Student Practicum Final Evaluation NURS 792



Clinical Practicum II ProposalKelli BensonFerris State UniversityClinical Practicum II ProposalThrough the Master of Science in Nursing (MSN) program at Ferris State University, a clinical practicum to develop professional growth in the specialty area of nursing administration has been developed. This practicum will provide opportunities for the student to be immersed in the role of nurse manager and to help further develop the skills needed to perform in this leadership role in the future. The purpose of this paper is to discuss the learning plan for this practicum and to show how the self-assessment, American Nurses Association (ANA, 2009) standards of practice, nursing theory, and leadership theory have contributed to the development of the learning plan.Self-AssessmentIn order to develop goals for this clinical practicum, a self-assessment was utilized to identify gaps in learning utilizing two different tools from The American Organization of Nurse Executives and the Learning Nurse Resources Network. These tools were helpful because, while they addressed some different topics, they also had some overlapping areas. This has allowed identification of specific areas of nursing administration that would benefit from attention during the practicum experience. For instance, both tools identified strengths in human resources aspects of nursing administration such as interviewing, hiring, and conducting performance reviews (American Organization of Nurse Executives, 2011; Learning Nurse Resource Network, n.d). Areas of weakness have also been identified using these tools and the most evident topics to focus on include participation in organizational strategic planning, understanding and ensuring compliance with standards of regulatory agencies, and financial management (AONE, 2011; Learning Nurse Resource Network, n.d.).Utilizing the scope and standards of practice set forth by the ANA (2009) for nursing administrators, criteria for meeting these standards have been reviewed. This evaluation has allowed assessment of current ability to meet set criteria as movement toward a career in nursing administration continues. Standards that have been identified as needing additional activities to meet criteria include education, professional practice evaluation, resource utilization, and leadership (American Nurses Association [ANA], 2009). Each of these standards has criteria that I think will be beneficial to my learning experience during this practicum. While there are criteria in each of these standards that have been met, these are the standards that have been chosen, along with results of the self-assessment, to guide the clinical practicum experience and to improve abilities to continue in this specialty. Learning PlanA clinical practice learning plan (see appendix A) has been developed to guide this experience and will be utilized to maintain focus during the practicum and to ensure experience to topics identified as practice weaknesses during the self-assessment. As mentioned previously, several standards of practice from the ANA (2009) were chosen to assist in providing outcomes for this experience. Activities to meet these outcomes were then developed and, allowing for adjustments made with input from the preceptor, will be carried out during the practicum experience. Standard 8: Education-“The nurse administrator attains knowledge and competency that reflects current practice” (ANA, 2009, p. 36). This standard allows for the student to seek out opportunities during the practicum to improved knowledge related to the role of nursing administrator. Outcome criteria to be utilized for this standard are “Participates in ongoing educational activities related to appropriate knowledge bases and professional issues” and “Seeks experiences and independent learning activities that reflect current practice in order to develop, maintain, and improve skills and competence in the nurse administrator role” (ANA, 2009, p. 36). Work toward this standard will be accomplished during the practicum experience by identifying educational opportunities within the organization during the practicum experience. It is impossible to predict all of the possible experiences that will be available and the student will be open to taking advantage of any opportunities that are possible with help and guidance from the practicum preceptor. One opportunity identified for the practicum is to accompany the Director of the Children’s Hospital to an Executive Council meeting. This will be an exciting experience as all of the directors from hospitals within the system attend this meeting and all other nursing councils report to this council. This will be a great way to gain knowledge about nursing administration responsibilities on a higher level. Another identified practicum experience is to attend the Nursing Leadership Academy, which consists of several meetings in which presenters from nursing leadership offer information about topics such as budget, productivity, reimbursement, regulatory compliance, risk management, leadership roles, and human resources responsibilities. This will be an interesting experience, as many of these topics are directly related to the areas of weakness identified in the self-assessment.Standard 12: Ethics-“The nurse administrator integrates ethical provisions in all areas of practice” (ANA, 2009, p. 40). Attainment of this standard will allow the student to understand how the nursing administrator needs to be aware of ethics in the many different aspects of the role and the resources within healthcare organizations available to help maintain ethical practice. Outcome criteria to be utilized for this standard are “Maintains confidentiality within legal and regulatory parameters” and “Participates on multidisciplinary and interdisciplinary teams that