Using Emotional Intelligence and Appreciative Inquiry to Promote Quality

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Using Emotional Intelligence and Appreciative Inquiry to Promote Quality

 

Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future.

 

—Watkins & Mohr, 2001

 

Without a doubt, promoting health care quality and patient safety presents a meaningful aim.

To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork.

In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety.

 

To prepare:

 

Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources.

If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment.

Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results?

 

Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change?

As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety.

Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality?

Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality.

 

Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality.

 

 

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional resources.

 

Required Readings

 

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart.

Chapter 1, “The Journey” (pp. 1–12)

Chapter 2, “The Big Picture” (pp. 13–22)

Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50)

The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment.

 

Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment.

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.

Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30)

 

This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality.

Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778.

Retrieved from the Walden Library databases.

Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34(1), 37–55.

Retrieved from the Walden Library databases.

 

This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery.

Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548.

Retrieved from the Walden Library databases.

 

Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged.

Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths. Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm

 

The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry.

Required Media

Laureate Education (Producer). (2013c). The importance of emotional intelligence. Retrieved from https://class.waldenu.edu

 

Note:  The approximate length of this media piece is 5 minutes.

 

Dr. Kenneth Rempher shares insights on the importance of emotional intelligence for health care leaders. He also discusses using appreciative inquiry to address health care quality concerns.

 

 

Accessible player

Optional Resources

Cooperrider, D. L., & Whitney, D. (n.d.). A positive revolution in change: Appreciative inquiry. Retrieved March 18, 2013, from http://appreciativeinquiry.case.edu/uploads/whatisai.pdf

Momeni, N. (2009). The relation between managers’ emotional intelligence and the organizational climate they create. Public Personnel Management, 38(2), 35–48.

Retrieved from the Walden Library databases.

 

Review this week’s Learning Resources on triple constraints and project management. Consider how each of the three constraints relate to the implementation of workflow changes, technology innovations, and system upgrades in health care settings.

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The term “triple constraints” refers to three universal restrictions that affect project management across virtually all fields, disciplines, and business sectors. These constraints are scope, time, and cost (or resources). In health care organizations, these constraints are especially relevant given the complex, interconnected nature of workflows; the urgent matter of improving care and outcomes; and the unfortunate realities of tight budgets and limited staffing. In addition, the Health Information Technology for Economic and Clinical Health (HITECH) Act and its meaningful use objectives have added even more requirements to projects undertaken in the health care field.

 

This Discussion focuses on project management in health care organizations. You explore how the requirements for meaningful use have complicated the implementation and conversion to a new informatics project. You also consider strategies for addressing and overcoming these challenges.

 

To prepare

 

  • Review this week’s Learning Resources on triple constraints and project management. Consider how each of the three constraints relate to the implementation of workflow changes, technology innovations, and system upgrades in health care settings.
  • Reflect on the article, “EHR/EMR: ‘Meaningful Use,’ Stimulus Money, and the Serenity Prayer” in the Learning Resources, and consider its relevance to meaningful use objectives and the challenges they pose for the health care field. Also consider your experiences with meaningful use compliance in your health care setting. How does meaningful use contribute to additional stress for organizations?
  • Consider strategies and recommendations for organizations and nurse informaticists in accommodating meaningful use and triple constraints.

 

With these thoughts in mind:

 

Post by tomorrow 11/08/16 a minimum of 550 words essay in APA format with 3 references from the list below, addressing the level one headings as numbered below:

 

1)      An explanation of how each of the triple constraints (scope, time, and cost) relate to project management in health care settings.

 

2)      Describe how meaningful use adds additional complexity to project management planning.

 

3)      Propose at least one specific strategy that could be used to address meaningful use and triple constraints.

 

 

 

 

 

Required Readings

 

 

 

Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.

 

•Review Chapter 2, “Project Selection and Management” (35–80)

 

•Review Chapter 12, “Moving Into Implementation” (pp. 377–397)

 

 

 

Lee, K. J., & Smith, R. M. (2011). EHR/EMR: “Meaningful use,” stimulus money, and the Serenity Prayer. Ear, Nose & Throat Journal, 90(2), E25–E28.

