuries—has already been discussed. The
use of lighting, colors, and music to improve the
workplace environment is increasing. Computer
workstations designed to promote efficiency in the
patient care unit are becoming commonplace.
Relocation of supplies and substations closer to
patient rooms to reduce the number of steps,
improved visual and auditory scanning of patients
from the nurses’ station, better light and ventila-
tion, a unified information system, and reduced
need for patient transport are all possible with
changes in the physical environment.
Health-care pollution is a more recently identi-
fied problem. Dioxin emissions, mercury, and bat-
tery waste are often not disposed properly in the
hospital environment. Disinfectants, chemicals,
waste anesthesia gases, and laser plumes that float
in the air are other sources of pollution exposure for
nurses. Nurses have a responsibility to be aware of
these potential problems and identify areas in the
hospital at risk. Rethinking product choices, such
as avoiding the use of polyvinyl chloride or mercu-
ry products, providing convenient collection sites
for battery and mercury waste, and making waste
management education for employees mandatory
are starts toward a more pollution-free environ-
ment (Slattery, 1998). The purchase of recycled
paper and products, waste treatment choices that
minimize toxic disinfectants, and waste disposal
choices that reduce incineration to a maximum are
needed. Nurses as professionals need to be aware of
the consequences of the medical waste produced by
the health sector, supporting continued education
for both nurses and patients.
Conclusion
Workplace safety is an area of increasing concern.
Staff members have a right to be informed of any
potential risks in the workplace. Employers have a
responsibility to provide adequate equipment and
supplies to protect employees and to create pro-
grams and policies to inform employees about
minimizing risks to the extent possible. Issues of
workplace violence, sexual harassment, impaired
workers, ergonomics and workplace injuries, and
terrorism should be addressed to protect both
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 193
194 unit 3 | Professional Issues
employees and patients. The IOM and JCAHO
patient safety initiatives will continue to affect the
way nurses do business. Workplace issues related to
nursing and positive patient outcomes will contin-
ue to be discussed.
A social environment that promotes professional
growth and creativity and a physical environment
that offers comfort and maximum work efficiency
should be considered in improving the quality of
work life. Cultural awareness, respect for the diver-
sity of others, and increased contact between
groups should be the goals of the workforce for the
next century.
Many waking hours are spent in the workplace.
It can offer a climate of companionship, profession-
al growth, and excitement. Everyone is responsible
for promoting a safe, healthy work environment for
each other.
Study Questions
1. Why is it important for nurses to understand the major federal laws and agencies responsible to
protect the individual in the workplace?
2. What actions can nurses take if they believe that OSHA guidelines are not being followed in the
workplace?
3. What are nurses’ responsibilities in dealing with the following workplace issues: transmission of
blood-borne pathogens, violence, sexual harassment, and impaired coworkers?
4. What information do you need to obtain from your employer related to terrorism and other disasters?
5. What will you look for in the work environment that will support positive patient outcomes?
6. Discuss experiences you have had in your clinical rotations. Were the environments supportive or
nonsupportive social environments? What recommendations would you make for improvement?
7. Review the ten areas of concern for Nursing’s Agenda for the Future. Identify what contributions you will make now and in the future to support this agenda.
Case Study to Promote Critical Reasoning
You have been hired as a new RN on a busy pediatric unit in a large metropolitan hospital. The
hospital provides services for a culturally diverse population, including African-American, Asian,
and Hispanic people. Family members often attempt alternative healing practices specific to their
culture and bring special foods from home to entice a sick child to eat. One of the more
experienced nurses said to you, “We need to discourage these people from fooling with all this
hocus pocus. We are trying to get their sick kid well in the time allowed under their managed care
plans, and all this medicine-man stuff is only keeping the kid sick longer. Besides, all this stuff
stinks up the rooms and brings in bugs.” You have observed how important these healing rituals
and foods are to the patients and families and believe that both the families and the children have
benefited from this nontraditional approach to healing.
1. What are your feelings about nontraditional healing methods?
2. How should you respond to the experienced nurse?
3. How can you be a patient advocate without alienating your coworkers?
4. What could you do to assist your coworkers in becoming more culturally sensitive to their patients
and families?
5. How can health-care facilities incorporate both Western and nontraditional medicine? Should they
do this? Why or why not?
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 194
chapter 12 | Promoting a Healthy Workplace 195
References Aiken, L.H. (2004). Nurse Burnout and Patient Satisfaction,
Journal of the American Medical Association, 42(2), 57–66. Aiken, L.H., Clarke, S.P., Sloane, D.M., et al. (2002) Hospital nurse
staffing and patient mortality, nurse burnout, and job dissatisfaction. Journal of the American Medical Association, 288(16), 1987–1991.
American Nurses Association. (2001). Code for Nurses. Washington, DC: ANA.
American Nurses Association. (1994). Guidelines on Reporting Incompetent, Unethical, or Illegal Practices. Washington, DC: ANA.
American Nurses Association. (1993). HIV, Hepatitis-B, Hepatitis-C: Blood-Borne Diseases. Washington, DC: ANA.
American Nurses Association. (1995a). Protect Your Patients— Protect Your License. Washington, DC: ANA.
American Nurses Association. (1995b). The Supreme Court Has Issued the Ultimate Gag Order for Nurses. Washington, DC: ANA.
American Nurses Association. (2007). Occupational health. Retrieved July 10, 2009, from http://www.nursingworld.org/ MainMenuCategories/OccupationalandEnvironmental/ occupationalhealth.aspx
Arbury, S. (2002). Healthcare workers at risk. Job Safety and Health Care Quarterly, 13(2), 30–31.
Armstrong, K., Gordon, R., & Santorella, G. (1995). Occupational exposure of healthcare workers to HIV. Social Work in Health Care, 21(3), 61–80.
Bauer, X., Ammon, J., Chen, Z., Beckman, W., et al. (1993). Health risk in hospitals through airborne allergens for patients pre-sensitized to latex. Lancet, 342, 1148–1149.
Beyea, S. (2004). A critical partnership-safety for nurses and patients. AORN, 79(6), 1299–1302.
Blair, D. (2005). Spot the signs of drug impairment. Nursing Management, 36(2), 20–21, 52.
Brooke, P. (2001). The legal realities of HIV exposure. RN, 64(12), 71–73.
Broome, B. (2008). Dealing with sharks and bullies in the workplace. ABNF Journal, winter 2008, 28-30.
Carroll, C., & Sheverbush, J. (September 1996). Violence assessment in hospitals provides basis for action. American Nurse, 18.
Centers for Disease Control and Prevention (CDC). (1992). Surveillance for occupationally acquired HIV infection— United States, 1981–1992. MMWR, 41(43), 823–825.
Chisholm, R.F. (1992). Quality of working life: A crucial manage- ment perspective for the year 2000. Journal of Health and Human Resources Administration, 15(1), 6–34.
Collins, J. (1994). Nurses’ attitudes toward aggressive behavior following attendance at “The Prevention and Management of Aggressive Behavior Programme.” Journal of Advanced Nursing, 20, 117–131.
Coulthard, P., Worthington, H., Esposito, M., van der Est, M., et al. (2004). Tissue adhesives for closures of surgical incisions. Cochrane Database of Systemic Reviews, Issue 2.
Damrosch, S., & Scholler-Jaquish, A. (1993). Nurses’ experiences with impaired nurse coworkers. Applied Nursing Research, 6(4), 154–160.
Davidhizar, R., Dowd, S., Giger, J. (1999). Managing diversity in the healthcare workplace. Health Care Supervisor, 17(3), 51–62.
De Castro, A.B. (2004). Handle with care: The ANA campaign on work-related musculoskeletal injuries. Accessed April 13, 2008, from http://www.nursingworld.org/ MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/ TableofContents/Volume92004/Number3September30/ HandleWithCare.aspx#USDL02
Dembe, A.E., Erickson, J.B., Delbros, R.G., & Banks, S.M. (2005). The impact of overtime and long work hours on occupa- tional injuries and illness: New evidence from the U.S. Occupational and Environmental Medicine, 62(9), 588–597.
Durr, L. (2004). Commission on Workforce Issues: What nurses should expect in the workplace: The ANA Bill of Rights for Registered Nurses. Virginia Nurses Today, 12(2), 17.
Edlich, R., Woodard, C., & Haines, M. (2001). Disabling back injuries in nursing personnel. Journal of Emergency Nursing, 27(2), 150–155.
Edwards, R. (1999). Prevention of workplace violence. Aspen’s Advisor for Nurse Executives, 14(8), 8–12.
Hamilton, R., Brown, R., Veltri, M., Feroli, R., et al. (2005). Administering pharaceuticals to latex allergy patients from vials containing natural rubber latex closures. American Journal Health Systems Pharmacy, 62, 1822–1827.
Heise, B. (2003). The historical context of addictions within the nursing profession. Journal of Addictions Nursing, 14, 117–124.
Herring, L.H. (1994). Infection Control. N.Y.: National League for Nursing.
Hurst, K.L., Croker, P.A., & Bell, S.K. (1994). How about a lollipop? A peer recognition program. Nursing Management, 25(9), 68–73.
Jankowski, C.B. (1992). Radiation protection for nurses: Regulations and guidelines. Journal of Nursing Administration, 22(22), 30–34.
Kinkle, S. (1993). Violence in the ED: How to stop it before it starts. American Journal of Nursing, 93(7), 22–24.
Korniewicz, M., Garzon, L., Seltzer, J., & Feinleib, M. (2004). Failure rates in nonlatex surgical gloves. American Journal of Infection Control, 32(5), 268–273.
Kramer, M., & Schmalenberg, C. (1993). Learning from success: Autonomy and empowerment. Nursing Management, 24(5), 58–64.
Krucoff, M. (2001). How to prevent repetitive stress injury in the workplace. American Fitness, 19(1), 31.
Lanza, M.L., & Carifio, J. (1991). Blaming the victim: Complex (nonlinear) patterns of causal attribution by nurses in response to vignettes of a patient assaulting a nurse. Journal of Emergency Nursing, 17(5), 299–309.
Mahoney, B. (1991). The extent, nature, and response to victimization of emergency nurses in Pennsylvania. Journal of Emergency Nursing, 17, 282–292.
Malone, B.L. (1993). Caring for culturally diverse racial groups: An administrative matter. Nursing Administration Quarterly, 17(2), 21–29.
Mitchell, A. (1995). Cultural diversity: The future, the market, and the rewards. Caring, 14(12), 44–48.
Moch, S.D., & Diemert, C.A. (1987). Health promotion within the nursing work environment. Nursing Administration Quarterly, 11(3), 9–12.
Nadwairski, J.A. (1992). Inner-city safety for home care providers. Journal of Nursing Administration, 22(9), 42–47.
National Safety Council. (1992). Accident Prevention Manual for Business and Industry. Chicago: National Safety Council.
Outwater, L.C. (1994). Sexual harassment issues. Caring, 13(5), 54–56, 58, 60.
Perry, J. (2001). Attention all nurses! New legislation puts safer sharps in your hands. American Journal of Nursing, 101(9), 24AA–24CC.
Ray, M., Turkel, M., & Marino, F. (2002). The transformative process for nursing in workforce redevelopment. Nursing Administration Quarterly, 26(2), 1–14.
Roche, E. (23 February 1993). Nurses’ risks and their rights. Vital Signs, 3.
Roedel, R.S., & Nystrom, P.C. (1987). Clinical ladders and job enrichment. Hospital Topics, 65(2), 22–24.
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 195
196 unit 3 | Professional Issues
Rogers, A.E., Hwang, W., Scott, L.D., Aiken, L.H., et al. (2004). The working hours of hospital staff nurses and patient safety: Both errors and near errors are more likely to occur when hospital staff nurses work twelve or more hours at a stretch. Health Affairs 23(4), 202–212.
Rosen, A., Isaacson, D., Brady, M., & Corey J.P. (1993). Hypersensitivity to latex in health care workers: Report of five cases. Otolaryngology—Head and Neck Surgery, 109, 731–734.
Simonowitz, J. (1994). Violence in the workplace: You’re entitled to protection. RN, 57(11), 61–63.
Slattery, M. (September/October 1998). Caring for ourselves to care for our patients. American Nurse, 12–13.
Sloan, A., & Vernarec, E. (2001). Impaired nurses: Reclaiming careers. Medical Economics, 64(2), 58–64.
Society of Gastroenterology Nurses and Associates. (2001). Guidelines for preventing sensitivity and allergic reactions to natural rubber latex in the workplace. Gastroenterology Nursing, 24(2), 88–94.
Strader, M.K., & Decker, P.J. (1995). Role Transition to Patient Care Management. Norwalk, Conn.: Appleton & Lange.
Trossman, S. (May/June 1999a). When workplace threats become a reality. American Nurse, 1, 12.
Trossman, S. (September/October 1999b). Working ‘round the clock. American Nurse, 1–2.
U.S. Department of Labor (OSHA). (1995). Employee Workplace Rights and Responsibilities. OSHA 95–35.
U.S. Department of Labor. Bureau of Labor Statistics. (2002). Lost-work time injuries and illnesses: Characteristics and result- ing time away from work, 2000. April 10, 2002. Retrieved April 13, 2008, from ftp://ftp.bls.gov/pub/news.release/ History/osh2.04102002.news.
Ward, L.B. (27 December 1992). In culturally diverse work place, language may alienate. Miami Herald.
2208_Ch12_169-196.qxd 11/6/09 6:01 PM Page 196
chapter 13 Work-Related Stress
and Burnout
OBJECTIVES After reading this chapter, the student should be able to: ■ Identify signs and symptoms of stress, reality shock, and
burnout.
■ Describe the impact of stress, reality shock, and burnout on the individual and the health-care team.
■ Evaluate his or her own and colleagues’ stress levels.
■ Develop strategies to manage personal and professional stresses.
OUTLINE
Consider the Statistics
Stress
Effects of Stress
Responses to Stress
The Real World
Initial Concerns
Differences in Expectations
Additional Pressures on the New Graduate
Resolving the Problem
Burnout
Definition
Aspects
Stressors Leading to Burnout
Personal Factors
Job-Related Conditions
Human Service Occupations
Conflicting Demands
Technology
Lack of Balance in Life
Consequences
A Buffer Against Burnout
Stress Management
ABCs of Stress Management
Awareness
Belief
Commitment
Physical Health Management
Deep Breathing
Good Posture
Rest
Relaxation and Time Out
Proper Nutrition
Exercise
Mental Health Management
Realistic Expectations
Reframing
Humor
Social Support
Organizational Approaches to Job Stress
Conclusion
197
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 197
198 unit 3 | Professional Issues
Consider the Statistics
Fifty years ago, the term personal anxiety was never used to describe stress. In the decades since, stress
has become the most common psychological com-
plaint and a widespread health problem. In the last
decade alone, approximately 28,000 studies have
been published on the subject of stress and over
1000 studies on the subject of burnout (Pines,
2004, p. 66).
In the workplace, stress is usually defined from a
“demand-perception-response” perspective—that
stress is related to the perception of the demands
being made on the individual as well as that individ-
ual’s perception of the ability to meet those demands.
When there is a mismatch between the two, the
stress response is triggered. The stress threshold, or
hardiness, depends on the individual’s characteristics,
experiences, coping mechanisms, and the circum-
stances of the event (McVicar, 2003).
The phrase “this is so stressful” is frequently
used to describe negative work and personal situa-
tions. However, in reality, some stress responses are
positive (eustress). The stress response is not a sin-
gle event but a continuum, ranging from feeling of
eustress to mild/moderate distress to severe dis-
tress. It is the severe and prolonged distress that
causes people to “burn out” emotionally and expe-
rience serious physiological and psychological dis-
turbances. Table 13-1 describes the continuum of
the stress response.
Stress
Effects of Stress
Hans Selye first explored the concept of stress in
the 1930s. Selye (1956) defined stress as the non- specific response of the body to any demands made
on it. His description of the general adaptation
syndrome (GAS) has had an enormous influence
on our present-day notions about stress and its
effect on people. The GAS consists of three stages:
1. Alarm. The body awakens to the stressor, and there is a slight change below the normal level
of resistance.
2. Resistance. The body adjusts to the stressor and tries to restore balance.
3. Exhaustion. As the stressor continues, the body energy falls below the normal level of
resistance, and illness may occur.
Most people think of stress as work pressure, rush-
hour traffic, or sick children. These are triggers to
the stress response, the actual body reaction to the
daily factors mentioned. As identified by Selye, stress is the fight-or-flight response in the body, caused by
adrenaline and other stress hormones, causing phys-
iological changes such as increased heart rate and
blood pressure, faster breathing, dilated pupils,
increased blood sugar, and dry mouth.
Currently, stress is assessed on four levels: envi-
ronmental, social, physiological, and psychological.
Environmental stressors include weather, pollens, noise, traffic, and pollution. Social stressors include deadlines, finances, work responsibilities and
interactions, and multiple demands on time and
attention. Physiological stressors include illness, aging, injuries, lack of exercise, poor nutrition, and
inadequate sleep. Psychological stressors are thoughts: how the brain interprets changes in the
environment and the body and determines when
the body turns on the fight-or-flight response
(Davis, Eshelman, & McCay, 2000).
Epidemiological research has shown that long-
term stress contributes to cardiovascular disease,
hypertension, ulcers, substance abuse, immune system
disorders, emotional disturbances, and job-related
injuries (Crawford, 1993; Lusk, 1993).
Responses to Stress
“Whether the stress you experience is the result of major life changes or the cumulative effect of minor everyday hassles, it is how you respond to these expe- riences that determines the impact stress will have on your life” (Davis, Eshelman, & McCay, 2000).
Some people manage potentially stressful events
more effectively than others (Crawford, 1993;
Teague, 1992). Perceptions of events and the sub-
sequent stress responses vary considerably from
one person to another. A patient crisis that one
nurse considers stressful, for example, may not
seem stressful to a coworker. The following is an
example:
A new graduate was employed on a busy teleme- try floor. Often, when patients were admitted, they were in acute distress, with shortness of breath, diaphoresis, and chest pain. Family mem- bers were distraught and anxious. Each time the new graduate had to admit a patient, she experi- enced a “sick-to-the-stomach” feeling, tightness in the chest and throat, and diff iculty concentrating.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 198
chapter 13 | Work-Related Stress and Burnout 199
She was afraid that she would miss something important and that the patient would die during the admission. The more experienced nurses seemed to handle each admission with ease, even when the patient’s physical condition was severely compromised.
Selye also differentiated between “good” stress and
“bad” stress. In 1974, Selye stated: “Stress is the
spice of life. Since stress is associated with all
types of activity, we could not avoid most of it
only by never doing anything” (Lenson, 2001,
p. 5). Good stress can push people to perform bet-
ter and accomplish more. What makes an event
“good stress” or “bad stress”? Lenson identified
seven factors:
1. People can exert a high level of control over the
outcomes of good stresses. With bad stresses,
there is little or no control.
2. Positive feelings are experienced in processing
good stress. With bad stress, negative or
ambivalent feelings occur.
3. Good stress helps achieve positive goals. No
desirable outcomes occur with bad stress.
4. There is a feeling of eagerness when anticipat-
ing the work that needs to be done to process
the good stressors.
table 13-1
Stress Continuum Eustress Distress Severe Distress
Psychological
Physiological
Individual response
Adapted from Martin, K. (May 1993). To cope with stress. Nursing 93, 39–41, with permission; Goliszek, A. (1992). Sixty-Six Second Stress Management: The
Quickest Way to Relax and Ease Anxiety. Far Hills, N.J.: New Horizon; and McVicar, A. (2003). Workplace stress in nursing: A literature review. Journal of
Advanced Nursing, 44(6), 633–642.
Fear/excitement
Autonomic nervous system
response: increased blood
pressure/heart rate;
increased metabolic rate;
release of cortisol; quicker
reaction times
Adaptive
Increased alertness
Focus totally on the situation
Able to respond to changes
quickly
Callousness
Energized for fight or flight
preparation
Feelings of uneasiness, appre-
hension, sadness, depression,
pessimism, listlessness
Lack of self-esteem
Increased level of arousal/
mental acuity
Negative attitude
Increased use of alcohol/
smoking/drugs
Decreased interest in sexual
activity
Procrastination/unable to
complete tasks
Prolonged elevated blood
pressure/pulse
Indigestion
Bowel disturbances
Weight gain or loss
Reduced immunity
Fatigue/low energy
Poor sleep habits
Headache
Trembling hands, fingers, body
Dry mouth and throat
Varies among individuals but
usually maladaptive
Absenteeism
Apathy
Cynicism
Defensiveness
Burnout
Emotional exhaustion/
depersonalization and
disengagement
Isolation
Clinical hypertension
Coronary artery disease
Gastric disorders
Menstrual problems
Varies among individuals but
usually severely maladaptive,
possible life-threatening
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 199
200 unit 3 | Professional Issues
5. Bad stress leaves feelings of exhaustion and
avoidance.
6. Good stress helps growth; bad stress is limiting.
Good stress improves interpersonal relation-
ships; bad stress makes these relationships
worse.
7. Processing all stress requires human action.
The Real World
Today’s health-care system has adopted the cor-
porate mindset. Both the new graduate and the
seasoned professional continue to experience
redesigning, changing staffing models, complex
documentation requirements, continued nursing
shortages, and the expectation that work does not
end when the employee goes home (Trossman,
1999). Most agencies expect new graduates to
come to the work setting able to organize their
work, set priorities, and provide leadership to
ancillary personnel. New graduates often say, “I
had no idea that nursing would be this demand-
ing.” Even though nursing programs of study are
designed to help students prepare for the
demands of the work setting, new nurses still need
to continue to learn on the job. In fact, experi-
enced nurses say that what they learned in school
is only the beginning; school provided them with
the fundamental knowledge and skills needed to
continue to grow and develop as they practice
nursing in various capacities and work settings.
Graduation signals not the end of learning but the
beginning of a journey toward becoming an expert
nurse (Benner, 1984).
Right now you are probably thinking,
“Nothing can be more stressful than going to
school. I can’t wait to go to work and not have to
study for tests, go to the clinical agency for my
assignment, do patient care plans,” and so forth.
In most associate degree programs, students are
assigned to care for one to three patients a day,
working up to six or seven patients under a
preceptor’s supervision by the end of their pro-
gram. Compare this with your “next clinical rota-
tion,” your first real job as a nurse. You may work
7–10 days in a row on 8- to 12-hour shifts, car-
ing for 10 or more patients. You may also have to
supervise several technicians or licensed practical
nurses. These drastic changes from school to
employment cause many to experience reality shock (Kraeger & Walker, 1993; Kramer, 1981).
Initial Concerns
The first few weeks on a new job are the “honey-
moon” phase. The new employee is excited and
enthusiastic about the new position. Coworkers
usually go out of their way to make the new person
feel welcome and overlook any problems that arise.
But honeymoons do not last forever. The new
graduate is soon expected to behave like everyone
else and discovers that expectations for a profes-
sional employed in an organization are quite differ-
ent from expectations for a student in school.
Those behaviors that brought rewards in school are
not necessarily valued by the organization. In fact,
some of them are criticized. The new graduate who
is not prepared for this change feels confused,
shocked, angry, and disillusioned. The tension of
the situation can become almost unbearable if it is
not resolved. Table 13-2 provides a list of ongoing
and newer workplace stresses
Graduate nurses in the first 3 months of employ-
ment identified concerns related to skills, personal
and professional roles, patient care management, the
table 13-2
Stress in the Workplace Ongoing Sources Newer Sources
Conflict with physicians Terrorism
Work overload/ Changes in technology
work devalued
Role conflict Downsizing
Ineffective, hostile, Constant changes in nursing
incompetent supervisors care delivery
and/or peers Work/home conflicts
Lack of personal job fit; Elder and child care issues
inadequate preparation, Workplace violence
recognition, or clear job
description
Poor work control, fear Lawsuits related to job stress
and uncertainty related
to career progress
Age, gender, racial, Demands of accreditation/
religious discrimination compliance issues
Dealing with death Pressure for immediate results
and dying patients/
families
Salary Colleagues’ inexperience
Adapted from DeFrank, R., & Ivancevich, J. (1998). Stress on the job: An
executive update. Academy of Management Executives, 12(3), 55;
McVicar, A. (2003). Workplace stress in nursing: A literature review.
Journal of Advanced Nursing, 44(6), 633–642; and Hall, D. (2004).
Work-related stress of registered nurses in a hospital setting. Journal
for Nurses in Staff Development, 20(1), 6–14.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 200
chapter 13 | Work-Related Stress and Burnout 201
shocks of bad experiences, the affirmations of good
experiences, constructive evaluation, knowledge of
the unit routine, and priorities of school versus work
(Godinez, Schweiger, Gruver, & Ryan, 1999;
Heslop, 2001).
Well-supervised orientation programs are very
helpful for newly licensed nurses. In this era of the
nursing shortage, the orientation program may be
cut short and the new nurse required to function on
his or her own very quickly. One way to minimize
initial work stress is to ask questions about the ori-
entation program: How long will it be? Whom will
I be working with? When will I be on my own?
What happens if at the end of the orientation I still
need more assistance?
Differences in Expectations
The enthusiasm and eagerness of the first new job
quickly disappear as reality sets in. Regardless of
the career one chooses, there is no perfect job. The
problem begins when reality and expectations col-
lide. After 2 or 3 months, the new nurse begins to
experience a formal separation from being a stu-
dent and embraces the professional reality of the
nursing role. To cope with reality, several facts of
work life need to be recognized (Goliszek, 1992,
pp. 36, 46):
1. Expectations are usually distortions of reality.
Unless you accept this and react positively, you
will go through life experiencing disappoint-
ment. As a student, you had only two or three patients to care for, and you are very surprised to hear on your f irst full day of orientation that you have f ive patients. Although you did hear the nurses talking about their caseload while you were a stu- dent, you expected to continue to have two or three patients for at least the next 4 months.
2. To some extent, you need to fit yourself into
your work, not fit the work to suit your needs
or demands. Having a positive attitude helps to
maintain flexibility and a sense of humor. Your f irst position is at a physician’s off ice. The physi- cian is ready to retire, and his patient load is dwindling. You wanted to apply for a position in acute care, but you have a very active social life and did not want to work weekends. The current position is not very challenging, and you are con- cerned that you might be unemployed soon. You are starting to miss the acute care environment. Go back to your SWOT analysis. Evaluate your
current strengths, weaknesses, opportunities, and threats. Where do you see yourself in 1 year? 5 years? How will you f it yourself into your work to meet your goals?
3. The way you perceive events on the job will
influence how you feel about your work. Your
attitude will affect whether work is a pleasant or
unpleasant experience. Health care is not easy.
Sick people can be cranky and demanding. Health- care agencies continue to want to do more with less. How you perceive your contribution to the health- care system will def initely influence your reality.
4. Feelings of helplessness and powerlessness at
work cause frustration and unrelieved job
stress. If you go to work every day feeling that
you do not make a difference, it is time to
reevaluate your position and your goals.
What are these differences in expectations?
Kramer (1981), who studied reality shock for
many years, found a number of them, which are
listed in Table 13-3.
Ideally, health care should be comprehensive. It
should meet not only all of a patient’s needs but
also be delivered in a way that considers the patient
as a whole person, a member of a particular family
that has certain unique characteristics and needs,
and a member of a particular community. Most
health-care professionals, however, are not
employed to provide comprehensive, holistic care.
Instead, they are asked to give medications, provide
counseling, make home visits, or prepare someone
for surgery, but rarely to do all these things. These
tasks are divided among different people, each a
specialist, for the sake of efficiency rather than con-
tinuity or effectiveness.
table 13-3
Professional Ideals and Work Realities Professional Ideals Work Realities
Comprehensive, holistic Mechanistic, fragmented care
care
Emphasis on quality of Emphasis on efficiency
care
Explicit expectations Implicit (unstated) expectations
Balanced, frequent Intermittent, often negative
feedback feedback
Assignments that
“make sense”
Adapted from Kramer, M. (January 27–28, 1981). Coping with reality
shock. Workshop presented at Jackson Memorial Hospital, Miami, Fla.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 201
202 unit 3 | Professional Issues
When efficiency is the goal, the speed and
amount of work done are rewarded rather than the
quality of the work. This creates a conflict for the
new graduate, who while in school was allowed to
take as much time as needed to provide good care.
Expectations are also communicated in different
ways. In school, an effort is made to provide explicit
directions so that students know what they are
expected to accomplish. In many work settings, how-
ever, instructions on the job are brief, and many
expectations are left unspoken. New graduates who
are not aware of these expectations may find that they
have unknowingly left tasks undone or are considered
inept by coworkers. The following is an example:
Brenda, a new graduate, was assigned to give med- ications to all her team’s patients. Because this was a fairly light assignment, she spent some time looking up the medications and explaining their actions to the patients receiving them. Brenda also straightened up the medicine room and f illed out the order forms, which she thought would please the task-oriented team leader. At the end of the day, Brenda reported these activities with some satisfaction to the team leader. She expected the team leader to be pleased with the way she used the time. Instead, the team leader looked annoyed and told her that whoever passes out medications always does the blood pressures as well and that the other nurse on the team, who had a heavier assignment, had to do them. Also, because supplies were always ordered on Fridays for the weekend, it would have to be done again tomorrow, so Brenda had in fact wasted her time.
Additional Pressures on the New Graduate
The first job a person takes after finishing school is
often considered a proving ground where newly
gained knowledge and skills are tested. Many peo-
ple set up mental tests for themselves that they feel
must be passed before they can be confident of
their ability to function. Passing these self-tests also
confirms achievement of identity as a practitioner
rather than a student.
At the same time, new graduates are undergoing
testing by their coworkers, who are also interested
in finding out whether the new graduate can han-
dle the job. The new graduate is entering a new
group, and the group will decide whether to accept
this new member. The group is usually reasonable,
but sometimes new graduates are given tasks they
are not ready to handle. If this happens, Kramer
(1981) recommended that new graduates refuse to
take the test rather than fail it. Another opportuni-
ty for proving themselves will soon come along.
Additional problems, such as dealing with
resistant staff members, cultural differences, and
age differences, may also occur. Above all, the expe-
rience of loss is frequently described by new grad-
uates. Losses are described as the following
(Boychuk, 2001):
■ The ideal world of caring and curing they had
come to know through their education
■ Their innocence
■ The familiarity of academia
■ The protection of clinical supervision by nursing
instructors
■ Externally set boundaries of care and safety
■ A sense of collegiality and trusted relationships
with peers
■ Grounded feedback
Resolving the Problem
Before considering ways to resolve these problems,
some less successful ways of coping with these
problems are listed.
■ Abandon professional goals. When faced with reality shock, some new graduates abandon their
professional goals and adopt the organization’s
operative goals as their own. This eliminates
their conflict but leaves them less effective care-
givers. It also puts the needs of the organization
before their needs or the needs of the patient
and reinforces operative goals that might better
be challenged and changed.
■ Give up professional ideals. Others give up their professional ideals but do not adopt the
organization’s goals or any others to replace
them. This has a deadening effect; they become
automatons, believing in nothing related to their
work except doing what is necessary to earn a
day’s pay.
■ Leave the profession. Those who do not give up their professional ideals try to find an organi-
zation that will support them. Unfortunately, a
significant proportion of those who do not want
to give up their professional ideals escape these
conflicts by leaving their jobs and abandoning
their profession. Kramer and Schmalenberg
(1993) stated that there would be fewer short-
ages of nurses if more health-care organizations
met these ideals.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 202
chapter 13 | Work-Related Stress and Burnout 203
Instead of focusing on the bad stress, new nurses
can meet the transition to professional nursing by
adapting to good stress:
■ Develop a professional identity. Opportunities to challenge one’s competence and develop an
identity as a professional can begin in school.
Success in meeting these challenges can immu-
nize the new graduate against the loss of confi-
dence that accompanies reality shock.
■ Learn about the organization. The new gradu- ate who understands how organizations operate
will not be as shocked as the naïve individual.
When you begin a new job, it is important to
learn as much as you can about the organization
and how it really operates. This not only saves
you some surprises but also gives you some ideas
about how to work within the system and how
to make the system work for you.
■ Use your energy wisely. Keep in mind that much energy goes into learning a new job. You
may see many things that you think need to be
changed, but you need to recognize that to
implement change requires your time and energy.
It is a good idea to make a list of these things so
that you do not forget them later when you have
become socialized into the system and have
some time and energy to invest in change.
■ Communicate effectively. Deal with the prob- lems that can arise with coworkers. The same
interpersonal skills you use in communicating
with patients can be effective in dealing with
your coworkers.
■ Seek feedback often and persistently. Seeking feedback not only provides you with needed
information but also pushes the people you work
with to be more specific about their expectations
of you.
■ Develop a support network. Identify colleagues who have held onto their professional ideals
with whom you can share your problems and the
work of improving the organization. Their
recognition of your work can keep you going
when rewards from the organization are meager.
A support network is a source of strength when
resisting pressure to give up professional ideals
and a source of power when attempting to bring
about change. Developing your skills can help to
prevent the problems of reality shock.
■ Find a mentor. A mentor is someone more experienced within or outside the organization
who provides career development support, such
as coaching, sponsoring advancement, providing
challenging assignments, protecting protégés
from adversity, and promoting positive visibility.
Mentors provide guidance to new graduates
as they change from student to professional
nurse. Mentors can also assume psychosocial
functions, such as personal support, friendship,
acceptance, role modeling, and counseling. Many
organizations have preceptors for the new
employee. In many instances, the preceptor will
become your mentor. However, the mentor role
is much more encompassing than the preceptor
role. The mentor relationship is a voluntary
one and is built on mutual respect and
development of the mentee. Table 13-4 identi-
fies responsibilities of the mentor and mentee
in this relationship (Scheetz, 2000; Simonetti &
Ariss, 1999).
You have made it through the first 6 months of
employment, and you are finally starting to feel like
a “real” nurse. You are beginning to realize that a
stress-free work environment is probably impossi-
ble to achieve. Shift work, overtime, distraught
families, staff shortages, and pressure to do more
with less continue to contribute to the stresses
placed on nurses. An inability to deal with this con-
tinued stress will eventually lead to burnout.
table 13-4
Mentor and Mentee Responsibilities Mentor Responsibilities Mentee Responsibilities
Has excellent Demonstrates eagerness to
communication and learn
listening skills
Shows sensitivity to needs Participates actively in the
of nurses, patients, relationship by keeping
and workplace all appointments and
commitments
Able to encourage Seeks feedback and uses it
excellence in others to modify behaviors
Able to share and provide Demonstrates flexibility and
counsel an ability to change
Exhibits good Is open in the relationship
decision-making skills with mentor
Shows an understanding Demonstrates an ability to
of power and politics move toward
independence
Demonstrates Able to evaluate choices
trustworthiness and outcomes
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 203
204 unit 3 | Professional Issues
Burnout
Definition
The ultimate result of unmediated job stress is
burnout. The term burnout became a favorite buzz- word of the 1980s and continues to be part of
today’s vocabulary. Herbert Freudenberger formal-
ly identified it as a leadership concern in 1974. The
literature on job stress and burnout continues to
grow as new books, articles, workshops, and videos
appear regularly. A useful definition of burnout is
the “progressive deterioration in work and other
performance resulting from increasing difficulties
in coping with high and continuing levels of job-
related stress and professional frustration” (Paine,
1984, p. 1).
More than 20 years of research on nursing work
environments point to personal, job, and organiza-
tional factors that contribute to dissatisfaction and
ultimately burnout (McLennan, 2005). Ultimately,
nurse burnout affects patients’ satisfaction with
their nursing care. A survey of 820 nurses and
621 patients in 20 hospitals across the United
States (Vahey et al., 2004) showed that units char-
acterized by nurses as having adequate staff, good
administrative support for nursing care, and good
relations between physicians and nurses were twice
as likely as other units to report high satisfaction
with nursing care. The level of nurse burnout on
these units also affected patient satisfaction.
