Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Running head: SUPPORT COORDINATION TRAINING 1 SUPPORT COORDINATION TRAINING 3 Support Coordination Training BUS 340: Business Communication SUPPORT COORDINATION TRAINING Each state providers services to adults with intellectual disabilities daily. These services are supposed to be delivered with quality and within the guidelines of policies created by the department of behavioral health and developmental disabilities from each state. Support coordinators are tasked with the job of being the eyes and the ears of the state as the state is not able to directly oversee each entity that is providing services to intellectually disabled adults. Support coordinator assess not only the quality of each provider’s service but each individual’s satisfaction with each service. This oversight includes support coordination, which the state directly oversees. Much like DFCS workers, support coordinators are spread thin and are required to do a great deal of work. This causes support coordinators to burn out quickly and even miss important things during visits to monitor services. This in turn causes providers to be able to get by with not providing quality services and services that meet the standard that the state’s DBHDD has set. It is much easier to blame the support coordinator for failing to do their job properly than to admit that the real issues lie within the lack of training and preparation. “This kind of work requires strong leadership and a solid infrastructure in order to sustain the various tasks involved in service coordination” (Bigby, Fyffe, & Ozanne, 2007). To send someone out with the great task of managing not only the individual but the family of the individual and their support team without proper training is frightening. However this is the case with most support coordination agencies. Support coordinators have to assess the effectiveness and efficiency of services using judgement coupled with knowledge. If a support coordinator does not have particularly good judgement or enough knowledge, even about that particular individual, it can be impossible to assess services. Services or even a provider that may work for one DD individual may not work for another. Therefore, it is a neccessity to ensure that support coordinators are properly trained before being sent out into the field to assess services through extensive training. Training should include all aspects of the support coordinators expected tasks including: information (background) about the individual’s that the support coordinator is assigned to manage, judgement training, implementation of formal procedures and processes, resources and tools training, services training, time management and more importantly work-related stress reduction training. These activities are directed towards ensu ...

1. Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Running head: SUPPORT COORDINATION TRAINING
1
SUPPORT COORDINATION TRAINING
3
Support Coordination Training
BUS 340: Business Communication
SUPPORT COORDINATION TRAINING
Each state providers services to adults with intellectual
disabilities daily. These services are supposed to be delivered
with quality and within the guidelines of policies created by the
department of behavioral health and developmental disabilities
from each state. Support coordinators are tasked with the job of
being the eyes and the ears of the state as the state is not able to
directly oversee each entity that is providing services to
intellectually disabled adults. Support coordinator assess not
only the quality of each provider’s service but each individual’s
satisfaction with each service. This oversight includes support

2. coordination, which the state directly oversees. Much like DFCS
workers, support coordinators are spread thin and are required
to do a great deal of work. This causes support coordinators to
burn out quickly and even miss important things during visits to
monitor services. This in turn causes providers to be able to get
by with not providing quality services and services that meet
the standard that the state’s DBHDD has set. It is much easier to
blame the support coordinator for failing to do their job
properly than to admit that the real issues lie within the lack of
training and preparation. “This kind of work requires strong
leadership and a solid infrastructure in order to sustain the
various tasks involved in service coordination” (Bigby, Fyffe, &
Ozanne, 2007).
To send someone out with the great task of managing not only
the individual but the family of the individual and their support
team without proper training is frightening. However this is the
case with most support coordination agencies. Support
coordinators have to assess the effectiveness and efficiency of
services using judgement coupled with knowledge. If a support
coordinator does not have particularly good judgement or
enough knowledge, even about that particular individual, it can
be impossible to assess services. Services or even a provider
that may work for one DD individual may not work for another.
Therefore, it is a neccessity to ensure that support coordinators
are properly trained before being sent out into the field to
assess services through extensive training. Training should
include all aspects of the support coordinators expected tasks
including: information (background) about the individual’s that
the support coordinator is assigned to manage, judgement
training, implementation of formal procedures and processes,
resources and tools training, services training, time management
and more importantly work-related stress reduction training.
These activities are directed towards ensuring that necessary
services remain responsive, effective and cost efficient for the
service user, and balancing this with the preservation of limited
resources available within service provision, and meeting needs