 

Retrieved from the Walden Library databases.

 

The authors outline the steps health organizations need to complete when implementing electronic health records to meet the meaningful use criteria. They argue that although the requirements are rigorous, they will result in more useful systems as well as qualify the organizations for government funding.

 

 

 

 

 

Overgaard, P. M. (2010). Get the keys to successful project management. Nursing Management, 41(6), 53–54.

 

Retrieved from the Walden Library databases.

 

This article compares the nursing process to the project management and process. It also presents the different phases of project implementation and the role the project manager plays at each phase.

 

 

 

 

 

Schifalacqua, M., Costello, C., & Denman, W. (2009). Roadmap for planned change, part 1: Change leadership and project management. Nurse Leader, 7(2), 26–29, 52.

 

Retrieved from the Walden Library databases.

 

Change leadership and project management are integral factors of implementing any new policies or structural changes within an organization. The authors of this article describe the key elements of leading change. These include such suggestions as developing a thorough business charter, business budget, business plan, a project time line, and providing the correct project tools.

 

 

 

 

 

Sugrue, M. D. (2010). Clinical leaders and the adoption of health IT. Nursing Management, 41(9), 18–21.

 

Retrieved from the Walden Library databases.

 

this article, the author highlights the importance of strong leadership in the adoption of HIT. The article outlines the steps of the transformational process and how these can be built upon to ensure the success of the adoption.

 

 

 

 

 

Haughey, D. (2011). Understanding the project management triple constraint. Retrieved from http://www.projectsmart.co.uk/understanding-the-project-management-triple-constraint.html

 

This web page explains the triple constraints of cost, time, and scope that project managers must work within. It also describes how the project manager maintains the balance between these constraints in order to meet organizational goals.

 

Health Information Patient Handout

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Health Information Patient Handout

One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well aseducate users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

  • Select a health issue of interest to you.
  • Identify the audience or population that you seek to educate about this issue.
  • Search the Internet to find credible sites containing information about your selected topic.
  • Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

To complete:

 

  • Design an educational handout on the health issue you selected.
    • Include a cover page.
    • Include an introduction that provides:
      • An explanation of your issue and why you selected it
      • A description of the audience you are addressing
    • In the handout itself:
      • Develop your handout in such a way that it attracts the attention of the intended audience.
      • Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
      • Recommend four or five sites that provide clear, valuable, and reliable information on the topic.

Community Windshield Survey Form

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Community Windshield Survey Form

Directions: Please refer to the Milestone 1: Community Windshield Survey Guidelines and grading rubric found in Doc Sharing for specific instructions in order to complete the information below. This assignment is worth 150 points.

Type your name above and your answers below directly on this form. Click Save as and save the file with the assignment name and your last name (e.g., “NR443 Windshield Survey Form_Smith”). When you are finished, submit the form to the Week 2 Caring for Populations: Windshield Survey Dropbox by the deadline indicated in your guidelines.

Criteria

  1. Community introduction:

Identify the community you will be using for this assignment. It should be the area where you live or the area surrounding your work setting.

  1. Windshield survey
  2. vitality
  3. Indicators of social and economic conditions
  4. Health resources
  5. Environmental conditions related to health
  6. Social functioning
  7. Attitude toward healthcare
  8. Conclusion:

Provide a summary of your findings and your conclusion. What problems did you identify?

  1. References:

OPTIONAL: List any references that you cited.

 

NR443 Guidelines for Caring for Populations

Milestone 2: Assessment and Diagnosis

Purpose

The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)

CO2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)

CO7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5)

This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.

  • Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
  • Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
  • Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should beno more than one page.
  • Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
  • Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.
  • Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, and the major direct or indirect factors that contribute to this problem. This information should be no more than one or two paragraphs.
  • Reference page: All references cited within the paper should be included on a separate References page.

