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leadership in healthcare essential

Questions and Answers of Leadership In Healthcare Essential

2. Have the group or instructor appoint a recorder who will take notes or obtain an audiotape or videotape of the proceedings.
1. The group or the instructor appoints a timekeeper who makes sure that agreed-upon time limits for each step are observed. The timekeeper is also responsible for warning the group when 5 minutes
3. Evaluate findings and obtain feedback from group members.
2. Practice leading that simulated group using directions/guidelines for that group found in this chapter.
1. Choose a simulated group to lead.
12. Keep yourself well and energetic by eating healthy foods (especially fruits, vegetables, and whole grains), engaging in a daily exercise program, and using stress reduction procedures and
11. Ensure that physical complaints are dealt with outside the group and maintain between-session communication with individual members so they will be less likely to use illness or advancing age as
10. Be prepared to take an active role in giving information, answering questions, encouraging total group participation, and sharing of self.
9. Obtain the professional experience and personal maturity to accommodate loss and death issues, because the elderly are frequently preoccupied with them.
8. Have a positive expectation that you and others will be understood.
7. Keep message content relevant and fairly recent in relation to group members’ behavior and experience.
6. Reinforce a verbal message with a written, auditory, or kinesthetic cue.
5. Expand the use of gestures, body language, and role playing to enhance the message being communicated.
4. Experiment with signs, written words, pictures, films, music, or taped recordings as group communication vehicles.
3. Stay in close proximity or move closer to a hearing-impaired person before speaking. Avoid shouting or yelling.
2. Directly face the other person and speak slowly, enunciating words so lips can be read.
1. Use facial and eye contact to communicate.
3. The leader asks the group which simulation it would like to minutes do (Health Team Meeting or Supportive Group for Cancer Clients and Their Families—end of Chapter 5) and who wants to volunteer
2. The group or instructor appoints a leader for each group.
1. The group appoints a timekeeper who makes sure time limits for each step are observed. The timekeeper orients the group at each step about how much time remains for the task.
3. To analyze a group session.
2. To practice recording group process in at least one group session.
1. To learn a recording approach to group process.
h. What was learned from this exercise that can be applied in other situations?
g. How can the teacher help group members share information with one another and participate in the teaching–learning experience?
f. What kind of media and equipment could be used to teach the material most effectively?
e. How can repetition and feedback be built into a teaching program?
d. How can anxiety affect learning? What can the leader or teacher do to decrease anxiety in the group?
c. How does the teacher assess whether the presentation is too technical, complex, fast, or slow for the learner?
b. How can the teacher find out what the learner already knows?
a. How does readiness affect learning?
4. To give and receive feedback on teaching skills.
3. To practice teaching in a group format.
2. To list factors that need to be considered when teaching others.
1. To identify a topic suitable to be taught in the group format.
f. What was learned from this exercise that can be applied in other situations?
e. What seems to prevent group members from stating alternative actions or from identifying untapped resources?
d. What barriers seem to be mentioned most by group members? What ideas does the group have about why these barriers are mentioned most often? What can be done to remove barriers to change?
c. Is change seen by the majority of group members as satisfying? If no, why not? If yes, what opinions does the group have about this?
b. What could be rewarding about change?
a. What is difficult about change?
2. To practice preparing for upcoming changes.
1. To learn a problem-solving approach to change.
How to implement 3-minute “time-out” periods.
How to ignore deviant or inappropriate behavior .
How to praise and give reinforcers for appropriate behavior .
3. Determine what precedes the unwanted habit behavior. For example, does the person have difficulty only when speaking with coworkers in a group setting or only when speaking to a certain coworker?
2. Count the selected behaviors over at least a week’s time. This data will give the person a baseline to check progress in changing the habit.
1. Express the habit in behaviors that can be counted or measured.For example, if the objective is to increase one’s ability to communicate effectively with coworkers, one could count frequency of
3. The supervisees (or coleaders) are directed by the timekeeper to begin presenting data to the group but first to look at the guide on page 183 of this book. Meanwhile, the timekeeper briefs the