3. for quality improvement, efficiency, risk management and
demonstrable outcomes (Fennessy, Rhodes, Wilson, Uddin,
Dickens, Wilson, Ogilvy, 2015)
Support coordinators should be throughroughly trained for a
minimum of two weeks with a probationary and oversight
period of at least three months. “It often take six months to a
year for a new case manager to feel comfortable in the role,
says Catherine M. Mullahy, RN, BSN, CCRN, CCM, president
and founder of Mullahy and Associates in Huntington, NY”
(There's No Such Thing as an Instantly Prepared Case Manager,
2018). As a current support coordinator myself, I know that it
takes a minimum of a year to become comepletely
knowledgeable of all of the aspects of being a support
coordinator. The first three to six months are the most critical.
A lengthy training could give newly hired support coordinators
the ability to get a better idea of not only their expectations but
if they are capable of meeting those expectations efficiently.
Additionally this will give the support coordination managers
the ability to see if that person is suitable for the support
coordination job and can meet the expectations efficiently. A
probationary period gives support coordinators room to learn
and become more efficient if they are not and time to replace a
support coordinator if necessary without a large turnover rate
effecting the DD individuals and their lives.
References
Bigby, C., Fyffe, C., & Ozanne, E. (2007). Planning and
Support for People with Intellectual Disabilities: Issues for
Case Managers and Other Professionals. London: Jessica
Kingsley Publishers Ltd.
Fennessy, K., Rhodes, P., Wilson, V., Uddin, S., Dickens, K.,
Wilson, A., & ... Ogilvy, L. (2015). Systemic Consultation in
Intellectual Disability Case Management. Australian & New
Zealand Journal Of Family Therapy, 36(2), 258-272.
doi:10.1002/anzf.1104
There's No Such Thing as an Instantly Prepared Case Manager:
Create a robust training program for new hires. (2018). Hospital

4. Case Management, 26(3), 13-14.
Feature
Managers' duty to maintain good
workplace communications skills
The delivery of safe care requires good nurse-patient
relationships, in an
environment in which staff feel free to speak out and put
forward ideas.
Fiona Timmins describes how managers can achieve such
practice
Summary
I Communication is a fundamental element of care at every
level of nursing
practice. It is important, therefore, for nurse managers to create
environments that
promote and encourage good communication, and help nurses to
develop their
communication skills formally and informally. This article
discusses the effects
of communication on the quality of care. It examines nurses'
professional duty to
maintain good communication skills and how managers can help
them do this. It

5. also discusses nurse managers' communication skills in the
context of leadership
style, conflict resolution and self-awareness. Finally, it
considers the notion of
shared governance as good practice.
Keywords
Nurse, manager, communication, management
PATIENT SAEETY and the provision of good care are
important components of contemporary healthcare
delivery, and effective communication is a crucial
element of these (Health Information and Quality
Authority (HIQA) 2010). It is important, therefore,
that nursing managers ensure that staff in clinical
areas have good communication skills (Thyer 2002).
Communication includes many elements
(Box 1). Poor relationships between stciff, and poor
communication in general, can eiffect patient care
and safety, and should therefore be of concern to
nurse managers (Thyer 2002). Meanwhile, evidence
suggests that impaired communication can affect
patient outcomes, and many studies indicate that
the information that patients receive often fails to
meet their, or their families', needs (Gambling 2003,
Scott and Thompson 2003, Alm-Roijer et al 2004,
Hanssen et al 2005, Oterhals et al 2005).
Eaüure to communicate effectively can also
have legal repercussions. Eor example, medication
errors that result in patient injury, can be caused or
compounded by communication problems.

