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ATI LEADERSHIP > NURS 461 ATI CH. 1 > Flashcards

NURS 461 ATI CH. 1 Flashcards

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1
Q

Authoritative Leadership

A

motivates by coercion

comm. happens down the chain of command

work output by staff is usually high: good for crisis situations and bureaucratic settings

effective for employees with little or no formal education

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2
Q

Democratic leadership

A
  • includes the group when decisions are made
  • Motivates by supporting staff achievements
  • comm. occurs up and down the chain of command and between group members
  • work output by staff is usually good quality when cooperation and collaboration are necessary
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3
Q

Laissez-faire leadership

A

makes very few decisions, and does little planning

motivation is largely the responsibility of individual staff members

comm. occurs up and down the chain of command and between group members

work output is low unless an informal leader evolves from the group

effective with professional employees

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4
Q

Transformational leaders

A

empower and inspire followers to achieve a common, long-term vision

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5
Q

transactional leaders

A

focus on immediate problems, maintaining the status quo and using rewards to motivate followers

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6
Q

authentic leaders

A

inspire others to follow them by modeling a strong internal moral code

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7
Q

The emotionally intelligent leader:

A

has insight into the emotions of members of the team

understands the perspective of others

encourages constructive criticism and is open to new ideas

manages emotions and channels them in a positive direction, which in turn helps the team accomplish its goals

is committed to the delivery of high-quality client care

refrains from judgment in controversial or emotionally charged situations until facts are gathered

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8
Q

Five major management functions

A
  1. planning
  2. organizing
  3. staffing
  4. directing
  5. controlling
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9
Q
  1. Planning
A

the decisions regarding what needs to be done, how it will be done, and who is going to do it

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10
Q
  1. Organizing
A

the organizational structure that determines the lines of authority, channels of communication, and where decisions are made

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11
Q
  1. staffing
A

the acquisition and management of adequate staff and staffing mix

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12
Q
  1. derecting
A

the leadership role assumed by a manager that influence and motivates staff to perform assigned roles

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13
Q
  1. controlling
A

the evaluation of staff performance and evaluation of unit goals to ensure identified outcomes are being met

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14
Q

characteristics of managers

A
  • hold formal positions
  • possess clinical expertise
  • network with members of the team
  • coach subordinates
  • make decisions about the function of the organization, including resources, budget, hiring, and firing
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15
Q

characteristics of a leader

A

initiative
inspiration
energy
positive attitude
communication skills
respect
problem-solving & critical thinking
personality traits & leadership skills
influence followers to move towards goal
may have goals that differ from organization

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16
Q

Maslow’s hierarchy of needs

A

1 physiological
2 safety and security
3 love and belonging
4 self-esteem
5 self-actualization

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17
Q

Prioritization and Time management

A
  • systemic before local (life before limb)
  • acute before chronic
  • actual problems before potential problems
  • don’t assume
  • respond to trends vs. transient findings
  • emergencies vs. expected findings
  • determine priority actions
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18
Q

Priority-Setting Frameworks

A

Maslow’s hierarchy

ABC (DE)

Safety/risk reduction

Assessment/ data collection: gather information prior to making decisions.

Survival potential: like in mass casualties

Least restrictive/ least invasive

acute vs chronic, urgent vs nonurgent, stable vs unstable

evidence-based practice

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19
Q

least restrictive/ least invasive example

A

move client near nurses station before applying restraints

bladder train before indwelling catheter

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20
Q

Task Factors when deligating care

A

Predictability of outcome

Potential for harm

Complexity of care

Need for problem-solving and innovation

level of interaction with the client: is there a need to provide psychosocial support or education

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21
Q

Five rights of delegation

A

1- right task
2- right circumstance
3- right person
4- right direction and communication
5- right supervision and evaluation

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22
Q

examples to be delegated to a LPN

Study These Flashcards
A
  • monitoring findings (input to an RNs ongoing assessment)
  • reinforcing client teaching from a standard care plan
  • performing tracheostomy care
  • suctioning
  • checking NG tube patency
  • administering enteral feedings
  • inserting a urinary catheter
  • administering medication (excluding IV)
23
Q

examples to delegate to an AP

Study These Flashcards
A

ADL activities
bathing
grooming
dressing
toileting
ambulating
feeding (w/o swallowing precautions)
positioning routine tasks
bed making
specimen collection
I&O
vital signs (stable clients)