address ethical risks, benefits, and outcomes” (ANA, 2009, p. 40). The first activity planned to meet this standard is to research hospital policies related to ethics and risk management. This will help the student to gain knowledge about practices within this facility. Another activity planned for the practicum is to meet with the Director of Clinical Risk Management and Accreditation to discuss regulatory parameters. This will be an important opportunity for the student to gain knowledge about these practices and to prepare for the responsibilities of the nursing administrator in meeting compliance with regulatory agencies. During this meeting, the student will identify possible opportunities to sit in on a root cause analysis. The student is hopeful this opportunity will be available; however, there is no guarantee since these are not planned several months in advance, but are done as needed based on situations that arise within the hospital.Standard 14: Resource Utilization-“The nurse administrator considers factors related to safety, effectiveness, cost, and impact on practice in the planning and delivery of nursing and other services” (ANA, 2009, p. 42). This standard is one that is important for the student to understand and work toward, as maintaining fiscal responsibility and educating staff about this is an important aspect of the role. Outcome criteria to be utilized for this standard are “Develops innovative solutions that address effective resource utilization and maintenance of quality” and “Promotes activities that assist others, as appropriate, in becoming informed about costs, risks, and benefits of plans and solutions” (ANA, 2009, p. 42). The budgets for the hospital have already been developed for the hospital’s next fiscal year, so one activity planned for the practicum is to discuss the department budget with the practicum preceptor. The student also plans to meet with the Director of Children’s Hospital to identify the budget goals, discuss how the nurse manager participates in developing those goals, and discuss how the nurse manager can most effectively stay within a proposed budget while also providing safe patient care. An additional opportunity the student will participate in during the practicum experience involves renovation to the department where the preceptor is the nurse manager. The student plans to sit in on meetings related to the renovation and discuss how this affects the resource management, such as budget and staffing, in the department.Standard 15: Leadership-“The nurse administrator provides leadership in the professional practice setting and the profession” (ANA, 2009, p. 43). Working toward attaining this standard of practice will allow the student to develop the leadership skills necessary to step into a nursing administration role and to effectively lead a nursing staff. Outcome criteria to be utilized for this standard are “Willingly accepts mistakes by self and others, thereby creating a culture in which risk-taking is not only safe, but expected” and “Displays the ability to define a clear vision, the associated goals, and a plan to implement and measure progress” (ANA, 2009, p. 43). Activities planned for the practicum to support this standard include frequent communication with the practicum preceptor related to leadership style. The student plans to interact with staff regularly through rounding using formal and informal communication. In addition, the student plans to seek feedback from both the preceptor and department staff related to the student’s leadership style in order to identify areas of strength and weakness and to best learn how to improve. Literature ReviewSearch MethodIn order to search for evidence-based research related to this learning plan, the Ferris State University Flite Library, Cumulative Index to Nursing and Allied Health Literature, and Pub Med databases were utilized. Search parameters included English language, published within the past five years, and peer-reviewed. Searches were conducted using keywords including: nursing administration, nurse manager, nursing, leadership, transformational leadership, novice to expert, education, development, ethics, risk management, budget, lean, and resource utilization. Articles found during this search, along with relevant articles and professional sources gathered throughout the MSN program have been compiled into a resource list to guide the practicum experience (see Appendix D).TheoryThe use of theory to guide nursing practice allows nurses moving into leadership roles to understand the relationship between practice, research, and theory within nursing discipline (Yancey, 2015). For this practicum, the nursing theory being utilized is Benner’s From Novice to Expert. This nursing theory was chosen because it exemplifies how a nurse moves through different levels of experience. Since the role of nursing administrator is new to me, this theory helps to show how this role and the skills required for it take me back to the first levels of Benner’s theory.A leadership theory has also been chosen to be used in this practicum, which is helpful since nursing administration is definitely in a leadership role. Transformational leadership allows leaders and followers to inspire each other through a “commitment to shared values” (Marshall, 2011, p. 3). This theory was chosen because it represents the type of leader that I aspire to be. As a new nursing administrator, it will be important to focus on the leadership skills that will empower staff to develop their own professional goals. Having followers who are committed to professional growth will help the leader and the entire organization to flourish. For this reason, I want to make sure the theory is at the core of all activities for this practicum experience.From Novice to Expert. This nursing theory, made up of five different