Much of the burnout experienced by nurses has
been attributed to the frustration that arises because
care cannot be delivered in the ideal manner nurses
learned in school. For those whose greatest satisfac-
tion comes from caring for patients, anything that
interferes with providing the highest quality care
causes work stress and feelings of failure.
People who expect to derive a sense of signifi-
cance from their work enter their professions with
high hopes and motivation and relate to their
work as a calling. When they feel that they have
failed, that their work is meaningless, that they
make no difference in the world, they start feeling
helpless and hopeless and eventually burn out
(Pines, 2004, p. 67).
The often unrealistic and sometimes sexist
image of nurses in the media adds to this frustra-
tion. Neither the school ideal nor the media image
is realistic, but either may make nurses feel dissat-
isfied with themselves and their jobs, keeping stress
levels high (Corley et al., 1994; Fielding & Weaver,
1994; Grant, 1993; Hendrickson, Knickman, &
Finkler, 1994; Kovner-Malkin, 1993; Nakata &
Saylor, 1994; Pines, 2004; Skubak, Earls, & Botos,
1994).
Sharon had wanted to be a nurse for as long as she could remember. She married early, had three chil- dren, and put her dreams of being a nurse on hold. Now her children are grown, and she f inally real- ized her dream by graduating last year from the local community college with a nursing degree. However, she has been overwhelmed at work, criti- cal of coworkers and patients, and argumentative with supervisors. She is having diff iculty adapting to the restructuring changes at her hospital and goes home angry and frustrated every day. She cannot stop working for f inancial reasons but is seriously thinking of quitting nursing and taking some computer classes. “I’m tired of dealing with people. Maybe machines will be more f riendly and predictable.” Sharon is experiencing burnout.
Aspects
Goliszek (1992) identified four stages of the
burnout syndrome:
1. High expectations and idealism. At the first stage, the individual is enthusiastic, dedicated,
and committed to the job and exhibits a high
energy level and a positive attitude.
2. Pessimism and early job dissatisfaction. In the second stage, frustration, disillusionment, or
boredom with the job develops, and the indi-
vidual begins to exhibit the physical and psy-
chological symptoms of stress.
3. Withdrawal and isolation. As the individual moves into the third stage, anger, hostility, and
negativism are exhibited. The physical and psy-
chological stress symptoms worsen. Through
stage three, simple changes in job goals, attitudes,
and behaviors may reverse the burnout process.
4. Irreversible detachment and loss of interest. As the physical and emotional stress symptoms
become severe, the individual exhibits low self-
esteem, chronic absenteeism, cynicism, and
total negativism. Once the individual has
moved into this stage and remains there for any
length of time, burnout is inevitable.
Regardless of the cause, experiencing burnout
leaves an individual emotionally and physically
exhausted.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 204
chapter 13 | Work-Related Stress and Burnout 205
Stressors Leading to Burnout
Personal Factors
Some of the personal factors influencing job stress
and burnout are age, gender, number of children,
education, experience, and favored coping style. For
example, the fact that many nurses are single par-
ents raising families alone adds to the demands of
already difficult days at work. Married nurses may
have the additional stress of dual-career homes,
causing even more stress in coordinating work and
vacation schedules as well as day-care problems.
Baby boomers are finding they need to care for el-
derly parents along with their children (DeFrank &
Ivancevich, 1998). Competitive, impatient, and
hostile personality traits have also been associated
with emotional exhaustion and subsequent burnout
(Borman, 1993). Most experienced nurses state
that they separate their home from work when
dealing with work-related stressors and that they
try but usually fail to leave their work-related stres-
sors in the workplace (Hall, 2004).
Job-Related Conditions
Job-related stress is broadly defined by the
National Institute for Occupational Safety and
Health as the “harmful physical and emotional
responses that occur when the requirements of the
job do not match the capabilities, resources, or
needs of the worker” (http://www.cdc.gov/niosh/
homepage.html). Since the prior edition of this
text, the threat of terrorism has been added to the
list of job-related conditions that contribute to job-
related stress. Box 13-1 lists some of these condi-
tions, which were discussed in Chapter 12.
Human Service Occupations
People who work in human service organizations
consistently report lower levels of job satisfaction
than do people working in other types of organiza-
tions. Much of the stress experienced by nurses is
related to the nature of their work: continued
intensive, intimate contact with people who often
have serious and sometimes fatal physical, mental,
emotional, and/or social problems. Efforts to save
patients or help them achieve a peaceful ending to
their lives are not always successful. Despite nurses’
best efforts, many patients get worse, not better.
Some return to their destructive behaviors; others
do not recover and die. The continued loss of
patients alone can lead to burnout. Even exposure
to medicinal and antiseptic substances, unpleasant
sights, and high noise levels can cause stress for
some people. Health-care providers experiencing
burnout may become cynical and even hostile
toward their coworkers and colleagues (Carr &
Kazanowski, 1994; Dionne-Proulx & Pepin, 1993;
Goodell & Van Ess Coeling, 1994; Stechmiller &
Yarandi, 1993; Tumulty, Jernigan, & Kohut, 1994).
In some instances, human service professionals
also experience lower pay, longer hours, and more
extensive regulation than do professionals in other
fields. Inadequate advancement opportunities for
women and minorities in lower-status, lower-paid
positions are apparent in many health-care areas.
Conflicting Demands
Meeting work-related responsibilities and main-
taining a family and personal life can increase stress
when there is insufficient time or energy for all of
these. As mentioned in the section on personal fac-
tors, both the single and the married parent are at
risk because of the conflicting demands of their
personal and work lives. The perception of balance
in one’s life is a personal one.
There appear to be some differences in the way
that men and women find a comfortable balance.
box 13-1
Five Sources of Job Stress That Can Lead to Burnout
1. Intrinsic factors. Characteristics of the job itself, such as
the multiple aspects of complex patient care that many
nurses provide; lack of autonomy
2. Organizational variables. Characteristics of the
organization, such as limited financial resources, staffing,
workload, models of care delivery
3. Reward system. The way in which employees are
rewarded or punished, particularly if these are obviously
unfair
4. Human resources system. In particular, the number
and availability of opportunities for staff development,
salary and benefits, organizational policies
5. Leadership. The way in which managers relate to their
staff, particularly if they are unrealistic, uncaring, or
unfair; communication patterns with supervisors and
coworkers
Adapted from Carr, K., & Kazanowski, M. (1994). Factors affecting job satisfac-
tion of nurses who work in long-term care. Journal of Advanced Nursing, 19,
878–883; Crawford, S. (1993). Job stress and occupational health nursing.
American Association of Occupational Health Nurses Journal, 41, 522–529;
Duquette, A., Sandhu, B., & Beaudet, L. (1994). Factors related to nursing
burnout: A review of empirical knowledge. Issues in Mental Health Nursing,
15, 337–358; and Best, M., & Thurston, N. (2004). Measuring nurse job
satisfaction, Journal of Nursing Administration, 34(6), 283–290.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 205
206 unit 3 | Professional Issues
Men often define themselves in terms of their sep-
arateness and their career progress; women are more
likely to define themselves through attachment and
connections with other people. Women who try to
focus on occupational achievement and pursue per-
sonal attachments at the same time are likely to
experience conflict in both their work and personal
lives. In addition, society evaluates the behaviors of
working adult men and women differently. “When
a man disrupts work for his family, he is considered
a good family man, while a woman disrupting work
for family risks having her professional commit-
ment questioned” (Borman, 1993, p. 1).
Closely tied to conflicting demands is the deci-
sion to come to work when ill. Nurses who come to
work when ill describe tension associated with
making this decision: tension between the nurse
and the supervisor, tension between the nurse and
the team members, and tension within the nurse
due to responsibilities to self and others. As you
move forward in your career, be proactive in work-
ing with team members and your supervisors in
helping yourself and others find balance in the
workplace (Crout, Change, & Cioffi, 2005).
Technology
Decisions related to changes in technology are
often made without input from employees. These
same employees are then required to adapt and
cope with the changes. How many of the following
changes have you had to adapt to: e-mail, voice
mail, fax machines, computerized charting, desktop
computers, cellular phones? Often, employees feel
that their role has become secondary to technology
(DeFrank & Ivancevich, 1998).
Lack of Balance in Life
When personal interests and satisfactions are lim-
ited to work, a person is more susceptible to
burnout; trouble at work becomes trouble with that
individual’s whole life. A job can become the center
of someone’s world, and that world can become
very small. Two ways out of this are to set limits on
the commitment to work and to expand the num-
ber of satisfying activities and relationships outside
of work.
Many people in the helping professions have dif-
ficulty setting limits on their commitment. This is
fine if they enjoy working extra hours and taking
calls at night and on weekends, but if it exhausts
them, then they need to stop doing it or risk serious
burnout. For example, when you are asked to work
another double shift or the third weekend in a row,
you can say no. At the same time as you are setting
limits at work, you can expand your outside activi-
ties so that you live in a large world in which a blow
to one part can be cushioned by support from other
parts. If you are the team leader or nurse manager,
you also need to recognize and accept staff mem-
bers’ need to do this as well. Ask yourself the follow-
ing questions:
■ Do I exercise at least three times weekly?
■ Do I have several close friends I see regularly?
■ Do I have a plan for my life and career that I
have told someone about?
■ Do I have strong spiritual values that I carry out
in practice regularly?
■ Do I have some strong personal interests that I
regularly enjoy?
Studies have shown that the two best indicators of
customer satisfaction are related to employee satis-
faction and employee work-life balance. Well-
rounded employees have a different perspective on
life and are perceived by employers as more trust-
worthy and more grounded in reality. You do not
have to give up your personal life to excel in your
professional life (Farren, 1999).
Consequences
Certain combinations of personal and organizational
factors can increase the likelihood of burnout.
Finding the right fit between your preferences and
the characteristics of the organization for which you
work can be keys to preventing burnout. Health
care demands adaptable, innovative, competent
employees who care about their patients, desire to
continue learning, and try to remain productive
despite constant challenges. Unfortunately, these are
the same individuals who are prone to burnout if
preventive action is not taken (Lickman, Simms, &
Greene, 1993; McGee-Cooper, 1993).
Burnout has financial, physical, emotional, and
social implications for the professional, the patients,
and the organization. Burnout can happen to any-
one, not just to people with a history of emotional
problems. In fact, it is not considered an emotional
disturbance in the sense that depression is; instead,
it is considered a reaction to sustained organization-
al stressors (Duquette, Sandhu, & Beaudet, 1994).
The shortage of professional nurses is predicted
to continue for at least another 10 years. Two of the
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 206
chapter 13 | Work-Related Stress and Burnout 207
main causes of the shortage are individuals not
entering the profession and nurses leaving. As dis-
cussed, one reason for leaving is burnout. A recent
study of 106 nurses demonstrated that the three
dimensions of burnout (emotional exhaustion,
depersonalization, and personal accomplishment)
were correlated with work excitement. Work
excitement is defined as “personal enthusiasm
and commitment for work evidenced by creativi-
ty, receptivity to learning, and ability to see
opportunity in everyday situations (Sadovich,
2005, p. 91). Work excitement factors include:
work arrangements, variable work experiences,
the work environment, and growth and develop-
ment opportunities. As you pursue your nursing
career, consider looking for positions that support
a favorable work environment.
A Buffer Against Burnout
The idea that personal hardiness provides a buffer
against burnout has been explored in recent years.
Hardiness includes the following:
■ A sense of personal control rather than power-
lessness
■ Commitment to work and life’s activities rather
than alienation
■ Seeing life’s demands and changes as challenges
rather than as threats
The hardiness that comes from having this perspec-
tive leads to the use of adaptive coping responses,
such as optimism, effective use of support systems,
and healthy lifestyle habits (Duquette, Sandhu, &
Beaudet, 1994; Nowak & Pentkowski, 1994). In
addition, letting go of guilt, fear of change, and
the self-blaming, “wallowing-in-the-problem” syn-
drome will help you buffer yourself against burnout
(Lenson, 2001).
Ask yourself, “What can I possibly do as a new
graduate? I don’t even have a job yet, let alone
understand the politics of health-care organiza-
tions.” It is never too early to understand yourself—
what triggers stressful situations for you, how you
respond to stress, and how you manage it.
Stress Management
Although you cannot always control the demands
placed on you, you can learn to manage your reac-
tions to them and to make healthy lifestyle choices
that better prepare you to meet those demands.
ABCs of Stress Management
Frances Johnston (1994) suggested using the
ABCs of stress management (awareness, belief, and
commitment) in order to have as constructive a
response to stress as possible (Box 13-2).
Awareness
How do you know that you are under stress and
may be beginning to burn out? The key is being
honest with yourself. Asking yourself the questions
in Box 13-3 and answering them honestly is one
way to assess your personal risk. To analyze your
responses to stress further, you may also want to
answer the questions in Box 13-4. The answers to
these questions require some thought. You do not
have to share your answers with others unless you
want to, but you do need to be completely honest
with yourself when you answer them or the exercise
will not be worth the time spent on it. Try to deter-
mine the sources of your stress (Goliszek, 1992):
■ Is it the time of day you do the activity? ■ Is it the reason you do the activity? ■ Is it the way you do the activity? ■ Is it the amount of time you need to do the activity?
Another suggestion is to keep a stress diary. People
often have “flash points” that send stress levels sky-
rocketing. Keeping a stress diary often helps in
identifying these triggers. Identify the date, time,
situation, scale (on a scale from 1 to 10), symptoms,
reaction, and efficiency (on a scale from 1 to 10,
how well did you cope with this stressor?). What
was your reaction? Did you solve the problem, qui-
etly seethe, or become reactionary? After 2 weeks,
analyze the diary, and reflect on where and when
your highest stress levels occured. Keep your stress
diary for as long as you think necessary in order to
identify personal stress triggers and patterns of
behavior (Bruce, 2007).
box 13-2
ABCs of Stress Management Become Aware of your own responses to stress and the
consequences of too much stress.
Believe that you can change your perspective and your
behavior.
Commit yourself to take action to prevent conflicts that
cause stress, to learn techniques that help you cope in
situations over which you have no control, and to understand
that you can choose how to react in stressful situations.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 207
208 unit 3 | Professional Issues
Belief
Now that you have done the A part of stress man- agement, you are ready to move on to B, which is belief in yourself. Your relationship with your
inner self may be the most important relationship
of all. Building your self-image and self-esteem
will enable you to block out negativism
(Davidhizar, 1994). You must also believe that
your destiny is not inevitable but that change is
possible. Be honest with yourself. Truly value
your life. Ask yourself, “If I could live 1 more
month, what would I do?”—and start doing it
( Johnston, 1994).
Commitment
As you move forward to C, you will need to make a commitment to continuing to work on stress recog-
nition and reduction. Once you have recognized the
warning signs of stress and impending burnout and
have gained some insight into your personal needs
and reactions to stress, it is time to find the stress
management techniques that are right for you.
The stress management techniques in the next
section are divided into physical and mental health
management for ease in reading and remembering
them. However, bear in mind that this is really an
artificial division and that mind and body interact
continuously. Stress affects both mind and body, and
you need to care for both if you are going to be suc-
cessful in managing stress and preventing burnout.
Physical Health Management
Nurses spend much of their time teaching their
patients the basics of keeping themselves healthy.
However, many fail to apply these principles in their
own lives. Some of the most important aspects of
health promotion and stress reduction are reviewed
in this section: deep breathing, good posture, rest,
relaxation, proper nutrition, and exercise (Davidhizar,
1994; Posen, 2000; Wolinski, 1993).
Deep Breathing
Most of the time, people use only 45% of their lung
capacity when they breathe. Remember all the
times you instructed your patients to “take a few
Adapted from Golin, M., Buchlin, M., & Diamond, D. (1991). Secrets of
Executive Success. Emmaus, Pa.: Rodale Press; and Goliszek, A. (1992).
Sixty-Six Second Stress Management: The Quickest Way to Relax and Ease
Anxiety. Far Hills, N.J.: New Horizon.
box 13-3
Assessing Your Risk for Burnout Do you feel more fatigued than energetic?
Do you work harder but accomplish less?
Do you feel cynical or disenchanted most of the time?
Do you often feel sad or cry for no apparent reason?
Do you feel hostile, negative, or angry at work?
Are you short-tempered? Do you withdraw from friends or
coworkers?
Do you forget appointments or deadlines? Do you
frequently misplace personal items?
Are you becoming insensitive, irritable, and short-tempered?
Do you experience physical symptoms such as headaches
or stomachaches?
Do you feel like avoiding people?
Do you laugh less? Feel joy less often?
Are you interested in sex?
Do you crave junk food more often?
Do you skip meals?
Have your sleep patterns changed?
Do you take more medication than usual? Do you use alco-
hol or other substances to alter your mood?
Do you feel guilty when your work is not perfect?
Are you questioning whether the job is right for you?
Do you feel as though no one cares what kind of work you
do?
Do you constantly push yourself to do better, yet feel frus-
trated that there is no time to do what you want to do?
Do you feel as if you are on a treadmill all day?
Do you use holidays, weekends, or vacation time to catch
up?
Do you feel as if you are “burning the candle at both ends”?
box 13-4
Questions for Self-Assessment What does the term health mean to me?
What prevents me from living this definition of health?
Is health important to me?
Where do I find support?
Which coping methods work best for me?
What tasks cause me to feel pressured?
Can I reorganize, reduce, or eliminate these tasks?
Can I delegate or rearrange any of my family responsibilities?
Can I say no to less important demands?
What are my hopes for the future in terms of (1) career
(2) finances (3) spiritual life and physical needs (4) family
relationships (5) social relationships?
What do I think others expect of me?
How do I feel about these expectations?
What is really important to me?
Can I prioritize in order to have balance in my life?
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 208
chapter 13 | Work-Related Stress and Burnout 209
deep breaths”? Practice taking a few slow, deep,
“belly” breaths. When faced with a stressful situa-
tion, people often hold their breath for a few sec-
onds. This reduces the amount of oxygen delivered
to the brain and causes them to feel more anxious.
Anxiety can lead to faulty reasoning and a feeling
of losing control. Often you can calm yourself by
taking a few deep breaths. Try it right now. Don’t
you feel better already?
Good Posture
A common response to pressure is to slump down
into your chair, tensing your upper torso and abdom-
inal muscles. Again, this restricts blood flow and the
amount of oxygen reaching your brain. Instead of
slumping, imagine a hook on top of your head
pulling up your spine; relax your abdomen, and look
up. Now, shrug your shoulders a few times to loosen
the muscles, and picture a sunny day at the beach or
a walk in the woods. Do you feel more relaxed?
Rest
Sleep needs vary with the individual. Find out how
much sleep you need, and work on arranging your
activities so that you get enough sleep. Fatigue in
the human body is no different than fatigue in
anything else. Starting out small, a fatigue fracture
may remain unnoticed until a catastrophic failure
occurs. Several studies indicate the consequences
of fatigue:
■ Subjects who had gone 17–19 hours without
sleep ranked on testing as equal or worse than
someone with a blood alcohol level of 0.05%.
■ 24% of 2259 adults surveyed cited fatigue as the
primary reason for a recent visit to a physician.
■ 16%–60% of all traffic accidents are related to
fatigue.
Fatigue is a multidimensional symptom. Origins of
fatigue may be biological, psychological, and/or
behavioral in nature. What can you do to ward off
workplace fatigue?
1. Spot the pattern. Be aware of a weakened state
or decrease in strength, an interruption in the
ability to perform activities of daily living, or an
overabundance in conditions or behaviors that
contribute to fatigue such as physical or mental
stress, sleep loss, or drug use.
2. Identify precursors. Are you pushing yourself
continuously beyond the healthy limits of your
physical and/or mental capabilities? You are
bound to encounter fatigue.
3. Recognize the signs. Emotional outbursts,
clumsiness, loss of sensory motor control,
weariness, and exhaustion may indicate fatigue.
4. Discern the results. Physical and mental disor-
ders, physical injuries, collapse, and even death
may be the catastrophic consequences of
fatigue. Be aware of the symptoms of fatigue in
yourself and others. Plan how to care for your-
self. Be supportive of your coworkers to safe-
guard against fatigue in others (Smith, 2004).
Relaxation and Time Out
Many people have found that relaxation with
guided imagery or other forms of meditation
decreases the physiological and psychological
impact of chronic stress. Guided imagery has been
used in competitions for many years, in golf, ice
skating, baseball, and other sports. Research stud-
ies have shown that creation of a mental image of
the desired results enhances one’s ability to reach
the goal. Positive behavior or goal attainment is
enhanced even more if you imagine the details of
the process of achieving your desired outcome
(Vines, 1994). Box 13-5 lists useful relaxation
techniques.
Imagine taking the National Council License Examination. You sit down at the computer, take a few deep breaths, and begin. Visualize yourself reading the questions, smiling as you identify the correct answer, and hitting the Enter key after recording your answer. You complete the examina- tion, feeling conf ident that you were successful. A week later, you go to your mailbox and f ind a letter waiting for you: “Congratulations, you have passed the test and are now a licensed registered nurse.” You imagine telling your family and friends. What an exciting moment!
box 13-5
Useful Relaxation Techniques Guided imagery
Yoga
Transcendental meditation
Relaxation tapes or music
Favorite sports or hobbies
Quiet corners or favorite places
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 209
210 unit 3 | Professional Issues
Taking breaks and time out during the day for a
short walk or a refreshment (not caffeine) break or
just to daydream can help de-stress you. Just as
people have circadian rhythms during the night,
circadian rhythms function during the day. These
cycles are peaks of energy, with troughs of low
energy. Watching for these low-energy cycles and
taking breaks at that time will help keep stress from
building up.
Proper Nutrition
New research results endorsing the benefits of
healthful eating habits seem to appear almost daily.
Although the various authorities may prescribe
somewhat different regimens, ultimately it appears
that too little or too much of any nutrient can be
harmful. Many people do not realize that simply
decreasing or discontinuing caffeine can help
decrease a stress reaction in the body. Some gener-
al guidelines for good nutrition are in Box 13-6.
Exercise
Regular aerobic exercise for 20 minutes three times
a week is recommended for most people. The exer-
cise may be walking, swimming, jogging, bicycling,
stair-stepping, or low-impact aerobics. Whichever
you choose, work at a pace that is comfortable for
you and increase it gradually as you become condi-
tioned. Do not overdo it. The experience should
leave you feeling invigorated, not exhausted.
The physiological benefits of exercise are well
known. Exercise may not eliminate the stressors in
life, but it is an important element in a healthy
lifestyle. Exercise has been shown to improve
people’s mood and to induce a state of relaxation
through the reduction of physiological tension.
Regular exercise decreases the energy from the
fight-or-flight response discussed at the beginning
of this chapter.
Exercise can also be a useful distraction, allow-
ing time to regroup before entering a stressful situ-
ation again (Long & Flood, 1993). It is important
to choose an exercise that you enjoy doing and that
fits into your lifestyle. Perhaps you could walk to
work every day or pedal an exercise bicycle during
your favorite television program. It is not necessary
to join an expensive club or to buy elaborate equip-
ment or clothing to begin an exercise program. It is
necessary to get up and get moving, however.
Some people recommend an organized exercise
program to obtain the most benefit. For some,
however, the cost or time required may actually
contribute to their stress. For others, the organized
program is an excellent motivator. Find out what
works for you.
Keep your exercise plan reasonable. Plan for the
long term, not just until you get past your next per-
formance evaluation or lose that extra five pounds.
Mental Health Management
Mental health management begins with taking responsibility for your own thoughts and attitudes. Do not allow self-defeating thoughts to dominate
your thinking. You may have to remind yourself to
stop thinking that you have to be perfect all the
time. You may also have to adjust your expecta-
tions and become more realistic. Do you always
have to be in control? Does everything have to be
perfect? Do you have a difficult time delegating?
Are you constantly frustrated because of the way
you perceive situations? If you answer yes to many
of these questions, you may be setting yourself up
for failure, resentment, low self-esteem, and
burnout. Give yourself positive strokes, even if no
one else does (Davidhizar, 1994; Posen, 2000;
Wolinski, 1993).
Realistic Expectations
One of the most common stressors in life is having
unrealistic expectations. Expecting family mem-
bers, coworkers, and your employer to be perfect
and meet your every demand on your time sched-
ule is setting yourself up for undue stress.
box 13-6
Guidelines for Good Nutrition Eat smaller, more frequent, meals for energy. Six small
meals are more beneficial than three large ones.
Eat foods that are high in complex carbohydrates, contain
adequate protein, and are low in fat content. Beware of fad
diets!
Eat at least five servings of fruits and vegetables daily.
Avoid highly processed foods.
Avoid caffeine.
Use salt and sugar sparingly.
Drink plenty of water.
Make sure you take enough vitamins, including C, B, E, beta
carotene, and calcium; and minerals, including copper,
manganese, zinc, magnesium, and potassium.
Adapted from Bowers, R. (1993). Stress and your health. National Women’s
Health Report, 15(3), 6.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 210
chapter 13 | Work-Related Stress and Burnout 211
Reframing
Reframing is looking at a situation in many differ-
ent ways. When you can reframe stressful situa-
tions, they often become less stressful or at least
more understandable. If you have an extremely
heavy workday and believe it is due to the fact that
your nurse manager created it for personal reasons,
the day becomes much more stressful than if
you realize that, unfortunately, all institutions are
short-staffed.
Humor
Laughter relieves tension. Humor is a good way to
reduce stress both for yourself and your patients.
Remember, however, that humor is very individual,
and what may be funny to you may be hurtful to
your patient or coworker.
Social Support
Much research has been done to show that the
presence of social support and the quality of rela-
tionships can significantly influence how quickly
people become ill and how quickly they recover. A
sense of belonging and community, an environment
where people believe they can share their feelings
without fear of condemnation or ridicule, helps to
maintain a sense of well-being. Having friends
with whom to share hopes, dreams, fears, and con-
cerns and with whom to laugh and cry is para-
mount to mental health and stress management. In
the work environment, coworkers who are trusted
and respected become part of social support sys-
tems (Wolinski, 1993). Box 13-7 lists some addi-
tional tips for coping with work stress.
Nurses are professional caregivers. Many years
ago, Carl Rogers (1977) said that you cannot care
for others until you have taken care of yourself. The
word self ish may bring to mind someone who is greedy, self-centered, and egotistical; however, to
take care of yourself you have to become creatively self ish. Learn to nurture yourself so that you will be better able to nurture others.
Stress reduction, relaxation techniques, exercise,
and good nutrition are all helpful in keeping ener-
gy levels high. Although they can prepare people to
cope with the stresses of a job, they are not solu-
tions to the conflicts that lead to reality shock and
burnout. It is more effective to resolve the problem
than to treat the symptoms (Lee & Ashforth,
1993). Box 13-8 lists the keys already discussed to
physical and mental health management.
Organizational Approaches to Job Stress
The nursing shortage phenomenon has cause many
organizations to address issues of stress on the
job as a method of recruitment and retention.
Organizational change and stress management are
useful approaches for preventing stress at work.
The National Institute for Occupational Safety and
Health has identified factors that lead to a healthy,
low-stress workplace ( Judkins, Reid, & Furlow,
2006; Sauter et al., 1999):
■ Employee recognition for performance
■ Opportunities for career development
■ An organizational culture that values the
individual
■ Management decisions that are aligned with
organizational values
box 13-7
Coping With Daily Work Stress Spend time on outside interests, and take time for yourself.
Increase professional knowledge.
Identify problem-solving resources.
Identify realistic expectations for your position. Make sure
you understand what is expected of you; ask questions if
anything is unclear.
Assess the rewards your work can realistically deliver.
Develop good communication skills, and treat coworkers
with respect.
Join rap sessions with coworkers. Be part of the solution,
not part of the problem.
Do not exceed your limits—you do not always have to say
yes.
Deal with other people’s anger by asking yourself, “Whose
problem is this?”
Recognize that you can teach other people how to treat you.
box 13-8
Keys to Physical and Mental Health Management
Deep breathing
Posture
Rest
Relaxation
Nutrition
Exercise
Realistic expectations
Reframing
Humor
Social support
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 211
212 unit 3 | Professional Issues
■ Collaborative practice and shared governance
models
In 2002, Dr. Linda Aiken and her colleagues iden-
tified a relationship between staffing, mortality,
nurse burnout, and job dissatisfaction (Aiken et al.,
2002). With each additional patient assigned to a
nurse, the following occurred:
■ A 30-day mortality increase of 7%
■ Failure-to-rescue rate increase of 7%
■ Nursing job dissatisfaction increase of 15%
■ Burnout rate increase of 23%
■ 43% of nurses surveyed were suffering from
burnout
Conclusion
You already know that the work of nursing is not
easy and may sometimes be very stressful. Yet nurs-
ing is also a profession filled with a great deal of
personal and professional satisfaction. Periodically
ask yourself the questions designed to help you
assess your stress level and risk for burnout, and
review the stress management techniques described
in this chapter.
There is no one right way to manage stress and
avoid burnout. Rather, by managing small segments
of each day, you will learn to identify and manage
your stress. This chapter contains many reminders
to help you de-stress during the day (Box 13-9). You
can also help your colleagues do the same. If you
find yourself in danger of job burnout during your
career, you will have learned how to bring yourself
back to a healthy, balanced position.
Ultimately, you are in control. Every day you are
faced with choices. By gaining power over your
choices and the stress they cause, you empower
yourself. Instead of being preoccupied with the past
or the future, acknowledge the present moment,
and say to yourself (Davidson, 1999):
■ I choose to relish my days.
■ I choose to enjoy this moment.
■ I choose to be fully present to others.
■ I choose to fully engage in the activity at hand.
■ I choose to proceed at a measured, effective
pace.
■ I choose to acknowledge all I have achieved
so far.
■ I choose to focus on where I am and what I am
doing.
■ I choose to acknowledge that this is the only
moment in which I can take action.
People cannot live in a problem-free world, but they
can learn how to handle stress. Using the suggestions
in this chapter, you will be able to adopt a healthier
personal and professional lifestyle. The self-
assessment worksheet on DavisPlus, entitled
“Coping with Stress,” can help you manage stress and
help you understand your responses better.The work-
sheet on DavisPlus, entitled “Values Clarification,” will
help you identify how to begin to change taking into
account what is most important to you.
Adapted from Bowers, R. (1993). Stress and your health. National Women’s
Health Report, 15(3), 6.
box 13-9
Ten Daily De-Stress Reminders Express yourself! Communicate your feelings and emotions
to friends and colleagues to avoid isolation and share
perspectives. Sometimes, another opinion helps you see
the situation in a different light.
Take time off. Taking breaks, or doing something unrelated
to work, will help you feel refreshed as you begin work
again.
Understand your individual energy patterns. Are you a
morning or an afternoon person? Schedule stressful duties
during times when you are most energetic.
Do one stressful activity at a time. Although this may take
advanced planning, avoiding more than one stressful situa-
tion at a time will make you feel more in control and satis-
fied with your accomplishments.
Exercise! Physical exercise builds physical and emotional
resilience. Do not put physical activities “on the back
burner” as you become busy.
Tackle big projects one piece at a time. Having control of
one part of a project at a time will help you to avoid feeling
overwhelmed and out of control.
Delegate if possible. If you can delegate and share in
problem solving, do so. Not only will your load be lighter,
but others will be able to participate in decision making.
It’s okay to say no. Do not take on every extra assignment
or special project.
Be work-smart. Improve your work skills with new
technologies and ideas. Take advantage of additional
job training.
Relax. Find time each day to consciously relax and reflect
on the positive energies you need to cope with stressful
situations more readily.
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 212
chapter 13 | Work-Related Stress and Burnout 213
Evidence-Based Practice Faragher, E., Cass, M., & Cooper, C. (2003). The relationship between job satisfaction and health: A meta-analysis. Journal of
Occupational and Environmental Medicine, 62, 105–112.
This systematic review and meta-analysis, completed in 2003, consisted of 500 studies of job satisfaction with 267,995
employees in a large variety of organizations, It demonstrated a strong correlation between job satisfaction and mental and
physical health. Aspects of mental health, i.e., burnout, lowered self-esteem, anxiety, and depression, were identified.
Cardiovascular disease was the main physical illness showing a correlation between job satisfaction and physical health.
These relationships demonstrated that job satisfaction level is an important factor influencing health of workers.
Additional studies can be found in:
Ekstedt, M. (2005). Lived experiences of the time preceding burnout. Journal of Advanced Nursing, 49(1), 59–67.
Ruggeriero, J. (2005). Health, work variables, and job satisfaction among nurses. Journal of Nursing Administration, 35(5),
254–263.
Study Questions
1. Discuss the characteristics of health-care organizations that may lead to burnout among nurses.
Which of these have you observed in your clinical rotations? How could they be changed or
eliminated?
2. How can a new graduate adequately prepare for reality shock? Based on your responses to the
questions in Boxes 13-3 and 13-4, what plans will you make to prepare yourself for your new role?
3. What qualities would you look for in a mentor? What qualities would you demonstrate as a
mentee? Can you identify someone you know who might become a mentor to you?
4. How are the signs of stress, reality shock, and burnout related?
5. How can you help colleagues deal with their stress? What if a colleague does not recognize that
he/she is under stress? What might you do to guide your colleague?
6. Identify the physical and psychological signs and symptoms you exhibit during stress. What sources
of stress are most likely to affect you? How do you deal with these signs and symptoms?
7. Develop a plan to manage stress on a long-term basis.
Case Study to Promote Critical Reasoning
Shawna, a new staff member, has been working from 7 a.m. to 3 p.m. on an infectious disease floor
since obtaining her RN license 4 months ago. Most of the staff members with whom she works
with have been there since the unit opened 5 years ago. On a typical day, the staffing consists of a
nurse manager, two RNs, an LPN, and one technician for approximately 40 patients. Most patients
are HIV-positive with multisystem failure. Many are severely debilitated and need help with their
activities of daily living. Although the staff members encourage family members and loved ones to
help, most of them are unavailable because they work during the day. Several days a week, the
nursing students from Shawna’s community college program are assigned to the floor.
Tina, the nurse manager, does not participate in any direct patient care, saying that she is “too busy
at the desk.” Laverne, the other RN, says the unit depresses her and that she has requested a transfer
to pediatrics. Lynn, the LPN, wants to “give meds” because she is “sick of the patients’ constant
whining,” and Sheila, the technician, is “just plain exhausted.” Lately, Shawna has noticed that the
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 213
214 unit 3 | Professional Issues
References Aiken, L.H., Clarke, S.P., Slane, D.M., Sochalski, J., et al. (2002).
Hospital nurse staffing and patient mortality, nurse burnout, and job dissatisfaction. Journal of the American Medical Association, 288(16), 1989-1993.
Benner, P. (1984). From Novice to Expert. Menlo Park, Calif.: Addison-Wesley.
Best, M., & Thurston, N. (2004). Measuring nurse job satisfaction, Journal of Nursing Administration, 34(6), 283–290.
Borman, J. (1993). Chief nurse executives balance their work and personal lives. Nursing Administration Quarterly, 18(1), 30–39.
Bowers, R. (1993). Stress and your health. National Women’s Health Report, 15(3), 6.
Boychuk, J. (2001). Out in the real world: Newly graduated nurses in acute-care speak out. Journal of Nursing Administration, 31, 426–439.
Bruce, M. (2007). Keep a stress diary. Nursing Standard, 22(5), 64. Carr, K., & Kazanowski, M. (1994). Factors affecting job satisfac-
tion of nurses who work in long-term care. Journal of Advanced Nursing, 19, 878–883.
Corley, M., Farley, B., Geddes, N., Goodloe, L., et al. (1994). The clinical ladder: Impact on nurse satisfaction and turnover. Journal of Nursing Administration, 24(2), 42–48.
Crawford, S. (1993). Job stress and occupational health nursing. American Association of Occupational Health Nurses Journal, 41, 522–529.
Crout, L., Change, E., & Cioffi, J. ( 2005). Why do registered nurses work when ill? Journal of Nursing Administration, 35(1), 23–28.
