Improvement Story session at the 2013 Saskatchewan Health Care Quality Summit. For more information about the summit, visit www.qualitysummit.ca. Follow @QualitySummit on Twitter.
The effects of lateral violence can be catastrophic for students in preceptored relationships. We wanted to promote healthy learning workplaces, and support teaching and learning environments for quality learning outcomes - we delivered in-services on lateral violence to increase awareness and to support positive interactions between nurses and students, while addressing negative communication behaviours and lateral violence.
Better Teams
Greg A. Riehl; Eli Ahlquist
Bullying is a well known term. Lateral violence is a less well understood term and refers to members of a group or culture bullying their own. Nursing and other healthcare groups are one group that this is commonly found. Aboriginal communities is also a fine breeding ground for this behaviour. Find out why and what you can do to combat it.
Bullying is a well known term. Lateral violence is a less well understood term and refers to members of a group or culture bullying their own. Nursing and other healthcare groups are one group that this is commonly found. Aboriginal communities is also a fine breeding ground for this behaviour. Find out why and what you can do to combat it.
This presentation briefly introduces what stress and burnout are, their consequences, and how to avert being stressed and burned out in a workplace setting.
Nursing is a profession that is based on collaborative relationship with clients and colleagues but, when two or more people view issues from different perspectives these relationships can be compromised by violence.
The Unthinkable Violence in Healthcare: A Disturbing Challenge to Patient CareConference Panel
The healthcare environment presents a significant challenge in the prevention and intervention of violence, which carries severe implications for quality patient care. Surprisingly, the rate of injuries and illnesses resulting from violence in the healthcare industry is more than three times higher than that in all private industries combined.
Healthcare organizations encompass a wide range of settings, including hospitals, outpatient clinics, medical office clinics, home health care, home-based hospice, long-term care/memory care facilities, paramedic and emergency medical services, mobile clinics, drug treatment programs, and various ancillary healthcare organizations.
The Unthinkable Violence in Healthcare poses a grave threat to patient care and the well-being of healthcare professionals. It demands immediate attention, comprehensive strategies, and collaborative efforts from all stakeholders to create a safer and more secure environment for patients and healthcare providers.
Register,
https://conferencepanel.com/conference/the-unthinkable-violence-in-healthcare-from-bullying-to-an-active-shooter
What is Harassment
What is Workplace Bullying
Look at some statistics
Implications on the workplace
Responsibilities of employers/supervisors
Legal Obligations
Minimizing the Risk
Assessment Task
James Caringi, PhD Presentation at 2016 Science of HOPE
Description:
Secondary Traumatic Stress (STS) is defined as, “the natural and consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other, the stress resulting from helping or wanting to help a traumatized or suffering person” (Figley, 1995). Professionals and caregivers frequently work with individuals, families, groups, and communities who have experienced multiple adverse childhood experience (ACE) traumas and as a result, are at high risk for experiencing STS. Secondary Traumatic Stress can lead to personal health issues, loss of productivity, and turnover and therefore should be a concern for practitioners and administrators.
This presentation will address the causes of STS and offer ideas for both prevention and recovery. In addition, findings from empirical research projects examining STS, burnout, and peer support will be reviewed. Methods to create a trauma informed organization that can both prevent and mitigate the impact of STS will be reviewed and critiqued. Finally, the presenter will facilitate an action research process designed to enable participants to begin the development of self-care plans that they can use in their organizations.
This presentation briefly introduces what stress and burnout are, their consequences, and how to avert being stressed and burned out in a workplace setting.
Nursing is a profession that is based on collaborative relationship with clients and colleagues but, when two or more people view issues from different perspectives these relationships can be compromised by violence.
The Unthinkable Violence in Healthcare: A Disturbing Challenge to Patient CareConference Panel
The healthcare environment presents a significant challenge in the prevention and intervention of violence, which carries severe implications for quality patient care. Surprisingly, the rate of injuries and illnesses resulting from violence in the healthcare industry is more than three times higher than that in all private industries combined.