6. Professional duty
Historically, UK nurses have been expected to
be proficient in communication from the point
of registration, but the most recent Nursing
and Midwifery Council (NMC) (2010) guideline
on pre-registraüon communication makes the
requirement more explicit, stating: 'AU nurses must...
communicate effectively using a wide range of
strategies and interventions including the effective
use of communication technologies. Where people
have a disability nurses must be able to work with
service users and others to obtain the information
needed to make reasonable adjustments that promete
optimum hecdth and enable equal access to services. '
The NMC (2010) also sets out competencies
that nurse must attain within the domain of
communication and interpersonal skills, including:
'Adult nurses must demonstrate the ability to listen
with empathy. They must be able to respond warmly
and positively to people of all ages who may be
anxious, distressed, or facing problems with their
health and weUbeing.'
Within this broad competence is a range of
'field competencies' that nurses are expected
to demonstrate within the communication and
interpersonal skUls domain, including those outlined
in Box 2.
Nurses are deemed competent in communication
skills when they register, but there is Httle systematic,
standardised assurance of competence beyond this
stage. Ongoing demonstration of competence in
communication is not mandatory, although they are

7. expected to fvdfU criteria in relation to minimum
levels of cUnical experience and to attend at least
five days of learning over three years (NMC 2006).
Authors such as Vandewater (2004) suggest,
however, that from the nursing perspective, this
ra June 2011 | Volume 18 | Number 3 URSING MANAGEMENT
Feature
is insufficient, saying that 'within the context of
a rapidly changing healthcare environment and
associate(d changes in knowledge and practice,
a periodic re-examinaüon of individual's competence
is might be necessary to ensure safe practice'.
In the UK, the NHS knowledge and skills
framework (Department of Health (DH) 2004)
stipulates communication as a core required skiU.
Promoting good communication
Ensuring nurses' competence in a rcinge of skills
can be challenging when ongoing assessment is
not compulsory. However, from a professionell
perspective, cdl nurses must ensure that they have
the skiUs and knowledge required to practise at a
competent level, and nurse managers have a degree
of responsibility to ensure standards are maintained.
Nurse managers can ensure that staff are skilled
and effective communicators by making sure that:
• Competent staff are recruited (HIQA 2010).
• Nursing staff are competent at all times.

8. • Adequate standards-of-care guidelines are
available to steiff.
• Policies and procedures are available to staff.
• Effective communication systems are in place.
• Staff are encouraged to develop their
communication skills through performance review.
Learning cind development Encouraging nurses
to use portfolios, for example, can promote
Communicating witli multidisciplinary team members.
Chairing and contributing to meetings.
Providing orai and wrtten patient reports at siiift cliangeover.
Assessing, pianning, evaluating and impiementing services.
Communicating with famiiies and relatives, and providing tiiem
witli information.
Recording interventions sucii as medication deiivery.
Recording patient observations and vitai signs.
Breaking bad news.
Providing updates to multidisciplinary teams on patient status.
Communicating timely information about changes in patient
condition.
Supporting patients and families.

9. learning and development in communication skills.
Managers can also offer formal education sessions
on communication requirements and provide
structured educational support for newly qualified
staff through performance review, mentorship or
clinical supervision.
Competency frameworks There is a range
of national competency frameworks aimed at
measuring competence in specific clinical areas
or roles, such as those of clinical nurse specialists
and advanced nurse practitioners (National
Councu for the Professional Development of
Nursing and Midwifery íNCNM) 2008a, 2008b),
but competency frameworks can also be developed
locally. Kalb et al (2006), for example, developed
Aduit branch nurses must promote the
concept, knowiedge and practice of seif-care
with people with acute and iong-term
conditions, using a range of communication
skilis and strategies.
Aii nurses must:
• Buiid partnerships and therapeutic
relationships through safe, effective and
non-discriminatory communication. They
must take account of individual differences,