Davidhizar, R. (1994). Stress can make you or break you. Advance Practice Nurse, 10(1), 17.
Davidson, J. (1999). Managing Stress, 2nd ed. N.Y.: Pearson Education Macmillan Company.
Davis, M., Eshelman, E., & McCay, M. (2000). The Relaxation and Stress Reduction Workbook, 5th ed. Calif.: New Harbinger Publications.
DeFrank, R., & Ivancevich, J. (1998). Stress on the job: An executive update. Academy of Management Executives, 12(3), 55.
Dionne-Proulx, J., & Pepin, R. (1993). Stress management in the nursing profession. Journal of Nursing Management, 1, 75–81.
Duquette, A., Sandhu, B., & Beaudet, L. (1994). Factors related to nursing burnout: A review of empirical knowledge. Issues in Mental Health Nursing, 15, 337–358.
Faragher, E., Cass, M., & Cooper, C. (2003). The relationship between job satisfaction and health: A meta-analysis. Journal of Occupational and Environmental Medicine, 62, 105–112.
Farren, C. (1999). Stress and productivity: What tips the scale? Strategy and Leadership, 27(1), 36.
Fielding, J., & Weaver, S. (1994). A comparison of hospital and community-based mental health nurses: Perceptions of their work environment and psychological health. Journal of Advanced Nursing, 19, 1196–1204.
Freudenberger, H.J. (1974). Staff burn-out. Journal of Social Issues, 30(1), 159.
Godinez, G., Schweiger, J., Gruver, J., & Ryan, P. (1999). Role tran- sition from graduate to staff nurse: A qualitative analysis. Journal for Nurses in Staff Development, 15(3), 97–110.
Golin, M., Buchlin, M., & Diamond, D. (1991). Secrets of Executive Success. Emmaus, Pa.: Rodale Press.
Goliszek, A. (1992). Sixty-Six Second Stress Management: The Quickest Way to Relax and Ease Anxiety. Far Hills, N.J.: New Horizon.
Goodell, T., & Van Ess Coeling, H. (1994). Outcomes of nurses’ job satisfaction. Journal of Nursing Administration, 24(11), 36–41.
Grant, P. (1993). Manage nurse stress and increase potential at the bedside. Nursing Administration Quarterly, 18(1), 16–22.
Hall, D. (2004). Work-related stress of registered nurses in a hos- pital setting. Journal for Nurses in Staff Development, 20(1), 6–14.
Heslop, L. (2001). Undergraduate student nurses: Expectations and their self-reported preparedness for the graduate year role. Journal of Advanced Nursing, 36, 626–634.
other staff members seem to avoid the nursing students and reply to their questions with annoyed,
short answers. Shawna is feeling alone and overwhelmed and goes home at night worrying about
the patients, who need more care and attention. She is afraid to ask Tina for more help because she
does not want to be considered incompetent or a complainer. When she confided in Lynn about
her concerns, Lynn replied, “Get real—no one here cares about the patients or us. All they care
about is the bottom line! Why did a smart girl like you choose nursing in the first place?”
1. What is happening on this unit in leadership terms?
2. Identify the major problems and the factors that contributed to these problems.
3. What factors might have contributed to the behaviors exhibited by Tina, Lynn, and Sheila?
4. How would you feel if you were Shawna?
5. Is there anything Shawna can do for herself, for the patients, and for the staff members?
6. What do you think Tina, the nurse manager, should do?
7. How is the nurse manager reacting to the changes in her staff members?
8. What is the responsibility of administration?
9. How are the patients affected by the behaviors exhibited by all staff members?
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 214
Nowak, K., & Pentkowski, A. (1994). Lifestyle habits, substance use, and predictors of job burnout in professional women. Work and Stress, 8(1), 19–35.
Paine, W.S. (1984). Professional burnout: Some major costs. Family and Community Health, 6(4), 1–11.
Pines, A. (2004). Adult attachment styles and their relationship to burnout: A preliminary, cross-cultural investigation. Work & Stress, 18(1), 66–80.
Posen, D. (2000). Stress management for patient and physician. http://www.mentalhealth.com/mag1/p51-str.html
Rogers, C. (1977). Carl Rogers on Personal Power. N.Y.: Dell. Sadovich, J. (2005). Work excitement in nursing: An examination
between work excitement and burnout. Nursing Economics, 23(2), 91–96.
Sauter, S., Murphy, L, Colligan, M., Swanson, N., et al. (1999). Stress at Work (NIOSH Pub. No. 99-101). Accessed September 24, 2007, at http://www.cdc.gov/niosh/ stresswk.html
Scheetz, L.J. (2000). Nursing Faculty Secrets. Philadelphia: Hanley & Belfus.
Selye, H. (1956). The Stress of Life. N.Y.: McGraw-Hill. Simonetti, J., & Ariss, S. (1999). The role of a mentor. Business
Horizons, 42(6), 56–73. Skubak, K., Earls, N., & Botos, M. (1994). Shared governance:
Getting it started. Nursing Management, 25(5), 80I-J, 80N, 80P. Smith, B. (October 2004). Test your stamina for workplace
fatigue. Nursing Management, 38–40. Stechmiller, J., & Yarandi, H. (1993). Predictors of burnout in criti-
cal care nurses. Heart Lung, 22, 534–540. Teague, J.B. (1992). The relationship between various coping
styles and burnout among nurses. Dissertation Abstracts International, 1994.
Trossman, S. (July/August 1999). Stress! It’s everywhere! And it can be managed! American Nurse, 1.
Tumulty, G., Jernigan, E., & Kohut, G. (1994). The impact of per- ceived work environment on job satisfaction of hospital staff nurses. Applied Nursing Research, 7(2), 84–90.
Vahey, D., Aiken, L., Sloane, D., Clarke, S. et al. (2004). Nurse burnout and patient satisfaction. Medical Care, 42(2), II-57-II-66.
Vines, S. (1994). Relaxation with guided imagery. American Association of Occupational Health Nurses Journal, 42, 206–213.
Wolinski, K. (1993). Self-awareness, self-renewal, self management. AORN Journal, 58, 721–730.
Johnston, F. (May-June 1994). Stress can kill. Today’s OR Nurse, 5–6.
Judkins, S., Reid, B., & Furlow, L. (2006). Hardiness training among nurse managers: Building a healthy workplace. Journal of Continuing Education in Nursing, 37(5), 202–207.
Kovner, C., Hendrickson, G., Knickman, J., & Finkler, S. (1994). Nurse care delivery models and nurse satisfaction. Nursing Administration Quarterly, 19(1), 74–85.
Kraeger, M., & Walker, K. (1993). Attrition, burnout, job dissatis- faction and occupational therapy manager. Occupational Therapy in Health Care, 8(4), 47–61.
Kramer, M. (January 27–28, 1981). Coping with reality shock. Workshop presented at Jackson Memorial Hospital, Miami, FL.
Kramer, M., & Schmalenberg, C. (1993). Learning from success: Autonomy and empowerment. Nursing Management, 24(5), 58–64.
Lee, R.T., & Ashforth, B.E. (1993). A further examination of mana- gerial burnout: Toward an integrated model. Journal of Organizational Behavior, 14(1), 3–20.
Lenson, B. (2001). Good Stress—Bad Stress. N.Y.: Marlowe and Company.
Lickman, P., Simms, L., & Greene, C. (1993). Learning environ- ment: The catalyst for work excitement. Journal of Continuing Education in Nursing, 24, 211–216.
Long, B., & Flood, K. (1993). Coping with work stress: Psychological benefits of exercise. Work and Stress, 7(2), 109–119.
Lusk, S. (1993). Job stress. American Association of Occupational Health Nurses Journal, 41, 601–606.
Malkin, K.F. (1993). Primary nursing: Job satisfaction and staff retention. Journal of Nursing Management, 1, 119–124.
Martin, K. (May 1993). To cope with stress. Nursing 93, 39–41. McGee-Cooper, A. (September-October 1993). Shifting from
high stress to high energy. Imprint, 93(5), 61–69. McLennan, M. (2005). Nurses’ views on work enabling factors.
Journal of Nursing Administration, 35(6), 311–318. McVicar, A. (2003). Workplace stress in nursing: A literature
review. Journal of Advanced Nursing, 44(6), 633–642. Nakata, J., & Saylor, C. (1994). Management style and staff nurse
satisfaction in a changing environment. Nursing Administration Quarterly, 18(3), 51–57.
National Institute for Occupational Safety and Health (NIOSH) Accessed July 27, 2002, at http://www.cdc.gov/niosh/ homepage.html
chapter 13 | Work-Related Stress and Burnout 215
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 215
2208_Ch13_197-216.qxd 11/6/09 6:01 PM Page 216
chapter 14 Your Nursing Career
OBJECTIVES After reading this chapter, the student should be able to: ■ Evaluate personal strengths, weaknesses,
opportunities, and threats using a SWOT analysis.
■ Develop a résumé including objectives, qualifications, skills experience, work history, education, and training.
■ Compose job search letters including cover letter, thank-you letter, and acceptance and rejection letters.
■ Discuss components of the interview process.
■ Discuss the factors involved in select- ing the right position.
■ Explain why the first year is critical to planning a career.
OUTLINE
Getting Started
SWOT Analysis
Strengths
Weaknesses
Opportunities
Threats
Beginning the Search
Oral and Written Communication Skills
Researching Your Potential Employer
Writing a Résumé
Essentials of a Résumé
How to Begin
Education
Your Objective
Skills and Experience
Other
Job Search Letters
Cover Letter
Thank-You Letter
Acceptance Letter
Rejection Letter
Using the Internet
The Interview Process
Initial Interview
Answering Questions
Background Questions
Professional Questions
Personal Questions
Additional Points About the Interview
Appearance
Handshake
Eye Contact
Posture and Listening Skills
Asking Questions
After the Interview
The Second Interview
Making the Right Choice
Job Content
Development
Direction
Work Climate
Compensation
I Can Not Find a Job (or I Moved)
The Critical First Year
Attitude and Expectations
Impressions and Relationships
Organizational Savvy
Skills and Knowledge
Advancing Your Career
Conclusion
217
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 217
218 unit 3 | Professional Issues
The National Center for Health Workforce Analysis
at Health Resources and Services Administration
has projected a growing shortage of registered nurs-
es (RNs) over the next 15 years, with a 12% shortage
by 2010 and a 20% shortage by 2015 (http:// bhpr.hrsa.gov/healthworkforce/nursingshortage/tec
h_report/default.htm). This continued shortage of RNs will allow you to have many choices and oppor-
tunities as a professional nurse. By now you have
invested considerable time, expense, and emotion
into preparing for your new career. Your educational
preparation, technical and clinical expertise, inter-
personal and management skills, personal interests
and needs, and commitment to the nursing profes-
sion will contribute to meeting your career goals.
Successful nurses view nursing as a lifetime pursuit,
not as an occupational stepping stone.
This chapter deals with the most important
endeavor: finding and keeping your first nursing
position. The chapter begins with planning your
initial search; developing a strengths, weaknesses,
opportunities, and threats (SWOT) analysis;
searching for available positions; and researching
organizations. Also included is a section on writing
a résumé and employment-related information
about the interview process and selecting the first
position.
Getting Started
By now at least one person has said to you, “Nurses
will never be out of a job.” This statement is only
one of several career myths. These myths include
the following:
1. “Good workers do not get fired.” They may not
get fired, but many good workers have lost their
positions during restructuring and downsizing.
2. “Well-paying jobs are available without a
college degree.” Even if entrance into a career
path does not require a college education, the
potential for career advancement is minimal
without that degree. In many health-care
agencies, a baccalaureate degree in nursing is
required for an initial management position.
3. “Go to work for a good company, and move up
the career ladder.” This statement assumes that
people move up the career ladder due to
longevity in the organization. In reality, the
responsibility for career advancement rests on
the employee, not the employer.
4. “Find the ‘hot’ industry, and you will always be
in demand.” Nursing is projected to continue to
be one of the “hottest industries” well into the
next decade. A nurse who performs poorly will
never be successful, no matter what the demand.
Many students attending college today are adults
with family, work, and personal responsibilities. On
graduating with an associate degree in nursing, you
may still have student loans and continued respon-
sibilities for supporting a family. If this is so, you
may be so focused on job security and a steady
source of income that the idea of career planning
has not even entered your mind. You might even
assume that your goal is just to “get the first job.”
The correct goal is to find a job that fits you, one that is a good first step on the path to a lifelong
career in nursing. It is also not too early to begin
formal planning of your career. You will most like-
ly work well in excess of 70,000 hours in a lifetime
outside the home. Do you want to spend all this
time devoted to a career that is not fulfilling?
SWOT Analysis
Many students assume their first position will be as a
staff nurse on a medical-surgical floor. They see
themselves as “putting in their year” and then moving
on to what they really want to do. However, as the
health-care system continues to evolve and reallocate
resources, this may no longer be the automatic first
step for new graduates. Instead, new graduates
should focus on long-term career goals and the dif-
ferent avenues by which they can be reached.
Many times, your past experiences will be an
asset in presenting your abilities for a particular
position. A SWOT analysis plan, borrowed from
the corporate world, can guide you through your
own internal strengths and weaknesses as well as
external opportunities and threats that may help or
hinder your job search and career planning. The
SWOT analysis is an in-depth look at what will
make you happy in your work. Although you have
already made the decision to pursue nursing, know-
ing your strengths and weaknesses can help you
select the work setting that will be satisfying per-
sonally (Ellis, 1999). Your SWOT analysis may
include the following factors (Pratt, 1994):
Strengths
■ Relevant work experience
■ Advanced education
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 218
chapter 14 | Your Nursing Careerr 219
■ Product knowledge
■ Good communication and people skills
■ Computer skills
■ Self-managed learning skills
■ Flexibility
Weaknesses
■ Poor communication and people skills
■ Inflexibility
■ Lack of interest in further training
■ Difficulty adapting to change
■ Inability to see health care as a business
Opportunities
■ Expanding markets in health care
■ New applications of technology
■ New products and diversification
■ Increasing at-risk populations
■ Nursing shortage
Threats
■ Increased competition among health-care
facilities
■ Changes in government regulation
Take some time to personalize the preceding
SWOT analysis. What are your strengths? What are the things you are not so good at? What weak- nesses do you need to minimize, or what strengths do you need to develop as you begin your job search? What opportunities and threats exist in the
health-care community you are considering? Doing a SWOT analysis will help you make an initial
assessment of the job market. It can be used again
after you narrow your search for that first nursing
position.
In addition to completing a SWOT analysis,
there are several other tools that can help you
learn more about yourself. Two of the most
common are the Strong Interest Inventory (SII)
and the Myers-Briggs Type Indicator (MBTI).
The SII compares the individual’s interests with
the interests of those who are successful in a
large number of occupational fields in the areas
of (1) work styles, (2) learning environment,
(3) leadership style, and (4) risk-taking/adventure.
Completing this inventory can help you discover
what work environment might be best suited to
your interests.
The MBTI is a widely used indicator of person-
ality patterns. This self-report inventory provides
information about individual psychological-type
preferences on four dimensions:
1. Extroversion (E) or Introversion (I)
2. Sensing (S) or Intuition (N)
3. Thinking (T) or Feeling (F)
4. Judging ( J) or Perceiving (P)
Although there are many factors that influence
behaviors and attitudes, the MBTI summarizes
underlying patterns and behaviors common to
most people. Both tools should be administered
and interpreted by a qualified practitioner. Most
university and career counseling centers are able to
administer them. If you are unsure of just where
you fit in the workplace, you might explore these
tests with your college or university or take it online
at http://www.myersbriggs.org/
Beginning the Search
Even with a nationwide nursing shortage, hospital
mergers, emphasis on increased staff productivity,
budget crises, staffing shifts, and changes in job
market availability affect the numbers and types of
nurses employed in various facilities and agencies.
Instead of focusing on long-term job security, the
career-secure employee focuses on becoming a career
survivalist. A career survivalist focuses on the person,
not the position. Consider the following career sur-
vivalist strategies (Waymon & Baber, 1999):
■ Be self-employed psychologically. Your career belongs to you, not to the person who signs your
paycheck. Security and advancement on the job
are up to you. Security may be elusive, but
opportunities for nurses are growing every day.
■ Learn for employability. Take personal respon- sibility for your career success. Learn not only
for your current position but also for your next
position. Employability in health care today
means learning technology tools, job-specific
technical skills, and people skills such as the
ability to negotiate, coach, work in teams, and
make presentations.
■ Plan for your financial future. Ask yourself, “How can I spend less, earn more, and manage
better?” Often, people make job decisions based
on financial decisions, which makes them feel
trapped instead of secure.
■ Develop multiple options. The career survival- ist looks at multiple options constantly. Moving
up is only one option. Being aware of emerging
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 219
220 unit 3 | Professional Issues
trends in nursing, adjacent fields, lateral moves,
and special projects presents other options.
■ Build a safety net. Networking is extremely important to the career survivalist. Joining pro-
fessional organizations, taking time to build
long-term nursing relationships, and getting to
know other career survivalists will make your
career path more enjoyable and successful.
What do employers think you need to be ready to
work for them? In addition to passing the National
Council Licensure Examination (NCLEX),
employers cite the following skills as desirable in
job candidates (Shingleton, 1994):
Oral and Written Communication Skills
■ Ability to assume responsibility
■ Interpersonal skills
■ Proficiency in field of study/technical
competence
■ Teamwork ability
■ Willingness to work hard
■ Leadership abilities
■ Motivation, initiative, and flexibility
■ Critical thinking and analytical skills
■ Computer knowledge
■ Problem-solving and decision-making abilities
■ Self-discipline
■ Organizational skills
Active job searches may include looking in a
variety of places (Beatty, 1991; Hunsaker, 2001):
■ Public employment agencies
■ Private employment agencies
■ Human resource departments
■ Information from friends or relatives
■ Newspapers; professional journals
■ College and university career centers
■ Career and job fairs
■ Internet Web sites
■ Other professionals (networking)
In recent years, three trends have emerged related
to recruiting. First, employers are using more cre-
ativity by using alternative sources to increase
diversity of employees. They commonly have
advertisements in minority newspapers and maga-
zines and recruit nurses at minority organizations.
Second, employers are using more temporary help
as a way to evaluate potential employees. Nursing
staffing agencies are common in most areas of
the county. Third, the Internet is being used more
f requently for advertising and recruitment
(Hunsaker, 2001).
Regardless of where you begin your search,
explore the market vigorously and thoroughly.
Looking only in the classified ads on Sunday morn-
ing is a limited search. Instead, speak to everyone
you know about your job search. Encourage class-
mates and colleagues to share contacts with you, and
do the same for them. Also, when possible, try to
speak directly with the person who is looking for a
nurse when you hear of a possible opening. The
people in Human Resources (Personnel) offices
may reject a candidate on a technicality that a nurse
manager would realize does not affect that person’s
ability to handle the job if he or she is otherwise a
good match for the position. For example, experi-
ence in day surgery prepares a person to work in
other surgery-related settings, but a human
resources interviewer may not know this.
Try to obtain as much information as you can
about the available position. Is there a match
between your skills and interests and the position?
Ask yourself whether you are applying for this posi-
tion because you really want it or just to gain inter-
view experience. Be careful about going through the
interview process and receiving job offers only to
turn them down. Employers may share information
with one another, and you could end up being
denied the position you really want. Regardless of
where you explore potential opportunities, use these
“pearls of wisdom” from career nurses:
■ Know yourself.
■ Seek out mentors and wise people.
■ Be a risk taker.
■ Never, ever stop learning.
■ Understand the business of health care.
■ Involve yourself in community and professional
organizations.
■ Network.
■ Understand diversity.
■ Be an effective communicator.
■ Set short- and long-term goals, and strive
continually to achieve them.
Researching Your Potential Employer
You have spent time taking a look at yourself and
the climate of the health-care job market. You have
narrowed your choices to the organizations that
really interest you. Now is the time to find out as
much as possible about these organizations.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 220
chapter 14 | Your Nursing Careerr 221
Ownership of the company may be public or pri-
vate, foreign or American. The company may be
local or regional, a small corporation or a division of
a much larger corporation. Depending on the size
and ownership of the company, information may be
obtained from the public library, chamber of com-
merce, government offices, or company Web site. A
telephone call or letter to the corporate office or
local human resources department may also gener-
ate valuable information on organizations of inter-
est (Crowther, 1994). Has the organization recently
gone through a merger, a reorganization, or down-
sizing? Information from current and past employ-
ees is valuable and may provide you with more
details about whether the organization might be
suitable for you. Be wary of gossip and half-truths
that may emerge, however, because they may dis-
courage you from applying to an excellent health-
care facility. In other words, if you hear something
negative about an organization, investigate it for
yourself. Often, individuals jump at work opportu-
nities before doing a complete assessment of the
culture and politics of the institution.
The first step in assessing the culture is to
review a copy of the company’s mission statement.
The mission statement reflects what the institution
considers important to its public image. What are
the core values of the institution?
The department of nursing’s philosophy and
objectives indicate how the department defines
nursing; they identify what the department’s
important goals are for nursing. The nursing phi-
losophy and goals should reflect the mission of the
organization. Where is nursing administration on
the organizational chart of the institution? To
whom does the chief nursing administrator report?
Although much of this information may not be
obtained until an interview, a preview of how the
institution views itself and the value it places on
nursing will help you to decide if your philosophy
of health care and nursing is compatible with that
of a particular organization. To find out more
about a specific health-care facility, you can
(Zedlitz, 2003):
■ Talk to nurses currently employed at the
facility.
■ Access the Internet Web site for information on
the mission, philosophy, and services.
■ Check the library for newspaper and magazine
articles related to the facility.
Writing a Résumé
Your résumé is your personal data sheet and self-
advertisement. It is the first impression the
recruiter or your potential employer will have of
you. With the résumé you are selling yourself:
your skills, talents, and abilities. You may decide to
prepare your own résumé or have it prepared by a
professional service. Regardless of who prepares
it, the purpose of a résumé is to get a job inter-
view. Many people dislike the idea of writing a
résumé. After all, how can you sum up your entire
career in a single page? You want to scream at the
printed page, “Hey, I’m bigger than that! Look at
all I have to offer!” However, this one-page sum-
mary has to work well enough to get you the posi-
tion you want. Chestnut (1999) summarized
résumé writing by stating, “Lighten up. Although
a very important piece to the puzzle in your job
search, a résumé is not the only ammunition.
What’s between your ears is what will ultimately
lead you to your next career” (p. 28). Box 14-1 sum-
marizes reasons for preparing a well-considered,
up-to-date résumé.
Although you labor intensively over preparing
your résumé, most job applications live or die
within 10–30 seconds as the receptionist or
applications examiner decides whether your
résumé should be forwarded to the next step or
rejected. The initial screening is usually done by
box 14-1
Reasons for Preparing a Résumé Assists in completing an employment application quickly
and accurately
Demonstrates your potential
Focuses on your strongest points
Gives you credit for all your achievements
Identifies you as organized, prepared, and serious about
the job search
Serves as a reminder and adds to your self-confidence
during the interview
Provides initial introduction to potential employers in
seeking the interview
Serves as a guide for the interviewer
Functions as a tool to distribute to others who are willing
to assist you in a job search
Adapted from Marino, K. (2000). Resumes for the Health Care Professional.
N.Y.: John Wiley & Sons; and Zedlitz, R. (2003). How to Get a Job in Health
Care. N.Y.: Delmar Learning.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 221
222 unit 3 | Professional Issues
non-nursing personnel. Some beginning helpful
tips include: (Marino, 2000):
■ Keep the résumé to one or two pages. Do not
use smaller fonts to cram more information on
the page. Proofread, proofread, proofread.
Typing errors, misspelled words, and poor
grammar can damage your chances of obtaining
an interview. Do not substitute quantity of
words for quality.
■ Your educational background goes at the end of
the résumé, unless you are a recent graduate and
your degree is stronger than your experience or you
are applying for a job at an educational institution.
■ State your objective. Although you know very
well what position you are seeking, the recep-
tionist doing the initial screening does not want
to take the time to determine this. Tailor your
resume to the insitution and position to which
you are applying.
■ Employers care about what you can do for them
and your potential future success with their com-
pany. Your résumé must answer that question.
Essentials of a Résumé
Résumés most frequently follow one of four formats:
standard, chronological, functional, or a combination.
Regardless of the type of résumé, basic elements of
personal information, education, work experience,
qualifications for the position, and references should
be included (Marino, 2000; Zedlitz, 2003):
■ Standard. The standard résumé is organized by categories. By clearly stating your personal
information, job objective, work experience, edu-
cation and work skills, memberships, honors,
and special skills, the employer can easily have a
“snapshot” of the person requesting entrance
into the workforce. This is a useful résumé for
first-time employees or recent graduates.
■ Chronological. The chronological résumé lists work experiences in order of time, with the most
recent experience listed first. This style is useful
in showing stable employment without gaps or
many job changes. The objective and qualifica-
tions are listed at the top.
■ Functional. The functional résumé also lists work experience but in order of importance to
your job objective. List the most important
work-related experience first. This is a useful
format when you have gaps in employment or
lack direct experience related to your objective.
Figure 14.1 shows a functional résumé that
could be used for seeking initial employment as
an RN.
■ Combination. The combination résumé is a popular format, listing work experience
directly related to the position but in a
chronological order.
Most professional recruiters and placement servic-
es agree on the following tips in preparing a résumé
(Anderson, 1992; Rodriguez & Robertson, 1992):
■ Make sure your résumé is readable. Is the type large enough for easy reading? Are paragraphs
indented or bullets used to set off information,
or does the entire page look like a gray blur?
Using bold headings and appropriate spacing
can offer relief from lines of gray type, but be
careful not to get so carried away with graphics
that your résumé becomes a new art form. The
latest trends with résumé writing are using fonts
such as Ariel or Century New Gothic over the
standard Times New Roman ( James, 2003). The
paper should be an appropriate color such as
cream, white, or off-white. Use easily readable
fonts and a laser printer. If a good computer and
printer are not available, most printing services
prepare résumés at a reasonable cost.
■ Make sure the important facts are easy to spot. Education, current employment, responsibilities,
and facts to support the experience you have
gained from previous positions are important.
Put the strongest statements at the beginning.
Avoid excessive use of the word “I.” If you are a
new nursing graduate and have little or no job
experience, list your educational background
first. Remember that positions you held before
you entered nursing can frequently support
experience that will be relevant in your nursing
career. Be sure you let your prospective employer
know how you can be contacted.
■ Do a spelling and grammar check. Use simple terms, action verbs, and descriptive words.
Check your finished résumé for spelling, style,
and grammar errors. If you are not sure how
something sounds, get another opinion.
■ Follow the don’ts. Do not include pictures, fancy binders, salary information, or hobbies (unless
they have contributed to your work experience).
Do not include personal information such as
weight, marital status, and number of children.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 222
chapter 14 | Your Nursing Careerr 223
Do not repeat information just to make the
résumé longer. A good résumé is concise and
focuses on your strengths and accomplishments.
No matter which format you use, it is essential to
include the following (Parker, 1989):
■ A clearly stated job objective.
■ Highlighted qualifications.
■ Directly relevant skills experience.
■ Chronological work history.
■ Relevant education and training.
How to Begin
Start by writing down every applicable point you can
think of in the preceding five categories. Work history
is usually the easiest place to begin. Arrange your
work history in reverse chronological order, listing
your current job first. Account for all your employable
years. Short lapses in employment are acceptable, but
give a brief explanation for longer periods (e.g.,
“maternity leave”). Include employer, dates worked
(years only, e.g., 2001–2002), city, and state for each
employer you list. Briefly describe the duties and
Delores Wheatley 5734 Foster Road
Middleton, Indiana 46204 (907) 123-4567
Objective: Position as staff registered nurse on medical-surgical unit
HIGHLIGHTS OF QUALIFICATIONS High School Diploma, 2004 Coral Ridge High School Dolphin Beach, Florida
Associate of Science Degree in Nursing, 2009 Howard Community College (HCC) Middleton, Indiana Currently enrolled in the following courses at HCC: 30-hour IV certification course 8-hour phlebotomy course 16-hour 12-lead EKG course
EXPERIENCE Volunteer, Association for the Blind, 2001-2004 Nursing Assistant, Howard Community Hospital, 2004-2007
(summer employment) Special Olympics Committee, 2007-2008
QUALIFICATIONS Experience with blind and disabled children Pediatric inpatient experience Ability to work as part of an interdisciplinary team Experience with families in crisis
Figure 14.1 Sample functional résumé.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 223
224 unit 3 | Professional Issues
responsibilities of each position. Emphasize your
accomplishments, any special techniques you learned,
or changes you implemented. Use action verbs, such
as those listed in Table 14-1, to describe your accom-
plishments. Also cite any special awards or commit-
tee chairs. If a previous position was not in the health
field, try to relate your duties and accomplishments to
the position you are seeking.
Education
Next, focus on your education. Include the name
and location of every educational institution you
attended; the dates you attended; and the degree,
diploma, or certification attained. Start with your
most recent degree. It is not necessary to include
your license number because you will give a copy of
the license when you begin employment. If you are
still waiting to take the NCLEX, you need to indi-
cate when you are scheduled for the examination. If
you are seeking additional training, such as for
intravenous certification, include only what is rele-
vant to your job objective.
Your Objective
It is now time to write your job objective. Write a
clear, brief job objective. To accomplish this, ask
yourself: what do I want to do? for or with whom?
when? at what level of responsibility? For example
(Parker, 1989):
■ What: RN ■ For whom: Pediatric patients ■ Where: Large metropolitan hospital ■ At what level: Staff
A new graduate’s objective might read: “Position as
staff nurse on a pediatric unit” or “Graduate nurse
position on a pediatric unit.” Do not include phras-
es such as “advancing to neonatal intensive care
unit.” Employers are trying to fill current openings
and do not want be considered a stepping stone in
your career.
Skills and Experience
Relevant skills and experience are included in your
résumé not to describe your past but to present a
“word picture of you in your proposed new job, cre-
ated out of the best of your past experience” (Parker,
1989, p. 13; Impollonia, 2004). Begin by jotting
down the major skills required for the position you
are seeking. Include five or six major skills such as:
■ Administration/management
■ Teamwork/problem solving
■ Patient relations
■ Specialty proficiency
■ Technical skills
Other
Academic honors, publications, research, and mem-
bership in professional organizations may be
included. Were you active in your school’s student
nurses association? A church or community orga-
nization? Were you on the dean’s list? What if you
were “just a housewife” for many years? First, do an
attitude adjustment: you were not “just a housewife”
but a family manager. Explore your role in work-
related terms such as community volunteer, personal relations, fund raising, counseling, or teaching. A
table 14-1
Action Verbs Management Skills Communication Skills Accomplishments Helping Skills
Attained Collaborated Achieved Assessed
Developed Convinced Adapted Assisted
Improved Developed Coordinated Clarified
Increased Enlisted Developed Demonstrated
Organized Formulated Expanded Diagnosed
Planned Negotiated Facilitated Expedited
Recommended Promoted Implemented Facilitated
Strengthened Reconciled Improved Motivated
Supervised Recruited Instructed Represented
Reduced (losses)
Resolved (problems)
Restored
Adapted from Parker, Y. (1989). The Damn Good Résumé Guide. Berkeley, Calif.: Ten Speed Press.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 224
chapter 14 | Your Nursing Careerr 225
college career office, women’s center, or professional
résumé service can offer you assistance with analyz-
ing the skills and talents you shared with your
family and community. A student who lacks work
experience has options as well. Examples of non-
work experiences that show marketable skills
include (Eubanks, 1991; Parker, 1989):
■ Working on the school paper or yearbook
■ Serving in the student government
■ Leadership positions in clubs, bands, church
activities
■ Community volunteer
■ Coaching sports or tutoring children in academic
areas
After you have jotted down everything relevant
about yourself, develop the highlights of your
qualifications. This area could also be called the
summary of qualifications or just summary. These
are immodest one-liners designed to let your
prospective employer know that you are qualified
and talented and the best choice for the position.
A typical group of highlights might include
(Parker, 1989):
■ Relevant experience
■ Formal training and credentials, if relevant
■ Significant accomplishments, very briefly stated
■ One or two outstanding skills or abilities
■ A reference to your values, commitment, or
philosophy, if appropriate
A new graduate’s highlights could read:
■ 5 years of experience as a licensed practical
nurse in a large nursing home
■ Excellent patient/family relationship skills
■ Experience with chronic psychiatric patients
■ Strong teamwork and communication skills
■ Special certification in rehabilitation and ream-
bulation strategies
Tailor the résumé to the job you are seeking.
Include only relevant information, such as intern-
ships, summer jobs, inter-semester experiences, and
volunteer work. Even if your previous experience is
not directly related to nursing, your previous work
experience can show transferable skills, motivation,
and your potential to be a great employee.
Regardless of how wonderful you sound on
paper, if the résumé itself is not high quality, it may
end up in a trash can. As well, let your prospective
employer know whether you have an answering
machine or fax for leaving messages.
Job Search Letters
The most common job search letters are the cover
letter, thank-you letter, and acceptance letter. Job
search letters should be linked to you SWOT analy-
sis. Regardless of their specific purpose, letters
should follow basic writing principles (Banis, 1994):
■ State the purpose of your letter.
■ State the most important items first, and
support them with facts.
■ Keep the letter organized.
■ Group similar items together in a paragraph, and
then organize the paragraphs to flow logically.
Business letters are formal, but they can also be
personal and warm but professional.
■ Avoid sending an identical form letter to every-
one. Instead, personalize each letter to fit each
individual situation.
■ As you write the letter, keep it work-centered
and employment-centered, not self-centered.
■ Be direct and brief. Keep your letter to one page.
■ Use the active voice and action verbs and have a
positive, optimistic tone.
■ If possible, address your letters to a specific
individual, using the correct title and business
address. Letters addressed to “To Whom It May
Concern” do not indicate much research or
interest in your prospective employer.
■ A timely (rapid) response demonstrates your
knowledge of how to do business.
■ Be honest. Use specific examples and evidence
from your experience to support your claims.
Cover Letter
You have spent time carefully preparing the résumé
that best sells you to your prospective employer.
The cover letter will be your introduction. If it is
true that first impressions are lasting ones, the
cover letter will have a significant impact on your
prospective employer. The purposes of the cover
letter include (Beatty, 1989):
■ Acting as a transmittal letter for your résumé
■ Presenting you and your credentials to the
prospective employer
■ Generating interest in interviewing you
Regardless of whether your cover letter will be read
first by human resources personnel or by the individ-
ual nurse manager, the effectiveness of your cover
letter cannot be overemphasized. A poor cover letter
can eliminate you from the selection process before
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 225
226 unit 3 | Professional Issues
you even have an opportunity to compete. A sloppy,
unorganized cover letter and résumé may suggest
you are sloppy and unorganized at work. A lengthy,
wordy cover letter may suggest a verbose, unfocused
individual (Beatty, 1991). The cover letter should
include the following (Anderson, 1992):
■ State your purpose in applying and your inter- est in a specific position. Also identify how you learned about the position.
■ Emphasize your strongest qualifications that match the requirements for the position. Provide evidence of experience and accomplish-
ments that relate to the available position, and
refer to your enclosed résumé.
■ Sell yourself. Convince this employer that you have the qualifications and motivation to
perform in this position.
■ Express appreciation to the reader for consideration.
If possible, address your cover letter to a specific per-
son. If you do not have a name, call the health-care
facility, and obtain the name of the human resources
supervisor. If you do not have a name, create a greet-
ing by adding the word “manager” so that your greet-
ing reads: Dear Human Resources Manager or Dear
Personnel Manager (Zedlitz, 2003, p. 19). Figure 14.2
is an example of a cover letter.