Healthcare organizations encompass a wide range of settings, including hospitals, outpatient clinics, medical office clinics, home health care, home-based hospice, long-term care/memory care facilities, paramedic and emergency medical services, mobile clinics, drug treatment programs, and various ancillary healthcare organizations.
The Unthinkable Violence in Healthcare poses a grave threat to patient care and the well-being of healthcare professionals. It demands immediate attention, comprehensive strategies, and collaborative efforts from all stakeholders to create a safer and more secure environment for patients and healthcare providers.
Register,
https://conferencepanel.com/conference/the-unthinkable-violence-in-healthcare-from-bullying-to-an-active-shooter
What is Harassment
What is Workplace Bullying
Look at some statistics
Implications on the workplace
Responsibilities of employers/supervisors
Legal Obligations
Minimizing the Risk
Assessment Task
James Caringi, PhD Presentation at 2016 Science of HOPE
Description:
Secondary Traumatic Stress (STS) is defined as, “the natural and consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other, the stress resulting from helping or wanting to help a traumatized or suffering person” (Figley, 1995). Professionals and caregivers frequently work with individuals, families, groups, and communities who have experienced multiple adverse childhood experience (ACE) traumas and as a result, are at high risk for experiencing STS. Secondary Traumatic Stress can lead to personal health issues, loss of productivity, and turnover and therefore should be a concern for practitioners and administrators.
This presentation will address the causes of STS and offer ideas for both prevention and recovery. In addition, findings from empirical research projects examining STS, burnout, and peer support will be reviewed. Methods to create a trauma informed organization that can both prevent and mitigate the impact of STS will be reviewed and critiqued. Finally, the presenter will facilitate an action research process designed to enable participants to begin the development of self-care plans that they can use in their organizations.
LTC 328 Week 4 DQ 1 (Case Study) “Case Study #3” in Part V of Effective Manag...dhanavidya
“Case Study #3” in Part V of Effective Management of Long-Term Care Facilities.
answer #1: Should the latest incident in July be regarded as patient abuse or not? See Exhibit CS3–1.
answer #2: How would you go about investigating and documenting the incident? See Exhibits CS3–2 and CS3–3.
answer #3: Suppose this is patient abuse, what further action would you take?
Advantages
Making a Difference
Specialization
Job Stability
Job Variety and Experience
Job Flexibility and Security
Emotional Satisfaction
Network Connections
Pride
Salary and Bonuses
http://cnacareersmart.com
Developed for New Hire Orientation to review principles and assess learning. Main slide has categories and prize amounts. Hyperlinks from each lead to appropriate slide. Click enter to display answer. Click enter again to display answer. Click Back to return to Main slide. (Sorry links do not work on this site.)
Nursing Management of Violence, Abuse and Neglect in the Traum BayEdward Stern
Initial Goal Directed Treatment, Identification and Management of a Patient in the Trauma Bay by the Trauma Center Nurse
-WARNING - images can have significant emotional impact-
Managing lateral violence and its impact on the team nurses and students finalgriehl
The effects of lateral violence can be catastrophic for students in preceptored relationships. We wanted to promote healthy learning workplaces, and support teaching and learning environments for quality learning outcomes - we delivered in-services on lateral violence to increase awareness and to support positive interactions between nurses and students, while addressing negative communication behaviours and lateral violence.
Managing lateral violence and its impact on the team la ronge november 2013griehl
Lateral violence is a reality for many people working in the health care field. This presentation looks at causes and looks at ways to addresses bullying behavior.
Lateral Violence Home Health Aid Conference NITHAgriehl
In Nursing, there exists a culture of lateral violence and bullying, I have finally come to the realization that what we are seeing is the symptom of something much larger, something that starts, grows, and is nurtured with our own participation. We communicate in ways that have the ability to support each other, but we can also communicate in ways that are hurtful, mean, and contribute to a culture of oppression. We need to change our culture.