levels of nursing experience, was developed by Patricia Benner and is based on the Dreyfus Model of Skill Acquisition (Benner, 1982). A nurse with no experience for a given situation or role would be in the first level, or novice nurse. A nurse who can demonstrate performance that is seen as acceptable, but still requires support would be in the second level, or advanced beginner. Once the nurse is competent in the skills or role, he or she would be considered in the third level, or competent. A proficient nurse is the fourth level and can identify problems by seeing the whole situation before them. The final level is a nurse who is seen as the expert in the skills or role (Benner, 1982). This theory is useful for nurses to utilize throughout their practice because an expert nurse can easily become a novice once again when a new situation or role is encountered (Benner, 1982). As mentioned earlier, this use of the theory during changing roles was the main reason for choosing it to guide this practicum. Transformational Leadership. J. M. Burns introduced transformational leadership in 1978 and B. M. Bass later continued the theory’s development (Marshall, 2011; Transformational Leadership, n.d.). According to Burns (1998), transforming leadership “occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality” (p. 133). This suggests that these leaders inspire their followers to develop and utilize their own personal leadership skills. A transformational leader is one who is able to empower those who follow them to unify in a manner that is both constructive and positive (Bormann & Abrahamson, 2014). This leadership theory requires the leader to have characteristics such as elevating, inspiring, and uplifting (Burns, 1998). In addition, a transformational leader is able to set clear goals and inspire people to see beyond their own goals to the goals of the team (Marshall, 2011; Transformational Leadership, n.d.). This leadership theory is one that can allow nursing leaders to empower their staff to attain goals for the improvement of the entire staff. Support for Learning PlanEducation. Ongoing education is important for every nurse and in moving to a graduate level of nursing preparation, there is additional practice education that will be required outside of the classroom. In order to have leadership competency ingrained into the nurse, there needs to be opportunities to participate in projects and teams during nursing school (Morrow, 2015). The practicum experience is an ideal place to gain some of this education through mentoring with a preceptor and through participating in available learning opportunities. Having a coach or a mentor, such as the preceptor in the practicum experience, can be an important experience for a new nurse administrator and can improve resilience, confidence, and coping mechanisms (Westcott, 2016). In addition to the benefits of mentoring, being able to interact with interdisciplinary teams during the education period and work on team projects allows nursing students to develop leadership skills that improve their transformational leadership abilities (Fitzpatrick, Modic, Van Dyk, & Hancock, 2016). This suggests the opportunities to interact with teams and other committees during the practicum experience will provide important education experiences. Ethics. “Ethics is a branch of philosophy concerned with moral principles that guide decisions on how to live and how to behave” (American Academy of Nursing, 2013, p. 374). In nursing, ethics is a constant issue and is guided by the ANA which has published the Code of Ethics for Nurses with Interpretive Statements and sets the expectation of nurses to both adhere by and embrace this code in practice (American Academy of Nursing, 2013; ANA, 2015). These statements allow nurses to base their practice on honorable principles. For the nurse administrator, there are many aspects of ethics that need to be addressed and maintained. Principles of ethical behavior for this role include respect for person, beneficence, nonmaleficence, justice, veracity, and fidelity (Doucette, 2013). Since the nurse administrator is often working from a position of problem-solving, it is important to use an ethical framework to help build a consensus with those involved which makes the problem about doing the right thing for the patient and organization, rather than focusing on the people involved (Doucette, 2013). Since nursing is based on ethics, utilizing the same principles as a nursing administrator can help to build trust with employees.The nurse administrator is often involved in risk management and is essential to developing and maintaining an effective risk management plan (DiMeo Grant & Ballard, 2011). The focus of risk management is preventing loss of resources, including monetary, property, and human (Barger, 2014). Utilizing ethical behaviors during this aspect of the role is imperative. The ANA (2015) states “Provision 3: The nurse promotes, advocates for, and protects the rights, health, and safety of the patient” (p. v). This suggests that the nurse administrator should consider the patient at all times and keep them in mind when they are developing risk management plans. Nurse leaders should familiarize themselves with organizations such as National Patient Safety Foundation, the Institute for Health Care Improvement, the Federal Agency for Health Care Research and Quality, and The Joint Commission in order to adequately consider clinical care and patient safety in relation to risk management plans (DiMeo Gran & Ballard, 2011). This is important because the ability to develop a well-informed, effective program allows for better and safer decisions to help protect resources and deliver quality healthcare to patients (Barger, 2014). These organizations are important resources for the nurse administrator, and basing risk management