Thank-You Letter
Thank-you letters are important but seldom used
tools in a job search. You should send a thank-you
letter to everyone who has helped in any way in
your job search. As stated earlier, promptness is
important. Thank-you letters should be sent out
within 24 hours to anyone who has interviewed
you. The letter (Banis, 1994, p. 4) should be used to:
■ Express appreciation
■ Reemphasize your qualifications and the match
between your qualifications and the available
position
■ Restate your interest in the position
■ Provide any supplemental information not
previously stated
Figure 14.3 is a sample thank-you letter.
Acceptance Letter
Write an acceptance letter to accept an offered posi-
tion; confirm the terms of employment, such as
salary and starting date; and reiterate the employer’s
decision to hire you. The acceptance letter often
follows a telephone conversation in which the terms
of employment are discussed. Figure 14.4 is a
sample acceptance letter.
Rejection Letter
Although not as common as the first three job
search letters, you should send a rejection letter if
you are declining an employment offer. When
rejecting an employment offer, indicate that you
have given the offer careful consideration but have
decided that the position does not fit your career
objectives and interests at this time. As with your
other letters, thank the employer for his or her con-
sideration and offer. Figure 14.5 is a sample rejec-
tion letter.
Using the Internet
It is not uncommon to search the Internet for posi-
tions. Numerous sites either post positions or assist
potential employees in matching their skills with
available employment. More and more corpora-
tions are using the Internet to reach wider audi-
ences. If you use the Internet in your search, it is
always wise to follow up with a hard copy of your
résumé if an address is listed. Mention in your
cover letter that you sent your résumé via the
Internet and the date you did so. If you are using an
Internet-based service, follow up with an e-mail to
ensure that your résumé was received. Table 14-2
summarized the major “do’s and don’ts” when using
the Internet to job search.
The Interview Process
Initial Interview
Your first interview may be with the nurse manag-
er, someone in the human resources office, or an
interviewer at a job fair or even over the telephone.
Regardless of with whom or where you interview,
preparation is the key to success.
You began the first step in the preparation
process with your SWOT analysis. If you did not
obtain any of the following information regarding
your prospective employer at that time, it is imper-
ative that you do it now (Impollonia, 2004):
■ Key people in the organization
■ Number of patients and employees
■ Types of services provided
■ Reputation in the community
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 226
chapter 14 | Your Nursing Careerr 227
■ Recent mergers and acquisitions
■ The prospective employer’s Web site for current
news releases
You also need to review your qualifications for the
position. What does your interviewer want to know
about you? Consider the following:
■ Why should I hire you?
■ What kind of employee will you be?
■ Will you get things done?
■ How much will you cost the company?
■ How long will you stay?
■ What have you not told us about your weak-
nesses?
Answering Questions
The interviewer may ask background questions,
professional questions, and personal questions. If
you are especially nervous about interviewing, role-
play your interview with a friend or family member
acting as the interviewer. Have this person help you
evaluate not just what you say but how you say it.
5734 Foster Road Middleton, Indiana 46204
April 15, 2009
Ms. Martha Berrero Human Resources Manager All Care Nursing Center 4431 Lakeside Drive Middleton, Indiana 46204
Dear Ms. Berrero:
I am applying for the registered nurse position that was advertised in the Fort Lauderdale News on April 14. The position seems to fit very well with my education, experience, and career interests.
Your position requires interest and experience in caring for the elderly and in IV certification. In addition to my clinical experience in the nursing program at Howard Community College (HCC), I worked as a certified nursing assistant at Howard Community Hospital 25 hours/week during the 2 years I was enrolled in the HCC nursing program. My responsibilities included assisting the elderly clients with activities of daily living, including special range-of-motion and reambulation exercises. The experience of serving as a team member under the supervision of the registered nurse and physical therapist has been invaluable. I am currently enrolled in several continuing education courses at HCC. My enclosed résumé provides more details about my qualifications and education.
My background and career goals seem to match your job requirements. I am confident that I can perform the duties of a registered nurse at All Care Nursing Center. I am genuinely interested in pursuing a nursing career in care of the aging. Your agency has an excellent reputation in the community, and your parent company is likewise highly respected.
I am requesting a personal interview to discuss the possibilities of employment. I will call you during the week of April 21 to request an appointment. Should you need to reach me, please call 907-123-4567 or e-mail me at [email protected]. My telephone has an answering machine. I will return your call or e-mail promptly.
Thank you for your consideration. I look forward to talking with you.
Sincerely yours,
Delores Wheatley
Figure 14.2 Sample cover letter.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 227
228 unit 3 | Professional Issues
Voice inflection, eye contact, and friendliness are
demonstrations of your enthusiasm for the position
(Costlow, 1999).
Whatever the questions, know your key points,
and be able to explain in the interview why the
company will be glad it hired you, say, 4 years from
now. Never criticize your current employer before
you leave. Personal and professional integrity will
follow you from position to position. Many compa-
nies count on personal references when hiring,
including those of faculty and administrators from
your nursing program. When leaving positions you
held during school or on graduating from your
program, it is wise not to take parting shots at
someone. Doing a professional program evaluation
is fine, but “taking cheap shots” at faculty or other
employees is unacceptable (Costlow, 1999).
Background Questions
Background questions usually relate to information
on your résumé. If you have no nursing experience,
relate your prior school and work experience and
other accomplishments in relevant ways to the
position you are seeking without going through
your entire autobiography with the interviewer. You
may be asked to expand on the information in your
5734 Foster Road Middleton, Indiana 46204
April 27, 2009
Ms. Martha Berrero Human Resources Manager All Care Nursing Center 4431 Lakeside Drive Middleton, Indiana 46204
Dear Ms. Berrero:
Thank you very much for interviewing me yesterday for the registered nurse position at All Care Nursing Center. I enjoyed meeting you and learning more about the role of the registered nurse in long-term care with Jefferson Corporation.
My enthusiasm for the position and my interest in working with the elderly have increased as a result of the interview. I believe that my education and experience in long-term care fit with the job requirements. I know that currently I can make a contribution to the care of the residents and over time I hope to qualify as a nursing team leader.
I wish to reiterate my strong interest in working with you and your staff. I know that All Care Nursing Center can provide the kind of opportunities I am seeking. Please call me at 907-123-4567 if I can provide you with any additional information.
Again, thank you for the interview and for considering me for the registered nurse position.
Sincerely yours,
Delores Wheatley
Figure 14.3 Sample thank-you letter.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 228
chapter 14 | Your Nursing Careerr 229
résumé about your formal nursing education. Here
is your opportunity to relate specific courses or
clinical experiences you enjoyed, academic honors
you received, and extracurricular activities or
research projects you pursued. The background
questions are an invitation for employers to get to
know you. Be careful not to appear inconsistent
with this information and what you say later.
Professional Questions
Many recruiters are looking for specifics, espe-
cially those related to skills and knowledge needed
in the position available. They may start with
questions related to your education, career goals,
strengths, weaknesses, nursing philosophy, style,
and abilities. Interviewers often open their ques-
tioning with words such as “review,” “tell me,”
“explain,” and “describe,” followed by such phrases
as “How did you do it?” or “Why did you do
it that way?” (Mascolini & Supnick, 1993).
How successful will you be with these types of
questions?
When answering “how would you describe” ques-
tions, it is especially important that you remain spe-
cific. Cite your own experiences, and relate these
behaviors to a demonstrated skill or strength.
Figure 14.4 Sample acceptance letter.
5734 Foster Road Middleton, Indiana 46204
May 2, 2009
Ms. Martha Berrero Human Resources Manager All Care Nursing Center 4431 Lakeside Drive Middleton, Indiana 46204
Dear Ms. Berrero:
I am writing to confirm my acceptance of your employment offer of May 1. I am delighted to be joining All Care Nursing Center. I feel confident that I can make a significant contribution to your team, and I appreciate the opportunity you have offered me.
As we discussed, I will report to the Personnel Office at 8 a.m. on May 15 for new employee orientation. I will have the medical examination, employee, and insurance forms completed when I arrive. I understand that the starting salary will be $33.10/hour with full benefits beginning May 15. Overtime salary in excess of 40 hours/week will be paid if you request overtime hours.
I appreciate your confidence in me and look forward to joining your team.
Sincerely yours,
Delores Wheatley
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 229
230 unit 3 | Professional Issues
Examples of questions in this area include the
following (Bischof, 1993):
■ What is your philosophy of nursing? This question is asked frequently. Your response
should relate to the position you are seeking.
■ What is your greatest weakness? Your greatest strength? Do not be afraid to present a weak- ness, but present it to your best advantage, mak-
ing it sound like a desirable characteristic. Even
better, discuss a weakness that is already apparent
such as lack of nursing experience, stating that
you recognize your lack of nursing experience
but that your own work or management experi-
ence has taught you skills that will assist you in
this position. These skills might include organi-
zation, time management, team spirit, and com-
munication. If you are asked for both strengths
and weaknesses, start with your weakness, and
end on a positive note with your strengths. Do
not be too modest, but do not exaggerate. Relate
your strengths to the prospective position. Skills
such as interpersonal relationships, organization,
and leadership are usually broad enough to fit
most positions.
5734 Foster Road Middleton, Indiana 46204
May 2, 2009
Ms. Martha Berrero Human Resources Manager All Care Nursing Center 4431 Lakeside Drive Middleton, Indiana 46204
Dear Ms. Berrero:
Thank you for offering me the position of staff nurse with All Care Nursing Center. I appreciate your taking the time to give me such extensive information about the position.
There are many aspects of the position that appeal to me. Jefferson Corporation is an excellent provider of health care services throughout this area and nationwide. However, after giving it much thought, I have decided to accept another position and must therefore decline your offer.
Again, thank you for your consideration and the courtesy extended to me. I enjoyed meeting you and your staff.
Sincerely yours,
Delores Wheatley
Figure 14.5 Sample rejection letter.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 230
chapter 14 | Your Nursing Careerr 231
■ Where do you see yourself in 5 years? Most interviewers want to gain insight into your long-
term goals as well as some idea whether you are
likely to use this position as a brief stop on the
path to another job. It is helpful for you to know
some of the history regarding the position. For
example, how long have others usually remained
in that job? Your career planning should be
consistent with the organization’s needs.
■ What are your educational goals? Be honest and specific. Include both professional educa-
tion, such as RN or bachelor of science in
nursing, and continuing education courses. If
you want to pursue further education in related
areas, such as a foreign language or computers,
include this as a goal. Indicate schools to which
you have applied or in which you are already
enrolled.
■ Describe your leadership style. Be prepared to discuss your style in terms of how effectively you
work with others, and give examples of how you
have implemented your leadership in the past.
■ What can you contribute to this position? What unique skill set do you offer? Review your SWOT analysis as well as the job description for
the position before the interview. Be specific in
relating your contributions to the position.
Emphasize your accomplishments. Be specific,
and convey that, even as a new graduate, you are
unique.
■ What are your salary requirements? You may be asked about minimum salary range. Try to
find out the prospective employer’s salary range
before this question comes up. Be honest about
your expectations, but make it clear that you are
willing to negotiate.
■ “What if ” questions. Prospective employers are increasingly using competency-based interview
questions to determine people’s preparation for a
job. There is often no single correct answer to
these questions. The interviewer may be assess-
ing your clinical decision-making and leadership
skills. Again, be concise and specific, focusing
your answer in line with the organizational
philosophy and goals. If you do not know the
answer, tell the interviewer how you would go
about finding the answer. You cannot be expect-
ed to have all the answers before you begin a
job, but you can be expected to know how to
obtain answers once you are in the position.
table 14-2
Do’s and Don’ts of Internet Job Searching Do Don’t
Focus on selling yourself: “My clinical practicum in Use many “I”s in the message: “I saw your job posting in Nursing
the ICU at a major health center and my strong Spectrum, and I have attached my resume.”
organizational skills fit with the entry-level ICU
position posted in Nursing Spectrum.”
Use short paragraphs; keep the message short. Long messages probably will not even be read.
Use highlighting and bullets. Forget to format for e-mail.
Use an appropriate e-mail address: DKWhitehead431@.... Use a silly or inappropriate e-mail: [email protected]
partyanimal@...
Use an effective subject: ICU RN position. Use subjects used by computer viruses or junk e-mailers: Hi,
Important, Information.
Send your message to the correct e-mail address. Assume; if the address is not indicated, call to see what
person/address is appropriate.
Send messages individually. Send a blast message to many recipients; it may be discarded
as junk mail.
Treat e-mail with the same care you treat a traditional Slip into informality—remember spelling and grammar checks.
business application
Keep your resume “cyber-safe.” Remove your standard contact information and replace it with
your e-mail address
Change the format of your resume: save your word Assume that everyone is using the same word processing
document as an HTML file or an ASCII text file program
Adapted from Job Hunt: The Online Job Search Guide. Retrieved May 13, 2008, from http://www.job-hunt.org/
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 231
232 unit 3 | Professional Issues
Personal Questions
Personal questions deal with your personality
and motivation. Common questions include the
following:
■ How would you describe yourself? This is a standard question. Most people find it helpful to
think about an answer in advance. You can
repeat some of what you said in your résumé
and cover letter, but do not provide an in-depth
analysis of your personality.
■ How would your peers describe you? Ask them. Again, be brief, describing several strengths. Do
not discuss your weaknesses unless you are asked
about them.
■ What would make you happy with this posi- tion? Be prepared to discuss your needs related to your work environment. Do you enjoy self-
direction, flexible hours, and strong leadership
support? Now is the time to cite specifics related
to your ideal work environment.
■ Describe your ideal work environment. Give this question some thought before the interview.
Be specific but realistic. If the norm in your
community is two RNs to a floor with licensed
practical nurses and other ancillary support, do
not say that you believe a staff consisting only of
RNs is needed for good patient care.
■ Describe hobbies, community activities, and recreation. Again, brevity is important. Many times this question is used to further observe
the interviewee’s communication and interper-
sonal skills.
Never pretend to be someone other than who you
are. If pretending is necessary to obtain the posi-
tion, then the position is not right for you.
Additional Points About the Interview
Federal, state, and local laws govern employment-
related questions. Questions asked on the job appli-
cation and in the interview must be related to the
position advertised. Questions or statements that
may lead to discrimination on the basis of age, gen-
der, race, color, religion, or ethnicity are illegal. If
you are asked a question that appears to be illegal,
you may wish to take one of several approaches:
■ You may answer the question, realizing that it is
not a job-related question. Make it clear to the
interviewer that you will answer the question
even though you know it is not job-related.
■ You may refuse to answer. You are within your
rights but may be seen as uncooperative or con-
frontational.
■ Examine the intent of the question and relate it
to the job.
Just as important as the verbal exchanges of the
interview are the nonverbal aspects. These include
appearance, handshake, eye contact, posture, and
listening skills.
Appearance
Dress in business attire. For women, a skirted suit or
tailored jacket dress is appropriate. Men should wear
a classic suit, light-colored shirt, and conservative tie.
For both men and women, gray or navy blue is rarely
wrong. Shoes should be polished, with appropriate
heels. Nails and hair for both men and women should
reflect cleanliness, good grooming, and willingness to
work. The 2-inch red dagger nails worn on prom
night will not support an image of the professional
nurse. In many institutions, even clear, acrylic nails
are not allowed. Paint stains on the hands from a
weekend of house maintenance are equally unsuitable
for presenting a professional image.
Handshake
Arrive at the interview 10 minutes before your
scheduled time (allow yourself extra time to find
the place if you have not previously been there).
Introduce yourself courteously to the receptionist.
Stand when your name is called, smile, and shake
hands firmly. If you perspire easily, wipe your palms
just before handshake time.
Eye Contact
During the interview, use the interviewer’s title and
last name as you speak. Never use the interviewer’s
first name unless specifically requested to do so.
Use good listening skills (all those leadership skills
you have learned). Smile and nod occasionally,
making frequent eye contact. Do not fold your
arms across your chest, but keep your hands at your
sides or in your lap. Pay attention, and sound sure
of yourself.
Posture and Listening Skills
Phrase your questions appropriately, and relate
them to yourself as a candidate: “What would be my
responsibility?” instead of “What are the responsi-
bilities of the job?” Use appropriate grammar and
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 232
chapter 14 | Your Nursing Careerr 233
diction. Words or phrases such as “yeah,” “uh-huh,”
“uh,” “you know,” or “like” are too casual for an
interview.
Do not say “I guess” or “I feel” about anything.
These words make you sound indecisive.
Remember your action verbs—I analyzed, orga-
nized, developed. Do not evaluate your achieve-
ments as mediocre or unimpressive.
Asking Questions
At some point in the interview, you will be asked if
you have any questions. Knowing what questions
you want to ask is just as important as having pre-
pared answers for the interviewer’s questions. The
interview is as much a time for you to learn the
details of the job as it is for your potential employ-
er to find out about you. You will need to obtain
specific information about the job, including the
type of patients for whom you would care, the peo-
ple with whom you would work, the salary and
benefits, and your potential employer’s expectations
of you. Be prepared for the interviewer to say, “Is
there anything else I can tell you about the job?” Jot
down a few questions on an index card before
going for the interview. You may want to ask a few
questions based on your research, demonstrating
knowledge about and interest in the company. In
addition, you may want to ask questions similar to
the ones listed next. Above all, be honest and sin-
cere (Bhasin, 1998; Bischof, 1993; Johnson, 1999):
■ What is this position’s key responsibility?
■ What kind of person are you looking for?
■ What are the challenges of the position?
■ Why is this position open?
■ To whom would I report directly?
■ Why did the previous person leave this position?
■ What is the salary for this position?
■ What are the opportunities for advancement?
■ What kind of opportunities are there for contin-
uing education?
■ What are your expectations of me as an employee?
■ How, when, and by whom are evaluations done?
■ What other opportunities for professional
growth are available here?
■ How are promotion and advancement handled
within the organization?
The following are a few additional tips about ask-
ing questions during a job interview:
■ Do not begin with questions about vacations, benefits, or sick time. This gives the impression
that these are the most important part of the job
to you, not the work itself.
■ Do begin with questions about the employer’s expectations of you. This gives the impression
that you want to know how you can contribute
to the organization.
■ Do be sure you know enough about the position to make a reasonable decision about accepting
an offer if one is made.
■ Do ask questions about the organization as a whole. The information is useful to you and
demonstrates that you are able to see the big
picture.
■ Do bring a list of important points to discuss as an aid to you if you are nervous.
During the interview process, there are a few “red
flags” to be alert for (Tyler, 1990):
■ Much turnover in the position
■ A newly created position without a clear
purpose
■ An organization in transition
■ A position that is not feasible for a new
graduate
■ A “gut feeling” that things are not what they
seem
The exchange of information between you and the
interviewer will go more smoothly if you review
Box 14-2 before the interview.
After the Interview
If the interviewer does not offer the information,
ask about the next step in the process. Thank the
interviewer, shake hands, and exit. If the reception-
ist is still there, you may quickly smile and say
thank you and good-bye. Do not linger and chat,
and do not forget your thank-you letter.
The Second Interview
Being invited for a second interview means that
the first interview went well and that you made a
favorable impression. Second visits may include a
tour of the facility and meetings with a higher-
level executive or a supervisor in the department in
which the job opening exists and perhaps several
colleagues. In preparation for the second interview,
review the information about the organization and
your own strengths. It does not hurt to have a few
résumés and potential references available.
Pointers to make your second visit successful
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 233
234 unit 3 | Professional Issues
include the following (Knight, 2005; Muha &
Orgiefsky, 1994):
■ Dress professionally. Do not wear sandals or
open-toed shoes. Minimize jewelry and makeup.
■ Be professional and pleasant with everyone,
including secretaries and housekeeping and
maintenance personnel.
■ Do not smoke.
■ Remember your manners.
■ Avoid controversial topics for small talk.
■ Obtain answers to questions you might have
thought of since your first visit.
In most instances, the personnel director or nurse
manager will let you know how long it will be
before you are contacted again. It is appropriate to
get this information before you leave the second
interview. If you do receive an offer during this
visit, graciously say “thank you,” and ask for a little
time to consider the offer (even if this is the offer
you have anxiously been awaiting).
If the organization does not contact you by the
expected date, do not panic. It is appropriate to call
your contact person, state your continued interest,
and tactfully express the need to know the status of
your application so that you can respond to other
deadlines.
Making the Right Choice
You have interviewed well, and now you have to
decide among several job offers. Your choice will
affect not only your immediate work but also influ-
ence your future career opportunities. The nursing
shortage of the early 1990s has led to greatly
enhanced workplace enrichment programs as a
recruitment and retention strategy. Career ladders,
shared governance, participatory management, staff
nurse presence on major hospital committees, decen-
tralization of operations, and a focus on quality inter-
personal relationships are among some of these
features. Be sure and inquire about the components
of the professional practice environment ( Joel, 2003).
There are several additional factors to consider.
Job Content
The immediate work you will be doing should be a
good match with your skills and interests.
Although your work may be personally challenging
and satisfying this year, what are the opportunities
for growth? How will your desire for continued
growth and challenge be satisfied?
Development
You should have learned from your interviews
whether your initial training and orientation seem
sufficient. Inquire about continuing education to
keep you current in your field. Is tuition reimburse-
ment available for further education? Is manage-
ment training provided, or are supervisory skills
learned on the job?
Direction
Good supervision and mentors are especially impor-
tant in your first position. You may be able to judge
prospective supervisors throughout the interview
box 14-2
Do’s and Don’ts for Interviewing Do:
Shake the interviewer’s hand firmly, and introduce yourself.
Know the interviewer’s name in advance, and use it in
conversation.
Remain standing until invited to sit.
Use eye contact.
Let the interviewer take the lead in the conversation.
Talk in specific terms, relating everything to the position.
Support responses in terms of personal experience and
specific examples.
Make connections for the interviewer. Relate your
responses to the needs of the individual organization.
Show interest in the facility.
Ask questions about the position and the facility.
Come across as sincere in your goals and committed to the
profession.
Indicate a willingness to start at the bottom.
Take any examinations requested.
Express your appreciation for the time.
Do Not:
Place your purse, briefcase, papers, etc., on the interviewer’s
desk. Keep them in your lap or on the floor.
Slouch in the chair.
Play with your clothing, jewelry, or hair.
Chew gum or smoke, even if the interviewer does.
Be evasive, interrupt, brag, or mumble.
Gossip about or criticize former agencies, schools, or
employees.
Adapted from Bischof, J. (1993). Preparing for job interview questions.
Critical Care Nurse, 13(4), 97–100; Krannich, C., & Krannich, R. (1993). Inter-
view for Success. N.Y.: Impact Publications; Mascolini, M., & Supnick, R. (1993).
Preparing students for the behavioral job interview. Journal of Business
and Technical Communication, 7(4), 482–488; and Zedlitz, R. (2003). How to
Get a Job in Health Care. N.Y.: Delmar Learning.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 234
chapter 14 | Your Nursing Careerr 235
process, but you should also try to get a broader view
of the overall philosophy of supervision. You may
not be working for the same supervisor in a year, but
the overall management philosophy is likely to
remain consistent.
Work Climate
The daily work climate must make you feel com-
fortable. Your preference may be formal or casual,
structured or unstructured, complex or simple. It is
easy to observe the way people dress, the layout of
the unit, and lines of communication. It is more
difficult to observe company values, factors that
will affect your work comfort and satisfaction over
the long term. Try to look beyond the work envi-
ronment to get an idea of values. What is the
unwritten message? Is there an open-door policy
sending a message that “everyone is equal and
important,” or does the nurse manager appear too
busy to be concerned with the needs of the employ-
ees? Is your supervisor the kind of person for whom
you could work easily?
Compensation
In evaluating the compensation package, starting
salary should be less important than the organiza-
tion’s philosophy on future compensation. What is
the potential for salary growth? How are individual
increases? Can you live on the wages being offered?
I Can Not Find a Job (or I Moved)
It is often said that finding the first job is the hard-
est. Many employers prefer to hire seasoned nurses
who do not require a long orientation and mentor-
ing. Some require new graduates to do postgradu-
ate internships. Changes in skill mix with the
implementation of various types of care delivery
influence the market for the professional nurse.
The new graduate may need to be armed with a
variety of skills, such as intravenous certification,
home assessment, advanced rehabilitation skills,
and various respiratory modalities, to even warrant
an initial interview. Keep informed about the
demands of the market in your area, and be pre-
pared to be flexible in seeking your first position.
Even with the continuing nursing shortage, hiring
you as a new graduate will depend on you selling
yourself.
Even after all this searching and hard work, you
still may not have found the position you want. You
may be focusing on work arrangements or benefits
rather than on the job description. Your lack of
direction may come through in your résumé, cover
letter, and personal presentation. As a new gradu-
ate, you may also have unrealistic expectations or be
trying to cut corners, ignoring the basic rules of
marketing yourself discussed in this chapter. Go
back to your SWOT analysis. Take another look at
your résumé and cover letter. Become more
assertive as you start again (Culp, 1999).
The Critical First Year
Why a section on the “first year”? Don’t you just get
a nursing license and go to work? Aren’t nurses
always in demand? You have worked hard to suc-
ceed in college—won’t those lessons help you to
succeed in your new position? Some of the behav-
iors that were rewarded in school are not rewarded
on the job. There are no syllabi, study questions, or
extra-credit points. Only “A’s” are acceptable, and
there do not appear to be many completely correct
answers. Discovering this has been called “reality
shock” (Kramer, 1974), which is discussed else-
where in this book. Voluminous care plans and
meticulous medication cards are out; multiple
responsibilities and thinking on your feet are in.
What is the new graduate to do?
Your first year will be a transition year. You are
no longer a college student, but you are not yet a
full-fledged professional. You are “the new kid on
the block,” and people will respond to you differ-
ently and judge you differently than when you were
a student. To be successful, you have to respond dif-
ferently. You may be thinking, “Oh, they always
need nurses—it doesn’t matter.” Yes, it does matter.
Many of your career opportunities will be influ-
enced by the early impressions you make. The fol-
lowing section addresses what you can do to help
ensure first-year success.
Attitude and Expectations
Adopt the right attitudes, and adjust your expecta- tions. Now is the time to learn the art of being new. You felt like the most important, special per-
son during the recruitment process. Now, in the
real world, neither you nor the position may be as
glamorous as you once thought. In addition,
although you thought you learned much in
school, your decisions and daily performance do
not always warrant an “A.” Above all, people shed
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 235
236 unit 3 | Professional Issues
the company manners they displayed when you
were interviewing, and organizational politics
eventually surface. Your leadership skills and com-
mitment to teamwork will get you through this
transition period.
Impressions and Relationships
Manage a good impression, and build effective rela- tionships. Remember, you are being watched: by peers, subordinates, and superiors. Because you as
yet have no track record, first impressions are mag-
nified. Although every organization is different,
most are looking for someone with good judgment,
a willingness to learn, a readiness to adapt, and a
respect for the expertise of more experienced
employees. Most people expect you to “pay your
dues” to earn respect from them.
Organizational Savvy
Develop organizational savvy. An important person in this first year is your immediate supervisor.
Support this person. Find out what is important to
your supervisor and what he or she needs and
expects from the team. Become a team player.
Present solutions, not problems, as often as you
can. You want to be a good leader someday; learn
first to be a good follower. Finding a mentor is
another important goal of your first year. Mentors
are role models and guides who encourage, counsel,
teach, and advocate for their mentee. In these rela-
tionships, both the mentor and mentee receive
support and encouragement (Klein & Dickenson-
Hazard, 2000). Mentoring was discussed in
Chapter 13.
The spark that ignites a mentoring relationship
may come from either the protégé or the mentor.
Protégés often view mentors as founts of success, a
bastion of life skills they wish to learn and emulate.
Mentors often see the future that is hidden in
another’s personality and abilities (Klein &
Dickenson-Hazard, 2000, pp. 20–21).
Skills and Knowledge
Master the skills and knowledge of the position. Technology is constantly changing, and contrary
to popular belief, you did not learn everything in
school. Be prepared to seek out new knowledge
and skills on your own. This may entail extra hours
of preparation and study, but no one ever said
learning stops after graduation (Holton, 1994;
Johnson, 1994).
Advancing Your Career
Many of the ideas presented in this chapter will
continue to be helpful as you advance in your nurs-
ing career. Continuing to develop your leadership
and patient care skills through practice, and further
education will be the key to your professional
growth. The RN will be expected to develop and
provide leadership to other members of the health-
care team while providing competent care to
patients. Getting your first job within the nursing
shortage may not be so difficult, but advancing in
your career will be your own responsibility.
Conclusion
Finding your first position is more than being in
the right place at the right time. It is a complex
combination of learning about yourself and the
organizations you are interested in and presenting
your strengths and weaknesses in the most positive
manner possible. Keeping the first position and
using the position to grow and learn are also a plan-
ning process. Recognize that the independence you
enjoyed through college may not be the skills you
need to keep you in your first position. There is an
important lesson to be learned: becoming a team
player and being savvy about organizational politics
are as important as becoming proficient in nursing
skills. Take the first step toward finding a mentor—
before you know it, you will become one yourself.
Study Questions
1. Using the SWOT analysis worksheet developed for this chapter, how will you articulate your
strengths and weaknesses during an interview?
2. Design a one- to two-page résumé to use in seeking your first position. Are you able to “sell yourself ”
in one or two pages? If not, what adjustments are you going to make? Develop a cover letter, thank-you
letter, acceptance letter, and rejection letter that you can use during the interview process.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 236
chapter 14 | Your Nursing Careerr 237
References Anderson, J. (1992). Tips on résumé writing. Imprint, 39(1), 30–31. Banis, W. (1994). The art of writing job-search letters. In College
Placement Council, Inc. (ed.). Planning Job Choices. Philadelphia: College Placement Council, 44–51.
Beatty, R. (1991). Get the Right Job in 60 Days or Less. N.Y.: John Wiley & Sons.
Beatty, R. (1989). The Perfect Cover Letter. N.Y.: John Wiley & Sons. Bhasin, R. (1998). Do’s and don’ts of job interviews. Pulp & Paper,
72(2), 37. Bischof, J. (1993). Preparing for job interview questions. Critical
Care Nurse, 13(4), 97–100. Chestnut, T. (1999). Some tips on taking the fear out of résumé
writing. Phoenix Business Journal, 19(47), 28. Costlow, T. (1999). How not to create a good first impression.
Fairfield County Business Journal, 38(32), 17. Crowther, K. (1994). How to research companies. In College
Placement Council, Inc. (ed.). Planning Job Choices. Philadelphia: College Placement Council, 27–32.
Culp, M. (1999). Now’s the time to turn the corner on your job search. San Diego Business Journal, 20(50), 35.
Ellis, M. (1999). Self-assessment: Discovering yourself and making the best choices for you! Black Collegian, 30(1), 30, 3p, 1c.
Eubanks, P. (1991). Experts: Making your résumé an asset. Hospitals, 5(20), 74.
Holton, E. (1994). The critical first year on the job. In College Placement Council, Inc. (ed.). Planning Job Choices. Philadelphia: College Placement Council, 68–71.
Hunsaker, P. (2001). Training in Management Skills. N.J.: Prentice-Hall.
Impollonia, M. (2004), How to impress nursing recruiters to get the job you want. Imprint, March.
James, L. (2003). Vitae statistics. Travel Weekly, 1695, 70. Job Hunt: The Online Job Search Guide. Retrieved May 13, 2008,
from http://www.job-hunt.org/ Joel, L. (2003). The role of the workplace in your transition from
student to nurse. Imprint, April. Johnson, K. (1994). Choose your first job with your whole future
in mind. In College Placement Council, Inc. (ed.). Planning Job Choices. Philadelphia: College Placement Council, 65–67.
Johnson, K. (1999). Interview success demands research, practice, preparation. Houston Business Journal, 30(23), 38.
Klein, E., & Dickenson-Hazard, N. (2000). The spirit of mentoring. Reflections on Nursing Leadership, 26(3), 18–22.
Knight, K. (2005). New grad? Be prepared to look great. Imprint, January.
Kramer, M. (1974). Reality Shock: Why Nurses Leave Nursing. St. Louis: C.V. Mosby.
Krannich, C., & Krannich, R. (1993). Interview for Success. N.Y.: Impact Publications.
Marino, K. (2000). Resumes for the Health Care Professional. N.Y.: John Wiley & Sons.
Mascolini, M., & Supnick, R. (1993). Preparing students for the behavioral job interview. Journal of Business and Technical Communication, 7(4), 482–488.
Muha, D., & Orgiefsky, R. (1994). The 2nd interview: The plant or office visit. In College Placement Council, Inc. (ed.). Planning Job Choices. Philadelphia: College Placement Council, 58–60.
Parker, Y. (1989). The Damn Good Résumé Guide. Berkeley, Calif.: Ten Speed Press.
Pratt, C. (1994). Successful job-search strategies for the 90’s. In College Placement Council, Inc. (ed.). Planning Job Choices. Philadelphia: College Placement Council, 15–18.
3. Using the interview preparation worksheet developed for this chapter, formulate responses to the
questions. How comfortable do you feel answering these questions? Share your responses with
other classmates to get further ideas.
4. Evaluate the job prospects in the community where you now live. What areas could you explore in
seeking your first position?
5. What plans do you have for advancing your career? What plans do you have for finding a mentor?
Case Study to Promote Critical Reasoning
Paul Delane is interviewing for his first nursing position after obtaining his RN license. He has
been interviewed by the nurse recruiter and is now being interviewed by the nurse manager on the
pediatric floor. After a few minutes of social conversation, the nurse manager begins to ask some
specific nursing-oriented questions: How would you respond if a mother of a seriously ill child asks
you if her child will die? What attempts do you make to understand different cultural beliefs and
their importance in health care when planning nursing care? How does your philosophy of nursing
affect your ability to deliver care to children whose mothers are HIV-positive?
Paul is very flustered by these questions and responds with “it depends on the situation,” “it
depends on the culture,” and “I don’t ever discriminate.”
1. What responses would have been more appropriate in this interview?
2. How could Paul have used these questions to demonstrate his strengths, experiences, and skills?
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 237
238 unit 3 | Professional Issues
Rodriguez, K., & Robertson, D. (1992). Selling your talents with a résumé. American Nurse, 24(10), 27.
Shingleton, J. (1994). The job market for ‘94 grads. In College Placement Council, Inc. (ed.). Planning Job Choices. Philadelphia: College Placement Council, 19–26.
Tyler, L. (1990). Watch out for “red flags” on a job interview. Hospitals, 64(14), 46.
Unknown. (2005). The devil is in the resume details. Fairfield County Business Journal, 44(18), 17.
U.S. Health and Human Services. Retrieved May 13, 2008, from http://bhpr.hrsa.gov/healthworkforce/nursingshortage/ tech_report/default.htm
Waymon, L., & Baber, A. (1999). Surviving career. Balance, 3(2), 10–13.
Zedlitz, R. (2003). How to Get a Job in Health Care. N.Y.: Delmar Learning.
2208_Ch14_217-238.qxd 11/9/09 5:24 PM Page 238
chapter 15 Nursing Yesterday and Today
OBJECTIVES After reading this chapter, the student should be able to: ■ Compare and contrast historical and current definitions of
nursing.
■ Discuss the contribution of nursing leaders to the develop- ment of modern nursing: Florence Nightingale, Lillian Wald, Margaret Sanger, Mary Mahoney, Mildred Montag, and Virginia Henderson.
■ Discuss the history of men in nursing.
■ Differentiate the roles of the American Nurses Association, National League for Nursing, National Organization for Associate Degree Nursing, American Academy of Nursing, and National Institute for Nursing Research.
■ Discuss ways for nurses to project a positive image.
■ Discuss some of the issues faced by the nursing profession over the past century and today.
■ Identify changes that will affect nursing’s future
■ Describe actions every nurse can take to promote the profes- sion and high quality of care.