Better Communication in Nursing - Ending Nursing Violencegriehl
In Nursing, there exists a culture of lateral violence and bullying, I have finally come to the realization that what we are seeing is the symptom of something much larger, something that starts, grows, and is nurtured with our own participation. We communicate in ways that have the ability to support each other, but we can also communicate in ways that are hurtful, mean, and contribute to a culture of oppression. We need to change our culture.
Slides from the University of Michigan Investing in Ability 2015 series of events. The presenter is from Wayne State, and we are hosting the slides here for the convenience of our audience.
The Lancet Series on Violence Against Women and GirlsTheLancetWeb
Every day, millions of women and girls worldwide experience violence. This abuse takes many forms, including intimate physical and sexual partner violence, female genital mutilation, child and forced marriage, sex trafficking, and rape. The Lancet Series on Violence against women and girls shows that such abuse is preventable. Five papers cover the evidence base for interventions, discuss the vital role of the health sector in care and prevention, show the need for men and women to be involved in effective programmes, provide practical lessons from experience in countries, and present a call for action with five key recommendations and indicators to track progress.
View Series on TheLancet.com: http://www.thelancet.com/series/violence-against-women-and-girls
Risk Reduction Through Family Therapy (RRFT)BASPCAN
An integrative approach to treating substance use problems and PTSD among maltreated youth.
Carla Kmett Danielson PhD
Medical University of South Caolina
As you may know, Virginia Mason Medical Center (VMMC) in Seattle was one of the first health care organizations to implement Lean methods and principles. You may also know that they have successfully been using these improvement tools originally designed for manufacturing to improve quality and safety. What may surprise you is that they have also unleashed the creativity of their staff, providers, and patients, by integrating innovation tools and methods with Lean. Through powerful stories and concrete examples, Paul Plsek will share how VMMC has created a culture of innovation, providing tools for everyone to think differently about their work and radically transform the care and services they provide.
This session will bust the myth that creative thinking is a rare gift, bestowed on only a special few. Anyone and everyone can think creatively. Take advantage of this unique opportunity to learn, from Paul Plsek, how to recapture your own capacity for creative thinking and unleash the creative energy of those you work with. Find out how formal and informal leaders can contribute to a culture that supports everyone in the organization to think differently about their work, and to find innovative ways to improve that work every day.
The CDM-QIP session relates directly to both Better Care and Better Health and will focus on how the program helps clinicians across Saskatchewan to manage chronic conditions in their patients. The current chronic conditions included in the program are Diabetes and Coronary Artery Disease and will be expanding to include COPD and congestive heart failure. The presentation will include a demonstration CDM-QIP, an overview of its delivery and information regarding participation for those who want to sign up. A clinician will discuss how they have used CDM-QIP in their practice to benefit their patients. Early results generated by the program will be shared.
An ongoing 7-year partnership between the University of Saskatchewan and LutherCare Communities provides an opportunity for health professions students in the “Longitudinal Elderly Person Shadowing (LEPS) Project” to learn with, from and about their senior partners through a series of social events and structured small group visits. Participating students learn about health issues associated with aging, gain an appreciation for events that have shaped their senior partners’ lives, examine their own attitudes towards older adults and aging, and experience the benefits and challenges of working in interprofessional teams, while participating seniors enjoy sharing their wealth of knowledge and experience with the students whom they find to be professional and full of vitality.
Clients and family members are credible and powerful sources of information when trying to understand the quality of care we provide in the Saskatoon Health Region. By having a trained patient advisor actually go and speak to the patients about their experience, we are getting never before seen response rates, and a wealth of meaningful quantitative and qualitative data from which to base our improvement efforts on.