plans on guidelines from them will help in the development of an effective plan that protects the patient. Resource Utilization. The nurse administrator is responsible for managing the costs associated with providing care to patients within an organization. As a nurse manager, this budgeting can be most affected by managing the cost of staff and supplies (Yoder-Wise, 2014). In order to accomplish this, the nurse manager must develop a budget for their department. Part of the budgeting process requires planning ahead to determine income, expenditures, and to establish goals (Yoder-Wise, 2014). These budgets are developed in coordination with the budget or finance department of the organization. Collaboration is improved between this department and nursing when there is transparency and communication (Filer, 2014). Keeping communication open between these departments will allow the nurse administrator the ability to make adjustments to the budget when needed and to understand why they are necessary. The organization where the practicum will take place utilizes Lean Six Sigma to improve processes, eliminate waste, and improve care for patients (University of North Carolina School of Medicine, 2016). Utilizing Lean thinking has been shown to improve patient outcomes, while improving efficiency of healthcare organizations (Kane et al., 2015; Magalh?es, Erdmann, Silva, & Santos, 2016). Waste is anything that interferes with work and patient care, and when waste is decreased, cost is reduced (Graban, 2012). In addition to decreased cost, elimination of waste can improve quality and satisfaction (Graban, 2012). This practicum will allow time to understand the principles of Lean Six Sigma and will help identify ways in which the nurse administrator can affect resource utilization using these principles.Leadership. The nursing administrator serves in a leadership role within healthcare organizations. Nurse managers are responsible for leading teams, and as discussed earlier, this practicum will use transformational leadership as a guide for all activities. This will be important to use in practice as learning about transformational leadership in the classroom is not enough. These leadership skills need to be practiced at an organizational level in order to ensure acceptance (Morsiani, Bagnasco, & Sasso, 2016). Findings within the literature show that leadership experience and education are not related to the presence of transformational leadership traits (Echevarria, Patterson, & Krouse, 2016). This suggests that it takes more than advanced education to prepare for leadership roles. It is important to remember, however, that experience and education should not be excluded from leadership, but instead a focus on individual commitment to knowledge enhancement of leadership practices should be encouraged (Echevarria et al., 2016). This will help nursing leaders to continuously improve their practice which is important since leadership style has been shown to affect nurse engagement, employee effectiveness, organizational outcomes, and patient outcomes (Echevarria et al., 2016; Manning, 2016). In contrast, lack of transformational leadership in an organization is seen as a barrier to sustainability (Hayden, Wolf, & Zedreck-Gonzalez, 2016). This suggests that nurse administrators should concentrate on trying to improve their transformational leadership skills and should seek out opportunities and resources available to them related to this topic.SettingThis practicum will take place at North Carolina (NC) Children’s Hospital in Chapel Hill, NC. This hospital opened in 2001 and 150 inpatient beds and 8 short stay beds (University of North Carolina Health Care [UNCHC], 2017). The NC Children’s Hospital is a state owned facility that provides care to 70,000 patients each year from every county in the state (UNCHC, 2017). The specific departments this practicum will be associated with are 5 Children’s and the Children’s Intermediate Care Center (CICC), however, as the leadership team of this facility work closely with each other, there will be opportunities to interact with staff and leadership from all departments of the hospital. This setting will work well for this practicum experience because there will be ample opportunities to learn from the chosen preceptor, other nurse managers, and members of the interdisciplinary leadership team.PreceptorThe preceptor for this practicum experience is Pat Yee, who is the Nurse Manager of 5 Children’s and CICC. She received her Bachelor of Science in Nursing from Wayne State University and her Master of Science in Nursing from the University of Connecticut (P. Yee, personal communication, February 13, 2017). In addition, she has earned the nurse executive-board certified credential (NE-BC) and has been in nursing administration for more than twelve years (P. Yee, personal communication, February 13, 2017). Meeting with her was very helpful in developing the learning plan and activities that will be carried out during the practicum. During this meeting, the results of the self-assessment were discussed along with the outcomes for the learning plan. Yee was able to help identify activities that would be available during the practicum timeframe to meet these outcomes and to improve identified leadership skills. Evaluation ToolsPreparing for this practicum includes designing evaluation tools to identify progress in the standards of practice identified for the role. Since the practicum is based on the ANA standards and associated competencies, the evaluation tools were designed to reflect progression based on these criteria. Education based on competencies has become more common in nursing and has been shown to not only improve core competence in practice, but to improve metacognitive ability as well (Fan, Wang, Chao, Jane, & Hsu, 2015). This is important because it