OUTLINE
Introduction
Nursing Defined
Florence Nightingale
Background
Becoming a Nurse
The Need for Reform
The Crimean War
A School for Nurses
Early Health-Care Reform
Nightingale’s Contributions
Lillian Wald
Background
Turning Point
The Visiting Nurses
The Henry Street Settlement House
Other Accomplishments
Margaret Sanger
Background
Labor Reformer
A New Concern for Sanger
Contraception Reform
Mary Eliza Mahoney
Background
Contribution to Nursing
Mildred Montag
Meeting the Need with Associate Degree Nurses
Virginia Henderson
Background
Expanding the Definition of Nursing
Contributions to 20th Century Nursing
Men in Nursing
Professional Organizations
ANA
National League for Nursing
National Organization for Associate Degree Nursing
American Academy of Nursing
National Institute for Nursing Research
Specialty Organizations
Health Care Today
Nursing Today
Health Care in the Future
Nursing in the Future
Conclusion
239
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 239
240 unit 3 | Professional Issues
Introduction
It is often said that you do not know where you are
going until you know where you have been. Over
30 years ago, Beletz (1974) wrote that most people
thought of nurses in gender-linked, task-oriented
terms: “a female who performs unpleasant techni-
cal jobs and functions as an assistant to the physi-
cian” (p. 432). Although the image of nurses and
nursing has advanced considerably since then, some
still think of nurses as helpers who carry out the
physician’s orders.
In its history, the nursing profession has had
many great leaders. There are several who not only
demonstrate the strengths of nursing’s leaders but
also reflect some of the most important issues that
the profession has faced over the past 150 years.
Each of these leaders initiated change within the
social environment of the time, using the strategies
of change and conflict resolution discussed earlier
in the text.
Nursing Defined
The changes that have occurred in nursing are
reflected in the definitions of nursing that have
developed over time. In 1859, Florence Nightingale
defined the goal of nursing as putting the client “in
the best possible condition for nature to act upon
him” (Nightingale, 1859, p. 79). In 1966, Virginia
Henderson focused her definition on the unique-
ness of nursing:
“The unique function of the nurse is to assist the indi- vidual, sick or well, in the performance of those activ- ities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge. And to do this in such a way as to help him gain independ- ence as rapidly as possible” (Henderson, 1966, p. 21).
Martha Rogers defined nursing practice as “the
process by which this body of knowledge, nursing
science, is used for the purpose of assisting human
beings to achieve maximum health within the
potential of each person” (Rogers, 1988, p. 100).
Rogers emphasized that nursing is concerned with
all people, only some of whom are ill. Florence Nightingale is probably the best
known of the historic leaders and is considered the
founder of modern nursing. Nightingale brought
about change in the care of soldiers, the keeping of
hospital records, the status of nurses, and even the
profession itself. Her concepts of nursing care
became the basis of modern theory development in
nursing.
Lillian Wald, founder of the Henry Street
Settlement, is a role model for contemporary com-
munity health nursing. She developed a model for
bringing health care to people.
Margaret Sanger, a political activist like many of
the others, is best known for her courageous fight
to make birth control information available to
everyone who needed or wanted it. Her fight to
make Congress aware of the plight of children in
the labor force is less well known but led to impor-
tant changes in the child labor laws. Sanger may
have been the first nurse lobbyist.
Mary Eliza Mahoney was the first black gradu-
ate nurse in the United States. Her professional
attitude helped to change the status of black nurs-
es in this country.
Mildred Montag proposed having two levels of
nursing. She developed an associate degree nursing
program at Adelphi University.
Virginia Henderson was a 20th century
Florence Nightingale. She wrote the nursing fun-
damentals textbook most commonly used by nurse
educators throughout the country for most of the
last century.
Many of their characteristics—intelligence,
courage, and foresight—are the same ones needed
in today’s nursing leaders.
Florence Nightingale
Background
Florence Nightingale, an English noblewoman,
was born in the city for which she was named—
Florence, Italy—on May 12, 1820. Her father was
a well-educated, wealthy man who put considerable
effort into the education of his two daughters
(Donahue, 1985). Florence Nightingale learned
French, German, and Italian. Mr. Nightingale per-
sonally instructed her in mathematics, classical art,
and literature. The family made extended visits to
London every year, which provided opportunities
for contact with people in the highest social circles.
These contacts were very valuable to Nightingale in
later years.
Despite her family’s ability to shelter her from
the meaner side of life, Nightingale always had an
interest in the welfare of those less fortunate than
herself. She was never quite content with herself, as
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 240
chapter 15 | Nursing Yesterday and Today 241
she was described as a “sensitive, introspective, and
somewhat morbid child” (Schuyler, 1992). She was
driven to improve herself and the world around her.
When she expressed an interest in becoming a
nurse, her parents objected strenuously. They
wanted her to assume the traditional role of a
well-to-do woman of the time: marry, have chil-
dren, and take her “rightful” place in society.
Becoming a Nurse
In the fall of 1847, Nightingale left England for a
tour of Europe with family friends. In Italy, she
entered a convent for a retreat. After this retreat,
she believed that she had been called by God to
help others and became more determined than ever
to pursue nursing.
In 1851, Nightingale insisted on going to
Kaiserswerth, Germany, to obtain training in nurs-
ing. Her family gave her permission on the condi-
tion that no one would know where she was. When
she returned from Kaiserswerth, she began to work
on her plan to influence health care.
Nightingale soon left for France to work with
several Catholic nursing sisters. While in France,
she received an offer from the committee that reg-
ulated the Establishment for Gentlewomen
During Illness, a nursing home in London for
governesses who became ill. She was appointed
superintendent of the home and soon had it well
organized, although she did have some difficulties
with the committee.
Because of her knowledge of hospitals,
Nightingale was often consulted by social reform-
ers and by physicians who also recognized the need
for this new type of nurse. She was offered a posi-
tion as superintendent of nurses at King’s College
Hospital, but her family objected so strongly that
she remained at home until she went to Crimea.
The Need for Reform
Fortunately for Nightingale, it was fashionable to
become involved in the reform of medical and social
institutions in the middle of the 19th century. After
completing the reorganization of the nursing home,
she began visiting hospitals and collecting informa-
tion about nurses’ working conditions. She began to
realize that, to improve nurses’ working conditions,
she would first have to improve the nurses.
Up to this time, the guiding principle of nursing
had been charity. Nursing services in Europe were
provided primarily by the family or by members of
religious orders. However, Catholic organizations
experienced a decline during the Reformation
when the government closed churches and monas-
teries. Hospitals were no longer run for charitable
reasons but as a social necessity. Nursing lost its
social standing when the religious orders declined
and became a form of domestic service. Nurses
were no longer recruited from “respectable” classes
but from the lower classes of society, women who
needed to earn their keep. Other women who could
no longer earn a living by gambling or selling
themselves also turned to nursing. Many had crim-
inal backgrounds. They lacked the spirit of self-
sacrifice found in the religious orders. They often
abused clients and consoled themselves with alco-
hol and snuff.
The duties of a nurse in those days were to take
care of the physical needs of clients and to make
sure they were reasonably clean. The conditions in
which they had to accomplish these tasks were far
from ideal. Hospitals were dirty and unventilated.
They were contaminated and spread diseases
instead of preventing them. The same bedsheets
were used for several clients. The nurses dealt
with people suffering from unrelenting pain, hem-
orrhage, infections, and gangrene (Kalisch &
Kalisch, 2004).
To accomplish the needed reforms, Nightingale
realized that she had to recruit nurses from higher
strata of society, as had been done in the past, and
then educate them well. She concluded that this
could be accomplished only by organizing a school
to prepare reliable, qualified nurses.
The Crimean War
A letter written by war correspondent W.H.
Russell comparing the nursing care in the British
army unfavorably with that given to the French
army created a tremendous stir in England. There
was demand for change. In response, the Secretary
of War, Sir Sidney Herbert, commissioned
Nightingale to go to Crimea (a peninsula in
southeastern Ukraine) to investigate conditions
there and make improvements.
On October 21, 1854, Nightingale left for
Crimea with a group of nurses on the steamer Vectis (Griffith & Griffith, 1965). They found a disaster
when they arrived. The hospital that had been built
to accommodate 1700 soldiers was filled with more
than 3000 wounded and critically ill men. There
was no plumbing, no sewage disposal facilities.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 241
242 unit 3 | Professional Issues
Mattresses, walls, and floors were soaked with
human waste. Rats, lice, and maggots thrived in
this filthy environment (Kalisch & Kalisch, 2004).
The nurses went to work. They set up a kitchen,
rented a house and converted it into a laundry, and
hired soldiers’ wives to do the laundry. Money was
difficult to obtain, so Nightingale used the Times relief fund and her own personal funds to purchase
medical supplies, food, and equipment. After the
hospital had been cleaned and organized, she began
to set up social services for the soldiers.
Nightingale rarely slept. She spent hours giving
nursing care, wrote letters to families, prepared
requests for more supplies, and reported to London
on the conditions she had found and improved.
At night, she made rounds accompanied by an
11-year-old boy who held her lamp when she sat by
a dying soldier or assisted during emergency sur-
gery. This is how she earned the title “The Lady
with the Lamp” from the poet Longfellow (1868).
The physicians and army officers resented the
nurses despite their strenuous efforts and enormous
accomplishments. They regarded the nurses as
intruders who interfered with their work and
undermined their authority. There was also some
conflict between Nightingale and Dr. John Hall,
the chief of the medical staff. At one time, after
Dr. Hall had been awarded the Knight
Commander of the Order of the Bath, Nightingale
sarcastically referred to him as “Dr. Hall, K.C.B.,
Knight of the Crimean Burial Grounds.” When
Nightingale contracted Crimean fever, Hall used
this as an excuse to send her back to England.
However, Nightingale thwarted his resistance and
eventually won over the medical staff by creating an
operating room and supplying the instruments
with her own resources. Although she returned to
duty, she never fully recovered from the fever. She
returned to England in 1865 a national heroine but
remained a semi-invalid for the rest of her life.
A School for Nurses
After her return from Crimea, Nightingale pursued
two goals: reform of military health care and estab-
lishment of an official training school for nurses.
The British public contributed more than
$220,000 (a great sum of money at that time) to
the Nightingale Fund for the purpose of establish-
ing the school.
Although opposed by most of the physicians in
Britain, the Nightingale Training School for
Nurses opened in 1860. The school was an inde-
pendent educational institution financed by the
Nightingale Fund. Fifteen probationers were
admitted to the first class. Their training lasted a
year. Although Nightingale was not an instructor at
the school, she was consulted about all of the
details of student selection, instruction, and organ-
ization. The basic principles on which the
Nightingale school was founded are the following:
1. Nurses should be trained technically in schools
organized for that purpose.
2. Nurses should come from homes that are of
good moral standing.
Her book, Notes on Nursing: What It Is and What It Is Not, established the fundamental principles of nursing. The following is an example of her
writing:
On What Nursing Ought To Do I use the word nursing for want of a better. It has
been limited to signify little more than the admin- istration of medicines and the application of poul- tices. It ought to signify the proper use of air, light, warmth, cleanliness, quiet and the proper selection and administration of diet—all at the least expense of vital power to the patient” (Nightingale, 1859).
This book was one of the first nursing textbooks
and is still widely quoted. Many nursing theorists
have used Nightingale’s thoughts as a basis for con-
structing their view of nursing.
Nightingale believed that schools of nursing
must be independent institutions and that women
who were selected to attend the schools should be
f rom the higher levels of society. Many of
Nightingale’s beliefs about nursing education are
still applicable, particularly those involved with the
progress of students, the use of diaries kept by stu-
dents, and the need for integrating theory into
clinical practice (Roberts, 1937).
The Nightingale school served as a model for
nursing education. Its graduates were sought world-
wide. Many of them established schools and
became matrons (superintendents) in hospitals in
other parts of England, the British Commonwealth,
and the United States. However, very few schools
were able to remain financially independent of the
hospitals and so lost much of their autonomy. This
was in contradiction to Nightingale’s philosophy
that the training schools were educational institu-
tions, not part of any service agency.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 242
chapter 15 | Nursing Yesterday and Today 243
Early Health-Care Reform
Nightingale’s work marked the beginning of mod-
ern military nursing. As a result of her documenta-
tion of the conditions in Crimea and the nurses’
efforts to improve them, reforms were undertaken.
Nightingale’s statistics were so accurate and
clearly reported that she was elected a member of
the British Statistical Society, the first woman to
hold this position. At their conference in 1860, she
presented a paper entitled, “Miss Nightingale’s
Scheme for Uniform Hospital Statistics.” Before
this paper was written, each hospital had used its
own names and classification systems for diseases.
Nightingale’s opinions on improving health care
were solicited constantly. This led to another
publication, “Notes on Hospitals.”
For more than 40 years, Nightingale played an
influential part in most of the important health-
care reforms of her time. At the turn of the 20th
century, however, her energies had waned, and she
spent most of the next 10 years confined to her
home on South Street in London. She died in her
sleep on August 13, 1910.
Nightingale’s Contributions
Nightingale is believed to have been in error in only
two areas. First, she did not believe in or appreciate
the significance of the germ theory of infection,
although her insistence on fresh air, physical
hygiene, and environmental cleanliness certainly did
a great deal to decrease the transmission of infec-
tious diseases. Second, she did not support a central
registry or testing for nurses similar to what was in
place for physicians. She was convinced that this
would undermine the profession and that a letter of
recommendation from the school matron was suffi-
cient to attest to the skill and character of the nurse.
Florence Nightingale was a woman of vision
and determination. Her strong belief in herself and
her abilities allowed her to pursue and achieve her
goals. She was a political activist and a revolution-
ary in her time. Her accomplishments went beyond
the scope of nursing and nursing education, affect-
ing all aspects of health care and social reform.
Lillian Wald
Background
Born in Cincinnati, Ohio, in 1867, Lillian Wald
moved to Rochester, New York, where she spent
most of her childhood. She received her education
at Miss Crittenden’s English and French Boarding
and Day School for Young Ladies and Little Girls.
Her relatives were physicians and had a tremen-
dous influence on her. They encouraged her to
choose nursing as a career.
Wald attended the New York Hospital School
of Nursing. After graduation, she worked as a nurse
in the New York Juvenile Asylum. She felt a need
for more medically oriented knowledge, so she
entered Women’s Medical College in New York.
Turning Point
During this time, Wald and a colleague,
Mary Brewster, were asked to go to New York’s
Lower East Side to give a lecture to immigrant
mothers on caring for the sick. Wald and Brewster
were shocked by what they discovered there.
While showing a group of mothers how to
make a bed, a child came up to Wald and asked for
help. The boy took her to a squalid tenement
apartment where nine poorly nourished people
were living in two rooms. A woman lay on a bed.
Although she was seriously ill, it was apparent that
no one had attended to her needs for several days
(Kalisch & Kalisch, 2004). Miss Crittenden’s
School had not prepared Wald for this, but she
went right to work. She bathed the woman,
washed and changed the bedclothes, sent for a
physician, and cleaned the room.
This incident was a turning point in her life.
Wald left medical school and began a career as an
advocate and helper of the poor and sick, joined by
Brewster. They soon found that there were thou-
sands of cases similar to the first in just one small
neighborhood.
The Visiting Nurses
Wald and Brewster established a settlement house
in 1893 in a rented tenement apartment in a poor
section of New York’s Lower East Side. To be clos-
er to their clients, they gave up their comfortable
living quarters and moved into a smaller, upper-
floor apartment there.
It did not take long for the women to build up a
nursing practice. At first, they had to seek out the
sick, but within weeks calls came to them by the
hundreds. The people of the neighborhood trusted
them and relied on them for help. Gradually, the
two developed a reputation among the physicians
and hospitals in the area, and requests to see clients
came from these sources as well.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 243
244 unit 3 | Professional Issues
Wald and her colleagues brought basic nursing
care to the people in their home environment.
These nurses were independent practitioners who
made their own decisions and followed up on their
own assessments of families’ needs. Like
Nightingale, they were very aware of the effect of
the environment on the health of their clients and
worked hard to improve their clients’ surroundings.
Wald was convinced that many illnesses result-
ed from causes outside individual control and that
treatment needed to be holistic. She said she
chose the title public health nurse to emphasize the value of the nurse whose work was built on an
understanding of the social and economic prob-
lems that inevitably accompanied the clients’ ills
(Bueheler-Wilkerson, 1993).
Because she had the freedom to explore alterna-
tives for care during numerous births, illnesses, and
deaths, Wald began to organize an impressive
group of offerings, ranging from private relief to
services from the medical establishment. She
developed cooperative relationships with various
organizations, which allowed her access to goods
and jobs for her clients. News of her successes
spread. Private physicians sought her help and
referred their clients to her for care.
The Henry Street Settlement House
Within 2 years, the nurses had outgrown their
original quarters. They needed larger facilities and
more nurses. With the help of Jacob Schiff, a
banker and philanthropist, they moved to a larger
building at 265 Henry Street. This became known
as the Henry Street Settlement House (Mayer,
1994). Nine graduate nurses moved in soon after.
By 1909, the Henry Street Settlement House
had grown into a well-organized social services sys-
tem with many departments. The staff included
37 nurses, 5 of whom were managers.
Other Accomplishments
Wald is credited with developing school health nurs-
ing. Health conditions were so bad in the New York
City schools that 15–20 children per school were sent
home every day. These ill children were returned to
school by their parents in the same condition. As a
result, illnesses spread from child to child.
Ringworm, scabies, and pediculosis were common.
To prove her point about the value of communi-
ty health nurses, Wald set up an experiment using
one nurse for a month in one school. During that
time, the number of children sent home from
schools dropped from more than 10,000 to 1100.
The New York Board of Health was so impressed
that they hired nurses to continue the original
nurse’s work. Wald’s nurses treated illnesses,
explained the modes of transmission, and explained
the reasons that some children had to be excluded
from class and why others did not. The nurses also
followed up on the children at home to prevent
recurrence of illnesses.
Wald was also responsible for organizing the
Children’s Bureau, the Nursing Service Division of
the Metropolitan Life Insurance Company, and the
Town and Country Nursing Service of the
American Red Cross. Her dreams of expanding
public health nursing, obtaining insurance coverage
for home-based preventive care, and developing a
national health nursing service have not become a
reality. However, in view of today’s health-care con-
cerns, she was a visionary who believed that health
care belongs in the community and that nurses
have a vital role to play in community-based care.
She died in 1940 and is remembered as one of the
foremost leaders in public health nursing.
Margaret Sanger
Background
Margaret Higgins was born in Corning, New York,
on September 14, 1879. After recovering from
tuberculosis, which she contracted while caring for
her mother, she attended nursing school at the
White Plains Hospital School of Nursing. In her
autobiography, she described the school as rigid
and at times inhuman; perhaps this provides an
indication of where her future interests would take
her (Sanger, 1938). During her affiliation at the
Manhattan Eye and Ear Hospital, she met William
Sanger. They married and moved to a suburb of
New York, where she stayed at home to raise their
three children.
Labor Reformer
Sanger was very concerned about the working con-
ditions faced by people living in poverty. Many
workers were paid barely enough to buy food for
themselves and their families. At that time, the
income for a family with two working parents was
about $12–$14 a week. If only the father worked,
earnings dropped to $8 a week. When only the
mother worked, the family income was lower. A
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 244
chapter 15 | Nursing Yesterday and Today 245
portion of this income was paid back to the com-
pany as rent for company housing. Food was often
purchased through a company store, and very little
was left for other expenses, including health care.
A major strike of industrial workers in
Lawrence, Massachusetts, marked the beginning of
Sanger’s career as an advocate and social reformer.
The workers had previously attempted a strike for
better conditions, but they conceded because of
threatening starvation. If the workers went on
strike, then there was no money for food. Strike
sympathizers in New York offered to help the work-
ers and to take the children from Lawrence into
their homes. Because of her interest in the situation
of the underpaid workers and her involvement with
New York laborers, Sanger was asked to assist in the
evacuation of children from the unsettled and
sometimes violent conditions in Lawrence.
Following an outbreak of serious rioting, she
was called to Washington to testify before the
House Committee on Rules about the condition of
the children. She testified that the children were
poorly nourished, ill, ragged, and living in condi-
tions worse than those in impoverished city slums.
Two months later, the owners of the mills sat
down to talk with the workers and gave in to their
demands. Sanger’s interventions on behalf of the
children had brought the workers’ plight to the
attention of the general public and to people in
Washington.
A New Concern for Sanger
In the spring of 1912, Sanger returned to work as a
public health nurse. She was assigned to maternity
cases in New York City’s Lower East Side. One
case became a turning point in her life. Sanger was
caring for a 28-year-old mother of three children
who had attempted to self-abort. This woman and
her husband were already struggling to feed and
clothe the children they had and could not afford
any more. After 3 weeks, the woman had regained
her health. However, during the physician’s final
visit to her home, he told the young woman that
she had been lucky to survive this time but that, if
she tried to self-abort again, she would not need his
services but those of a funeral director. The young
woman pleaded with him for a way to prevent
another pregnancy. The doctor replied, “Tell your
husband to sleep on the roof ” (Sanger, 1938). The
young woman then turned to Sanger, who
remained silent.
Three months later, Sanger was called to the
same home. This time, the woman was in a coma
and died within minutes of Sanger’s arrival. At that
moment, Sanger dedicated herself to learning
about and disseminating information about birth
control.
Contraception Reform
This task turned out to be far more difficult than
Sanger had expected. The Comstock Act of 1873
classified birth control information as obscene.
Unrewarding research at the Boston Public Library,
the Library of Congress, and the New York
Academy of Medicine only increased her frustra-
tion. Very little information about birth control was
available anywhere in the United States at that time.
But contraception was widely practiced in many
European countries, so Sanger went to Europe.
She studied methods of birth control in France,
and when she returned to the United States, she
began to publish a journal called The Woman Rebel. This journal carried articles about contraception,
family planning, and other matters related to
women’s rights.
The first birth control clinic in the United States
opened at 46 Amboy Street in Brooklyn, New
York, in 1916. Sanger operated the clinic with her
sister, Ethel Byrne, and another nurse, Fania
Mindell. On the first day, more than 150 women
asked them for help. Everything went smoothly
until a policewoman, masquerading as a client,
arrested the three women and recorded the names
of all the clients. To bring attention to their plight
and to the closing of the clinic, Sanger refused to
ride in the police wagon. Instead, she walked the
mile to the courthouse.
Several weeks later, Sanger returned to a court-
house overflowing with friends and supporters to
face the charges that had been filed against her. The
public found it difficult to believe that this attractive
mother, flanked by her two sons, was either
“demented” or “oversexed,” as her adversaries had
claimed. She did not deny the charges of disseminat-
ing birth control information, but she did challenge
the law that made this information illegal. Because
she refused to abide by that law, the judge sentenced
her to 30 days in a workhouse.
After completing her 30 days, Sanger continued
her work for many years. She solicited the support of
wealthy women and used their help to gain financial
backing to continue her fight. She gave talks and
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 245
246 unit 3 | Professional Issues
organized meetings. In 1921 she organized the Birth
Control Conference in New York (Kalisch &
Kalisch, 2004). In 1928 she established the National
Committee on Federal Legislation for Birth
Control, which eventually became the Planned
Parenthood Foundation. Sanger was also an accom-
plished author, writing What Every Girl Should Know, What Every Mother Should Know, and Motherhood in Bondage.
Conservative religious and political groups were
the most vocal in their opposition to Sanger’s work.
In the end, however, Sanger won. Planned
Parenthood is a thriving organization, and birth
control information is available to anyone who
seeks it, although some groups oppose its availabil-
ity on religious or political grounds.
Sanger could fairly be labeled an early example
of the liberated woman. She was independent and
assertive during a time when it was considered
politically incorrect for a woman to behave that
way. Her tenacity and her ability to bring the needs
of the poor to society’s attention represented that
part of caring that operates in the political arena to
bring about change to improve people’s health and
save lives.
Mary Eliza Mahoney
Background
Mary Eliza Mahoney was the first African-American
registered nurse (RN) in the United States. She was
born on May 7, 1845, in Dorchester, Massachusetts.
She grew up in Roxbury with her parents and
showed an interest in nursing during her adoles-
cence. She worked for 15 years at the New England
Hospital for Women and Children (now Dimock
Community Health Center). She was a cook, a
janitor, a washerwoman, and an unofficial nurse’s
assistant.
In 1878, at the age of 33, she applied to the
hospital’s nursing program and was accepted as a
student. She spent her training days washing,
ironing, and cleaning, expected competencies of
that time. Sixteen months later, of the 43 students
who began the rigorous course, Mary and
4 white students were the only ones who com-
pleted it. After graduation she worked mostly as
a private duty nurse. She ended her nursing
career as director of an orphanage in Long Island,
New York, a position she had held for a decade.
She never married.
Contribution to Nursing
Mahoney recognized the need for nurses to work
together to advance the status of black nurses with-
in the profession. In 1896 Mahoney became one of
the original members of the predominately white
Nurses Associated Alumnae of the United States
and Canada (later known as the American Nurses
Association [ANA]). She cofounded the National
Association of Colored Graduate Nurses
(NACGN). Mahoney delivered the welcoming
speech at the first convention of the NACGN and
served as its national chaplain.
Mahoney died on January 4, 1926, and was
buried at the Woodlawn Cemetery in Everett,
Massachusetts. In 1936, the NACGN created an
award in her honor for women who contributed to
racial integration in nursing. After the NACGN
was dissolved in 1951, the ANA continued to offer
this award to black women. In 1976, 50 years after
her death, Mary Eliza Mahoney was inducted into
the Nursing Hall of Fame.
When she entered nurse’s training, Mahoney
never envisioned how her simple act of becoming a
nurse would change the status of black nurses and
help them to attain leadership positions within the
profession. Her dedication and effort have been
an inspiration to many men and women of color
who became dedicated members of the nursing
profession.
Mildred Montag
Meeting the Need With Associate Degree Nurses
During World War II, a nursing shortage became
evident. To meet the demands for nurses, Congress
enacted the Bolton Act of 1943 creating the
United States Cadet Nurse Corps. Under the
Bolton Act, nurses could be educated in fewer than
3 years but perform the same nursing duties as their
counterparts from the traditional 3-year diploma
schools (Applegate, 1988). Mildred Montag devel-
oped such a program at Adelphi University.
After the war, federal funds were withdrawn, and
the numbers of graduates declined. The acute nursing
shortage continued. The time for a change in nursing
education had come. The postwar era created other
job opportunities for women, and hospital-based
diploma school was not a popular career choice. The
health-care delivery system was disease-oriented.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 246
chapter 15 | Nursing Yesterday and Today 247
New technologies had entered the field of health care,
requiring nurses to have a stronger background in the
sciences and be able to use these technologies at the
bedside.
In 1952 a project aimed at developing nursing
education programs in junior and community col-
leges was launched. Montag, now an assistant pro-
fessor of nursing at Columbia Teacher’s College, was
appointed the project coordinator. Montag proposed
two levels of nursing, creating what she described as
the technical nurse. This nurse would provide direct, safe nursing care under the supervision of the pro-
fessional nurse in an acute care setting (Haase,
1990). The curriculum included general education
courses to prepare the nurse for social and personal
competency as well as skill competency. Today, asso-
ciate degree programs provide more graduate nurses
than any other nursing programs.
Associate degree nursing education has had a
profound effect on nursing education. Montag’s
achievement also increased the shift of nursing edu-
cation from the hospital to institutions of higher
learning.
Virginia Henderson
Background
Virginia Henderson was born November 30,
1897, in Kansas City, Missouri. She attended the
U.S. Army School of Nursing during World War
I. Her mentor was Annie Goodrich, head of the
Army School. Goodrich later became the first
dean of the Yale School of Nursing. After
the war, Henderson continued her nursing career
in public health in New York City and
Washington, D.C.
Henderson decided to enter nursing education
and took her first faculty position at the Norfolk
Virginia Protestant Hospital School of Nursing. In
1929 she returned to New York and enrolled in
Columbia Teacher’s College to further her nursing
education. Here she earned her bachelor’s and mas-
ter’s degrees and then joined the faculty of
Columbia Teacher’s College.
In 1953 she joined the faculty of the Yale School
of Nursing in New Haven, Connecticut, as a research
associate and spent the last four decades of her life
there. She began a 19-year project to review nursing
literature and published the four-volume Nursing Studies Index, which indexed the English-language nursing literature from 1900 through 1960.
Expanding the Definition of Nursing
Virginia Henderson’s most important publication,
Principles and Practice of Nursing, is considered the 20th century’s equivalent to Nightingale’s Notes on Nursing. Nightingale had emphasized nature as the primary healer but, with the advent of antibiotic
therapy and other technological advances, this
approach needed expansion (Henderson, 1955).
In her textbook revision in 1955, Henderson
first offered her description of nursing: “I say that
the nurse does for others what they would do for
themselves if they had the strength, the will and the
knowledge. But I go on to say that the nurse makes
the patient independent of him or her as soon as
possible.” Henderson wrote three editions of this
textbook. Unlike other nursing textbooks, this one
emphasized the importance of nursing research.
Nurse educators continued using the book
throughout the remainder of the century.
Henderson believed that nursing complemented
the patient by giving him or her what was needed in
“will or strength” to perform the daily activities and
carry out the physician’s treatment. She believed
strongly in “getting inside the skin” of her patients as
a way of knowing what he or she needed. As she said,
“The nurse is temporarily the consciousness of the
unconscious, the love of life for the suicidal, the leg of
the amputee, the eyes of the newly blind, a means of
locomotion for the infant and the knowledge and
confidence of the new mother” (Henderson, 1955).
Her beginnings were in public health, and this
influenced her definition of nursing. Because of
this background, Henderson was a proponent of
publicly financed, universally accessible health-care
services. She understood that nurses maintained
roots in the communities where they lived, and she
believed that nursing belonged in the forefront of
health-care reform. She also believed that nurses
should take every opportunity to advance the pro-
fession by becoming leaders in developing plans for
implementing accessible health care. She founded
the Interagency Council on Information Resources
for Nursing. She was a consultant to the National
Library of Medicine and the American Journal of
Nursing Company. Henderson received many
awards for her work and efforts to increase the sta-
tus of the nursing profession. The Sigma Theta Tau
International Nurses Honor Society named its
library in honor of her outstanding contributions to
nursing.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 247
248 unit 3 | Professional Issues
Contribution to 20th-Century Nursing
Henderson is thought by many to be the most
important nursing figure in the 20th century. Her
colleagues refer to her as the 20th century Florence
Nightingale (ualberta.ca/~jmorris/nt/henderson.
htm, 2000). She represents the essence and the
spirit of nursing in the 20th century.
Men in Nursing
Men are not new to nursing. Early Egyptian priests
who served the goddess Sekhmet practiced nurs-
ing. The first nursing school in the world started in
India in about 250 B.C., and only men were consid-
ered “pure” enough for admission.
In the Byzantine Empire, nursing was practiced
primarily by men and was a separate profession
(Kalisch & Kalisch, 2004). During every plague that
swept through Europe, men risked their lives to
provide nursing care. In 300 A.D. the Parabolani, a
group of men, started a hospital to care for victims
of the Black Plague. Two hundred years later,
St. Benedict founded the Benedictine Nursing
Order (Kalisch & Kalisch, 2004). Throughout the
Middle Ages, military, religious, and lay orders of
men continued to provide nursing care.
The Alexian Brothers, named after St. Alexis, a
5th century nurse, were organized in the 1300s to
provide nursing care to those affected by the Black
Death. In 1863, the Alexian Brothers opened their
first hospital in the United States to educate men
as nurses. The Mills School for Nursing and
St. Vincent’s School for men were organized in
New York in 1888. At that time, men did not
attend female nursing schools.
Before the Civil War both male and female
slaves were employed as “nurses.” During the Civil
War the Union used mainly female nurse volun-
teers, although some men also filled this responsi-
bility. The poet Walt Whitman, for example, served
as a volunteer nurse in the Union Army. The
Confederate Army identified 30 men in each regi-
ment to serve as military nurses. Charged with this
responsibility, these men tended to the ill on the
battlefields (Clay, 1928).
Modern nursing continued to develop as a pre-
dominantly female profession, however, excluding
men from schools of nursing and the professional
organizations. The Nurses Associated Alumnae of
the United States and Canada held its first annual
meeting in Baltimore in 1897. Later becoming the
ANA (in 1911), it continued to exclude men until
1930. One of the early acts of the organization was
to prevent men from practicing as nurses in the
military. The Army Nurse Corps, created in 1901,
barred men from serving as nurses (Brown, 1942;
Kalisch & Kalisch, 2004).
At the conclusion of the Korean War, the armed
services again permitted men to serve as military
nurses. Once men entered the military as nurses,
their numbers increased in civilian nursing as well.
Nursing schools began to admit men, and the num-
bers of men in nursing gradually increased. Today,
although still comparatively few, the number of men
pursing nursing careers continues to increase. Men
are attaining graduate degrees and specialty certifi-
cation and continue to enhance nursing by resum-
ing their historical role as caring professionals.
Professional Organizations
ANA
In 1896 delegates from 10 nursing schools’ alumnae
associations met to organize a national professional
association for nurses. The constitution and bylaws
were completed in 1907, and the Nurses Associated
Alumnae of the United States and Canada was creat-
ed. The name was changed in 1911 to the American
Nurses Association, which in 1982 became a federa-
tion of constituent state nurses associations. In 1908,
the Canadian Association of Nursing Education cre-
ated the Canadian National Association of Trained
Nurses, which became the Canadian Nurses
Association in 1924, with Mary Agnes Snively as its
first president (Mansell & Dodd, 2005).
The purposes of the ANA are to:
1. Foster high standards of nursing practice
2. Promote the rights of nurses in the workplace
3. Project a positive and realistic view of nursing
4. Lobby the Congress and regulatory agencies on
health-care issues affecting nurses and the public
These purposes, reviewed during each biennial
meeting by the House of Delegates, are unrestrict-
ed by consideration of age, color, creed, disability,
gender, health status, lifestyle, nationality, religion,
race, or sexual orientation (ANA, 2007).
The goals of the Canadian Nurses Association
are to:
1. Advance the discipline of nursing in the inter-
est of the public
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 248
chapter 15 | Nursing Yesterday and Today 249
2. Advocate for policy that incorporates the prin-
ciples of primary health care (access, interdisci-
plinary, patient and community involvement,
health promotion) and respects the Canada
Health Act
3. Advance the regulation of RNs in the interest
of the public
4. Collaborate with nurses, other providers, stake-
holders, and the public to achieve and sustain
quality practice environments and positive
client outcomes
5. Advance international health
6. Promote awareness of the profession so that the
roles and expertise of RNs are understood,
respected, and optimized (abbreviated from
CAN-AIIC at http://www.CNA-nurses.ca)
The core policy issues identified by the ANA in
2007 were:
■ Nursing shortage
■ Workplace rights
■ Workplace health and safety
■ Appropriate staffing
■ Patient safety and advocacy
Although more than 2 million people are mem-
bers of the nursing profession in the United
States, only about 10% of the nation’s RNs are
members of their professional organization. The
many different subgroups and numerous specialty
nursing organizations contribute to this fragmen-
tation, which makes presenting a united front
from which to advocate for nursing difficult. As
the ANA works on the goal of preparing nurses
during the 21st century, nurses need to work
together in their efforts to identify and promote
their unique, autonomous role within the health-
care system.
Many advantages are available to nurses who
join the ANA. Membership offers benefits such as
informative publications, group life and health
insurance, malpractice insurance, and continuing
education courses. As the major voice of nursing in
the United States, the ANA lobbies the govern-
ment to influence laws that affect the practice of
nursing and the safety of consumers. The power of
the ANA was apparent when nurses lobbied
against the American Medical Association’s
(AMA) proposal to create a new category of
health-care worker, the registered care technician,
as an answer to the nursing shortage of the 1980s.
The registered care technician category was never
established despite the AMA’s vigorous support.
