CNE Communication with Staff Nurses
The effects of inter-personal workplace communication remain one of the most decisive factors in successful job execution, making collaboration necessary. Thus, analyzing a case, wherein a Chief Nurse Executive (CNE) allots time to meet and work with a staff nurse each month allows appraising the feasibility of such an action. Within the nursing occupation, interactions between different specialists should spark appropriate professional and organizational growth.
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A communication perspective helps identify the benefit of these kinds of interactions, placing appropriate value on inter-personal workplace conversations and their profit towards organizational operability. Importance of team contact, between and within crews, remains a crucial factor in professional efficiency, not simple facilitating the work process but additionally permitting development of possibly unexplored vectors within the healthcare system (Arnold & Boggs, 2016). Both contacting partners require a clear understanding of their respective benefits that may be lifted from such interactions, which often take on an extracurricular nature.
In the proposed scenario, the CNE gains an advantage in the form of team building, which, if cultivated properly, allows for heightened crew functionality. The CNE position may be identified as a managerial one, controlling the activities of all nurses across the institution of their assignment and some hospitals may even require CNEs to oversee admission (Yoder-Wise, 2015). However, a missing leader cannot manage or identify team goals since any group will question an authority, which demonstrates absenteeism from every-day processes (Berson, Halevy, Shamir, & Erez, 2015). Therefore, efficient lines of communication between CNEs and staff nurses create a healthy work environment through the installation of mutual respect.
Nurse perceived assets
Nurses are required to uphold the best interests of patient well-being within the scope of their professional interactions, which is made possible through communication between treating specialists. Therefore, despite staff nurses playing a subordinate role in comparison to CNE positions, underestimating their influence on the managerial aspect of the health care possess is not a sound recommendation. Additionally, nurses are omnipresent within the healthcare system, interacting with patients, doctors, physicians, other nurses, students and further possible actors of the healthcare system (Yoder-Wise, 2015). Thus, communication with rule-setting healthcare professionals allows nurses to convey grievances and potential amendments to unsupportable guidelines.
Effects on the chain of command
Professionalism dictates the need for two-sided respect when dealing with work-related issues. Negative “leader–follower psychological distance” diminishes through the mutual perception of each other as professionally engaged individuals while retaining subordination (Berson et al., 2015, p. 8). Specialist confluence and collaboration abides professional guidelines and helps achieve further understanding and specialist advancement, despite their existence on different levels on the clinical and administrative chain of command.
Cooperative work between nurses and CPEs helps create respect in the workplace. Interactions between specialists lead to mutual appreciation, which in turn strengthens subordination that is directly dependent on recognition of each other as committed professionals. If appropriately approached, the scheduling of joint working hours increases teamwork tendencies and allows healthcare advancements to take place through cooperation, rather than the institution of rules from afar.
Measurement of Clinical Competencies
Competency evaluation and measurement allow conclusively demonstrating the level of professionalism of individual specialists. Within the healthcare system, it enables establishing and quantifying the standard of care that may be expertly provided. Creating a template of appraisal of nursing competencies such as medication dispensing, age-specific measures, application of intravenous medicine, care of the I.V. site, care plan outlining, and documentation makes possible validating the professed organizational respectability.
Process of Analysis
Nurses, who hold responsibility for proficient job execution, require an array of capabilities and skills to help appropriately not only patients but also doctors, physicians, and, on occasion, even families of those being treated. Their scope has expanded and attracted additional responsibilities ranging from clinical to administrative (Arnold & Boggs, 2016; Yoder-Wise, 2015). Therefore, diving their competencies up for efficient processing and interpretation becomes a suitable approach.
Medicine prescription and application, I.V. treatment, age consideration are those competencies that may be described as clinical. Franklin and Melville (2015) recommend to evaluate any skill over a period, rather than in a prompt manner, as it does not allow “both the ‘science’ and ‘art’ of nursing to be assessed” (p. 30). Thus, evaluating error prevalence and time taken for care per case allows creating a superficial assessment rubric, which may be further developed by accounting for different circumstances and illness severity.
Drafting care plans and documenting the healing process and any incidents that may occur during it falls under managerial competencies, which nurses have also taken on. Additionally, nurses may also be responsible for student guidance, a requirement that necessitates them to have additional skills (Fiset, Graham, & Davies, 2017). Documentation and care drafting may be analyzed through error prevalence, while student communication makes testing and questionnaires viable.
Most nursing competencies, both clinical and administrative, may be analyzed through error tracing, which while not a preventative measure allows creating an efficient and life-based statistic. Where direct communication of nurses with specialists-in-training is possible, questionnaires about the quality of instructions received becomes possible, with the guidance received being demonstrative of professional skills. Thus, error assessment becomes the most substantial way of performative assessment and capability evaluation.
Arnold, E., & Boggs, K. (2016). Interpersonal relationships: Professional communication skills for nurses (7th ed.). St. Louis, MO: Elsevier.
Berson, Y., Halevy, N., Shamir, B., & Erez, M. (2015). Leading from different psychological distances: A construal-level perspective on vision communication, goal setting, and follower motivation. The Leadership Quarterly, 26(2), 143-155. Web.
Fiset, V., Graham, I., & Davies, B. (2017). Evidence-based practice in clinical nursing education: A scoping review. Journal of Nursing Education, 56(9), 534-541. Web.
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Franklin, N., & Melville, P. (2015). Competency assessment tools: An exploration of the pedagogical issues facing competency assessment for nurses in the clinical environment. Collegian, 22(1), 25-31. Web.
Yoder-Wise, P. (2015). Leadership and management in nursing (6th ed.). St Louis, MO: Elsevier.