Discussion: Leading Civility in the Workplace
To prepare
• Review the following from this week’s Learning Resources:
o Week 5 Discussion Rubric, provided in the Course Information area or accessible through the link below
o This week’s Writing Resources and Program Success Tools
o This week’s articles
• Review the conflict scenarios provided. Select one of the scenarios on which to focus for this Discussion.
• Consider how civility and collaboration affect your role as both a student and a nurse.
• Consider the importance of the nurse’s role on the team.
video link for scenario1 (Case 001. A case for improvement): https://www.youtube.com/watch?v=KShd5XTHEKE Scenarios 2 Campaign for action promotional video
(: http://campaignforaction.org/resource/campaign-action-promotional-video

Post a 3-paragraph response (of at least 350 words) to one of the given scenarios. Explain how you would respond to the selected scenario. Before you begin writing, reflect on your reading from this week. Use the writing resources and the Week 5 Discussion Rubric to develop your post. Use evidence, in-text citations, and essay-level writing skills, including the use of transitional material and organizational frames.

Case 001: A Case for Improvement

The selected case is Case 1 highlighting the improvement in nursing care. The case highlights the predicaments of a nursing student who fails to show interests in gaining nursing experience that is critical for nursing practice. While this is the not the main issue highlighted in the case, it is essential in determining the ability of the nurse student to embraces continuous improvement in future practice.

Suppose I was in the situation of the nurse student, I would have first of all developed interests in the earning process to gain nursing experience that would have guided me through the process of providing nursing care to patients (Bentley, 2018). A discharge conference is an important session for gaining nursing experience and therefore I would have taken my time to open up and gain all the relevant nursing knowledge from this opportunity. Unlike the nursing student, I would have shown the highest level of interest, focus my mind in the session, and maintain a positive facial expression to help me remain attentive throughout the session. I believe this session would have given me more skills and knowledge on how to

I would have developed an interest in learning how to optimize patient care by acknowledging the significance of this session. I would have followed the proceedings carefully and show commitment to implement all the lessons learned from the session. I would have paid much attention to the process of learning about the patient’s health history and current diagnosis to understand the right procedure to follow when clearing a patient for discharge (Day, Penney & Hartling, 2018). During discharge, I would have ascertained whether it is safe to discharge the patient or not.

My main priority would be to ensure that I follow all the intervention before discharging the patient as a way of enhancing patient safety. The welfare of the patient during homecare would also be a major priority for me during the discharge process because it would enable me to reduce chances of readmission by properly managing the patient at home (Stover, 2017). Conversely, I would have shown that have the general knowledge on patient management and care during discharge recess to reduce readmission by advocating for the welfare of the patient and availing all the resources required by the patient to enable the patient to resume normal daily activities.

References

Bentley, A. (2018). Book Review: Leadership CPR: Resuscitating the Workplace Through Civility, Performance, and Respect. The Journal of Values-Based Leadership11(2), 16.

Day, A., Penney, S. A., & Hartling, N. (2018). The psychology, potential perils, and practice of leading healthy workplaces. Organizational Dynamics.

Stover, P. D. (2017). Personal Resilience, Workplace Civility, and Staff Retention in Behavioral/Mental Health Crisis Stabilization Units.

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