The ANA frequently publishes position state-
ments outlining the organization’s position on par-
ticular topics important to the health and welfare of
the public and/or the nurse. Box 15-1 summarizes
some of the current position statements available
from the ANA, which can be accessed on the ANA
Web site (nursingworld.org/) or are available by
mail on request. Likewise, the Canadian Nurses
Organization publishes position statements on
such issues as education, ethics, healthy public pol-
icy, leadership, practice, primary health care, protec-
tion of the public, and research (Nursing Now,
2005; 2007).
Finally, the ANA offers certification in various
specialty areas. Certification is a formal, voluntary
process by which the professional demonstrates
knowledge of and expertise in a specific area of
practice. It is a way to establish the nurse’s expertise
beyond the basic requirements for licensure and is
an important part of peer recognition for nurses. In
many areas, certification entitles the nurse to salary
increases and position advancement. Some special-
ty nursing organizations also have certification pro-
grams.
National League for Nursing
Another large nursing organization is the National
League for Nursing (NLN). Unlike ANA mem-
bership, NLN membership is open to other health
professionals and interested consumers. Over 1500
nursing schools and health-care agencies and more
than 5000 nurses, educators, administrators, con-
sumers, and students are members of the NLN
(nln.org/aboutnln/info-history.htm).
The NLN participates in test services, research,
and publication. It also lobbies actively for nursing
issues and is currently working cooperatively with
the ANA and other nursing organizations on
health-care reform. To do such things more effec-
tively, the ANA, NLN, American Association of
Colleges of Nursing, and American Organization
of Nurse Executives have formed a coalition called
the TriCouncil for the purpose of dealing with
issues that are important to all nurses.
The NLN formed a separate accrediting
agency, the National League for Nursing
Accrediting Agency (NLNAC). The NLNAC is
responsible for the specialized accreditation of
nursing education schools and programs, both
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 249
250 unit 3 | Professional Issues
box 15-1
American Nurses Association
Bloodborne and Airborne Diseases
Education and Barrier Use for Sexually Transmitted
Diseases and HIV Infection
The Health Care Service System and Linkage of Primary
Care, Substance Abuse, Mental Health, and HIV/AIDS-
Related Services
AIDS/HIV Disease and Socio-Culturally Diverse Populations
Equipment/Safety Procedures to Prevent Transmission of
Bloodborne Diseases
Guidelines for Disclosure to a Known Third Party About
Possible HIV Infection
HIV Infected Nurse, Ethical Obligations and Disclosure
Tuberculosis and HIV
HIV Disease and Correctional Inmates
Needle Exchange and HIV
Personnel Policies and HIV in the Workplace
Post-Exposure Programs in the Event of Occupational
Exposure to HIV/HBV
HIV Exposure from Rape/Sexual Assault
HIV Infection and Nursing Students
Tuberculosis and Public Health Nursing
HIV Infection and U.S. Teenagers
HIV Testing
Travel Restrictions for Persons with HIV/AIDS
HIV Disease and Women
Ethics and Human Rights
Stem Cell Research
Privacy and Confidentiality
Assuring Patient Safety: Registered Nurses’ Responsibility
in all Roles and Settings to Guard Against Working When
Fatigued
Assisted Suicide
Nurses’ Participation in Capital Punishment
The Non-Negotiable Nature of the ANA Code for Nurses
with Interpretive Statements
Cultural Diversity in Nursing Practice
Discrimination and Racism in Health Care
Nursing Care and Do-Not-Resuscitate Decisions
Ethics and Human Rights
Active Euthanasia
Foregoing Nutrition and Hydration
Mechanisms Through Which SNAs Consider Ethical/Human
Rights Issues
Nursing and the Patient Self-Determination Acts
Risk and Responsibility in Providing Nursing Care
Reduction of Patient Restraint and Seclusion in Healthcare
Settings
Assuring Patient Safety: The Employers’ Role in Promoting
Healthy Nursing Work Hours for Registered Nurses in All
Roles and Settings
Pain Management and Control of Distressing Symptoms in
Dying Patients
Human Cloning by Means of Blastomere Splitting and
Nuclear Transplantation
Social Causes and Health Care
Elimination of Violence in Advertising Directed Toward
Children, Adolescents, and Families
Tobacco Use Prevention, Cessation, and Exposure to
Second-Hand Smoke
Adult Immunization
Adolescent Immunization
Violence Against Women
Adolescent Health
Environmental Tobacco Smoke
Prevention of Tobacco Use in Youth
Use of Placebos for Pain Management in Patients with
Cancer
Home Care for Mother, Infant, and Family Following Birth
Promotion and Disease Prevention
Long-Term Care
Childhood Immunizations
Informal Caregiving
Lead Poisoning and Screening
Nutrition Screening for the Elderly
Reproductive Health
Drug and Alcohol Abuse
Abuse of Prescription Drugs
Polypharmacy and the Older Adult
Opposition to Criminal Prosecution of Women for Use of
Drugs While Pregnant
Drug Testing for Health-Care Workers
Nursing Education
Guideline for Commercial Support for Continuing Nursing
Education
Nursing Practice
Professional Role Competence
Safety Issues Related to Tubing and Catheter Misconnec-
tions
Assuring Safe, High-Quality Health Care in Pre-K Through
12 Educational Settings
Credentialing and Privileging of Advanced Practice Regis-
tered Nurses
Providing Patients Safe Access to Therapeutic
Marijuana/Cannabis
Privatization and For-Profit Conversion
A National Nursing Database to Support Clinical Nursing
Practice
Position Statements
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 250
chapter 15 | Nursing Yesterday and Today 251
Nurse-Midwifery
ANA Response to Pew Commission Report
Nursing Research
Education for Participation in Nursing Research
Consumer Advocacy
Referrals to the Most Appropriate Provider
Mercury in Vaccines
Elimination of Medication Waste in Long-Term Care Facilities
Workplace Advocacy
Assuring Patient Safety: The Employers’ Role in Promoting
Healthy Nursing Work Hours for Registered Nurses in All
Roles and Settings
Assuring Patient Safety: Registered Nurses’ Responsibility in
All roles and Settings to Guard Against Working When
Fatigued
Elimination of Manual Patient Handling to Prevent Work-
Related Musculoskeletal Disorders
Work Release During a Disaster: Guidelines for Employers
Registered Nurses’ Rights and Responsibilities Related to
work Release During a Disaster
Opposition to Mandatory Overtime
Latex Allergy
The Right to Accept or Reject an Assignment
Restructuring, Work Redesign, and the Job and Career
Security of Registered Nurses
Polygraph Testing of Health Care Workers
Sexual Harassment
Unlicensed Assistive Personnel (Note: ANA work on the
UAP issue is ongoing)
Registered Nurses Utilization of Nursing Personnel in All
Settings
Registered Nurse Education Relating to the Utilization of
Unlicensed Assistive Personnel
Joint Statements
Joint Statement on Delegation American Nurses Associ-
ation (ANA) and National Council of State Boards of
Nursing
Authentication in a Computer-Based Patient Record
On Access to Patient Data
Computer-Based Patient Record Standards
Services to Families Following Sudden Infant Death Syn-
drome
Association of Operating Room Nurses Official Statement
on RN First Assistants
Maintaining Professional and Legal Standards During a
Shortage of Nursing Personnel
Role of the Registered Nurse in the Management of
Patients Receiving IV Conscious Sedation
Role of the Registered Nurse in the Management of
Analgesia by Catheter Techniques
box 15-1
Position Statements—cont’d
post-secondary and higher degree (master’s degree,
baccalaureate degree, associate-degree, diploma,
and practical nursing programs).
National Organization for Associate-Degree Nursing
Associate-degree nursing programs prepare the
largest number of new graduates for RN licensure.
Many of these individuals would never have had
the opportunity to become RNs without the access
afforded by the community college system. The
move to begin a national organization to address
associate-degree nursing began in 1986. The
organization identified two major goals: to main-
tain eligibility for licensure for associate-degree
graduates and to interact with other nursing
organizations. Today, the mission of the National
Organization for Associate Degree Nursing
(NOADN) includes supporting the associate-
degree graduate through:
■ Strong educational programs
■ Dynamic curricula and education of students in
a variety of settings
■ Emphasis on lifelong learning
■ Continued interaction with colleges and univer-
sities (noadn.org)
American Academy of Nursing
The American Academy of Nursing consists of
over 1500 nursing leaders in practice, education,
management, and research. Its mission is to
advance health policy and practice through the
generation, synthesis, and dissemination of nursing
knowledge. The mission is accomplished through
Nursing Outlook, a professional journal; expert pan- els composed of members of the Academy, a
Scholar in Residence program, and supporting
appointment of nurses to key policy positions.
Membership is through nomination by current
Fellows of the Academy (http://www.aannet.org).
National Institute for Nursing Research
The National Institute for Nursing Research
(NINR), unlike the other associations described
here, is an arm of the federal government, one of
the 27 institutes of National Institutes of Health
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 251
252 unit 3 | Professional Issues
(NIH). Originally a center at NIH, it became a
full-fledged insititute in 1993. NINR supports and
conducts basic and clinical research and provides
research training in health promotion, disease and
disability prevention, quality of life, health dispari-
ties, management of symptoms, and end-of-life
care encompassing the entire life span (http://www.
ninr.nih.gov).
Specialty Organizations
In addition to the national nursing organizations,
nurses may join specialty practice organizations
focused on practice areas (e.g., critical care, neuro-
science, obstetrics) or special interest groups (e.g.,
male nurses, Hispanic, Philippine, Aboriginal
nurses). These organizations provide nurses with
information regarding evidence-based practice,
trends in the field, and approved standards of spe-
cialty practice. Links to nursing organizations may
be found at nursingsociety.org/career/nursing_orgs.
html or http://www.cna-nurses.ca
Health Care Today
Among the industrialized countries of the world,
the United States is the only one that does not pro-
vide basic health-care coverage to every citizen
(Lieberman, 2003). Forty-seven million Americans
have no health insurance (ANA, 2008a), yet the
United States has technologically advanced, highly
sophisticated health care and spends more per
capita (per person) than most countries.
If the United States has the most advanced
knowledge and equipment and spends a great
deal of money on health care, then why the cause
for alarm? What is wrong? Why doesn’t everyone
have health-care insurance? Why are people so
worried about the quality of care? The answer is
complex.
For most people, health insurance comes
through their place of employment. One problem
with this is that many employers are motivated to
keep the cost as low as possible or transfer much of
the cost to the employee. Another problem is that
if one loses one’s job, health insurance is also lost.
Managed care was originally designed to reduce
the amount spent on health care by emphasizing
prevention. Some have said that it has become a
way to limit choices and ration care (Mechanic,
2002) rather than prevent illness.
As managed care plans grow and spread across
the country, these companies become powerful
enough to be able to negotiate reduced rates (dis-
counts) from local hospitals (Trinh & O’Connor,
2002). They can, in effect, say, “We can get an
appendectomy for $2300 at hospital A; why should
we pay you $2700?” If hospital B does not agree,
the hospital may lose all the patients enrolled
in that managed care plan. This pressures hospital B
to reduce costs and spread staff even thinner than
before.
Similar price pressures come from Medicare,
Medicaid, and other health insurance companies. To
keep costs under control, some states have cut bene-
fits for people receiving Medicaid (state-supported
health benefits for low-income people) (Pear, 2002).
With the upsurge in for-profit health plans and
the purchase of not-for-profit hospitals by for-
profit companies, U.S. health care has become
increasingly “corporatized.” It was thought that this
would yield a highly efficient, responsive system
(“the customer is always right”). That has not hap-
pened because the “customer” who pays for insur-
ance coverage is actually the employer or the gov-
ernment, not the individual patient. The care
provided by the for-profits, in general, appears to
be of lesser quality than the old not-for-profit or
fee-for-service plans (Mechanic, 2002).
There is a limit to the extent to which cost cut-
ting can increase efficiency without endangering
patients. A series of important research studies has
shown that increasing the number of RNs provid-
ing care in a hospital has a direct effect on improv-
ing the outcomes of patient care.
For many years, the United States has been try-
ing to fix its health-care system by applying patch-
es over its worst cracks, but this has apparently not
worked very well. Does the system need a major
overhaul? Yes. But first, there needs to be a clear
vision of what it should be and what it should do
(O’Connor, 2002). Whatever way that vision devel-
ops, it is certain that nurses will have an important
role in a future health-care system. As Aiken and
colleagues (2002) wrote, “nurses contribute impor-
tantly to surveillance, early detection and timely
interventions that save lives” (p. 18).
The ANA, among others, has described the cur-
rent health-care system in the United States as
“sick” and “broken” (ANA, 2008a). As stated before,
forty-seven million Americans, including 9 million
children, have no health-care insurance. Even
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 252
chapter 15 | Nursing Yesterday and Today 253
worse, two-thirds of the working-age population
have a health-care–related financial problem such
as unpaid medical bills, being uninsured, or being
underinsured. A survey of over 26,000 Americans,
half of whom belonged to a union, found that 1 in
3 had decided to do without care because of the
cost. Half had stayed in a job just to keep their
health-care benefits. More than half reported that
their health-care insurance did not cover the care
they needed at a price they could afford (Currie,
2008b). More detail about the survey can be found
at www.healthcaresurvey.aflcio.org
The quality of the care provided is a second major
concern. A 1999 report issued by the Institute of
Medicine estimated that 100,000 deaths in hospitals
every year were due to errors that could have been
prevented (ANA, 2008a). Hospital-acquired drug-
resistant infections have become a major problem,
having increased a hundredfold over the last 10 years
or so. In 1993 there were 3000 hospital discharges
that included a diagnosis of drug-resistant microor-
ganism. In 2005 there were 394,000 of these
discharges (Currie, 2008a).
Additional concerns include f ragmented,
impersonal care; failure to consider the whole per-
son when treating a problem; and continuation of
disease focus rather than prevention focus.
Furthermore, the United States face what Buchan
called a “demographic double whammy” of an
aging population that will need more health care
and, at the same time, an aging workforce
(Hewison & Wildman, 2008).
In Canada, a debate over privatization versus
public funding of health care continues (Villeneuve
& MacDonald, 2006). Health care is still illness-
and disease-focused as in the United States.
Although there is interest in complementary and
alternative treatments, they have not been integrat-
ed into general care. Disparities in care of members
of minority groups threaten to increase if not
addressed more effectively.
Global interconnectedness has brought new con-
cerns about how quickly and easily infectious diseases
can cross national borders. HIV, severe acute respira-
tory syndrome, and the annual waves of influenza
that cross the globe are just a few reminders.
Nursing Today
Issues specific to nursing reflect the problems and
concerns of the system as a whole. The average
bedside RN is in her middle to late 40s (Lillis &
O’Brien, 2007). Ninety-percent of nurses are still
female, although the number of men is gradually
increasing (Dougherty, 2008). Concerns about the
supply of RNs and staffing shortages persist in
both the United States and Canada.
The related issues of excessive workload, manda-
tory overtime, scheduling, abuse, workplace vio-
lence, and lack of professional autonomy contribute
to these concerns (Villeneuve & MacDonald,
2006). On the bright side, there are also some indi-
cations of increasing interest in a nursing career as
salaries improve and job opportunities expand.
Safe staff ing, defined as the appropriate number and mix of nursing staff, is a critical issue for nurs-
es and the people who need their care. A series of
research studies has demonstrated the importance
of adequate nurse staffing. There is powerful evi-
dence that nurses save lives: there is a 7% increase
in the likelihood of a patient dying within 30 days
of admission for each additional patient assigned to
a nurse (Aiken et al., 2002; Potter & Mueller,
2007). Nurses cannot gain in-depth understanding
of their patients, protect their patients, or catch
early warning signs of trouble if they are over-
whelmed by the number of patients for whom they
are responsible. Adequate numbers of nurses affect
patient mortality, length of stay, urinary tract infec-
tions, fall rates, incidence of hospital-acquired
pneumonia, and more. For further information, see
www.safestaffingsaveslives.org
Health Care in the Future
Ideally, a new model of health care is needed that
offers the following:
■ Holistic, person-centered care
■ Seamless connections across community, acute-
care, and long-term care settings (Pogue, 2007)
■ Elimination of health disparities
■ Guaranteed accessible, affordable care for
everyone (ANA, 2008b)
■ Safe care that heals and does not harm the
patient
■ Equal support for prevention, health promotion,
and mental health care
■ Healthy environment from green buildings
(Trossman, 2007) to the elimination of air,
water, soil, and other forms of pollution
■ Acknowledgement and addressing of global
health concerns: global warming, hunger, poverty,
and disease at home and in developing countries
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 253
254 unit 3 | Professional Issues
Nursing in the Future
Within the nursing profession, there is much work
to do. Cohen (2007) addressed the issue of the
image that many nurses present to their public.
One is professional appearance and behavior. She
quotes Dumont on the question of dress, particu-
larly wearing uniforms covered with cartoon char-
acters: “You’re the only thing between the patient
and death, and you’re covered in cartoons. No won-
der you have no authority.” The following are some
additional suggestions to improve nursing’s image:
■ Always introduce yourself as a nurse.
■ Define professional appearance appropriate to
your workplace, and enforce it.
■ Define professional behavior, and enforce it.
■ Take every opportunity to speak to the public
about nursing.
■ Document what nurses do and how important
they are (Cohen, 2007).
What else can nurses do? It is important that
more members of minority groups be brought
into nursing so that nursing better reflects
the increasing diversity of the population.
Collaboration with colleagues in other health
professions is also vital to improving health care.
Physicians, therapists, social workers, psycholo-
gists, aides, assistants, and technicians are con-
cerned about the quality of care provided. Patients
and their families are also concerned and person-
ally affected by the quality of care provided. All
these groups together would have a stronger voice
in health-care reform.
The following are some specific actions you can
take to exert leadership in improving health care:
■ Learn more about the health-care system and
your role in it.
■ Join your professional association and specialty
associations and support their efforts to improve
care.
■ Talk with everyone and anyone who will listen.
■ Write letters to the editor, speak on local radio
and television programs, and participate in
online discussions.
■ Speak to local, state, and national representatives
about these concerns.
In summary, be “visible and vocal” in your support of
nursing and improved health care (ANA, 2008a).
Conclusion
As nursing moves forward in the 21st century, the
need for courageous and innovative nurse leaders is
greater than ever. Society’s demand for high-quality
health care at an affordable cost is a contemporary
force for change.
Nurses began in hospitals, moved to the commu-
nity, moved back into the hospitals, and are now
seeing a move back to the community. Men were
the earliest nurses, then left the profession and have
now returned, bringing with them new ideas and
leadership abilities. Nursing has become as diversi-
fied as the populations it serves. You will be the
Nightingales, Walds, Sangers, Mahoneys, Montags,
and Hendersons of the future; the creativity and
dedication of these nurses are part of everyone.
Study Questions
1. Read Notes on Nursing: What It Is and What It Is Not by Florence Nightingale. How much of its content is still true today?
2. If Margaret Sanger were alive, how do you think she would view the issue of teaching school-
children about AIDS?
3. What do you think Lillian Wald would say about the status of hospitals and health care today?
4. How do you think Florence Nightingale would deal with a physician who is verbally abusive to
the nursing staff?
5. If you had been Margaret Sanger, would you have decided to stop teaching women about birth
control? Explain your answer.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 254
chapter 15 | Nursing Yesterday and Today 255
References Aiken, L., Clarke, S.P., Sloane, D., Sochalski, J., et al. (2002).
Hospital nurse staffing and patient mortality, nurse burnout and job dissatisfaction. Journal of the American Medical Association, 288(16), 1987–1993.
American Nurses Association. (2007). Retrieved on October 16, 2007, from http://www.nursingworld.org/ FunctionalMenuCategories/About ANA.aspx
American Nurses Association. (2008a). Health reform: The 2008 elections and beyond. The American Nurse, September/ October.
American Nurses Association. (2008b). Safe staffing save lives. The American Nurse, March/April.
Applegate, M. (1988). Associate degree nursing and health care. In Perspectives of Nursing 1987–1989, pp. 207–219.
Beletz, E. (1974). Is nursing’s public image up-to-date? Nursing Outlook, 22, 432–435.
Brown, D. (1942). Men nurses in the U.S. Navy. American Journal of Nursing, 42(5), 499–501.
Bueheler-Wilkerson, K. (1993). Bring care to the people: Lillian Wald’s legacy to public health nursing. American Journal of Public Health, 83, 1778–1785.
Clay, V. (1928). Home life of a Southern lady. In Hart, Albert B. (ed.). American History Told by Contemporaries (vol. 4, p. 244). N.Y.: MacMillan.
Cohen, S. (2007). The image of nursing: How do others see us? How do we see ourselves? American Nurse Today, 2(5), 24–26.
Currie, D. (2008a). Drug-resistant could lower costs. The Nation’s Health, 38(4), 4.
Currie, D. (2008b). One in three forgo care because of cost. The Nation’s Health, 38(4), 8.
Donahue, H.P. (1985). Nursing, the Oldest Art. St. Louis: C.V. Mosby. Dougherty, C. (2008, May 7). Slowdown’s side effect: More nurs-
es. Wall Street Journal, pp. D1, D8. Griffith, G.J., & Griffith, H.J. (1965). Jensen’s history and trends in
professional nursing, 5th ed. St. Louis: C.V. Mosby.
Haase, P. (1990). The origins and rise of associate degree nursing education. Durham, N.C.: Duke University Press.
Henderson, V. (1966). The nature of nursing. New York: Macmillan. Henderson, V. (1955). ualberta.ca/-jmorris/nt/henderson.htm
Retrieved on May 9, 2000, unc.edu/ehallora/henderson.htm Hewison, A., & Wildman, S. (2008). Looking back, looking
forward: Enduring issues in nursing management. Journal of Nursing Management, 16(1), 1–3.
Improving practice environment: Keeping up the momentum. (2007, April): Nursing Now: Issues and Trends in Canadian Nursing, Number 22.
Kalisch, P.A., & Kalisch, B.J. (2004). American nursing: A history. Philadelphia: Lippincott, Williams & Wilkins.
Lieberman, T. (2003). Bruised and broken: The US health system. AARP Bulletin, 44(3), 3–5.
Lillis, K., & O’Brien, A. (2007, February 12). Salary survey 2007. Advance for Nurses, pp. 11–18.
Longfellow, H.W. (1868). The lady with the lamp. In Williams, M. (1975). How does a poem mean? Boston: Houghton Mifflin.
Mansell, D., & Dodd, D. (2005). Professionalism and Canadian nursing. In Bates, C., Bates, D., & Rousseau, N. (eds.) On all frontiers: Four centuries of Canadian nursing (pp. 197-211). Ottawa: University of Ottawa Press.
Mayer, S. (1994). Amelia Greenwald: Pioneer in international public health nursing. Nursing and Health Care, 15(2), 74–78.
Mechanic, D. (2002). Sociocultural implications of changing organizational technologies in the provision of care. Social Science and Medicine, 54, 459–467.
National League for Nursing. Retrieved on May 4, 2006, from http://www.nln.org/aboutnln/info-history.htm
National Organization of Associate Degree Nursing. Retrieved on May 3, 2006, from noadn.org conventionstate.htm
Nightingale, F. (1859). Notes on nursing: What it is and what it is not. Reprinted 1992. Philadelphia: J.B. Lippincott.
Nursing leadership in a changing world. (2005, January). Nursing Now: Issues and Trends in Canadian Nursing, Number 18.
6. What is your definition of nursing? How does it compare or contrast with Virginia Henderson’s
definition?
7. Review the mission and purpose of the ANA or another national nursing organization online.
Do you believe that nurses should belong to these organizations? Explain your answer.
Case Study to Promote Critical Reasoning
Alina went to nursing school on an Air Force scholarship. She has been directed to lead the
planning for establishing a comprehensive primary care and health promotion program clinic on
board NASA’s newest international space station. The crew is to remain on board the station for
6 months at a time. The crew will consist of military men and women from three countries.
1. What medical and nursing equipment should Alina plan to have in this center?
2. What would the physical environment on board need to have to satisfy Florence Nightingale and
Lillian Wald?
3. How do you believe Virginia Henderson would describe the role of the nurse in this environment?
4. Develop a possible nursing research topic for study in this situation.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 255
256 unit 3 | Professional Issues
O’Connor, K. (2002, April 8). Healthcare in need of a fix. Modern Healthcare, 27.
Pear, R. (2002, November 20). Report: Health system in crisis. Sun Sentinel, 3A.
Pogue, P. (2007). The nurse practitioner role. Into the Future Nursing Leadership, 20(2), 34–38.
Potter, P., & Mueller, J.R. (2007). How well do you know your patients? Nursing Management, 38(2), 40-41.
Roberts, M. (1937). Florence Nightingale as a nurse educator. American Journal of Nursing, 37, 775.
Rogers, M.E. (1988). Nursing science and art: A perspective. Nursing Science Quarterly, 1, 99–102.
Sanger, M. (1938). Margaret Sanger: An autobiography. New York: W.W. Norton.
Schuyler, C.B. (1992). Florence Nightingale. In Notes on nursing: What it is and what it is not. Philadelphia: J.B. Lippincott.
Sigma Theta Tau International Nursing Honor Society. (2006). Retrieved on May 3, 2006, from nursingsociety.org/career/nursing_orgs.html
Trinh, H.Q., & O’Connor, S.J. (2002). Helpful or harmful? The impact of strategic change on the performance of U.S. urban hospitals. Health Services Research, 37(1), 145–171.
Trossman, S. (2007). Who says it’s not easy being green? Nurses and health care leaders promote healing, environmentally friendly facilities. The American Nurse, 39(2), 1, 8.
Villeneuve, M., & MacDonald, J. (2006). Toward 2020: Visions of nursing. Ottawa: Canadian Nurses Association.
2208_Ch15_239-256.qxd 11/6/09 6:03 PM Page 256
appendix 1 Codes of Ethics for Nurses
American Nurses Association Code of Ethics for Nurses
1. The nurse, in all professional relationships,
practices with compassion and respect for the
inherent dignity, worth, and uniqueness of
every individual, unrestricted by considerations
of social or economic status, personal attributes,
or the nature of health problems.
2. The nurse’s primary commitment is to the
patient, whether an individual, family, group, or
community.
3. The nurse promotes, advocates for, and strives
to protect the health, safety, and rights of the
patient.
4. The nurse is responsible and accountable for
individual nursing practice and determines the
appropriate delegation of tasks consistent with
the nurse’s obligation to provide optimum
patient care.
5. The nurse owes the same duties to self as to
others, including the responsibility to preserve
integrity and safety, to maintain competence,
and to continue personal and professional
growth.
6. The nurse participates in establishing, main-
taining, and improving health care environ-
ments and conditions of employment con-
ducive to the provision of quality health care
and consistent with the values of the profession
through individual and collective action.
7. The nurse participates in the advancement of
the profession through contributions to prac-
tice, education, administration, and knowledge
development.
8. The nurse collaborates with other health pro-
fessionals and the public in promoting commu-
nity, national, and international efforts to meet
health needs.
9. The profession of nursing, as represented by
associations and their members, is responsible
for articulating nursing values, for maintaining
the integrity of the profession and its practice,
and for shaping social policy.
Approved July 2001. Web site: nursingworld. org/ethics/chcode. htm Reprinted with permission from American Nurses Association, Code of Ethics for Nurses with Interpretive Statements, ©2001 American Nurses Publishing, American Nurses Foundation/American Nurses Association, Washington, DC.
Canadian Nurse Association Code of Ethics for Registered Nurses
The Code of Ethics for Registered Nurses (CNA,
2008) serves as a foundation for nurses’ ethical
practice. CNA believes that the following seven
values, which are described in the code, are central
to ethical nursing practice. In the code each of
these values is accompanied by a number of
responsibility statements, and together they out-
line the ethical practice that is expected of regis-
tered nurses. CNA believes that the quality of the
work environment in which nurses practice is also
fundamental to their ability to practice ethically.
1. Providing safe, compassionate, competent and ethical care
Nurses provide safe, compassionate, competent
and ethical care.
2. Promoting health and well-being
Nurses work with people to enable them to attain
their highest possible level of health and well-
being.
3. Promoting and respecting informed deci- sion-making
Nurses recognize, respect and promote a person’s
right to be informed and make decisions.
4. Preserving dignity
Nurses recognize and respect the intrinsic worth
of each person.
257
2208_APP-1_257-258.qxd 11/6/09 6:04 PM Page 257
258 appendix 1 | Codes of Ethics for Nurses
5. Maintaining privacy and confidentiality
Nurses recognize the importance of privacy and
confidentiality and safeguard personal, family and
community information obtained in the context of
a professional relationship.
6. Promoting justice
Nurses uphold principles of justice by safeguarding
human rights, equity and fairness and by promot-
ing the public good.
7. Being accountable
Nurses are accountable for their actions and
answerable for their practice. Ethical nursing prac-
tice also involves endeavoring to address broad
aspects of social justice that are associated with
health and well-being. These aspects relate to the
need for change in systems and societal structures
in order to create greater equity for all. Nurses
should endeavor as much as possible, individually
and collectively, to advocate for and work toward
eliminating social inequities. The code contains
thirteen statements entitled “ethical endeavors,”
which are intended to guide nurses in this area.
These statements address the need for awareness
and action around such areas as social inequalities,
accessibility and comprehensiveness of health care,
and major health concerns (e.g., poverty, violence,
inadequate shelter) as well as broader global con-
cerns (e.g., war, violations of human rights, world
hunger).
Canadian Nursing Association. Web site: www.cna-nurses.ca
Reprinted with permission from the Canadian Nurses Association, 2008.
The International Council of Nurses Code of Ethics for Nurses
Nurses and People
The nurse’s primary professional responsibility is to
people requiring nursing care.
In providing nursing care, the nurse promotes
an environment in which the human rights, values,
customs, and spiritual beliefs of the individual,
family, and community are respected.
The nurse ensures that the individual receives
sufficient information on which to base consent for
care and related treatment.
The nurse holds in confidence personal infor-
mation and uses judgment in sharing this infor-
mation.
The nurse shares with society the responsibility
for initiating and supporting action to meet the
health and social needs of the public, in particular
those of vulnerable populations.
The nurse also shares responsibility to sustain
and protect the natural environment from deple-
tion, pollution, degradation, and destruction.
Nurses and Practice
The nurse carries personal responsibility and
accountability for nursing practice, and for main-
taining competence by continual learning.
The nurse maintains a standard personal
health such that the ability to provide care is not
compromised.
The nurse uses judgment regarding individual
competence when accepting and delegating
responsibility.
The nurse at all times maintains standards of
personal conduct which reflect well on the profes-
sion and enhance public confidence.
The nurse, in providing care, ensures that use of
technology and scientific advances are compatible
with safety, dignity, and rights of people.
Nurses and the Profession
The nurse assumes the major role in determining
and implementing acceptable standards of clinical
nursing practice, management, research, and educa-
tion.
The nurse is active in developing a core
research-based professional knowledge.
The nurse, acting through professional organi-
zations, participates in creating and maintaining
equitable social and economic working conditions
in nursing.
Nurses and Co-Workers
The nurse sustains a co-operative relationship with
co-workers in nursing and other fields.
The nurse takes appropriate action to safeguard
individuals when their care is endangered by a co-
worker or any other person.
Approved 2000. Web site: cn.ch/ethics.htm Used with permission International Council of
Nurses, Geneva, Switzerland, copyright 2000.
2208_APP-1_257-258.qxd 11/6/09 6:04 PM Page 258
appendix 2 Standards Published by the
American Nurses Association*
■ Faith Community Nursing: Scope and
Standards of Practice
■ Intellectual and Developmental Disabilities
Nursing: Scope and Standards of Practice
■ Neonatal Nursing: Scope and Standards of
Practice
■ Pain Management Nursing: Scope and
Standards of Practice
■ Plastic Surgery Nursing: Scope and Standards
of Practice
■ School Nursing: Scope and Standards of
Practice
■ Scope and Standards for Nurse Administrators
■ Scope and Standards of Addictions Nursing
Practice
■ Scope and Standards of College Health
Nursing Practice
■ Scope and Standards of Diabetes Nursing
Practice
■ Scope and Standards of Gerontological
Nursing Practice
■ Scope and Standards of Home Health Nursing
Practice
■ Scope and Standards of Hospice and Palliative
Nursing Practice
■ Scope and Standards of Neuroscience Nursing
Practice
■ Scope and Standards of Nursing Informatics
Practice
■ Scope and Standards of Pediatric Nursing
Practice
■ Scope and Standards of Pediatric Oncology
Nursing
■ Scope and Standards of Practice for Nursing
Professional Development
■ Scope and Standards of Psychiatric-Mental
Health Nursing Practice
■ Scope and Standards of Public Health Nursing
Practice
■ Scope and Standards of Vascular Nursing
Practice
■ Standards of Addictions Nursing Practice with
Selected Diagnoses and Criteria
*nursingworld.org/books/
259
2208_APP-2_259-260.qxd 11/6/09 6:04 PM Page 259
2208_APP-2_259-260.qxd 11/6/09 6:04 PM Page 260
appendix 3 Guidelines for the Registered
Nurse in Giving, Accepting, or Rejecting a Work Assignment*
Registered Nurses, as licensed professionals, share
the responsibility and accountability along with
their employer to ensure that safe, quality nursing
care is provided. The scope of professional nurses’
accountability involves legal, ethical, and profes-
sional guidelines for assuring safe, quality patient
care. Legal responsibility for the provisions, dele-
gation and supervision of patient care is specified
in the Nurse Practice Act 464.001, and the
Administrative Rules Chapter 59S. The American
Nurses Association (ANA) Code for Nurses with
Interpretive Statements (1985) guides ethical
conduct and decision making of professional
nurses. The ANA Standards and Scope of
Practice (1997) provides a systematic application
of nursing process for patient care management
across patient care settings. In addition, the ANA
Restructuring Survival Kit (1996) suggests com-
mon strategies to assist the professional nurse
facing assignment and delegation issues during
reassignment and reorganization, temporary or
permanent. Lastly, the employer requirements for
safe, competent staffing are outlined in facility
policies and guidelines.
Within ethical and legal parameters the nurse
exercises informed judgment and uses individual
competence and qualifications as criteria in seek-
ing consultation, accepting responsibilities and
delegating nursing activities to others. The nurse’s
decision regarding accepting or making work
assignments is based on the legal, ethical and pro-
fessional obligation to assume responsibility for
nursing judgment and action.
The document offers strategies for problem
solving as the staff nurse, nurse manager, chief
nurse executive and administrator practice within
the complex environment of the health care
system.
Nursing Care Delivery
Only a Registered Nurse (RN) will assess, plan
and evaluate a patient’s or client’s nursing care
needs. No nurse shall be required or directed to
delegate nursing activities to other personnel in
a manner inconsistent with the Nurse Practice
Act, the standards of the Joint Commission on
Accreditation of Health Organizations, the
ANA Standards of Practice or Hospital Policy.
Consistent with the preceding sentence, the
individual RN has the autonomy to delegate (or
not delegate) those aspects of nursing care the
nurse determines appropriate based on the
patient assessment.
When a nurse is floated to a unit or area where
the nurse receives an assignment that is consid-
ered unsafe to perform independently, the RN has
the right and obligation to request and receive a
modified assignment, which reflects the RN’s
level of competence.
The Florida Nurses Association (FNA), the
Florida Organization of Nurse Executives
(FONE), and the FNA Labor Employee
Relations Commission (LERC) recognize that
changes in the health care delivery system have
occurred and will continue to occur, while empha-
sizing the common goal to provide safe quality
patient care. The parties also recognize that RNs
have a right and responsibility to participate in
decisions affecting delivery of nursing care and
related terms and conditions of employment. All
parties have a mutual interest in developing sys-
tems, which will provide quality care on a cost
efficient basis without jeopardizing patient out-
comes. Thus, commitment to measuring the
impact of staffing and assignments to patient out-
comes is a shared commitment of all professional
nurses irrespective of organizational structure.