Food is very important to the quality of life for elders in long-term care. (Viveky et al.2013) Due to the lack of standards in mealtime management education, a Regina Qu’Appelle Health Region (RQHR) dietitian worked in partnership with Regina Lutheran Home and Medical Media to develop a mealtime management video to enhance the training and education of staff (care assistants, nursing staff, food service workers, etc.) working with adults living in long term care (LTC) homes. During each stage of development this video, dieticians and other health care-professionals working in LTC from across Canada were consulted and feedback was incorporated. The video focuses on providing a safe, nutritious, and pleasurable meal experience for all residents. This video was developed for all departments in LTC to train both new and existing staff. The video is 12 minutes in length and after initial evaluation will be accessible internationally. This video can ensure that all LTC staff receive high quality education on basic mealtime management. The purpose of this session is to provide highlights of the development of the project, show excerpts of the video, present the research findings from a student-led pilot project, and discuss future goals.
If you want to learn more about how and why Saskatchewan is using Lean in health care, join us for this introductory session. During the Quality Summit, you will hear about various Lean tools, concepts and principles, and this session will serve as a quick primer for you, covering some “lean essentials” to enhance your Summit experience!
In working within the parameters of the SaferHealth Care Now bundle what have we within Sunrise been able to do to increase patients safety. By looking at indicators of infection we have been able to set up improvement projects to work towards a goal of zero clean surgical site infections. This session is to describe three of these improvement projects.
Visual Management is a lean communication tool to help keep focus on priority initiatives in the workplace as well as keeping your thumb on the pulse of daily operations. I will take you through the evolution of one areas visibility management system and how this has now spread through all divisions of our Pathology and Laboratory Medicine Department to become standard work. You will take away ideas and inspiration to incorporate this communication system in your workplace. Success comes from ensuring the loop of communication goes full circle from leadership to front line and back to leadership for full understanding.
In June 2013, a medical student research project was conducted which looked to characterize how long patients waited in line before being registered and triaged. This study took place at Royal University Hospital and St. Paul’s Hospital. This project inspired RPIW #51, which was aimed at reducing patient lead time at the emergency department in SPH. RPIW #51 successfully reduced the lead time from patients entering the ED to being assigned a bed by 50%. Audience members will learn how a research project translated into an RPIW that greatly improved multiple aspects of the patient experience in St. Paul’s ED.
More from Saskatchewan Health Care Quality Summit (20)
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
Antimicrobial stewardship to prevent antimicrobial resistanceGovindRankawat1
India is among the nations with the highest burden of bacterial infections.
India is one of the largest consumers of antibiotics worldwide.
India carries one of the largest burdens of drug‑resistant pathogens worldwide.
Highest burden of multidrug‑resistant tuberculosis,
Alarmingly high resistance among Gram‑negative and Gram‑positive bacteria even to newer antimicrobials such as carbapenems.
NDM‑1 ( New Delhi Metallo Beta lactamase 1, an enzyme which inactivates majority of Beta lactam antibiotics including carbapenems) was reported in 2008
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Managing Lateral Violence and its Impact on the Team: Nurses and Students
1. Managing Lateral Violence and its Impact on
the Team: Nurses and Students
Elijah Ahlquist, Greg Riehl
This Session is sponsored by:
2. Health Quality Council
Managing Lateral Violence
and its Impact on the Team:
Nurses and Students
Eli Ahlquist RN MPA
Greg Riehl RN BScN MA
3. Outline
• What is lateral violence?
• What causes lateral violence?
• Who is doing it?
• Types.
• Effects.
• What can be done?
• Discussion.
4. Objectives
1. Identify terms used to describe negative coworker
behavior
2. Describe an experience with negative coworker
behavior
3. Discuss strategies to manage negative coworker
behavior
5.
6. Lateral Violence
• “Exists on a spectrum, from seemingly ordinary
behaviour such as gossiping or criticism, to intimidation,
racism and outright physical intimidation or harm.”
