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N 138 Leadership and Management Student Course Syllabus

Spring 2010

N 138 Sections 1 & 3 Spring 2010

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2 Table of Contents San Jos State University Greensheet N 138, Leadership and Management Section 1-3, Spring 2010 .............................................................................................................................. 3 N 138 Course Schedule........................................................................................................ 10 Detailed Course Calendar N 138 ........................................................................................... 11 N 138 Class Evaluation Form ................................................................................................ 17 N 138 Group Presentations .................................................................................................... 18 Rubric for N138 Graded Student Activity (30 points)........................................................... 21 CRITIQUE OF GROUP MEMBERS ON GRADED STUDENT ACTIVITY .................... 22 WORKSHEET: Leadership Characteristics In class activity ~ Optional .......................... 23 Emotional Intelligence Work Sheet (20 Points) N138........................................................... 24 Mentor Paper (5 Points) ......................................................................................................... 25 Patient Advocacy Exercises ................................................................................................... 38 Legalities, Errors and Breakdowns ........................................................................................ 41 Medicare lists 10 medical errors it won't pay for................................................................... 47 Ethics Worksheet ................................................................................................................... 50 Quality Quiz ........................................................................................................................... 52 Classic Principles of Change.................................................................................................. 55

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3 San Jos State University

Greensheet N 138, Leadership and Management Section 1-3,

Spring 2010
Instructor: Office Location: Telephone: Email: Office Hours: Class Days/Time: Classroom: Lori Rodriguez HB 403 (408) (924-4136) lrodriguez@son.sjsu.edu TBA Wed 1500-1700 IRC 302

Instructor: Office Location: Telephone: Email: Office Hours: Class Days/Time: Classroom:

Mojgan Harirfar

408-296-3934 mojganhariri@gmail.com After class by appointment Wed 1500-1700 HB 408

Instructor: Office Location: Telephone: Email: Office Hours: Class Days/Time: Classroom:
N 138 Sections 1 & 3 Spring 2010

Susan McNiesh HB 413 408-924-3151 mcniesh@cruzio.com By appointment Wed 1500-1700 IRC 302/308

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4 Faculty Web Page and MYSJSU Messaging (Optional) Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on Blackboard. You are responsible for regularly checking with the messaging system through MySJSU (or other communication system as indicated by the instructor).

Course Description and Goals Applies the nursing process using the systems approach to nursing management recognizing the influences of human diversity and cost containment. Encompasses models and theories of management and leadership, quality improvement, ethics, safety and focuses on the role of the professional nurse.

Student Learning Objectives 1. Evaluate the nursing management role in current and future health care environments, including change, communication, decision making, conflict resolution, quality management and empowerment 2. Apply systems theory to the nursing management role in health care settings, using concepts which promote flexibility in adapting to health care environment changes. 3. Analyze management skills and leadership styles and leadership styles of effective nurse managers. 4. Analyze decision-making models using problem solving, ethical decision-making and quality improvement frameworks regarding the management of patient/client care. 5. Select concepts from leadership and management theories to plan ways to recruit, motivate, evaluate, and retain diverse staff. 6. Explain economic principles as they relate to cost containment and budgeting. 7. Discuss methods of interacting/communicating with staff from a variety of ethnic/cultural perspectives especially when working in groups. 8. Devise strategies to address common nursing management problems including delegation and supervision. 9. Analyze ethical, legal and cultural issues encountered in the nursing management role. 10. Plan strategies for developing the professional role of the nurse. 11. Compare the use of information systems in a variety of agencies and the effect on patient care 12. Evaluate the role of the nurse in case management and outcomes evaluations

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5 13. Describe the role of networking of the nurse leader to promote improved client care. 14. Analyze the function of the Board of Registered Nursing in granting licensure and controlling standards of practice. 15. Compare the standard of practice in a variety of specialty nursing groups

Required Texts/Readings Textbook American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. Sullivan, E. (2003). Becoming influential: A guide for nurses. New Jersey: Prentice-Hall. Kelly, P. (2007). Nursing leadership and management. New York:Del-Mar Learning. Nursing practice act with rules and regulations (most recent). Sacramento, CA: California Board of Registered Nursing. Can be purchased from www.lexisnexis.com/bookstore for $16.00 Contains ALL regulations and related statutes such as Title 16, Education Code, and relevant parts of the business and professional code. Other readings (or recommended readings) Can be found on WebCT/Blackboard

Library Liaison (Optional) The Library Liaison is Valeria XXX provides expert service to all nursing students who seek assistance on research and finding references. She can be emailed at XXX.

Classroom Protocol All students are required to attend class or view the webcast (ONLY IF YOU ARE SIGNED UP FOR THE WEBCAST). If you are viewing the webcast the activities in class are to be turned in to the instructor within 4 days of the webcast, including an evaluation of the class. Because the class is more effective with group participation, you are encouraged to attend class. Class will begin promptly at 3:00 pm and last until 5:00 pm and include breaks. Cell phones should be off or placed on vibrate. If you are attending class in the IRC food is discouraged.