allows nurses to have a greater understanding of how they approach and complete tasks. Two tools were created to evaluate the practicum experience (see Appendix C). The first tool is an evaluation of several of the activities planned for the practicum experience to support the ANA Standards of Practice. This tool will be used at the midterm point of the practicum experience. It uses a five point scale to measure completion of the activities. The words chosen for measuring these activities include identified, selected, outlined, integrate, distinguish, understand, summarize, and detect. These words were chosen specifically to represent different levels of thinking in the cognitive processes dimension (Iowa State University, 2012). The second tool will be given at the end of the practicum and is to evaluate overall improvement related to the ANA standards. This tool also uses a five point scale to measure the degree of improvement in each standard. SummaryThe practicum experience discussed will help me to be immersed in the role of nurse manager and will assist me to develop the skills I need to finish my nursing administration education. This experience will take place at NC Children’s Hospital with Pat Yee as the preceptor. The learning plan developed in preparation for this practicum is based on a self-assessment identifying areas of weakness. In addition, the learning plan has been based on the ANA Standards of Practice for nursing administration with specific focus on education, ethics, resource utilization, and leadership. A literature review was performed to ensure the plan was based on evidence related to the standards of practice and to the chosen theories, which included Benner’s From Novice to Expert and transformational leadership theory. To ensure the activities are helping to improve the standards of practice identified, evaluation tools have been developed to be utilized at the mid-term and end of practicum time periods. ReferencesAmerican Academy of Nursing. (2013). American Academy of Nursing: Ethics policy-maintaining high standards. Nursing Outlook, 62(52), 374-375. doi: Nurses Association. (2009). Nursing administration: Scope and standards of practice. Silver Spring, MD: .American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: .American Organization of Nurse Executives (AONE). (2011). Overview: The AONE nurse executive competencies. Retrieved from , D. (2014). Risk management revisited. Nursing Management, 45(5), 26-28. doi: 10.1097/01.NUMA.0000446183.67166.d6Benner, P. (1982). From novice to expert. American Journal of Nursing, 829(3), 402-407. Retrieved from , L. & Abrahamson, K. (2014). Do staff nurse perceptions of nurse leadership behaviors influence staff nurse job satisfaction? The case of a hospital applying for Magnet designation. The Journal of Nursing Administration, 44(4), 219-225. doi: 10.1097/NNA.0000000000000053Burns, J. M. (1998). Transactional and transforming leadership. In G. Robinson Hickman (Ed.),?Leading organizations, (pp. 133-134). Thousand Oaks, CA: Sage Publications.DiMeo Grant, P. & Ballard, D. C. (2011).?Law for nurse leaders: A comprehensive reference.?New York: Springer Publishing Company.Doucette, J. N. (2013). Decision making trough the ethics lens. Nursing Management, 44(9), 46-50. doi: 10.1097/01.NUMA.0000433378.34519.95Echevarria, I. M., Patterson, B. J., & Krouse, A. (2016). Predictors of transformational leadership of nurse managers. Journal of Nursing Management, online. doi: 10.1111/jonm.12452Fan, J., Wang, Y. H., Chao, L. F., Jane, S., & Hsu, L. (2015). Performance evaluation of nursing students following competency-based education.?Nurse Education Today, 35(1), 97-103. doi: , J. J. (2014). Transparency begins within: Budget transparency builds trust with clinicians and sets the stage for successful collaborations between nursing and finance leaders. Healthcare Financial Management, 68(9), 28. Retrieved from , J. J., Modic, M. B., Van Dyk, J., & Hancock, K. K. (2016). A leadership education and development program for clinical nurses. Journal of Nursing Administration, 46(11), 561-565. doi: 10.1097/NNA.0000000000000405Graban, M. (2012).?Lean hospitals: Improving quality, patient safety, and employee engagement?(2nd?ed.) CRC Press: Boca Raton, FL.?Hayden, M. A., Wolf, G. A., & Zedreck-Gonzalez, J. F. (2016). Beyond Magnet designation: Perspectives from nurse managers on factors of sustainability and high-performance programming. Journal of Nursing Administration, 46(10), 530-534. doi: 10.1097/NNA.0000000000000397Iowa State University. (2012).?A model of learning objectives. Retrieved from , M., Chui, K., Rimicci, J., Callagy, P, Hereford, J., Shen, S., …Pickham, D. (2015). Lean manufacturing improves emergency department throughput and patient satisfaction. Journal of Nursing Administration, 45(9), 429-434. doi: 10.1097/NNA.0000000000000228Learning Nurse Resource Network. (n.d.). Nursing competence advanced self-assessment tools. Retrieved from , A. L., Erdmann, A. L., Silva, E. L., & Santos, J. L. (2016). Lean thinking in health and nursing: an integrative literature review.?Revista Latino-Americana de Enfermagem,?24, e2734. doi: ., J. (2016). The influence of nurse manager leadership style on staff nurse work engagement. Journal of Nursing Administration, 46(9), 438-443. doi: 10.1097/NNA.0000000000000372Marshall, E. S. (2011). Transformational leadership in nursing. Springer Publishing Company, LLC: Springer Publishing Company.Morrow, K. J. (2015). Leadership curricula in nursing education: A critical literature review and gap analysis. Journal of Nursing Education, 54(7), 367-371. doi: 10.3928/01484834-20150617-02Morsiani, G., Bagnasco, A., & Sasso, L. (2016). How staff nurses perceive the impact of nurse managers’ leadership style in terms of job satisfaction: A mixed method study. Journal of Nursing Management, online. doi: 10.1111/jonm.12448Transformational Leadership. (n.d.). Transformational Leadership: Becoming an Inspirational Leader. Retrieved from of North Carolina Health Care (UNCHC). (2017). Children’s amenities. Retrieved from of North Carolina School of Medicine. (2016). Lean six sigma. Retrieved from , L. (2016). How coaching can play a key role in the development of nurse managers. Journal of Clinical Nursing, 25(17-18), 2669-2677. doi: 10.1111/jocn.13315Yancey, N. R. (2015). Why teach nursing theory? Nursing Science Quarterly, 28(4), 274-278. doi: 10.1177/0894318415599234Yoder-Wise, P.S. (2014). Leading and managing in nursing. (5th ed.).St. Louis, MO: Elsevier.Appendix AClinical Practicum II Learning Plan American Nurses Association (ANA) Nursing Administration Standards of PracticeOutcome Criteria: (taken from the ANA Standards)Activities to Achieve Outcome.