Linda Rabyj, 2005
7. Definition
Lateral Violence (LV), also called Horizontal violence,
Nurse-to-Nurse violence, incivility, and disruptive
behaviours, creates an unpleasant work environment
and has harmful effects on individual nurses, patient
safety, and health care organizations. Johnson, 2009 & Dimarino, 2011
8. Building a culture of respect
combats lateral violence
• A 2003 study in the Journal of
Advanced Nursing found that half
of newly qualified nurses report
first-hand experience with lateral
violence.
Linda Rabyj, 2005
9. Who gets targeted?
Anyone who is different from the group
norm on any major characteristic
Experience
Education
Race/ethnicity
Gender
Targeted person’s gender
79% Female
21% Male
10. Who is Doing the Bullying?
2009 survey by Workplace Bullying Institute:
Main perpetrator’s gender
65% Female
35% Male
2009 WBI survey sited in New York Times:
Men target men and women equally
Women target women 70% of the time
11. Why does this happen in the
Workplace?
• Isolated from the public and other staff
• High-stress environment
• Limited autonomy in practice
• High-paced environment
• Lack of experienced staff
• Cliques or closely bonded groups
• Hierarchical climate
• Gender imbalance
• Attitudes to training
• Non acceptance of difference
12. Why?
Nurses practice in a historically patriarchal environment.
Oppression leads to low-self esteem.
Nurse exert power over one another through lateral
violence.
Lateral violence is perpetuated through the culture of
nursing (new nurses, curriculum, etc).
“Nurses eat their own”
“See one do one teach one”
We now work with four different generations in the
workforce, adding to the complexities of effective
communication.
13. Who is doing it?
Coworker-on-coworker aggression
Directed toward individuals at same power level
Intended to cause psychological pain
Does not include physical aggression
Intergroup conflict
Shift to shift/class to class/group to group…
Cliques within a workgroup
Department to department
14. Conflict It’s not all Bad
Functional Conflict is considered positive,
as it can increase performance, support
change, and identify weaknesses or areas
that need to be supported.
Dysfunctional Conflict is harmful to people
and the organization. This type of
confrontation does nothing to support
goals or objectives.
15. Workplace Violence & Harassment
Experts identify two primary
categories of lateral violence.
Overt(direct)
Covert (passive)
16.
17. 10 Most Common Forms of Lateral
Violence in Nursing
1. Non-verbal innuendo,
2. Verbal affront,
3. Undermining activities,
4. Withholding information,
5. Sabotage,
Griffin. 2004
18. 10 Most Common Forms of Lateral
Violence in Nursing
6. Infighting,
7. Scapegoating,
8. Backstabbing,
9. Failure to respect privacy, and
10.Broken confidences.
Griffin. 2004
19. Mobbing
A group of coworkers gang up on another
– often with the intent to force them to
leave the work group
Five phases of Mobbing
1. Conflict
2. Aggressive acts
3. Management/Faculty Involvement
4. Branding as Difficult or Mentally ill
5. Expulsion
20. Who else is involved?
• Students/Patients
• Quality care
• Nurses
• Co-workers as bystanders
• Preceptors
• Systems
• Employers
• Faculty
• The ‘System’
21. Do Nurses eat their young – and
each other…
This old adage should not be the price the
next generation has to pay to join the
nursing profession.
What stories do you want your students to
talk about with their peers, co-workers, or
at their 5 or 10 year reunion?
22. Clinical Settings - Impacts on
Patients
• Disruptive behavior linked to:
71%: medical errors
27%: patient mortality
18%: witnessed at least one mistake as a result
of disruptive behavior Rosenstein & O’Daniel, 2008
• Ruminating about an event takes your
attention off task and leads to increased
errors and injuries
Porath & Erez, 2007
26. Impacts on Health Systems
• Dwindling workforce
1 in 3 nurses will leave the profession
(2003)
• Reduced professional status
• Corrosion of recruitment and retention
27. Impacts on Health Systems
Negative Impact on the work environment:
Communication and decision making
Collaboration and teamwork
Leading to:
⇑ employee disengagement
⇓ job satisfaction and performance
⇑ risk for physical and psychological health problems
⇑ absenteeism and turnover
28. Impacts on Health Systems cont.
Cost of Lateral Violence:
• “Turnover costs up to two times a nurses
salary, and the cost of replacing one RN
ranges from $22,000 to $145,000
depending on geographic location and
specialty area.”