24
Q

steps in providing educational programs

Study These Flashcards
A

identify and respond- determine need for knowledge

analyze- look for deficiencies, develop learning objectives

research- resources available

plan- program to address objectives

implement- conducive to staff availability. consider online programs

evaluate- measure behavior changes secondary to objectives

25
mentor vs preceptor vs coach
mentor: can serve as preceptor but relationship lasts longer and focuses on assumption of the role as well as socialization to practice. preceptor: assist in orienting, supervise performance, assigned for a limited amount of time. coach: collab. relationship to help nurse establish goals. Relationship is task-related and typically time limited.
26
Patricia Benner 5 stages of nursing ability
1. novice nurse 2. advanced beginner 3. competent nurse 4. proficient nurse 5. expert nurse
27
Novice nurse
students or newly licensed nurses - minimal clinical experience - approach situations from theoretical perspective relying on context-free facts and established guidelines. - rules govern practice
28
Advanced beginner
most new nurses function at this level - practice independently in the performance of many tasks and can make some clinical judgments - begin to rely on prior experience to make decisions.
29
competent nurse
usually have been in practice 2-3 years - demonstrate increasing levels of skill and proficiency and clinical judgment. - exhibit the ability to organize and plan care using abstract and analytical thinking - can anticipate the long-term outcomes of personal actions
30
Proficient nurse
significant amount of experience - enhanced observational abilities allow nurses to be able to conceptualize situations more holistically. - well-developed critical thinking and decision-making skills allow nurses to recognize and respond to unexpected changes.
31
Expert Nurse
wealth of experience - view situations holistically and process information efficiently - make decisions using an advanced level of intuition and analytical ability. - do not need to rely on rules to comprehend a situation and take action.
32
Core measures
national standardized measures to improve client outcomes developed by the Joint Commission used to measure client outcomes and provides information to support accreditation of hospitals
33
Core measures include;
stroke venous thromboembolism heart failure acute MI substance use
34
structure audits
evaluate the influence of elements that exist separate from or outside of the client-staff interaction
35
process audits
review how care was provided and assume a relationship exists between nurses and the quality of care provided
36
outcome audits
determines what results occurred as result of the nursing processs
37
5 stages of conflict
1. latent conflict 2. perceived conflict 3. felt conflict 4. manifest conflict 5. conflict aftermath
38
Steps in Progressive discipline: First infraction
informal reprimand manager and employee meet discuss the issue suggestions for improvement/ correction
39
Steps in Progressive discipline: Second infraction
written warning manager meets with employee to distribute written warning review of specific rules/ policy violations discussion of potential consequences if infractions continue
40
Steps in Progressive discipline: Third infraction
employee placed on suspension with or w/o pay. Time away from work gives the employee opportunity to: examine the issues consider alternatives
41
Steps in Progressive discipline: Fourth infraciton
employee termination follows after multiple warnings have been given and employee continues to violate rules and policies
42
Client Factors when Assigning care
- condition of client and level of care needed - specific care needs (cardiac monitoring, mechanical vent) - need for special precaution - procedures requiring a significant time commitment (ex. dressing change)
43
Health Care team factors when Assigning care
- knowledge and skill level of team members - amount of supervision necessary - staffing mix - nurse-to-client ratio - experience with similar clients - familiarity of staff members with unit
44
These 3 should apply for clients to share a room with an infectious diseae
- have the same active infection - clients remain at least 3 feet away - no other infection
45
Staff Education Unit managers, staff development educators
- new policies and procedures implemented - new equipment becomes available - educational need identified
46
Staff education unit manager, charge nurse, preceptor
- can focus on one-on-one approach
47
Staff education staff members, supervisors
can use "just in time" training to meet immediate needs for client care
48
Staff education higher education degree or certification
staff
49
Root cause analysis
focuses on variables that surround the consequence commonly done for sentinel events but also in quality improvement process investigates the consequence and possible causes analyzes possible causes and relationships that can exist determines additional influences at each level of relationship determines the root cause or causes
50
Steps in quality improvement process
standards are made available by policies and procedures quality issues are identified interprofessional team is developed to review the issue current state of structure and process r/t issue is analyzed data collection methods are determined (quantitative) data is collected, analyzed, and compared to benchmark if benchmark isn't met, a root cause analysis is performed potential solutions are analyzed and one is selected education is implemented issue is reevaluated at a preestablished time
51
Steps in the Problem-Solving Process
IDENTIFY PROBLEM- in objective terms DISCUSS SOLUTIONS ANALYZE IDENTIFIED SOLUTIONS SELECT A SOLUTION IMPLEMENT SELECTED SOLUTION- procedure and timeline EVALUATE SOLUTION'S ABILITY TO RESOLVE ORIGINAL PROBLEM
52
Cost-effective Care
cost-containment cost-effective
53
Cost-containment
strategies that promote efficient and competent client care while also producing needed revenues for the continued productivity of the organization ex. managed care- provides clients with a plan designed to meet their needs eliminating the unnecessary use of resources or extended hospital stays
54
Cost-Effective
strategies that achieve optimal results in relation to the money spent to achieve those results. "Getting your money's worth" spending on staff training for transmission-based precautions, resulting in effective use of PPE. Leads to decrease infection transmission

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