ABOUT THE STUDENT WORKBOOKAs a student in a healthcare profession, you have probably heard of the concept of high reliability as a means to reduce harm, enhance quality, and improve outcomes. Patient safety and quality are of increasing importance to consumers, payers, providers, and organizations. As a large majority of the workforce, nurses are on the front lines of the delivery and provision of safe and effective care. The quest for high reliability must permeate an organization by way of leadership commitment, a culture of safety, continuous quality improvement, and every person's focus within the organization. This student workbook is designed as a companion to the primary textbook, High Reliability Organizations: A Healthcare Handbook for Patient Safety & Quality (2nd ed.), which explains how high reliability contributes to organizational quality and safety, recommends quality and safety activities based on high reliability principles, and integrates high reliability principles into healthcare practice.PURPOSE AND STRUCTUREThe purpose of this workbook is to provide learning activities that relate to each chapter in the book. These learning activities introduce students to high reliability, explain the concepts of high reliability and high reliability organizations (HROs), provide examples of what the concepts would look like ineveryday practice, and describe the information and tools nurses and other healthcare providers need for the organization to become an HRO. The first 26 chapters provide one accompanying learning activity, whereas the last five chapters provide context for the summative or final learning activity.Every learning activity reflects the content of its accompanying chapter. Students should read the chapter and supplemental materials and, if specified, focus on certain sections within the chapter prior to completing an exercise. Students may complete all these learning activities, but some instructors may choose only one or two from each chapter that meet the objectives of a particular course. Each learning activity begins with objectives, contains accompanying resource material or additional external resources, and has learning activity exercise-specific instructions. Nurses represent the majority of healthcare workers and are on the front lines of delivery and provision of safe and effective care. As a result, nurses are ideally situated to drive the mission to achieve high reliability in healthcare. It is our hope that the student workbook will prepare you to apply HRO principles to patient safety and quality problems in your place of practice because we all benefit from a safer healthcare environment.
Welcome to the instructor's guide for the second edition of High Reliability Organizations: A Healthcare Handbook for Patient Safety & Quality. This guide is designed to be a resource for educators in a variety of academic settings in courses focused on patient safety or quality management in nursing, health services administration, or clinical programs. This instructor's guide is divided into three sections:Unit 1: Using the Textbook for Teaching and LearningUnit 2: Resources for Teaching High Reliability for Patient Safety and QualityUnit 3: Chapter Learning Activities and Instructor SupportThis guide provides suggestions to guide faculty, nurse leaders, clinical staff nurses, quality and safety staff, or other healthcare professionals who are teaching others about the application of HRO principles to patient safety and quality problems using the second edition of High Reliability Organizations: A Healthcare Handbook for Patient Safety & Quality. For academic faculty, the chapter-by-chapter learning activities will help facilitate student learning about application of high reliability to patient safety and quality and can be used as part of a patient safety and quality course at a variety of academic levels.The student workbook contains the same chapter-by-chapter learning activities found in the instructor's guide. The instructor's guide contains supplemental materials including learning activity implementation strategies and student evaluation sections. There are several completed examples of fill-in responses or answers for instructors as well. A summative learning activity is included that gives instructors the opportunity to assess student ability to translate high reliability principles into practice.
Today's nurse managers-tasked with a wide array of responsibilities from staffing and budgeting to promoting safe and effective patient care-face unprecedented demands in their role as leaders of the largest healthcare workforce in the industry. They must be clinically competent, relationally savvy, and administratively gifted-and find the time to create and sustain a healthy work environment. In addition to those demands, the lopsided aging of the population has had a double impact: More nurses are retiring from the profession at the same time as elderly baby boomers require increasingly complex and costly care. As nursing workforce retirements increase, a continued push for effective leadership will be critical to healthcare outcomes in the coming decades. As workforce shortages continue, it will be critical to educate managers who can advocate for, support, and empower staff. Healthcare organizations have a duty to provide nurse managers with the tools and support needed to manage effectively. Toxic Nursing is an integral part of that education.Each chapter begins with an overview of particular areas where nurse toxicity often arises. Following that is a section titled "Clearing Toxicity: Scenarios, Insights, and Reflections." Here there are scenarios based on real-life accounts, with insight and advice from nurse leaders-a group of 31 experts in nursing management who were asked to respond to the narratives from the perspective of preventing, addressing, or minimizing the consequences of conflict. Experts were asked to avoid citing references and rely on their own experiences and intuitive skills to provide practical advice about the situation. Following the "Nurse Leader Insight" section are "Reflections" with prompts to help readers explore the issues presented.At the end of each chapter is a section called "Fostering Cultural Change" that can help guide you as you explore with your staff methods to decrease toxicity and promote a healthier and more satisfying work environment. Toxic Nursing, Second Edition helps nurses-from bedside nurses to charge nurses to nurse managers-navigate the nuances and gray areas of toxic behavior.