10. capabilities and needs.
• Use a range of communication skiiis and
technologies to support person-centred
care and enhance quality and safety.
They must ensure people receive
ail the information they need in a
language and manner that allows them
to make informed choices and share
decision making. They must recognise
when language interpretation or other
communication support is needed and
know how to obtain it.
Use the fuli range of communication
methods, including verbai, non-ßrbai and
written, to acquire, interpret and record
their knowledge and understanding of
people's needs. They must be aware of
their own values and beliefs and the impact

11. this may have on their communication
with others. They must take account of
the many different ways in which peopie
communicate and how these may be
influenced by iil health, disability and
other factors, and be able to recognise and
respond effectively when a person finds it
hard to communicate.
Recognise when peopie are anxious or
in distress and respond effectively, using
therapeutic principles, to promote their
wellbeing, manage personal safety and
resolve conflict. They must use effective
communication strategies and negotiation
techniques to achieve best outcomes,
respecting the dignity and human rights
of aii concerned. They must know when
to consult a third party and how to

12. make referrals for advocacy, mediation
or arbitration.
Use therapeutic principles to engage,
maintain and, where appropriate, disengage
from professional caring relationships,
and must always respect professional
boundaries.
Take every opportunity to encourage
health-promoting behaviour through
education, role modelling and
effective communication.
Maintain accurate, clear and complete
records, including use of electronic formats,
using appropriate and plain language.
Respect individual rights to confidentiality
and keep information secure and
confidential in accordance with the law and
relevant ethical and regulatory frameworks,

13. taking account of local protocols. They must
aiso actively share personal information.
NURSING MANAGEMENT June 2 0 1 1 | Volume 18 | Number
3
Feature
a competency assessment tool that focused on
communication for public health nurses (PHNs) in
the US. The tool was used as part of performance
appraisal and replaced an outdated version that no
longer reflected PHN roles.
The tool was tested in a three-month pilot. The
nurses' job descriptions and national guidelines
relating to PHN competence were used to develop
the tool, which incorporated eight domains of
competence, including communication.
The communication domain (Kalb et al 2006)
described the necessary skills as 'respectful
communication, reliability and appearance'.
Kalb et al (2006) considered the latter
important because they thought that it portrayed
professionalism to patients and fostered trust.
Role modelling Ntirse managers are in a
strong position to effect change in relation to
commtmication skills by influencing policy and
standards, drawing nurses' attention to areas

14. that need improvement, role modeUing good
commimication behaviours and supporting staff.
According to Rosenblatt and Davis (2009), how
'managers approach... potentially sensitive or
difficult areas can make all the difference in how
the situation turns out'.
Role modeUing good communication provides
staff with informal support and leadership.
Managers who have good communication
skills create good working atmospheres that
ultimately improve nurses' confidence, motivation
and morale.
To foster good relationships, ensure good
clinical environments and staff job satisfaction,
managers need to adopt open, approachable
leadership styles that involve actively listening
to and respecting staff, and involving them in
decision making and governance (Thyer 2002).
Regular staff meetings that are effective managed
are also crucial (Thyer 2002).
Other authors agree that nurse managers should
adopt open, friendly and flexible approaches to
their interactions with nurses (Drach-Zahavy 2004),
while Rosenblatt and Davis (2009) emphasise
the importance of face-to-face communication
and suggest using metaphors in place of direct
communication. Eor example, rather than saying
'Your approach to this is a bit too severe', nurse
managers could use phrases such as 'This is Uke
using a sledge hammer to crack a nut'.
Ultimately, nurse managers should treat
colleagues with respect and be positive at all times,