261
2208_APP-3_261-266.qxd 11/6/09 6:05 PM Page 261
262 appendix 3 | Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment*
Assignment Despite Objection (ADO)/Documentation of Practice Situation (DOPS)
Staff nurses today face often untenable assignments
that need to be documented as such. Critical, clin-
ical judgment should be utilized when evaluating
the appropriateness of an assignment. Refusal to
accept an assignment without appropriate discus-
sion within the chain of command can be defined
as insubordinate behavior. Each Registered Nurse
should become familiar with organizational poli-
cies, procedures and documentation regarding
refusal to accept an unsafe assignment. ANA has
recently adopted a position statement and model
ADO form available for use by SNA members.
(Please contact Florida Nurses Association for
further information.)
Staffng
In the event a Registered Nurse determines in
his/her professional opinion that he/she has been
given an assignment that does not allow for appro-
priate patient care, he/she shall notify the
Supervisor or designee who shall review the con-
cerns of the nurse. If the nurse’s concerns cannot be
resolved by telephone, the Supervisor or designee,
except in instances of compelling business reasons
that preclude him/her from doing so, will then
come to the unit within four (4) hours of being
contacted by the nurse to assess the staffing. Such
assessment shall be documented with a copy given
to the nurse. Nothing herein shall prohibit a
Registered Nurse from completing and submitting
a protest of assignment form.
Nurse Practice Act, 1994, Administrative Rules Chapt. 59S, 14.001 Definitions (4/29/96)
“Assignments” - are the normal daily functions of
the UAPs based on institutional or agency job
duties which do not involve delegation of nursing
functions or nursing judgment.
“Competency” - is the demonstrated ability to
carry out specified tasks or activities with reason-
able skill and safety that adheres to the prevailing
standard of practice in the nursing community.
“Delegation” - is the transference to a competent
individual the authority to perform a selected nurs-
ing task or activity in a selected situation by a nurse
qualified by licensure and experience to perform
the task or activity.
“Supervision” - is the provision of guidance by a
qualified nurse and periodic inspection by the nurse
for the accomplishment of a nursing task or activi-
ty, provided the nurse is qualified and legally enti-
tled to perform such task or activity. The supervisor
may be the delegator or a person of equal or greater
licensure to the delegator.
Scenario
■ Suppose you are asked to care for an unfamil-
iar patient population or to go to a unit for
which you feel unqualified—what do you do?
■ Suppose you are approached by your supervisor
and asked to work an additional shift. Your
immediate response is that you don’t want to
work another shift—what do you do?
Such situations are familiar and emphasize the rights
and responsibilities of the RN to make informed
decisions. Yet all members of the health care team,
from staff nurses to administrator, share a joint
responsibility to ensure that quality patient care is
provided. At times, though, difference in interpreta-
tion of legal or ethical principles may lead to conflict.
Guidelines for decision making are offered to
assist RNs problem-solve work assignment issues.
Applications of these guidelines are presented in
the form of scenarios, examples of unsafe assign-
ments experienced by RNs.
Guidelines for Decision Making
The complexity of the delivery of nursing care is
such that only professional nurses with appropriate
education and experience can provide nursing care.
Upon employment with a health care facility, the
nurse contracts or enters into an agreement with
that facility to provide nursing services in a collab-
orative practice environment.
It is the Registered Nurse’s Responsibility to:
■ provide competent nursing care to the patient
■ exercise informed judgment and use individual
competence and qualifications as criteria in
seeking consultation, accepting responsibilities
and delegating nursing activities to others
■ clarify assignments, assess personal capabilities,
jointly identify options for patient care assign-
ments when he/she does not feel personally
competent or adequately prepared to carry out
a specific function
■ refuse an assignment that he/she does not feel
prepared to assume after appropriate consulta-
tion with supervisor
2208_APP-3_261-266.qxd 11/6/09 6:05 PM Page 262
appendix 3 | Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment* 263
It is Nursing Management’s Responsibility to:
■ ensure competent nursing care is provided to
the patient
■ evaluate the nurse’s ability to provide special-
ized patient care
■ organize resources to ensure that patients
receive appropriate nursing care
■ collaborate with the staff nurse to clarify
assignments, assess personal capabilities, joint-
ly identify options for patient care assignments
when the nurse does not feel personally com-
petent or adequately prepared to carry out a
specific function
■ take appropriate disciplinary action according
to facility policies
■ communicate in written policies to the staff
the process to make assignment and
reassignment decisions
■ provide education to staff and supervisory
personnel in the decision making process
regarding patient care assignments and
reassignments, including patient placement
and allocation of resources
■ plan and budget for staffing patterns based upon
patient’s requirements and priorities for care
■ provide a clearly defined written mechanism
for immediate internal review of proposed
assignments, which includes the participation
of the staff involved, to help avoid conflict
Issues Central to Potential Dilemmas Are:
■ the right of the patient to receive safe profes-
sional nursing care at an acceptable level of
quality
■ the responsibility for an appropriate utilization
and distribution of nursing care services when
nursing becomes a scare resource
■ the responsibility for providing a practice
environment that assures adequate nursing
resources for the facility, while meeting the
current socioeconomic and political realities of
shrinking health care dollars
Legal Issues
Behaviors and activities relevant to giving, accept-
ing, or rejecting a work assignment that could lead
to disciplinary action include:
■ practicing or offering to practice beyond the
scope permitted by law, or accepting and
performing professional responsibilities
which the licensee knows or has reason to
know that he or she is not competent to
perform
■ performing, without adequate supervision, pro-
fessional services which the licensee is author-
ized to perform only under the supervision of a
licensed professional, except in an emergency
situation where a person’s life or health is in
danger
■ abandoning or neglecting a patient or client
who is in need of nursing care without making
reasonable arrangements for the continuation
of such care
■ failure to exercise supervision over persons who
are authorized to practice only under the
supervision of the licensed professional
Of the above, the issue of abandonment or neg-
lect has thus far proven the most legally devastat-
ing. Abandonment or neglect has been legally
defined to include such actions as insufficient
observation (frequency of contact), failure to
assure competent intervention when the patient’s
condition changes (qualified physician not in
attendance), and withdrawal of services without
provision for qualified coverage. Since nurses at
all levels most frequently act as agents of the
employing facility, the facility shares the risk of
liability with the nurse.
Application of Guidelines for Decision Making
Two clinical scenarios are presented for the RN to demonstrate appropriate decision making when faced with an unsafe assignment. Sometimes an example or two can help the RN objectively examine legal, ethi- cal and professional issues prior to making a f inal decision. Additional resources are listed following the scenarios.
Scenario—A Question of Competence
An example of a potential dilemma is when an
evening supervisor pulls a psychiatric nurse to the
coronary care unit because of a lack of nursing
staff. The CCU census has risen and there is not
additional qualified staff available.
Suppose you are asked to care for an unfamil-
iar patient population or to go to a unit for which
you feel unqualified—what do you do?
1. CLARIFY what it is you are being asked to do.
■ How many patients will you be expected to
care for?
2208_APP-3_261-266.qxd 11/6/09 6:05 PM Page 263
264 appendix 3 | Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment*
■ Does the care of these patients require you
to have specialty knowledge and skills in
order to deliver safe nursing care?
■ Will there be qualified and experienced
RNs on the unit?
■ What procedures and/or medications will
you be expected to administer?
■ What kind of orientation do you need to
function safely in the unfamiliar setting?
2. ASSESS yourself. Do you have the knowledge
and skill to meet the expectations that have
been outlined for you? Have you had experi-
ence with similar patient populations? Have
you been oriented to this unit or a similar unit?
Would the perceived discrepancies between
your abilities and the expectations lead to an
unsafe patient care situation?
3. IDENTIFY OPTIONS and implications of
your decision.
a) If you perceive that you can provide safe
patient care, you should accept the assignment.
You would now be ethically and legally respon-
sible for the nursing care of these patients.
b) If you perceive there is a discrepancy between
abilities and the expectations of the assign-
ment, further dialogue with the nurse super-
visor is needed before you reach a decision. At
this point it may be appropriate to consult the
next level of management, such as the house
supervisor or the chief nurse executive.
In further dialogue, continue to assess whether
you are qualified to accept either a portion or the
whole of the requested assignment. Also point out
options which might be mutually beneficial. For
example, obviously it would be unsafe for you to
administer chemotherapy without prior training.
However, if someone else administered the
chemotherapy, perhaps you could provide the
remainder of the required nursing care for that
patient. If you feel unqualified for the assignment
in its entirety, the dilemma becomes more complex.
At this point the RN must be aware of the
legal rights of the facility. Even though the RN
may have legitimate concern for patient safety
and one’s own legal accountability in providing
safe care, the facility has legal precedent to initi-
ate disciplinary action, including termination, if
you refuse to accept an assignment. Therefore, it
is important to continue to explore options in a
positive manner, recognizing that both the RN
and the facility have a responsibility for safe
patient care.
4. POINT OF DECISION/IMPLICATIONS:
If none of the options are acceptable, you are at
your final decision point.
a) Accept the assignment, documenting carefully
your concern for patient safety and the process
you used to inform the facility (manager) of
your concerns. Keep a personal copy of this
documentation and send a copy to the manag-
er(s) involved. Once you have reached this deci-
sion it is unwise to discuss the situation or your
feelings with other staff or patients. Now you
are legally accountable for these patients. From
this point, withdrawal from the agreed upon
assignment may constitute abandonment.
b) Refuse the assignment, being prepared for
disciplinary action. Document your concern
for patient safety and the process you used to
inform the facility (manager) of your con-
cerns. Keep a personal copy of this documen-
tation and send a copy to the nurse executive.
Courtesy suggests that you also send a copy to
the manager(s) involved.
c) Document the steps taken in making your
decision. It may be necessary for you to use
the facility’s grievance procedure.
Scenario—A Question of an Additional Shift
An example of another potential dilemma is when
a nurse who recognizes his/her fatigue and its
potential for patient harm is required to work an
additional shift.
Suppose you are approached by your supervisor
and asked to work an additional shift. Your imme-
diate response is that you don’t want to work
another shift—what do you do?
1. CLARIFY what it is you are expected to do.
■ For example, would the additional shift be
with the same patients you are currently car-
ing for, or would it involve a new patient
assignment?
■ Is your reluctance to work another shift
because of a new patient assignment you do
not feel competent to accept? (If the answer
is yes, then refer to the previous example, “A
Question of Competence.”)
■ Is your reluctance due to work fatigue, or do
you have other plans?
2208_APP-3_261-266.qxd 11/6/09 6:05 PM Page 264
appendix 3 | Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment* 265
■ Is this a chronic request due to poor sched-
uling, inadequate staffing, or chronic absen-
teeism?
■ Are you being asked to work because there
is no relief nurse coming for your present
patient assignment? Because your unit will
be short of professional staff on the next
shift? Because another unit will be short of
professional staff on the next shift?
■ How long are you being asked to work—the
entire shift or a portion of the shift?
2. ASSESS yourself.
■ Are you really tired, or do you just not feel
like working? Is your fatigue level such that
your care may be unsafe? Remember, you
are legally responsible for the care of your
current patient assignment if relief is not
available.
3 IDENTIFY OPTIONS and implications of
your decision.
a) If you perceive that you can provide safe
patient care and are willing to work the addi-
tional shift, accept the assignment.
b) If you perceive that you can provide safe
patient care but are unwilling to stay due to
other plans or the chronic nature of the
request, inform the manager of your reasons
for not wishing to accept the assignment.
c) If you perceive that your fatigue will interfere
with your ability to safely care for patients,
indicate this fact to the manager.
If you do not accept the assignment and the man-
ager continues to attempt to persuade you it may be
appropriate to consult the next level of manage-
ment, such as the house supervisor or the nurse
executive.
In further dialogue, continue to weigh your rea-
sons for refusal versus the facility’s need for an RN.
If you have a strong alternate commitment, such as
no child care, or if you seriously feel your fatigue
will interfere with safe patient care, restate your
reasons for refusal.
At this point, it is important for you to be aware
of the legal rights of the facility. Even though you
may have legitimate concern for patient safety and
your own legal accountability in providing safe
care, or legitimate concern for the safety of your
children or other commitments, the facility has
legal precedent to initiate disciplinary action,
including termination, if you refuse to accept an
assignment. Therefore, it is important to continue
to explore options in a positive manner, recognizing
both you and the facility have a responsibility for
safe patient care.
4. POINT OF DECISION/IMPLICATIONS
a) Accept the assignment, documenting your
professional concern for patient safety and the
process you used to inform the facility (man-
ager) of your concerns. Keep a personal copy
of this documentation and send a copy to the
nurse executive. Courtesy suggests that you
also send a copy to the manager(s) involved.
Once you have reached this decision it is
unwise to discuss the situation of your feel-
ings with other staff and/or patients.
b) Accept the assignment, documenting your
professional concerns for the chronic nature
of the request and possible long-term conse-
quences in reducing the quality of care.
Documentation should follow the procedures
outlined in (a).
c) Accept the assignment, documenting your
personal concerns regarding working condi-
tions in which management decides the legit-
imacy of employee personal commitments.
This documentation should go to your man-
ager. You may wish to request a meeting with
your manager to discuss the incident and your
concerns regarding future requests.
d) Refuse the assignment, being prepared for
disciplinary action. If your reasons for refusal
were patient safety or an imperative personal
commitment, document this carefully, includ-
ing the process you used to inform the facili-
ty (nurse manager) of your concerns. Keep a
personal copy of this documentation and send
a copy to the chief nurse executive. Courtesy
suggests that you also send a copy to the
manager(s) involved.
e) Document the rationale for your decision. It
may be necessary to use the facility’s grievance
procedure.
Summary
Two scenarios of how an RN may apply the guide-
lines for decision making in the actual work situa-
tion have been presented. Staffing dilemmas will
always be present and mandate that active commu-
nication between staff nurses and all levels of
2208_APP-3_261-266.qxd 11/6/09 6:05 PM Page 265
266 appendix 3 | Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment*
nursing management be maintained to assure
patient safety. The likelihood of a satisfactory solu-
tion will increase if there is prior consideration of
the choices available. This consideration of avail-
able alternatives should include recognition that
professional nurses are intelligent adults who
should be involved in the decision making process.
Professional nurses are accountable for nursing
judgments and actions regardless of the personal
consequences. Providing safe nursing care to the
patient is the ultimate objective of the professional
nurse and the health care facility.
The Florida Nurses Association Labor and Employment Relations Commission acknowl- edges:
■ the Florida Organization of Nurse Executives
for input and collaboration in this document
and the development of the previous 1989 edi-
tion of this document.
■ the Florida Nurses Association Labor and Employment Relations Commission for final preparation of the revised 1999 edition of this
document.
Resources
To maintain current and accurate information on
accountability of registered nurses for giving,
accepting, or rejecting a work assignment, the fol-
lowing resources are suggested:
■ Health Care Facility: Nurses are encouraged to seek consultation with their nurse manager/
executives to discuss the facility’s missions and
goals as well as policies and procedures.
■ The Florida Nurses Association, the largest statewide organization for registered nurses,
represents nursing in the governmental, policy
making arena and maintains current informa-
tion and publications relative to the nurse’s
practice environment. Contact FNA or check
out our website http://www.floridanurse.org
for the benefits and services of membership, as
well as priorities and activities of the
Association.
■ The American Nurses Association serves as the national clearing-house of information and
offers publications on contemporary issues,
including standards of practice, nursing ethics,
as well as legal and regulatory issues. Contact
ANA for a complimentary copy of the
Publications Catalogue.
■ ANA Survival Kit (1996) available through the American Nurses Association.
■ ANA Basic Guide to Safe Delegation available through the American Nurses Association.
■ ANA Code of Ethics for Nurses (1998) available through the American Nurses Association.
■ ANA Standards and Scope of Practice (1997) available through the American Nurses
Association.
■ Nurse Practice Act (Florida Statutes 464,
January 1994) and Administrative Rules (59S).
■ Board of Nursing. A complimentary copy of
the Nurse Practice Act is available to each
registered nurse upon request.
*Reproduced with permission of Florida Nurses
Association, 1999, Orlando, Florida.
2208_APP-3_261-266.qxd 11/6/09 6:05 PM Page 266
Index
267
A Abandonment
legal issues in patient, 263
Abilities
as delegation criterion, 121, 123
Acceptance letters
job search, 225–226, 229f
Accident
patient safety and, 147
Accountability
in codes of ethics, 257–258
principle of, 47
in standards of practice, 28
Acknowledgment of others
in effective communication,
75, 75t
Acting
health-care reform and, 151–152
in values clarification, 42, 42b
Active listening
in communication, 74, 74b
in evaluative feedback, 84
Active resistance
to change, 107, 107t
Addictions
workplace, 185–186
Administrative law, 23, 24
Advance directives
in ethical dilemmas, 50
legal issues in, 32–33
Advancement
career, 236
Adverse event
patient safety and, 147
African-American registered nurses
Mahoney as first, 246
Age
distributive justice and, 45–46
Agencies
quality and safety support from,
148b, 148–150
Agency for Healthcare Research and
Quality
quality indicators of, 149
Web site of, 148b
Aggressiveness
assertiveness versus, 75
Aging
of population and nursing workforce,
145–146
Agreements
collective bargaining, 98–99, 99b
Alarm
in stress response, 198
Alcohol use
as licensure violation, 36
workplace, 185–186
Algorithms
in quality improvement, 137
Allergy
latex, 181–183, 182t
Alternative medicine
health-care resources and, 144
Ambulatory care center
organizational structure of, 63f
American Academy of Nursing, 251
American Hospital Association
on nursing shortage, 145
Patient’s Bill of Rights of, 27
unlicensed assistive personnel survey
of, 119
American Nurses Association
Code of Ethics for Nurses of, 47,
188, 257
on delegation, 116–117
criteria for, 121
definition of, 120–121
on disabled nurses’ rights, 189
on disaster and terrorism readiness,
189–190
Do Not Resuscitate orders and, 32
ergonomic guidelines of, 185
on health-care crisis, 252–253
health-care reform agenda of, 151–152
history of, 248
on mandatory overtime, 187
overview of, 248–249
position statements of, 249,
250b–251b
publications of, 259
quality of care and, 139, 148b, 149
on reporting questionable practices,
188–189, 189b
safety and, 149, 174–175
on sexual harassment, 181
on staffing ratios, 188
standards of practice of, 27, 139, 259
unlicensed assistive personnel and, 188
Americans With Disabilities Act
disabled nurses’ rights and, 189
as statutory law, 22
Anxiety
as barrier to effective communication,
75–76
in work-related stress, 198
Appearance
in job interview, 232
professional image and, 254
Appropriateness
in delegation, 124
Artifact level
in organizational culture, 59
Assault
overview of, 26
workplace, 177
Assertiveness
aggressiveness versus, 75
Assessment
in delegation, 118
in ethical dilemmas, 49–50, 50b
in SBAR communication model,
80, 81t
in work assignment guidelines,
262–265
Assignment
delegation of tasks and, 118–119,
120f, 126
despite objection, 262
Nurse Practice Act definition of,
262
refusal of, 163
Assignment sheets
in time management, 162
Assistants
power sources of, 65
Assisted suicide
as ethical issue, 52
Associate degree nursing education
history of, 246–247
Assumptions
in organizational culture, 59
Attitudes
in effective leadership, 9
in new job, 235–236
Authoritarian leadership style, 6, 6t
Authority
as power source, 64
Autocratic leadership style, 6, 6t
Automation
in time management, 166
Autonomy
in codes of ethics, 257–258
in empowerment, 65
principle of, 44
Avoidance
in response to conflict, 93b
Awareness
in stress management, 207, 207b
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 267
268 Index
B Back injuries
workplace, 184–185
Background
in SBAR communication model,
80, 81t
Background questions
in job interview, 228–229
Balance
burnout and, 206
in effective leadership, 9, 9f
Bargaining
collective, 67
Battery
overview of, 26
Behavior
Deutschman’s myths and stages of
changing, 110, 111t
feedback and, 82–84, 83b–84b
professional, 254
in sexual harassment, 180b
values in, 41
Behavioral theories
of leadership, 6, 6t
Belief
in ethical dilemma assessment, 50
in organizational culture, 59
in stress management, 207b, 208
systems of, 42–43
Beneficence
principle of, 44–45
Bill of Rights
Patient’s, 27
United States Constitution, 22
Bioethics. See also Ethics
defined, 43
Biological variations
cultural diversity and, 192–193
Bioterrorism
readiness for, 189–190
Birth control
Sanger and, 240, 245–246
Bloodborne Pathogens Standard,
183
Body language
in job interview, 232
Bolton Act of 1943, 246
Brainstorming
in problem solving, 95
Breach of duty
as component of negligence, 24
Breathing
in stress management, 208–209
Brewster
Mary, 243
Bullying
as source of conflict, 93
as workplace violence, 179
Bureau of Labor Statistics
workplace violence and, 176–177
Bureau of State Boards of Nurse
Examiners
licensure examination of, 34–35, 35t
Bureaucracy
in organizational structure, 61b
Burnout, 204–207
causes of, 204–206, 205b
consequences of, 206–207, 212
defined, 204
stages of, 204
Business sense
in effective management, 16
Byrne
Ethel, 245
C Canada
code of ethics in, 257–258
health-care issues in, 253
licensure of nurses in, 34, 36
standards of practice in, 26–27
Canadian Nurses Association, 248–249
Code of Ethics for Registered Nurses
of, 257–258
Care allocation
in care delivery models, 127
Care delivery models
delegation and, 126–127
types of, 127
Care environment
organizational, 60
Career issues, 217–237
advancement as, 236
critical first year as, 235–236
interview process as, 226–234, 234b
job choice as, 234–235
job search letters as, 225–226,
227f–230f
job search preliminaries as, 218–220
myths in, 218
overview of, 218, 236
researching potential employer as,
220–221
résumé writing as, 221b, 221–225,
223f, 224t
SWOT analysis and, 218–219
unsuccessful job search as, 235
Causation
as component of negligence, 24
Census of Fatal Occupational Injuries
workplace violence and, 176
Centers for Disease Control and
Prevention
in safety risk reduction, 174
Certified nursing assistants
delegation and, 117
Change, 103–112
comfort zone and, 104f, 104–105
feedback suggesting, 83b, 83–84
implementation of, 108–110
design in, 108–109, 109f
integration in, 109f, 110
personal, 110, 111t
planning in, 109, 109f
macro and micro, 104
as natural phenomenon, 105
personal, 110, 111t
process of, 104f, 104–105
receptivity to, 105
resistance to, 105–108, 106f, 107t
Change-of-shift report
information in, 77b, 77–79, 78f–79f
Charting
by exception, 29
time management and, 163, 166
Child abuse
as licensure violation, 36
Chief nursing officers
delegation and, 118
Child labor
Sanger and, 240, 245
Choice
in code of ethics, 257
in problem solving, 94f, 95
in values clarification, 42, 42b
Chronological résumé, 222
Circadian rhythms
shift rotation and, 187
Civil law
overview of, 23–24
Civil Rights Act
on sexual harassment, 180
Clarification
in informal negotiations, 97b, 97–98
of values, 41–42, 42t
in work assignment guidelines,
262–264
Clarity
in effective communication, 74, 75t
Client advocates
in ethical dilemmas, 51
Client care
delegation of, 115–129. See also
Delegation
historical trends and issues in,
132–133, 133t
management of
economics of, 132, 143–145, 144f
models of care delivery in,
126–127
Nightingale on, 242–243
quality evaluation in, 136, 136f,
139, 142, 142t
quality improvement in, 135–139,
140t–141t
risk management in, 142–143
organizational environment and, 60
time management in, 159–160,
163
schedule for, 77–79, 78f
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 268
Index 269
Client information
reporting of, 77–82
change–of–shift report in, 77b,
77–79, 78f–79f
to clients and families, 81–82
interdisciplinary communication
in, 80–81, 81t
team conferences in, 79–80
Client needs categories
in NCLEX–RN examination, 34–35,
35t
Client wishes
in ethical dilemma assessment, 50,
50b
Climate change
Health–care trends and, 133
Clinical expertise
in effective management, 16
Clustering of tasks
in time management, 166
Coaching
in effective management, 16f, 17
Code of Ethics for Nurses With
Interpretive Statements, 47
Code of Ethics Project, 47
Codes of ethics, 47, 257–258. See also
Ethics
Coercion
as power source, 65
Collaboration
in codes of ethics, 257–258
in guidelines for work assignments,
262, 265–266
Colleagues
communication with, 76b–77b,
76–77
Collective bargaining
case study of, 98, 99b
contract components in, 98
empowerment through, 67
pros and cons of, 98–99
Combination résumé, 222
Comfort zone
change process and, 104f, 104–105
Commission on Workplace Advocacy,
174–175
Commitment
in leadership, 8
to patient
in codes of ethics, 257–258
in stress management, 207b, 208
Communication, 74–82
in adaptation to workplace, 203
assertiveness in, 75
barriers to effective, 75–76
in care delivery models, 127
with colleagues, 76b–77b, 76–77
cultural diversity and, 192
delegation and, 126–127
in effective followership, 5
in effective leadership, 9f, 10
in ethical dilemmas, 50
with health-care provider, 80–81, 81t
in job search, 220
lawsuit prevention and, 28b, 28–29, 29t
listening in, 74, 74b
with physicians, 80–81, 81t
principles of effective, 74–75, 75t
in quality improvement, 152
quasi–intentional tort and, 23–24
verbal and nonverbal, 74, 74b
Compassion
in code of ethics, 257
Compatibility
delegation and, 124–125
Compensation
in job choice, 235
Competence
autonomy and, 44
in codes of ethics, 257–258
delegation and, 121, 123
in empowerment, 65
in work assignment guidelines,
263–264
Competency
Nurse Practice Act definition of, 262
Competition
in conflict, 93–94
in health-care economics, 144–145
Computerized adaptive testing
in NCLEX–RN examination, 34
Computerized client information
systems
benefits of, 76, 76b
confidentiality and, 46
Computerized lists
in time management, 161–162
Conferences
expertise enhanced by, 67, 68f
Confidentiality
in codes of ethics, 258
genetic information and, 53
laws protecting, 24–25
principle of, 46
Conflict
as learning experience, 92
overview of, 92
workplace
case studies of, 92, 92b, 95b,
95–96, 98, 99b
signs of, 93b, 93–94
sources of, 92–93
Conflict resolution
case studies of, 92, 92b, 95b, 95–96,
98, 99b
collective bargaining in, 98–99, 99b
in effective management, 16f, 17
formal negotiation in, 98–99, 99b
informal negotiation in, 92, 92b,
96b–97b, 96–98
myths surrounding, 94
problem-solving in, 94f, 94–96, 95b
signs of need for, 93b, 93–94
Conflicts
workplace, 92–100
resolution of, 94f, 94–99, 96b–97b,
99b. See also Conflict resolution
Confrontation
in response to conflict, 92b, 93, 93b
in sexual harassment, 181
Congress on Nursing Practice
code of ethics of, 47
Consent
implied, 28
informed, 27–28
Contact dermatitis
from latex, 181–182
Context
in change implementation, 109
Continuing education
expertise enhanced by, 67–68, 68f
Continuous quality improvement
defined, 135–136
process of, 136, 136f
Contraception
Sanger and, 240, 245–246
Contract components
in collective bargaining, 98
Control
in management theory, 14, 15f
Controlling leadership style, 6, 6t
Coordination of assignments
delegation and, 118–119, 120f, 126
Coordination of care
delegation and, 118–119, 120f, 126
Coping skills
in adaptation to work-related stress,
203, 203t
as buffer against burnout, 207
maladaptive, 202
Core competencies
of Institute of Medicine, 150–151,
151b
Cost-consciousness
in effective management, 16
in health-care crisis, 252–253
Cost containment
in health-care crisis, 252–253
in health-care delivery, 143–146, 144f
nursing shortage and, 146
Cost sharing
in client care economics, 144
Courage
in effective leadership, 9, 9f
Cover letters
job search, 225–226, 227f
Creativity
in designing change, 109
in leadership, 5
in problem solving, 95
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 269
270 Index
Crisis management
avoidance of, 164
Critical pathways
in quality improvement, 137–139
sample, 140t–141t
Critical thinking
in effective leadership, 9f, 10
in quality improvement, 152
workplace climate and, 191
Crossing the Quality Chasm, 135, 135b
Cultural diversity
in advance directive procedure, 32
as barrier to effective communication,
76
components of, 192–193
in ethical dilemma assessment, 50
health-care trends and, 132
as source of conflict, 93
workplace climate and, 192–193
Culture
organizational, 59–60
of safety, 147b, 147–148
D Decisional activities
in effective management, 16f, 17
Decision making
in care delivery models, 127
delegation grid in, 121, 121b, 123f
empowerment through, 65
in ethical dilemmas, 50–51
matrix for staffing, 188, 188t
value of involvement in, 190–191
in work assignment guidelines,
262–266
Delegation
of client care, 115–129
barriers to, 125–126, 126t
criteria for, 121
models of care delivery in,
126–127
need for, 119
nursing process and, 118–119,
120f
principles of, 116–118, 117b
relationship-oriented concerns in,
124–125, 125b
safety and, 120–121, 121b, 122f,
123b
task-related concerns in, 121, 123f,
123–124
direct versus indirect, 117, 125, 126t
five rights of, 116–117, 117b
Nurse Practice Act definition of,
262
overview of, 116b, 116–118
supervision versus, 117
Democratic leadership style, 6, 6t
Demographics
health-care changes and, 132
Design flaws
resistance to change and, 105–106
Detachment
in burnout, 204
Detention
as false imprisonment, 25–26
Deutschman’s myths and stages of
changing behavior, 110, 111t
Devaluation reaction myth
of conflict resolution, 94
Diagnostic errors
patient safety and, 146b
Diagnostic-related groups
in client care economics, 144
Dignity
in code of ethics, 257
Dilemma
defined, 49
Direct channels
in effective communication, 75, 75t
Direct delegation
indirect versus, 117, 125, 126t
Direction setting
in leadership, 5
Directive leadership style, 6, 6t
in effective management, 17
Disagreement
in effective followership, 5
Disasters
readiness for, 189–190
Disconfirming of beliefs
resistance to change and, 107
Discussion leadership
in informal negotiations, 97, 97b
Disempowerment
contributors to, 65
Distributive justice
defined, 45
Do Not Resuscitate order
components of, 32b
ethical issues in, 47
legal issues in, 31–32
Documentation
in advance directive procedure, 32
of health-care provider contact, 80
lawsuit prevention and, 28b, 28–29,
29t–30t
of medical errors, 147
of practice situation, 262
of sexual harassment, 181
time management and, 159
Dominance
as organizational goal, 61
Drug use
as licensure violation, 36
workplace, 185–186
Durable power of attorney
legal issues in, 32–33
Duty of care
as component of negligence, 24
E Economics
in care setting, 139
of client care, 132
in collective bargaining contracts, 98
in formal negotiations, 98
health-care system and, 143–146,
144f
of sexual harassment, 180
Education
in advance directive procedure, 32
employability and, 219
expertise enhanced by, 67–68, 68f
Henderson’s contribution to, 247–248
Montag’s contribution to, 246–247
Nightingale’s contribution to, 242
in résumé writing, 222, 224
of surgical patients, 81–82
workplace climate and, 191
Effective leadership
behaviors in, 9f, 10–11
qualities in, 8–10, 9f, 9t
Efficiency
in delegation, 123–124
in scientific management theories, 14
in time management, 164, 166
Elder abuse
as licensure violation, 36
Electronic health records
benefits of, 76, 76b
confidentiality and, 25, 46
in time management, 166
E–mail
in job search, 226, 231t
rules for, 76–77, 77b
Emotional intelligence
in leadership, 7
theory of, 7
Emotions
in ethical dilemmas, 48–51
in informal negotiations, 97, 97b
in resistance to change, 105
Employee development
in effective management, 16f, 17
feedback in, 82
Employee evaluation
in effective management, 16f, 17
performance appraisal in, 85–86
Employee wellness
in risk management, 143
Employer demand
nursing job growth and, 145
Empowerment
defined, 65
of nurses, 65–68
collective bargaining and, 67
contributors to, 65
decision making and, 66
emotional components of, 65
enhancing expertise and, 67–68, 68f
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 270
Index 271
health-care reform and, 151–152
professional organizations and, 67
shared governance and, 66–67
power versus, 65
End–of–life decisions
legal issues in, 31–33
Endorsement
licensure through, 35–36
Energy
in adaptation to workplace, 203
in effective leadership, 9, 9f
in time management, 161–162
Environmental concerns
in code of ethics, 257
health-care trends and, 132–133
Environmental control
cultural diversity and, 192
Environmental stressors, 198
Environmental tempo
time management and, 159
Equal Employment Opportunity
Commission
on sexual harassment, 180, 180b
Equipment
in care setting, 139
latex, 182t
Ergonomic injuries
workplace, 184–185
Errors
medical, 146–147. See also Medical
errors
Espoused beliefs
in organizational culture, 59
Ethical culture
organizational, 48
Ethical dilemmas. See also Ethics
assessment in, 49–50, 50b
current issues in, 52
defined, 49
emotional component in, 48–51
evaluation in, 51–52, 52b
genetics and, 52–54
implementation in, 51
planning in, 50–51
professional, 48–49, 54
questions in, 49, 50b
technology and, 40, 52–54
Ethics, 39–56
belief systems and, 42–43
codes of, 47
defined, 43
dilemmas in, 48–56. See also Ethical
dilemmas
guidelines for work assignments and,
261–266
in leadership, 9
morals versus, 43
organizational, 48
overview of issues in, 40
principles of, 43–47
accountability as, 47
autonomy as, 44
beneficence as, 45
confidentiality as, 46
fidelity as, 46
justice as, 45–46
laws versus, 43
nonmaleficence as, 44–45
veracity as, 46–47
theories of, 43
values and, 39–56
Eustress, 198, 199t
Euthanasia
as ethical issue, 52
Evaluation
in delegation, 118
in ethical dilemmas, 51–52, 52b
of quality improvement, 136, 136f,
152
Evaluation of suggestions
in problem solving, 94f, 95
Evaluative feedback, 84–85
need for, 85, 85b
response to, 85
Evidence-based practice
in quality and safety initiatives, 150
Examination
nursing licensure, 34–35, 35t
Exercise
in stress management, 210
Exhaustion
in burnout, 204
in stress response, 198
Expectations
burnout and, 204
in new job, 235–236
in stress management, 210
work-related stress and, 201t, 201–202
Experience
as barrier to delegation, 125
in résumé writing, 222–224
Expertise
in effective management, 16
means of enhancing, 67–68, 68t
as power source, 64
Extrinsic values
defined, 41
F Facilities
as care setting, 139
Fairness
as delegation criterion, 124
in empowerment, 65
False imprisonment
defined, 25
overview of, 25–26
Falsification of documents
as licensure violation, 36
Falsification of records
lawsuits from, 23, 29
Fatigue
mandatory overtime and, 33–34
stress-related, 209
in work assignment guidelines,
264–265
Feedback, 82–85
in adaptation to workplace, 203
in effective communication, 75, 75t
in effective leadership, 10
guidelines for providing, 82t, 82–84,
83b–84b
objectivity in, 82t, 82–84, 83b
observable behavior in, 84
positive and negative, 83b–84b,
83–84
return feedback in, 84, 84b
timing of, 83, 84b
purpose of, 82
Felony
defined, 23
Felony conviction
as licensure violation, 36
Fidelity
principle of, 46
Filing systems
in time management, 162–163
Finances
in care setting, 139
career issues and, 219
Five Rights of Delegation
of National Council of State Boards
of Nursing, 116–117, 117b
Fixed pie myth
of conflict resolution, 94
Florida Nurses Association
Labor and Employment Relations
Commission of, 261, 266
Flow sheets
in time management, 162
Focus
in effective communication, 74, 75t
Followership
components of effective, 5
defined, 5
overview of, 4
response to poor leadership in, 5,
11–12
Formal negotiation
in conflict resolution, 98–99, 99b
Formal processes
organizational, 64
Functional nursing care delivery model,
127
Functional résumé, 222, 223f
G Gender
in assault victim blaming, 178b
as barrier to effective communication,
76
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 271
272 Index
in conflicting work-family demands,
205–206
conflicts from issues related to, 93
sexual harassment and, 179
Gene therapy
ethical issues in, 54
General adaptation syndrome
in stress response, 198
Generation of possible solutions
in problem solving, 94f, 95
Genetics
ethical issues in, 52–54
Globalization
Health-care trends and, 132–133
Goal setting
in effective leadership, 9f, 10
ethical dilemmas and, 50
in time management, 160–161,
161b–162b
Good Samaritan laws
overview of, 24
Goodrich
Annie, 247
Government agencies
patient safety quality and, 148b,
148–149
Ground rule setting
in informal negotiations, 97, 97b
Growth
as organizational goal, 60
professional, 191
Guidance
in management theory, 15, 15f
Guided imagery
in stress management, 209, 209b
Guidelines
in quality improvement, 137
H Hall
John, 242
Handle with Care campaign, 185
Harassment
sexual, 179–181, 180b
Hardiness
as buffer against burnout, 207
Harm
as component of negligence, 24
delegation and potential for, 121,
122f
principle of nonmaleficence and,
44–45
Health
delegation and, 124
promotion in codes of ethics of,
257–258
stress management and, 208–211,
209b–211b
Health care
in Canada, 253
current status of, 252
economic climate and, 143–146,
144f, 252–253
future needs in, 253
history and overview of, 132–135,
133t, 134b–135b
macro and micro changes in, 104
quality and safety in, 131–150.