Jones, C & Gates, M. (2007).
• The lag in time for a new nurse to become
proficient is a significant consideration.
29. Impacts on Student and Grad
Nurses
• Students and grad nurses are extremely
susceptible to Lateral Violence and
experience more negative impacts than
experienced nurses.
• Prevention Strategies are needed
• Top down and bottom up approaches
• Mentoring and investigation systems
• Role Models
• Education
• Empowerment
30. We All need to ask ourselves:
“Did I participate in bullying?”
“Did I support this kind of behavior in
others?”
“Did I intervene if and when I observed
it?”
“We must work to uncover and reverse
atrocities, one person, one company, and
one law at a time”
Bullyproof Yourself at Work, G & R Namie
31. What to do?
• Awareness
• Education
• Dialogue
• Zero tolerance policy
• Be confident
• Develop effective coping mechanisms
• Confront the situation
• Rehearsal
• Enact policy and procedure
• Code of conduct
• Don’t accept it!
32. OMG a student Witnesses
a Code Pink
• When there is an event that needs handling in the OR a
“Code Pink” is called.
• A group of available individuals from other theaters will
come to the perpetrators theater and stand silently
staring at them.
• As an example, the surgeon is shouting, being verbally
abusive or throwing equipment.
Mehallow, C. Verbal Abuse in Healthcare.
http://healthcare.monster.com/nursing/articles/verbalabuse/
33. Zero Tolerance Policies
The Joint Commission and the American Association of
Critical Care Nurses (AACN).
• 2008: mandate the development and implementation of
processes to offset LV that enforce a code of conduct,
teach employees communication skills, and supporting
staff.
• 2009: advocates that communication skills should be as
proficient as clinical skills.
34. Culture of Silence
• “Because we set ourselves up to be healers,
this kind of behaviour is in the shadows. We
don’t know what to do about it, so we try to
disown it.”
• In practice, this means nurses can’t stay silent
when another nurse’s actions “makes them
cringe”.
• Having the conversation is what matters . . . it
shows that both professionals share
responsibility for behaviour affecting staff and
patients.
Monica Branigan, 2009
35. Nursing Culture needs to change
• “New nurses personalize their
experiences and assume they are
unique to themselves”
• "Our program empowered nurses to
advocate for themselves. As it liberated
them, retention rates improved. We
attribute this to recognition of lateral
violence. Newer nurses can learn from
those who've gone before.“
Dr. Martha Griffin, 2005
36. Why Don’t We Stop Lateral Violence?
“It’s not a problem in our work area”
“Everybody does it – just get used to it”
“If I say anything, I’ll be the next target”
“We have policies but they aren’t enforced”
“She sets herself up for getting picked on”
37. What can you do?
• Dialogue is ultimately far more effective
than pointing fingers
• Cognitive Rehearsal Techniques
• Health care professionals across the
spectrum working together more
effectively, and patients receiving better
care.
38. Teamwork and Communication
• Involve everyone in solving problems
related to these issues.
• Develop a set of “RIGHTS” for everyone.
• Effective anti-bullying practices must
include a statement of exactly what
constitutes bullying.
• Communication needs to be a part of
culture.
39. Tackling a Culture of
Intimidation
• Open communication and increased communication to
nursing senior management.
• Providing accessible professional development
opportunities for all staff.
• Developing a policy on bullying/lateral violence in the
work-place and conflict resolution mechanisms.
• Self-reflection and active feedback from our peers to
develop insight into our own b behaviour
40. Lateral Violence and Students
https://www.youtube.com/watch?v=fTmyym7_-zQ
http://www.xtranormal.com/watch/11704905/nursenurse-bully