15. even when the situation makes it difficult to be so
(Almost et al 2010).
Actively listening to staff is good communication
behaviour that helps nurses feel supported and
requires managers to be receptive to nurses' ideas
(McMurray and Williams 2004), and Carter (2010)
encourages managers to provide time and space
to listen to staff experiences of care provision and
any work-related problems they have.
Good communication should permeate all
management tiers, and senior managers must
build relationships with their nurse managers
by scheduling and keeping regular appointments
to listen and provide guidance, keep them informed,
articulate performance expectations and give
feedback (Parsons and Stonestreet 2003).
Conflict management
One cirea in which nurse meinagers' communication
skills are frequently required is conflict
management. This can arise as a result of
inadequate communication (Brinkett 2010) and
result in intrapersonal conflict, that is conflict
within oneself, or interpersonal conflict, that is
conflict with others. Brinkett (2010) categorises
conflict according to its development: within
and between nurses; between nurses and other
healthcare professioneils; or between nurses,
patients and patient's feunilies.
Physician-nurse conflict, according to Brinkett
(2010), commonly accompanies ethical decision
making that concerns, for example, end of Ufe
care, but is also common in operating theatre

16. departments. Conflicts Ccin arise over facts,
methods, goals and veilues, out of difference in
professional opitiion or through role changes.
Brinkett (2010) highlights that conflict in
healthcare contexts can be costly in terms of care
outcomes and can result in errors and poor care,
and that persistent conflict can have long-term
effects on individual and group morale, job
satisfaction and performance. Therefore, from nuise
managers' perspectives, conflict management skills
are important in the workplace.
One of the important elements to conflict
prevention or management is ensuring workplace
environments are such that nurses feel free to
speak out when difficulties arise, so nurse managers
need to be aware of problems and instigate timely
conflict-resolution plans.
Conflict resolution This requires consideration of
all factors that have contributed to a conflict and
using problem-solving techniques, such as problem
identification, brainstorming solutions and asking
if solutions are safe, fair and acceptable to others
(Arnold and Underman Boggs 2007). The principles
M June 2011 | Volume 18 | Number 3 NURSING
MANAGEMEMT
Feature
of conflict resolution (Arnold eind Underman Boggs
2007) include:

17. • Identifying conflict issues,
• Knowing your own response to conflict,
• Viewing the problem objectively,
• Staying focused on the problem and what
motivates people to take the positions they do,
• Identifying available options,
• Identifying established standards to guide
decision making.
Ongoing evaluation, after solutions have been
Implemented, is always necessary to monitor conflict
and make changes as needed.
Nurse managers have to confront conflict
situations directly to be able to manage them and
doing this requires moving through several phases,
Müstead (1996) describes the three phases as:
• Information seeking, in which managers need
to find out more about a situation and what is
going on,
• Planning an appropriate venue,
• Allowing time for conflict resolution.
Resolution of the conflict takes the form of a
discussion that focuses on the problem. Specific
actions required should then be agreed by all parties.
It is also useful to take notes during meetings as
a record of what is agreed.
Self-awareness
Self-monitoring of communication skills is an
important element for nurse managers to consider,
not only when resolving conflict, but also when role
modelling good communication behaviours.

18. They need to be aware how the way they
communicate can affect others: Rosenblatt and
Davis (2009), for excimple, suggest that, because
managers are in relative positions of power, they
can come across as intimidating. People often
act defensively when they feel intimidated, so
Rcsenblatt and Davis (2009) advise managers to
be aware of how they come across and adjust the
way they communicate by being more self-aware,
and by evaluating and monitoring their own
communication skills.
With regard to the transformation of nurse
management in the NHS, Tourish and MulhoUand
(1997) suggest that 'a crucial dimension to this
process is how nurse managers evaluate the qucility
of their relationships with their staff, how they
monitor their own effectiveness as communicators
and how they put in place systems which enable
them to systematically improve relationships and
communication'.
The process of becoming aware of how we
communicate as individuals is challenging (McCabe
Describe what happened in a short paragraph.
How does the situation make you feel as a nurse manager?
Evaluate the situation. What sense can you make of it? Why do
you think
it happened, or could happen?
Analyse the situation. For example, what important components