The purpose of The Influence of Psychological Trauma in Nursing: Student Workbook is to provide contentfor simulation experiences related to psychological trauma.This student workbook is designed as a companion to the primary book, The Influence of Psychological Trauma in Nursing, which digs deep into psychological trauma in nurses and nursing care, as well as approaches to healing.
One of the biggest challenges we face in healthcare is how to educate and train healthcare professionals without endangering patients-especially when we are teaching the management of high-stakes situations such as codes, trauma care, chest pain, or anaphylactic shock, in which any delay in treatment threatens the outcome. Often, new healthcare practitioners enter their profession without ever having seen-much less gotten experience with-many high-risk/low-volume patient conditions.The use of simulation is growing exponentially in academic and service settings. Simulation can enable students, new graduates, and experienced clinicians to develop clinical competence and confidence in caring for patients in a learning environment that is cognitively and emotionally realistic and safe for the learner-and does not compromise patient safety or outcomes. Simulation can be applied to many clinical situations-far more than a learner can be exposed to in a live clinical environment. Simulation activities need not be bound by one profession, time, or place. Simulation can be expanded to include the systems dynamics of care, interprofessional teamwork, and considerations for hospital technology and equipment at any point in the healthcare continuum.In a clinical setting, simulation can be used to onboard new graduates and experienced staff. Simulation also offers the ability to objectively assess the performance of healthcare professionals based on a well-defined standard of practice. Many organizations carefully assess the competency and performance of new staff, but-other than perhaps yearly skills fairs-do little to ensure that existing staff continue to meet standards of practice and follow evidence-based and best practice processes and protocols. Renewing nursing or medical licenses generally requires only paying a fee and completing continuing education programs-not demonstrating continued competence. Simulation can be developed for continued development of staff and educators. Although we know much more about healthcare education today than we did 20 years ago, much has yet to be discovered. Research is changing healthcare practice on an almost daily basis. Simulation can be used to improve an organization's ability to ensure that all its clinicians maintain competence. Knowing is not doing. Simulation can demonstrate the successful application of knowledge. There is also growing evidence that simulation is effective in developing, assessing, and improving the performance of healthcare teams.
As nurses know firsthand, the impact of psychological trauma is not limited to those who experience it. Others-including nurses and caregivers-are indirectly affected. In healthcare, patients' psychological trauma may manifest in odd, uncomfortable, or confusing behaviors. Nurses and healthcare workers must recognize that patients may be feeling unsafe or struggling with low self-esteem, anxiety, grief, loneliness, or depression born from trauma. As nurses listen to, empathize with, and sometimes grieve with the people they care for, they need to comprehend the "why" behind these feelings and actions.The Influence of Psychological Trauma in Nursing helps nurses gain awareness and knowledge about trauma and recovery so they can heal and bring holistic healing to others. Authors Karen J. Foli and John R. Thompson provide a primer on psychological trauma, helping readers identify and understand the common forms of trauma in society. Filled with examples, tools, assessments, and learning objectives, this book helps nurses move forward as trauma-informed caregivers.
In today’s healthcare environment of scarce resources and challenges related to safety and quality, nurses must make decisions after decision to ensure timely, accurate, and efficient provision of care. Solid decision-making, or lack thereof, can significantly affect patient care and outcomes.Clinical reasoning-how a nurse processes information and chooses what action to take-is a skill vital to nursing practice and split-second decisions. And yet, developing the clinical reasoning to make good decisions takes time, education, experience, patience, and reflection. Along the way, nurses can benefit from a successful, practical model that demystifies and advances clinical reasoning skills.The Essentials of Clinical Reasoning for Nurses, authors RuthAnne Kuiper, Sandra O’Donnell, Daniel Pesut, and Stephanie Turrise provide a model that supports learning and teaching clinical reasoning, development of reflective and complex thinking, clinical supervision, and care planning through scenarios, diagnostic cues, case webs, and more. The widely acclaimed Outcome-Present State-Test (OPT) Model serves a both a method for self-regulation in nursing and as a patient-center clinical reasoning model for aspiring and practicing nurses. This book is a must-have resource for nurse educators, clinicians, managers, administrators, and students who want to develop, hone, and fine-tune their clinical reasoning skills.
This instructor's guide is designed as a companion to the primary book, The Influence of Psychological Trauma in Nursing, which digs deep into psychological trauma in nursing and approaches to healing. The purposeof the instructor's guide is to provide content for the nurse educator surrounding best educational practices to support students who have experienced psychological trauma and to ready students for the trauma they will experience as professional nurses.
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