See also Quality of care; Safety
quality in codes of ethics of, 257–258
reform in
need for, 150–153, 151b, 252–253
role of nursing in, 151–152
Health insurance
in health-care crisis, 252–253
Health Insurance Portability and
Accountability Act
confidentiality and, 24–25
Health-care organizations
types of health care, 58–59
Health-care pollution
workplace, 193
Health-care providers
communication with, 80–81, 81t
types of orders written by, 81
Health-care surrogate
defined, 33
in ethical dilemmas, 44, 51
HealthIT, 149
Henderson
Virginia, 240, 247–248
Henry Street Settlement House, 240,
244
Hepatitis
from needlestick injury, 183
Herbert
Sydney, 242
Hicks v. New York State Department of
Health, 125–126
Hierarchy of needs
Maslow’s, 106, 106f
Higgins
Margaret (Sanger), 244–246
Historical background
of health care, 132–135, 133t,
134b–135b
of nursing, 240–248
Hospital Quality Initiative, 149
Hospitals
Nightingale in reform of, 241–243
nursing shortage in, 145
safety hazards in, 172–173, 173t
Hostile environment
in sexual harassment, 180
Human Genome Project
ethical issues in, 53–54
Human immunodeficiency virus infec-
tion
from needlestick injury, 183
Human relations–based management
theory, 14–15
Human service occupations
burnout in, 205
Hume
ethical theories of, 43
Humor
in stress management, 211
I Identification of issues
in problem solving, 94, 94f
Identification of options
in work assignment guidelines,
264–265
Impaired workers, 185–186
Implementation
of change, 108–110, 109f
in delegation, 118
in ethical dilemmas, 51
of solution, 94f, 95
Implied consent
defined, 28
Incompetence
in professional ethical dilemmas, 54
Indirect delegation
direct versus, 117, 125, 126t
Inertia
resistance to change and, 107
Informal negotiation
in conflict resolution, 92, 92b,
96b–97b, 96–98
Informal processes
organizational, 64
Information
in advance directive procedure, 32
health-care reform and, 151
as power source, 66
withholding of, 45
Informational activities
in effective management, 16f, 17–18
Informed consent
autonomy and, 44
in codes of ethics, 257–258
procedure and form for, 27–28
in standards of practice, 27–28
Initiative
in effective leadership, 9, 9f
Injuries
back, 184–185
needlestick, 183–184
prevention of
in risk management, 143
repetitive stress, 185
Innovation
workplace climate and, 191
Innovative organizational structure, 62,
64f
Inspiration
in leadership, 8
Institute for Healthcare Improvement
on SBAR communication model, 80
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 272
Index 273
Institute of Medicine
core competencies of, 150–151, 151b
overview of, 134
priority areas of, 134b
on quality and safety of care,
134b–135b, 134–135, 146b,
146–147, 175
Institutional standards of practice
development of, 27
Insurance
in health-care crisis, 252–253
Integration
in change implementation, 109f, 110
Integrity
in effective leadership, 9, 9f
Interagency Council on Information
Resources for Nursing, 247
Interdisciplinary conferences
expertise enhanced by, 67, 68f
Internal standards of practice
development of, 27
Internal tempo
time management and, 159
International Center for Patient Safety,
147b, 147–148
International Council of Nurses Code
of Ethics for Nurses, 258
Internet
in job search, 226, 231t
Interpersonal activities
in effective management, 16f, 16–17
Interpersonal skills
in effective leadership, 7, 10–11
Interruptions
time management and, 164, 166
Interviews
in job search, 226–234, 234b. See also
Job interviews
Intrinsic values
defined, 41
Introductory rounds
in quality improvement, 152
Intuition
in job interview, 233
time management and, 164
Involuntary psychiatric hospitalization
legal issues in, 26
Isolation
in burnout, 204
J Job analysis and redesign
in effective management, 16f, 17
Job descriptions
peer review and, 87
Job dissatisfaction
burnout and, 204
nursing labor market and, 146
Job growth
nursing, 145
Job interviews, 226–234
answering questions in, 227–232
appearance and body language in,
232–233
asking questions in, 233
do’s and dont’s of, 233, 234b
follow-up to, 233
initial, 226–227
preparation for, 226–227
second, 233–234
Job search
choices in, 234–235
interviews in, 226–234, 234b
letters in, 225–226, 227f–230f
preliminaries in, 218–219
résumé writing in, 221b, 221–225,
223f, 224t
SWOT analysis in, 218–219
unsuccessful, 235
Joint Commission
on importance of communication, 80
on quality improvement, 142–143,
148b, 150
on risk management, 142–143
on safety, 147b–148b, 147–148, 150, 175
on SBAR communication model,
80–81
Journals
expertise enhanced by, 68, 68f
Judgment
values as, 40
Justice
in code of ethics, 258
principle of, 45–46
Juvenile criminal offense
defined, 23
K Kaiser Family Foundation
on quality and safety, 149
Kant
deontological ethics of, 43
Kevorkian
assisted suicide and, 52
King’s College Hospital, 241
L Labor market
nursing, 145–146
Labor reform
Sanger and, 244–245
Laissez-faire leadership style, 6, 6t
Language
as barrier to effective communication,
76
in effective communication, 75, 75t
in résumé writing, 224, 224t
Latex
allergy to, 181–183
products containing, 182t
Law
assault and battery, 26
civil, 23–28
confidentiality, 24–25
criminal, 23
defined, 22
end-of-life decisions and, 31–33
ethical principles versus, 43
false imprisonment, 25–26
Good Samaritan, 24
health-care practice and, 189b
health-care trends and, 132
lawsuit prevention and, 28b, 28–29,
29t
liability insurance and, 31
malpractice, 27
malpractice suits and, 22, 24, 26, 28b,
28–31, 29t
mandatory overtime and, 33–34
methods of creating, 22–23
needlestick injury, 183
negligence, 24
nursing licensure and, 34–36, 35t
nursing practice and, 21–37, 189b
end-of-life decisions and, 31–33
lawsuit prevention and, 28b,
28–29, 29t
licensure and, 34–36, 35t
mandatory overtime and, 33–34
standards of practice in, 26–31,
28b, 29t–30t
sexual harassment, 180
slander and libel, 25
sources of, 22–23
standards of care in, 26
Lawsuits
common actions leading to, 29
common causes of negligence in, 28,
29t
liability insurance and, 31
prevention of, 28b, 28–29, 29t
procedure for, 30–31
Leadership
change and
implementation of, 108–110,
109f
personal, 110
defined, 4
effective behaviors in, 10–11
in effective management, 15–16
effective qualities in, 8–10, 9f, 9t
in ethical culture, 48
followership and, 4–5. See also
Followership
management versus, 14t
readiness for, 4
response to poor, 5, 11–12
servant, 15
styles of, 6, 6t
theories of, 5–8, 6t–7t
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 273
274 Index
Learning
from conflicts, 92
delegation and, 124
in effective followership, 5
in effective leadership, 10–11
Legal issues. See also Law
delegation and, 125–126
in work assignment guidelines, 263
Legal representation
in malpractice lawsuits, 30–31
Legibility
in résumé writing, 222
Legislation
Health-care trends and, 132
Letters
job search, 225–226, 227f–230f
Liability
vicarious, 26
Liability insurance
professional, 31
Libel
overview of, 25f
Licensed practical nurses
delegation and, 116, 119, 121, 123f,
126–128
Licensure, 34–36
defined, 34
delegation and, 125
disciplinary action and, 36
examinations for, 34–35, 35t
mandatory versus permissive, 34
multistate, 36
qualifications for, 34
through endorsement, 35–36
violations of, 36
Limit setting
in time management, 163–164
List making
in time management, 161
Listening
in effective communication, 74, 74b
in effective followership, 5
in effective leadership, 10
in job interview, 232–233
Living will
defined, 32
in ethical dilemmas, 50
legal issues in, 32–33
Loss of interest
in burnout, 204
Loyalty
in fidelity, 46
M Mahoney
Mary Eliza, 240, 246
Malpractice
defined, 24
insurance against, 31
lawsuits resulting from, 22, 24, 26,
28–31
prevention of, 28b, 28–29, 29t
reasons for, 29–30
standards of care and, 27
Managed care
in client care economics, 144
as macro change, 104
principles of, 252
Management. See also Managers
of client care, 135–139, 140t–141t,
142–145. See also Client care
leadership versus, 14t
overview of, 14
stress, 207–212, 212b
theories of, 14–15, 15f
Managers, 13–19. See also Management
bad management styles of, 18t
behaviors of effective, 16f, 16–18
in conflict resolution, 92b, 95b, 95–98
interruptions and, 164, 166
management theories used by, 14–15,
15f
non-nurse, 160
power sources of, 65
qualities of effective, 15–16
readiness for, 14
slander and libel suits and, 25
tasks of, 14
Mandatory licensure
permissive versus, 34
Mandatory overtime, 187
legal implications of, 33–34
Maslow
hierarchy of needs of, 106, 106f
McGregor
management theories of, 14–15, 15f
Measurement tools
in quality improvement, 139, 142,
142t
Medical errors
identification and reporting of, 147
Institute of Medicine on, 134, 134b,
146b, 146–147, 253
patient safety and, 146b, 146–147
quality improvement and, 134, 134b,
138
risk management and, 142–143
Medical Errors and Patient Safety Web
site, 148b, 149
Medical information
in ethical dilemma assessment, 50
Medical practice
nursing practice versus, 27
Medical savings accounts
in client care economics, 144
Medicare Prospective Payment System
in client care economics, 144
Medication errors
lawsuit prevention and, 28–29,
29t–30t
in malpractice lawsuits, 22, 24
MedQIC, 148–149
Mental health
stress management and, 211b,
211–212
Mentor
in adaptation to workplace, 203, 203t
in new job, 236
Microbial threats
workplace, 186–187
Mills School for Nursing, 248
Mindell
Fania, 245
Misdemeanor
defined, 23
Models of care delivery
delegation and, 126–127
Monitoring
in effective management, 16f, 17–18
Montag
Mildred, 240, 246–247
Moral leadership theory, 8
MORAL model
in ethical dilemmas, 52, 52b
Moral reasoning, 40
Morale
in management theory, 15, 15f
sexual harassment and, 180
Morals
ethics versus, 43
Motivation
in leadership, 6–7, 7t
Muggings
in workplace violence, 177
Multistate Licensure Compact, 36
Myers-Briggs Type Indicator, 219
N Narcotics
delivery systems of
time management and, 166
workplace abuse of, 185
National Association of Colored
Graduate Nurses, 246
National Center for Workforce Analysis
projections of, 218
National Committee for Quality
Assurance, 150
National Council of State Boards of
Nursing
delegation decision-making grid of,
121, 121b, 123f
delegation defined by, 120
Five Rights of Delegation of,
116–117, 117b
licensure defined by, 34
Multistate Licensure Compact of, 36
NCLEX–RN examination of, 34–35,
35t
National Database of Nursing Quality
Indicators, 148b, 149
National health coverage
in client care economics, 145
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 274
Index 275
National Institute for Nursing
Research, 251–252
National Institute for Occupational
Safety and Health
on workplace stress reduction,
212–212
National Institute of Occupational
Safety and Health
in safety risk reduction, 172, 174,
174b
National Labor Relations Act, 98
National League for Nursing, 34, 249,
251
National Nurses’ Society on Addictions,
186
National Organization for Associate
Degree Nursing, 251
National Patient Safety Goals, 147
National Quality Measures
Clearinghouse, 149
National Safety Council, 172
in safety risk reduction, 172
NCLEX–RN examination
for licensure, 34–35, 35t
study program for, 35
Needlestick Act, 183
Needlestick injuries
workplace, 172, 183–184
Negative feedback
guidelines for, 82t, 83b–84b, 83–84
Neglect
legal issues in patient, 126
Negligence
malpractice and, 24
standards of care and, 27
Negotiation
in formal conflict resolution, 98–99,
99b
in informal conflict resolution, 92,
92b, 96b–97b, 96–98
Neonatal care
ethical issues in, 45–46, 53
Netiquette
rules for, 76–77, 77b
Networking
in adaptation to workplace, 203, 203t
career enhancement and, 220
in effective management, 16, 16f
Nightingale
Florence, 240–243
on delegation, 116, 126
influence of, 240
on management, 242–243
nursing goal of, 240
power of information and, 65
Noise
as barrier to effective communication,
75
Nondirective leadership style, 6, 6t
in effective management, 17
Nondiscrimination
ethical principle of justice and, 45–46
Nonmaleficence
as ethical principle, 44–45
Non-nurse managers
time management and, 160
Nurse Practice Act, 261–262
Nurse-client relationship
lawsuit prevention and, 28
in quality improvement, 152
Nurse-physician relationship
communication and, 80–81, 81t
as source of conflict, 93
Nurses
career issues in, 217–237. See also
Career issues
empowering, 65–68, 68f
guidelines for work assignments for,
261–266
increasing demand for, 146
power sources of, 65
registered. See Registered nurses
risk of violence to, 172, 176–179,
177b–179b
shortage of, 145–146, 206–207,
218
time allocation of, 159–160
in traditional hierarchical structure,
61, 62f–63f
workforce aging of, 146
Nursing ethics. See also Ethics
defined, 48
Nursing faculty
shortage of, 146
Nursing labor market
in client care management,
145–146
Nursing practice
changing health-care climate and,
252–253
definitions of, 240, 247
ethics and, 48–54
codes of, 257–258
in ethical dilemmas, 49–52, 50b,
52b
future goals in, 254
history of, 240–248
honeymoon phase in, 200
law and, 21–37. See also Law
medical practice versus, 27
men in, 248
orientation programs in, 201
reality shock in, 200
Nursing process
delegation and, 118–119, 120f
in resolution of ethical dilemmas,
49–52, 50b, 52b
Nursing Studies Index, 247
Nursing values
in codes of ethics, 257–258
Nutrition
in stress management, 210, 210b
O Objective
in résumé writing, 222, 224
Observation
expertise enhanced by, 68
Occupational injuries
ergonomic, 184–185
needlestick, 183–184
overview of, 172
from workplace violence, 176–179
Occupational Safety and Health
Administration
Bloodborne Pathogens Standard of,
183
ergonomic guidelines of, 184–185
in safety risk reduction, 172–173, 173t
Opportunities
as power source, 66
in SWOT analysis, 219
Optimism
in effective leadership, 9, 9f
Oral communication
in job search, 220, 232–233
Organic organizational structure, 62, 64f
Organizations
characteristics of, 59–60
culture of, 59–60
empowerment through professional,
67
ethics of, 48
goals of, 60–61
power and empowerment and, 58–68
processes in, 64
quality and safety support from,
148b, 148–150
researching of, 220–221
scenarios illustrating, 58, 66
structure of, 61b, 61–62, 62f–64f
types of health-care, 58–59
work-related stress addressed by,
211–212
Organizing work
filing systems in, 162–163
goal setting in, 160–161, 161b–162b
list making in, 161
long–term planning in, 162
schedule and blocks of time in, 162
Ornish diet
as example of personal change, 110
Outcomes
in quality improvement evaluation,
139, 142, 142t, 152
Overtime
legal implications of, 33–34
mandatory, 187
P Participative leadership style, 6, 6t
Passive resistance
to change, 107, 107t
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 275
276 Index
Patient abandonment and neglect
legal issues in, 263
Patient care. See also Client care
delegation of, 116–128. See also
Delegation
Patient Care Partnership, 27
Patient commitment
in codes of ethics, 257–258
Patient safety
in codes of ethics, 257–258
Institute of Medicine on, 134b,
134–135, 146b, 146–147
Joint Commission on, 147b,
147–148
organizational culture and, 59–60
in work assignment guidelines,
261–266
Patient Self–Determination Act of
1990
life-sustaining treatment and, 32
nursing implications of, 33
as statutory law, 22
Patient’s Bill of Rights, 27
Peer review
comprehensive system of, 87
fundamentals of, 86–87
Peer support
value of, 190
Performance appraisal
procedure for, 85–86
standards for evaluation in, 86
Performance standards
peer review and, 87
Permissive leadership style, 6, 6t
Permissive licensure
mandatory versus, 34
Perseverance
in effective leadership, 9, 9f
Personal change
myths surrounding, 110, 111t
stages of, 110, 111t
Personal digital assistants
in time management, 162
Personal factors
in burnout, 205–206
Personal questions
in job interview, 232
Personal space
cultural diversity and, 192
invasion of, 93
Personal time inventory
in time management, 161
Personal values
defined, 41
Personalized patient worksheet, 119,
120f
Physical barriers
to effective communication, 75
Physical environment
workplace climate and, 193
Physical health
in stress management, 208–210,
209b–211b
Physicians
communication with, 80–81, 81t
informed consent obtained by,
27–28
types of orders written by, 81
Physiological stressors, 198
Planning
in change implementation, 109,
109f
in delegation, 118
in effective management, 16f, 17
in ethical dilemmas, 50–51
health-care reform and, 151
in quality improvement, 136–137,
137b, 152
in time management, 162
Polio epidemic
mechanical ventilation and, 40
Pollution
Health care, 193
Positive feedback
guidelines for, 82t, 83b, 83–84
Post–acute care reform plan, 149
Potential employer
researching, 220–221
Power, 64–65
conflict and, 93
defined, 64
empowerment versus, 65
resistance to change and, 106–107
sources of, 64–65
Preventive errors
patient safety and, 146b
Primary nursing care delivery model,
127
Principalism
in ethics, 43
Principles and Practice of Nursing, 247
Priorities
in delegation, 123
in time management, 160–161, 166,
167t
Privacy
in codes of ethics, 258
negative feedback and, 82t, 83, 83b
Private for-profit health-care organiza-
tions
defined, 59
Private not-for-profit health-care
organizations
defined, 59
Prizing
in values clarification, 42, 42b
Problems
workplace conflicts and, 91–100. See
also Conflicts; Problem solving
Problem solving
in adaptation to work-related stress,
202–203, 203t
in conflict resolution
case study of, 95b, 95–96
process of, 94f, 94–95
in effective leadership, 9f, 10
expertise enhanced by, 68, 68f
Processes
organizational, 64
in quality improvement evaluation,
139, 142t
Professional considerations and issues,
1–68, 169–255
leadership and followership as, 3–12
management as, 13–19
nursing career as, 217–237, 239–255
nursing practice and law as, 21–37
organizations, power, and empower-
ment as, 57–69
union membership and, 98–99
values and ethics as, 39–56, 257–258
workplace as, 171–194
work-related stress and burnout as,
197–214
Professional development
job choice and, 234
workplace climate and, 191
Professional identity
development of, 203
threats to
resistance to change and, 106–107
as source of conflict, 93
Professional negligence
malpractice as, 24
Professional organizations, 248–252. See
also specific organizations
empowerment through, 67
specialty, 252
Professional practice committee
in peer review, 87
Professional questions
in job interview, 229–232
Professional values
defined, 41
work realities versus, 201t, 201–203
Professionalism
in codes of ethics, 257–258
image of nursing and, 254
Profit
as organizational goal, 60–61
Promotion
peer review and, 87
performance appraisal and, 86
Protocols
in quality improvement, 137
Psychiatric hospitalization
legal issues in, 26
Psychological stressors, 198
Psychosocial factors
in ethical dilemma assessment, 50, 50b
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 276
Index 277
in resistance to change, 106, 106f,
108
Public relations
in effective management, 16f, 18
Publicly supported health–care
organizations
defined, 59
patient safety quality and, 148b,
148–149
Punishment
in effective management, 16f, 17
in management theory, 14, 15f
Q Quality chasm report
of Institute of Medicine, 135,
135b
Quality of care
defined, 135
delegation and, 126
evaluation of
outcome in, 139, 142, 142t
process in, 139, 142t
structure in, 139, 142t
improvement of
continuous, 135–136, 136f
evaluation of, 136, 136f, 139, 142,
142t
goals in, 135, 135b
organizational, 135–139,
140t–141t
risk management in, 142–143
structured care methodologies in,
137–138
synonyms for, 135
Institute of Medicine on, 134b–135b,
134–135, 253
Joint Commission on, 142–143
organizational
critical pathways in, 137–139,
140t–141t
strategic planning for, 136–137,
137b
organizations supporting, 148b,
148–150
safety and, 134b–135b, 134–135,
142–143. See also Safety
Quasi–intentional tort
overview of, 23–24
slander and libel as, 25
Questionable practices
reporting of, 188–189, 189b
Quid pro quo
in sexual harassment, 180
R Reality shock
work–related stress and, 200
Reasoning
moral, 40
Recognition
in empowerment, 65
feedback for, 83
Recommendation
in SBAR communication model, 80,
81t
Record-keeping
time management and, 163, 166
Reframing
in stress management, 211–212
Refreezing
in change process, 104f, 104–105
Refusal of assignment
in limit setting, 163
procedure for, 261–266
Refusal of treatment
battery and, 26
in ethical dilemma, 51
informed consent and, 28
Registered nurses
delegation and, 116–128. See also
Delegation
shortage of, 145–146
time management and, 159–160
work assignment guidelines for,
261–266
in assignment despite objection,
262
decision making in, 262–266
documentation of practice
situation and, 262
legal issues in, 263
Nurse Practice Act and, 261
nursing care delivery and, 261
resources for, 266
Regulations
Health-care trends and, 132
in health-care economics, 144–145
Rejection letters
job search, 225–226, 230f
Relationship-oriented concerns
in delegation, 124–125, 125b
Relaxation
in stress management, 209, 209b
Religion
science and, 42–43
Repetitive stress injuries
workplace, 185
Reports
of client information, 77b, 77–82,
78f–79f, 81t
of medical errors, 147
of questionable practices, 188–189,
189b
of sexual harassment, 181
time management and, 162
of workplace violence, 179
Research
expertise enhanced by, 68, 68f
Research–based knowledge
in code of ethics, 258
Resistance
in stress response, 198
Resistance to change, 105–108
lowering of, 107–108
planning and, 109, 109f
recognition of, 107, 107t
sources of, 105–107
Resolution
of ethical dilemmas, 49–54, 50b, 52b
in response to conflict, 93b, 93–96,
94f. See also Conflict resolution
Resource allocation
distributive justice and, 40, 45–46
in effective management, 16f, 17
in health-care delivery, 143–144
as source of conflict, 93
Respect
in advance directive procedure, 32
in code of ethics, 257
in cultural diversity, 193
in effective leadership, 10
Response
to conflict, 92
to stress, 198–200, 199t
Responsibility
in guidelines for work assignments,
262–263
Restraints
as false imprisonment, 25–26
standards of practice and, 25–26
Résumé writing, 221–225
education in, 222, 224
grammar and syntax in, 222
language use in, 224, 224t
legibility in, 222
length of, 222
objective in, 222, 224
other components in, 224–225
reasons for preparing, 221b
skills and experience in, 222–224
types of, 222
Rewards
in effective management, 16f, 17
in empowerment, 65
in management theory, 15, 15f
as power source, 64
workplace climate and, 191
Rhythm mode
in time management, 166–167, 167t
Risk management
in quality improvement, 142–143
Risk taking
in effective leadership, 4, 9
Rogers
Martha, 240
Root cause analysis
in quality and safety improvement,
147
Rotation of shifts
implications of, 187
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 277
278 Index
S Safe staffing, 253
Safety
in codes of ethics, 257–258
conflict from threats to, 93
delegation and, 120–121, 121b, 122f,
123b
in guidelines for work assignments,
263–266
Institute of Medicine on, 134b–135b,
134–135, 146b, 146–147
organizational culture of, 59–60
programs promoting, 175–176
quality of care and, 134b–135b,
134–135, 142–143
risk reduction and
American Nurses Association in,
149, 174–175
Centers for Disease Control and
Prevention in, 174
culture of safety in, 147b, 147–148
government agencies in, 148b,
148–149
Institute of Medicine in,
134b–135b, 134–135, 146b,
146–147, 175
Joint Commission in, 147b,
147–148, 175
National Institute of Occupational
Safety and Health in, 172, 174,
174b
nonprofit organizations in, 148b,
149–150
Occupational Safety and Health
Administration in, 172–173,
173t
professional organizations in, 148b,
149
quality organization in, 148b, 150
SBAR communication model and,
80–81, 81t
staffing requirements for, 253
threats to
resistance to change and, 106, 108
workplace, 172–173, 173t
in work assignment guidelines,
261–266
workplace, 171–176, 173t, 174b
Salary
job choice and, 235
job interview and, 231
Sanger
Margaret, 240
SBAR model
in communication with health-care
provider, 80–81, 81t
Schedules
in time management, 162
Schiavo case
as ethical issue, 52
Schiff
Jacob, 244
Science
religion and, 42–43
Scoping the situation
in informal negotiations, 96b, 96–97
Security
conflict from threats to, 93
Self-awareness
in effective leadership, 9, 9f
Self-determination
in empowerment, 65
Self-nurturing
in stress management, 211
Semantic barriers
to effective communication, 76
Sentinel event strategies, 147
Sentinel events
in risk management, 142–143
Serious incidents
in risk management, 142
Servant leadership
principles of, 15
Service occurrences
in risk management, 142
Severe acute respiratory syndrome
workplace, 186
Sexual harassment
workplace, 179–181, 180b
Shared governance
empowerment through, 66–67
Sharing
in effective followership, 5
of information
resistance to change and, 107
Shift rotation
implications of, 187
Shortage
nursing, 145–146, 206–207, 218
Single–payer health coverage
in client care economics, 145
Situation
in SBAR communication model, 80,
81t
Skills
mastery in new job of, 236
in résumé writing, 222–224
Slander
overview of, 25
Sleep
in stress management, 209
Social organization
cultural diversity and, 192–193
workplace, 190–191
Social stressors, 198
Socializing
in stress management, 211
time management and, 163
Societal issues
Health-care trends and, 132
Speech
quasi-intentional tort and, 25
Spokesperson status
in effective management, 16f, 17
Staffing
assessment in assignment despite
objection of, 262
in care setting, 139
collective bargaining and, 98–99, 99b
delegation and preferences in, 125,
125b
ratios of, 188, 188t
safe, 253
time management and, 159
Standard résumé, 222
Standards of care
defined, 26
in quality improvement, 137, 143
Standards of practice
accountability as, 28
establishment of, 27
legal issues in, 26–31, 28b, 29t–30t
accountability as, 28
informed consent as, 27–28
negligence malpractice suits and,
27
nursing boards and, 26–27
Patient’s Bill of Rights as, 27
restraining patients and, 26
State Board Test Pool Examination, 34
Status
as organizational goal, 61
Strategic planning
in quality improvement, 136–137,
137b
Streamlining of work
in time management, 164, 165f,
166–167, 167t
Strengths
in SWOT analysis, 218–219
Stress
benefits of, 199–200
continuum of response to, 198–200,
199t
defined, 198
management of, 207–212, 212b
in effective leadership, 9, 9f
mental, 210–211, 211b
organizational approaches to,
211–212
physical, 208–210, 209b–210b
self-assessment in, 207b–208b,
207–208
sources of, 198, 200t
work-related, 197–214
adaptation to, 200–203, 203t
burnout and, 204–207, 205b
delegation and, 125
in response to change, 109–110
in response to conflict, 92
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 278
Index 279
Structure
organizational, 61b, 61–62, 62f–64f
in quality improvement evaluation,
139, 142t
Structured care methodologies
in quality improvement, 137–138
Substance abuse
workplace, 185–186
Supervision
delegation and, 117–118
delegation versus, 117
Nurse Practice Act definition of, 262
in work assignment guidelines,
262–263
Supervisory support
value of, 190
Support
in adaptation to workplace, 203, 203t
in effective followership, 5
as power source, 66
in sexual harassment, 181
in stress management, 211
value of peer and supervisory, 190
Survival
as organizational goal, 60
SWOT analysis
in job search, 218–219
in quality improvement, 137
T Task nursing care delivery model, 127
Task versus relationship theory
of leadership, 6
Tasks
conflict from assignment of, 93
delegation of, 121, 123f, 123–124
Team approach
in client information conferences,
79–80
in quality improvement, 136f,
136–137, 137b
Team nursing care delivery model, 127
Technology
burnout and, 206
in client care trends, 132
in code of ethics, 258
confidentiality and, 46
in ethical dilemmas, 40, 52–54
time management and, 158–159,
166
Telephone orders
physician, 81
Terminal condition
defined, 33
Territoriality
as source of conflict, 93
Terrorism
readiness for, 189–190
Thank you letters
job search, 225–226, 228f
Threats
to professional identity
resistance to change and, 106–107
as source of conflict, 93
to safety and security
defined, 177
resistance to change and, 106
as source of conflict, 93
workplace violence as, 176–179,
177b–179b
in SWOT analysis, 219
Time log
in time management, 164, 165f
Time management, 157–168
computers and, 158–159
cultural diversity and, 192
direct client care and, 159
documentation and, 159
fallacies in, 159
limit setting in, 163–164
organization in, 160–163,
161b–162b
overview of, 158
rhythm model in, 166–167, 167t
schedule for, 77–79, 78f
staff makeup and, 159–160
streamlining in, 164, 165f, 166–167,
167t
time log in, 164, 165f
time perception in, 158b, 158–159
time-wasting activities and, 161,
161b
Tort law. See also specific issues
overview of, 23–24
Total client care delivery model, 127
Traditional hierarchical structure
organizational, 61b, 61f–63f, 61–62
Trait theories
of leadership, 5
Transformational leadership theory, 8
Treatment errors
patient safety and, 146b
Treatment goals
in ethical dilemmas, 50
TriCouncil
focus of, 249
Truth
as ethical principle, 46–47
Tuberculosis
workplace, 186–187
U Unfreezing
in change process, 104f, 104–105
Uninsured and underinsured workers,
252–253
Unions
in collective bargaining, 98–99, 99b
conflicts with management of, 93
pros and cons of, 98
United States
health-care crisis in, 150–153, 151b,
252–253
health-care history in, 132–135, 133t,
134b–135b
United States Supreme Court
on nurses as supervisors, 189
on sexual harassment, 180
Unlicensed assistive personnel
American Nurses Association and,
119
delegation and, 116–119, 122f, 123f,
125–128
utilization of, 188
Unnecessary work
elimination of, 163–164
Unsafe staffing complaint
for understaffing, 163
Utilitarianism
in ethics, 43
V Value systems
components of, 41
Values
as barrier to effective communication,
75
clarification of, 41–42, 42t
defined, 40
as determinants of behavior, 41
development of, 41
ethics and, 39–56
codes of, 257–258
in ethical dilemma assessment, 50,
50b
extrinsic, 41
intrinsic, 41
moral reasoning and, 40
personal, 41
professional, 41
systems of, 41
Veracity
as ethical principle, 46–47
Verbal physicians’ orders
telephone, 81
Vicarious liability
in malpractice, 26
Violence
workplace, 172, 176–179, 177b–179b
blaming the victim of, 178, 178b
categories of, 177
clues to potential for, 177–178,
178b
incidence of, 176–177
negative organizational outcomes
of, 177b
protection against, 178–179, 179b
Virtue ethics, 47–48
Vision
in effective leadership, 8, 10
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 279
280 Index
Voluntary psychiatric hospitalization
legal issues in, 26
W Wald
Lillian, 240, 243–244
Weaknesses
in SWOT analysis, 219
Web sites
of organizations promoting quality
and safety, 148b
Wellness center
nontraditional structure of, 62, 64f
Withdrawal
in burnout, 204
Work assignment guidelines
for registered nurses, 261–266
assignment despite objection and,
262
decision-making in, 262–266
documentation of practice situa-
tion and, 262
nursing care delivery and, 261
resources for, 266
Work climate
job choice and, 235
Work intensification
conflict from, 93
Working conditions
codes of ethics and, 257–258
Working relationships
in new job, 236
value of, 190–191
Working within organizations, 71–168.
See also Workplace
delegation of client care in, 115–129
problems and conflicts in, 91–100
process of change and, 103–113
quality and safety in, 131–153
time management in, 157–168
working together in, 73–88
Workload
conflict from increased, 93
in empowerment, 65
Workplace. See also Working within
organizations
burnout in, 204–207, 205b
change in, 103–112, 104f, 106f, 107t,
109f, 111t
communication in, 74b, 74–82, 75t,
76b–77b, 81t
cultural diversity in, 192–193
disaster readiness and, 189–190
ergonomic injuries in, 184–185
ethics in, 48. See also Ethics
feedback in, 82t, 82–85, 83b–84b
health promotion in, 171–194
impaired workers in, 185–186
latex allergy in, 181–183, 182t
mandatory overtime in, 33–34, 187
microbial threats to, 186–187
needlestick injuries in, 172, 183–184
overview of, 172, 193–194
peer review in, 86–87
performance appraisal in, 85–86
physical environment in, 193
professional environment in, 191
reporting of client information in,
77b, 77–82, 78f–79f, 81t
reporting of questionable practices in,
188–189, 189b
rotating shifts in, 187
safety in, 171–176, 173t, 174b. See
also Safety
sexual harassment in, 179–181,
180b
social environment in, 190–191
staffing ratios in, 188, 188t
stress related to, 197–214. See also
Stress
substance abuse in, 185–186
terrorism readiness and, 189–190
unlicensed assistive personnel in,
188
violence in, 172, 176–179, 177b–179b
Worksheets
personalized patient, 119, 120f
in time management, 162
Written orders
physician, 81
2208_Index_267-280.qxd 11/6/09 6:04 PM Page 280
- Copyright
- Dedication
- Preface
- Contributors
- Table of Contents
- Unit 1: Professional Considerations
- Chapter 1: Leadership and Followership
- Chapter 2: Manager
- Chapter 3: Nursing Practice and the Law
- Chapter 4: Questions of Values and Ethics
- Chapter 5: Organizations, Power, and Empowerment
- Unit 2: Working Within the Organization
- Chapter 6: Getting People to Work Together
- Chapter 7: Dealing With Problems and Conflicts
- Chapter 8: People and the Process of Change
- Chapter 9: Delegation of Client Care
- Chapter 10: Quality and Safety
- Chapter 11: Time Management
- Unit 3: Professional Issues
- Chapter 12: Promoting a Healthy Workplace
- Chapter 13: Work-Related Stress and Burnout
- Chapter 14: Your Nursing Career
- Chapter 15: Nursing Yesterday and Today
- Appendix 1: Codes of Ethics for Nurses
- Appendix 2: Standards Published by the American Nurses Association*
- Appendix 3: Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment*
- Index