19. of effective
management or leadership are missing from the interaction?
Why did
the interaction turn out as it did? Did you use effective nurse-
manager
communications?
Conclude this situation by summarising what happened and
why, and
by identifying the important communication issues within the
interaction on
which you are reflecting.
Devise an action plan. What would you do differently in this
situation,
and to prevent a similar one from occurring?
and Timmins 2006), Bumard (1997) describes
self-awareness as 'a continuous and evolving
process of getting to know who you are' and says
that, although humans possess awareness of self,
this ability can be explored and developed to
improve communication skills.
In this context, nurse managers need to consider
their Interactions with colleagues within a formalised
reflective cycle such as that proposed by Gibbs
(1988), an adapted version of which is shown in
Box 3, This reflection can help managers to analyse
how they communicate and identify areas for

20. improvement. Managers, Uke anyone using such
frameworks, should focus on themselves rather than
on other people, and maintain confidentiality,
Rosenblatt and Davis (2009) agree that managers
should use self-development to improve their
communication skills and suggest rehearsing
difficult interactions by videotaping themselves
and analysing the recordings to see how they can
perform better.
The focus of any analysis, whether a taped
communication or a structured reflection, should
be to determine whether interactions can be more
person-centred. To do this, nurse managers should
consider the extent to which they exhibit the
following behaviours: approachabüity, respect for
the other person, friendliness, appropriate humour,
openness, wüUngness to listen, and evidence of
having listened and taken the person seriously
(Rosenblatt and Davis 2009),
Shared governance
Several studies that feature communication as an
important management skill suggest that including
staff in decision making and shared governance
improves commxmication, empowers others
and increases staff job satisfaction (Thyer 2002,
Notara et al 2010),
mber3 g e jNURSING MANAGEMENT June 2 0 1 1 | Volume
18 | Number 3
Robertson-Malt and Chapman (2008), for

21. example, report that 'the trend of increasing health
care costs shows no signs of easing. To sustain
quality care, amidst the dual and conflicting
demands of cost control and consumer "savvy"
regarding best practice, a more inclusive style
of management, where each employee is held
accountable for their contribution to the quality of
patient care outcomes, is needed'.
They describe the implementation of a shared
governance model in the King Faisal Specialist
Hospital and Research Center, in Riyadh, and state
that 'staff nurses are the agents of change who
can control costs and improve the quality of care'
(Robertson-Malt and Chapman 2008). To achieve
shared governance at the Saudi Arabian hospital,
several committees were established with the
underpinning ethos of 'facultative communication
and leadership'. The first phase of implementation
of shared governance was to develop an open
communication system throughout the organisation,
and make policies, stEindards and clinical pathways
available to nurses.
The authors report that there was an 'atmosphere
of participation', in that staff nurses participated
directly in these committees or could refer matters
to them. The committees became 'central agents
for change', and encouraging open communication
on all issues of care was crucial to this. Open
communications systems allowed nurses' voices
to be heard. Nurses were able to have a say in
the running of the organisation which fostered
empowerment.

22. Thus nurse managers in the UK and elsewhere
might consider setting up similar committees
to make communication easier eimong staff and
between nurses and other disciplines - and to
encourage shared governance.
Conclusion
Competence in communication is fundamental to
the development of good nurse-patient relationships
and many elements of care delivery. The absence
of good communication can compromise patient
Scifety and care quality, so nurse managers have
a responsibility to ensure that communication
skuls in clinical environments are developed
and maintained.
Managers can use formal support methods,
such as education sessions, performance review
and competence assessment, to enable this, as well
as informal methods such as role modeUing good
communication skills.
Above cill, nurse managers must adopt an open
meinagement style, ensure that they are available
to listen to nurses, pass on relevant information,
involve nurses in decision making and deal with
conflicts as they arise.
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23. to open review and has been
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visit the Nursing Management
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Fiona Timmins is a senior lectuier
at the school of nursing and
midwifeiy. Trinity College Dublin
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