(sufficient in number, measurable, and realistic to achieve each outcome)Resources needed to be successfulTimeline (Identify semester for now. In NURS 792, you will add in detail and specifics dates)Standard 8: Education-“The nurse administrator attains knowledge and competency that reflects current practice” (American Nurses Association [ANA], 2009, p. 36)“Participates in ongoing educational activities related to appropriate knowledge bases and professional issues” (ANA, 2009, p. 36).“Seeks experiences and independent learning activities that reflect current practice in order to develop, maintain, and improve skills and competence in the nurse administrator role” (ANA, 2009, p. 36).Identify educational opportunities within organization with preceptor.Discuss available learning activities with preceptor. Sit in on Executive Council meeting with Children’s Director (all nursing councils report to this council and educational activities throughout hospital will be discussed).Attend Nursing Leadership Academy offering through organization. Topics include budget, productivity, reimbursement, regulatory compliance, risk management, leadership roles, and human resources responsibilities.Meet with preceptor throughout practicum to obtain feedback.Utilize evaluation tools with self and preceptor throughout practicum. Support of preceptor.Literature review and resource list. Evaluation tool.Access to educational activities.Ability to attend Executive Council meeting with Director.Time to participate in education activities. NURS 792Summer 2017Standard 12: Ethics-“The nurse administrator integrates ethical provisions in all areas of practice” (ANA, 2009, p. 40).“Maintains confidentiality within legal and regulatory parameters” (ANA, 2009, p. 40).“Participates on multidisciplinary and interdisciplinary teams that address ethical risks, benefits, and outcomes” (ANA, 2009, p. 40).Meet with Director of Clinical Risk Management and Accreditation to discuss regulatory parameters.Research NC Children’s Hospital policies.Sit in on root cause analysis (RCA) meetings with Director of Clinical Risk Management and Accreditation.Support of preceptor.Literature review and resource list.Opportunity to meet with Director of Clinical Risk Management and Accreditation.Availability of RCA being performed during practicum.NURS 792Summer 2017Standard 14: Resource Utilization-“The nurse administrator considers factors related to safety, effectiveness, cost, and impact on practice in the planning and delivery of nursing and other services” (ANA, 2009, p. 42).“Develops innovative solutions that address effective resource utilization and maintenance of quality” (ANA, 2009, p. 42).“Promotes activities that assist others, as appropriate, in becoming informed about costs, risks, and benefits of plans and solutions” (ANA, 2009, p. 42).Meet with Nursing Director to identify budget goals for upcoming fiscal year.Discuss development and maintenance of budget with preceptor.Educate staff in identification of practices that impact resources and ability to maintain fiscal stewardship.Sit in on meetings with preceptor related to unit renovation.Meet with preceptor throughout practicum to obtain feedback.Utilize evaluation tools with self and preceptor throughout practicum.Support of preceptor.Literature review and resource list.Evaluation tool.Access to budget reports.Access to productivity reports.Available time to meet with Nursing Director.Ability to listen to others and accept constructive feedback.NURS 792Summer 2017Standard 15: Leadership-“The nurse administrator provides leadership in the professional practice setting and the profession” (ANA, 2009, p. 43).“Willingly accepts mistakes by self and others, thereby creating a culture in which risk-taking is not only safe, but expected” (ANA, 2009, p. 43).“Displays the ability to define a clear vision, the associated goals, and a plan to implement and measure progress” (ANA, 2009, p. 43).Share practicum proposal with preceptor. Interact with staff regularly through rounding, formal, and informal communication.Seek feedback from staff on performance and opportunities for growth.Include staff in decision making when implementing practice changes.Meet with preceptor throughout practicum to obtain feedback.Utilize evaluation tools with self and preceptor throughout practicum.Support of preceptor.Literature review and resource list. Evaluation tool.Time to meet with staff.Ability to listen to others and accept constructive feedback.Ability to integrate feedback into practice.Ability to organize and lead staff discussions.NURS 792Summer 2017Appendix BPreceptor and Agency AgreementsAppendix CNURS 792 Practicum Midterm Evaluation Evaluation Scale1-Expectation not met2-Partially met expectation3-In progress of meeting expectation4-Met expectation5- Exceeded expectationAmerican Nurses Association Standard of Practice & OutcomesPracticum ActivitiesStudent EvaluationPreceptor EvaluationStandard 8: Education“Participates in ongoing educational activities related to appropriate knowledge bases and professional issues” (ANA, 2009, p. 36).