2. Each subgroup appoints one of its members to be the timekeeper, who is responsible for making sure that the supervisees present data for no more than 20 minutes.
1. The larger group breaks into subgroups of five; two will have the role of supervisor, two will be supervisees, and one will be timekeeper.
3. To practice commenting on others’ data presentations in a nonthreatening way?
2. To practice presenting group process data verbally.
1. To learn to use supervisory time efficiently by focusing on the issues of themes, transferences, countertransferences, problems encountered in the group, and problems that cannot be solved without
3. To practice giving feedback to others about their communication.
2. To practice giving “I” assertive messages.
1. To identify interpersonal situations in which aggressive or withdrawal behavior was used.
How could we present group data to a supervisor?
How do you feel about our seeking out supervision?
W hat suggestions do you have for handling possible disagreements between us in the group?
What group leader weaknesses do you think you have?
What group leader strengths do you think you have?
How do you see me functioning in this group?
How do you see yourself functioning in this group?
What is your theoretical orientation to group leading?
What are your goals for this group?
D oes the group seem unable to reach its goals no matter what is tried?
Is the group approaching termination?
D oes physically aggressive behavior occur in the group? Are group members primarily nonverbal?
Are members absent frequently?
Do group members leave the group abruptly?
Are new members about to enter the group?
Are silences usually broken by the leader?
D o one or more members always monopolize group sessions? Is one group member being scapegoated?
D oes the group continue in the orientation phase for more than six sessions?
Is the group lacking in cohesiveness?
Is leadership autocratic?
Is decision making unilateral or fragmented?
Is the group apathetic?
Is confl ict that is not useful proliferating?
Are tension or anxiety levels in the group high?
Do problems arise in beginning a new group?
Which criteria should a nurse use to evaluate Web sites for accuracy with regard to providing health information to the public? Select all that apply.1 Assess the sites for relative strengths and
When using an electronic documentation system in the clinical environment, which situations should the nurse anticipate will occur? Select all that apply.1 Planned downtime 2 Rolling power outages 3
A new nurse working on a medical-surgical unit needs some assistance with working within the electronic documentation system. Which individuals would the nurse contact to help with application of
A health-care provider uses the computerized provider order entry(CPOE) system to initiate a medication order for a patient. Which option is not included in the CPOE for the medication?1 Medication
Which option is not included in an electronic medication record (eMAR)?1 List of medications that the patient has been prescribed 2 Times for medication administration 3 Client history and physical 4
Which option would represent a method that can be used to maintain data security when using the electronic medical record system in the clinical setting by a staff nurse on a medical-surgical unit?1
A patient is reviewing an explanation of benefi ts (EOB) in relationship to insurance reimbursement for a medical evaluation in which he had an incision and drainage procedure performed for an
Which is an example of discrete data that could be used by nurses in the research process?1 Narrative text describing patient’s clinical response to pain medication 2 Client’s noted response as
With regard to the concept of meaningful use, which statement is accurate?1 Completion of eight core functions according to the Institute of Medicine guidelines 2 Completion of three stages is
There has been a violation of the Health Insurance Portability and Accountability Act (HIPAA) in the hospital setting. The nurse understands that violation of HIPAA would cause legal action at which
A nurse is taking care of a patient whose health information has been requested by a consulting physician during a phone conversation. In providing that health information to the consulting
A nurse is admitting a patient to the hospital with congestive heart failure(CHF) using an electronic documentation system. While entering assessment data, pop-up windows are appearing asking for
Nurses on the unit are trying to fi nd out if there is a correlation between hospital admissions for community-acquired pneumonia (CAP) and noncompliance with pneumonia vaccinations. Which action
A patient is going to a new health-care provider. Which documentation system would contain their medical record fi les and be brought by the patient to the scheduled offi ce visit?1 Personal health
How would one explain the underlying framework of nursing informatics?1 Nursing science and philosophical beliefs 2 Informational technology assisting nurses to obtain information relative to patient
Describe the nurse leaders and managers’ role in using information technology and informatics.AppendixLO1
Describe several common information systems used in health care.AppendixLO1

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