Guidelines

  • Application: Use Microsoft Word 2010™ to create this assignment.
  • Use the categories above as APA headings for the sections of your paper.
  • Length: This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are three pages.
  • Submission: Submit your file via the basket in the Dropbox: Caring for Populations: Assessment and Diagnosis by 11:59 p.m. MT Sunday of Week 4.
  • Technical writing: APA format is required. Review APA tutorials in Doc Sharing and use the resources of Smarthinking for writing tutors.
  • Do not use first person (I, me, my, our) in this paper. Make the community the subject even in your windshield survey summary.
  • Save your paper with your last name in the document title (e.g., “Smith Assessment and Diagnosis”).
  • Late submission: See the course policy on late submissions.

Best Practices in Preparing the Paper

The following are best practices in preparing this project.

  • Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.
  • Choose a nursing problem specific to your community.
  • Make sure all elements of the paper are addressed and headings for each category are included.
  • Review directions thoroughly.
  • Cite all sources within the paper as well as on the References page.
  • Proofread prior to final submission.
  • Check for spelling and grammar errors prior to final submission.
  • Use the A column of the rubric below to ensure that you have included all the needed elements.
  • Abide by the CCN academic integrity policy.

NR 443 Milestone 3: Intervention and Evaluation

Purpose

The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation tool for your identified community health problem (described in Milestone 2: Assessment and Diagnosis) and identify the components of the nursing process as it applies to a community or population.

Course Outcomes

Scenario

You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have identified a community health problem and have analyzed the data collected from your windshield survey and assessment & diagnosis assignments (the first two milestones). You have decided on one nursing intervention and need your organization’s approval for funding of this intervention. Your leadership team has agreed to listen to your proposal.

Directions

  • Choose a community health nurse setting. Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)
  • Introduction: Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides)
  • Proposed Intervention: Propose one community health nursingintervention that would address one or more of the major direct or indirect factors that contribute to the problem. Keep in mind the Public Health Intervention Wheel (Nies& McEwen, p. 14, figure 1-3) as your framework (average of 3-4 slides). Your intervention needs to be specific:

o Who is your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

  • How will you get your target population involved?

o What is the CH Nurses role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.?)

o Is anyone else involved besides yourself (C/PHN)?

  • If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary and/or tertiary prevention)?

  • Intervention Justification: Justify why the problem and your nursing interventions should be a priority.

o Based on what you have found in the literature, discuss why these interventions are expected to be effective. Include summarized information from at least two professional scholarly sources related to your interventions (average of 2-3 slides).

  • Proposed Evaluation: Your presentation must include at least one proposed quantitative or qualitative evaluation method that you would use to determine whether your intervention is effective. It should include the method you would use along with desired outcomes. Outcome measurement is a crucial piece when implementing interventions. There is a helpful tool in Doc Sharing to assist you with understanding qualitative and quantitative methods of evaluation. (average of 2-3 slides)

o Include discussion about the long-term and short-term impact on your community if the intervention is successful. Keep in mind your desired outcomes when analyzing the evaluation.

  • Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished, e.g., “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.”
  • In addition to the slides described above, your presentation should include a title slide, and reference slide. Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know in short bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

  • Application: Use Microsoft PowerPoint 2010.
  • Length: The PowerPoint slide show is expected to be no more than 20 slides in length (not including the title slide and reference list slide).
  • Submission: Submit your files via the basket in the Dropbox: “Caring for Populations: Intervention and Evaluation” by 11:59 p.m. Sunday of Week 6.
  • Save the assignment with your last name in the file title. Example: “Smith Intervention and Evaluation”
  • Late Submission: See the course policy on late submissions.
  • Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project:

  • Be creative, but realistic with your intervention and evaluation tool.
  • Incorporate graphics, clip art or photographs to increase interest.
  • Slides should be easy to read with short bullet points and large font.
  • Review directions thoroughly.
  • Cite all sources within the slide show as well as on the reference page.
  • Proofread prior to final submission.
  • Spell check for spelling and grammar errors prior to final submission.
  • Abide by the CCN academic integrity policy.