“Seeks experiences and independent learning activities that reflect current practice in order to develop, maintain, and improve skills and competence in the nurse administrator role” (ANA, 2009, p. 36).Student selected educational opportunities within organization to improve nursing administration skills beneficial to future role. Student identified learning opportunities available with members of leadership throughout organization.Student outlined plan to participate in activities to improve knowledge base.Student attended Nursing Leadership Academy and was able to discuss topics with preceptor Student able to integrate new information learned through educational opportunities into leadership role.Standard 12: Ethics “Maintains confidentiality within legal and regulatory parameters” (ANA, 2009, p. 40). “Participates on multidisciplinary and interdisciplinary teams that address ethical risks, benefits, and outcomes” (ANA, 2009, p. 40).Student identified hospital policies related to ethics.Student distinguished which policies are involved in risk management cases.Student meets with Clinical Risk Management and Accreditation department members to understand regulatory parameters.Student seeks opportunity (if available) to sit in on root cause analysis. Student able to summarize situation and detect areas for improvement in practice.Standard 14: Resource Utilization“Develops innovative solutions that address effective resource utilization and maintenance of quality” (ANA, 2009, p. 42).“Promotes activities that assist others, as appropriate, in becoming informed about costs, risks, and benefits of plans and solutions” (ANA, 2009, p. 42).Student able to outline budget goals for upcoming fiscal year.Student able to focus on practice that impact resources and ability to maintain.Student able to outline education related to resource utilization and fiscal stewardship for staff.Student sits in on meetings related to unit renovation. Student is able to identify and discuss financial implication to department.Standard 15: Leadership“Willingly accepts mistakes by self and others, thereby creating a culture in which risk-taking is not only safe, but expected” (ANA, 2009, p. 43).“Displays the ability to define a clear vision, the associated goals, and a plan to implement and measure progress” (ANA, 2009, p. 43).Student seeks opportunities to interact with staff through rounding, formal, and informal communication. Student reviews staff feedback with preceptor and focuses on opportunities for growth.Student outlines plan for sharing leadership goals with preceptor.Student integrates goals into practicum.Student comments:Preceptor comments:Signatures: _________________________________________ ____________________________________________ Student PreceptorStudent Practicum Final Evaluation NURS 792Please rate student’s competence in standards of practice for nursing administration.Improvement in American Nurses Association Standards of Practice 1 Poor2 Fair3 Satisfactory4 Good5 ExcellentStandard 8: Education Preceptor FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Student FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX “The nurse administrator attains knowledge and competency that reflects current practice” (American Nurses Association [ANA], 2009, p. 36)“Participates in ongoing educational activities related to appropriate knowledge bases and professional issues” (ANA, 2009, p. 36).“Seeks experiences and independent learning activities that reflect current practice in order to develop, maintain, and improve skills and competence in the nurse administrator role” (ANA, 2009, p. 36).Standard 12: Ethics Preceptor FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Student FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX “The nurse administrator integrates ethical provisions in all areas of practice” (ANA, 2009, p. 40).“Maintains confidentiality within legal and regulatory parameters” (ANA, 2009, p. 40). “Participates on multidisciplinary and interdisciplinary teams that address ethical risks, benefits, and outcomes” (ANA, 2009, p. 40).Standard 14: Resource Utilization Preceptor FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Student FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX “The nurse administrator considers factors related to safety, effectiveness, cost, and impact on practice in the planning and delivery of nursing and other services” (ANA, 2009, p. 42).“Develops innovative solutions that address effective resource utilization and maintenance of quality” (ANA, 2009, p. 42).“Promotes activities that assist others, as appropriate, in becoming informed about costs, risks, and benefits of plans and solutions” (ANA, 2009, p. 42).Standard 15: Leadership Preceptor FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Student FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX “The nurse administrator provides leadership in the professional practice setting and the profession” (ANA, 2009, p. 43).“Willingly accepts mistakes by self and others, thereby creating a culture in which risk-taking is not only safe, but expected” (ANA, 2009, p. 43).“Displays the ability to define a clear vision, the associated goals, and a plan to implement and measure progress” (ANA, 2009, p. 43).Additional CommentsPRECEPTORSTUDENTSignaturesPreceptor SignatureDateStudent SignatureDateAppendix DResource ListAmerican Academy of Nursing. (2013). American Academy of Nursing: Ethics policy-maintaining high standards. Nursing Outlook, 62(52), 374-375. doi: Association of Colleges of Nursing [AACN]. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes. Retrieved from Association of Nurse Assessment Coordination. (2013). Nursing leadership management & leadership styles. Retrieved from Nurses Association [ANA]. (2009). Nursing administration: Scope and standards of practice. Silver Spring, MD: .American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: .American Organization of Nurse Executives (AONE). (2011). Overview: The AONE nurse executive competencies. Retrieved from , D. (2014). Risk management revisited. Nursing Management, 45(5), 26-28. doi: 10.1097/01.NUMA.0000446183.67166.d6Benner, P. (1982). From novice to expert. American Journal of Nursing, 829(3), 402-407. Retrieved from , L. & Abrahamson, K. (2014). Do staff nurse perceptions of nurse leadership behaviors influence staff nurse job satisfaction? The case of a hospital applying for Magnet designation. The Journal of Nursing Administration, 44(4), 219-225. doi:10.1097/NNA.0000000000000053Boston-Fleishhauer, c. (2016). Nurse executives wearing 2 hats as strategic leaders. Journal of Nursing Administration, 46(10), 487-489. Doi: 10.1097/NNA.0000000000000390Buck, S., & Doucette, J. N. (2015). Transformational leadership practices of CNOs. Nursing Management, 42-48. , J. M. (1998). Transactional and transforming leadership. In G. Robinson Hickman (Ed.),?Leading organizations, (pp. 133-134). Thousand Oaks, CA: Sage Publications.Clarke, P. N. & Hassmiller, S. (2013). Nursing leadership: Interprofessional education and practice. Nursing Science Quarterly, 26(4), 333-336. doi: 10.1177/089431841350031Davidson, J.E. & Brown, C. (2014). Evaluation of nurse engagement in evidence-based practice. Advanced Critical Care, 25(1), 43-55. doi: 10.1097/NCI.0000000000000006DiMeo Grant, P. & Ballard, D. C. (2011).?Law for nurse leaders: A comprehensive reference.?New York: Springer Publishing Company.Doucette, J. N. (2013). Decision making trough the ethics lens. Nursing Management, 44(9), 46-50. doi: 10.1097/01.NUMA.0000433378.34519.95Echevarrie, I. M., Patterson, B. J., & Crouse, A. (2016). Predictors of transformational leadership of nurse managers. Journal of Nursing Management, online. doi: 10.1111/jonm.12452Evans, G., Duggan, R., & Boldy, D. (2014). An exploration of nursing research perceptions of registered nurses engaging in research activities at a metropolitan hospital in Western Australia. Collegian, 21(3), 225-232. doi:10.1016/j.colegn.2013.04.006Filer, J. J. (2014). Transparency begins within: Budget transparency builds trust with clinicians and sets the stage for successful collaborations between nursing and finance leaders. Healthcare Financial Management, 68(9), 28. Retrieved from , J. J., Modic, M. B., Van Dyk, J., & Hancock, K. K. (2016). A leadership education and development program for clinical nurses. Journal of Nursing Administration, 46(11), 561-565. doi: 10.1097/NNA.0000000000000405Galuska, L. A. (2015). Dedicated education units: Partnerships for building leadership competency. Journal of Nursing Education, 54(7), 385-388. doi: 10.3928/01484834-20150617-05Graban, M. (2012).?Lean hospitals: Improving quality, patient safety, and employee engagement?(2nd?ed.) CRC Press: Boca Raton, FL.?Hayden, M. A., Wolf, G. A., & Zedreck-Gonzalez, J. F. (2016). Beyond Magnet designation: Perspectives from nurse managers on factors of sustainability and high-performance programming. Journal of Nursing Administration, 46(10), 530-534. doi: 10.1097/NNA.0000000000000397Kane, M., Chui, K., Rimicci, J., Callagy, P, Hereford, J., Shen, S., …Pickham, D. (2015). Lean manufacturing improves emergency department throughput and patient satisfaction. Journal of Nursing Administration, 45(9), 429-434. doi: 10.1097/NNA.0000000000000228Learning Nurse Resource Network. (n.d.). Nursing competence advanced self-assessment tools. Retrieved from , M., Skelton-Green, J., Bouthillette, F., & Suryaprakash, N. (2012). An empowerment framework for nursing leadership development: supporting evidence. Journal of Advanced Nursing, 68(1), 159-169. doi: 10.1111/j.1365-2648.2011.05746.xMagalh?es, A. L., Erdmann, A. L., Silva, E. L., & Santos, J. L. (2016). Lean thinking in health and nursing: an integrative literature review.?Revista Latino-Americana de Enfermagem,?24, e2734. doi: ., J. (2016). The influence of nurse manager leadership style on staff nurse work engagement. Journal of Nursing Administration, 46(9), 438-443. doi: 10.1097/NNA.0000000000000372Marshall, E. S. (2011). Transformational leadership in nursing. Springer Publishing Company, LLC: Springer Publishing Company.Morrow, K. J. (2015). Leadership curricula in nursing education: A critical literature review and gap analysis. Journal of Nursing Education, 54(7), 367-371. doi: 10.3928/01484834-20150617-02Morsiani, G. , Bagnasco, A., & Sasso, L. (2016). How staff nurses perceive the impact of nurse managers’ leadership style in terms of job satisfaction: A mixed method study. Journal of Nursing Managemnt, online. doi: 10.1111/jonm.12448Nelson-Brantley, H. V. & Ford, D. J. (2016). Leading change: A concept analysis. Journal of Advanced Nursing, online. doi: 10.111/jan.13223Tonhom SFR, Moraes MAA, Pinheiro OL. (2016). Nurse’s training centred on professional practice: Perception of students and professors. Rev Gaúcha Enferm, 37(4), e63782. doi: Leadership. (n.d.). Transformational Leadership: Becoming an Inspirational Leader. Retrieved from , N. E., Wiggins, A. T., & Rayens, M. K. (2016). The influence of the practice environment on nurse manager’s job satisfaction and intent to leave. Journal of Nursing Administration, 46(10), 501-507. doi: 10.1097/NNA.0000000000000393Westcott, L. (2016). How coaching can play a key role in the development of nurse managers. Journal of Clinical Nursing, 25(17-18), 2669-2677. doi: 10.1111/jocn.13315Yancey, N. R. (2015). Why teach nursing theory? Nursing Science Quarterly, 28(4), 274-278. Doi: 10.1177/0894318415599234Yoder-Wise, P.S. (2014). Leading and managing in nursing. (5th ed.).St. Louis, MO: Elsevier. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download