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6 Dropping and Adding You are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. found at http://www.sjsu.edu/registrar/. You should be aware of the new deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy 1. Evaluation is a continuous process and is the responsibility of both the instructor and the student. 2. Late assignments are not accepted unless there has been an agreement previously between the faculty member and the student. If you are turning in an assignment late, attach an email confirmation between us that states that both of us were aware of the assignment being late. 3. Students are expected to complete all assignments and grades for individual assignments will be posted on WebCT/Blackboard. 4. While it is possible to get an A in this class, students should not expect an automatic A as has been given in other process classes. The subject of leadership is essential to the success of the baccalaureate nurse and should not be taken lightly 5. No handwritten assignments will be accepted. Assignment Emotional Intelligence Mentoring Class Participation Graded Student Activities ATI Midterm #1 Midterm #2 Final Maximum Points 20 5 10 30 10 50 50 25 Percentage of grade 10% 2.5% 5% 15% 5% 25% 25% 12.5%

University Policies Academic integrity Students are expected to be familiar with the Universitys Academic Integrity Policy. Your own commitment to learning, as evidenced by your enrollment at San Jos State University, and the Universitys Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office
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7 of Student Conduct and Ethical Development. The policy on academic integrity and other resources related to student conduct can be found at http://sa.sjsu.edu/student_conduct. All SJSU Policies in the Catalog, Schedule of Classes, and Academic Senate apply to this course (see http://info.sjsu.edu/static/catalog/policies.htm) Please note, policies related to Academic Integrity, S02-04 and S03-7, can be found at http://sa.sjsu.edu/download/judicial/Academic_Dishonesty_Policy.pdf and http://www2.sjsu.edu/senate/S04-12.htm. With the increased use of the internet, frequently students unknowingly violate the plagiarism policy. At SJSU, plagiarism is the act of representing the work as ones own without giving appropriate credit. It includes incorporating the ideas, words, sentences, paragraphs, or parts thereof, without giving appropriate credit. Prior to completing assignments for this course please go to: http://www2.sjsu.edu/leap/plagiar.htm and read the complete description of plagiarism. You should also see the SJSU Library Tutorial on Avoiding Plagiarism at http://tutorials.sjlibrary.org/plagiarism/index.htm. If you have any questions regarding Academic Integrity, please ask the faculty for clarification.

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8 Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. Special accommodations for exams require ample notice to the testing office and must be submitted to the instructor well in advance of the exam date.

Student Technology Resources (Optional) Computer labs for student use are available in the new Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional labs are available in the NLRC. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, screens and monitors.

Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The Learning Assistance Resource Center is located in Room 600 in the Student Services Center.

SJSU Writing Center (Optional) The SJSU Writing Center is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers.

Web-cast viewing Students who elect to watch class via the web-cast must complete and submit the exercise designed for the web cast viewing within 4 days of class. Failure to do so will result in the
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9 student receiving a grade of incomplete in the course. The exercise is to be turned in electronically into WebCT/Blackboard. Additionally an evaluation of the class is to be turned in (SEE evaluation of webcast). Academic Testing Institute (ATI)--A Tool for NCLEX-RN Exam Success In preparation for taking the NCLEX-RN exam, and as part of the nursing program, students will be required to participate in the Academic Testing Institutes (ATI) Comprehensive Assessment & Review Program (CARP). ATI-CARP is progressive and sequential. THIS PROGRAM IS MANDATORY FOR ALL UNDERGRADUATE NURSING STUDENTS. At the beginning of each semester students are required to pay directly to ATI online and register for their resources and permits for exams. Each semester, different resources and content exams will be administered. This course has been selected to give the following exam(s):Leadership. The maximum ATI points a student can achieve in this course is 10 points. From one to five percent of the total points in this course will be awarded to students achieving the specific scores on the semester ATI exam. When, where, and how (computer or paper/pencil) the exam(s) will be given is dependent on faculty and university resources. Details will follow during the semester. For additional information please review the general information on the School of Nursing Website (http://www.sjsu.edu/nursing) under the heading: IMPORTANT NEW REQUIREMENTS and the ATI website: (http://www.atitesting.com/).

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N 138 Course Schedule

(Note: This is an abbreviated course calendar to give you an overview of where we are going. Refer to the Course Calendar on Blackboard of Assignments and Readings. Major assignments with points connected are in BOLD Week 1 2 3 2/3 2/10 Date 1/27 ATI Essential characteristics of leaders, Leadership and Management Principles ESSENTIAL IN CLASS ACTIVITY THIS DAY (Puzzle) Organizational Culture and Leadership and Management Prioritization, Delegation, and Supervision Due: Emotional Intelligence Activity Time and Resource Management Supervising and coaching performance Midterm #1 Legalities Ethical theories and Patient Advocacy NO CLASS Errors, Breakdowns, the IOM Quality Improvement and Managing Outcomes Midterm #2 Occupational Opportunities and Interviewing ~ Part 1 Change Theory ATI Exam Final Exam Topics, Readings, Assignments, Deadlines Introductions

4 5 6 7 8 9 11 12 13 14 15 16

2/17 2/24 3/3 3/10 3/17 3/24 3/31 4/7 4/14 4/21 4/28 5/5 5/12

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Detailed Course Calendar N 138

Date 1/27 Topics Introductions Activities
Introductions Sign up for group presentations Orientation to the course reader, greensheet, course calendar requirements and Change Paper directions

Assignments

Group Presentation

2/3 2/10

ATI EXAM 1 Essential characteristics of Leaders and Leadership Styles THIS CLASS MAY NOT BE VIEWED BY WEBCAST
Puzzle Activity Read: Kelly:Chapter 1: Nursing Leadership and Management Graded student activity: The Puzzle Activity and Leadership Styles

After completing the assigned readings for this class, briefly answer or discuss the following questions and be prepared to share your ideas in class:

Read Sullivan (2003) Chapter 1 & 2 Becoming Influential: A guide for nurses

Meet with the instructor 1 week prior to class to get your instructions.

What leadership styles do you frequently see? What kind of a leader would you like to be? How does leadership style affect participant productivity?

Optional Module: If you would like to brush up on your presentation skills, then see the module/reference: Presentation Skills for SJSU Nursing Students (Can be found on WebCT/Blackboard). It is a review and can be used as a reference later.

Addititonally: Each of the 6 students is to take one common leadership style and explain to the class what it is and give two examples of when this leadership style would be effective and two examples of when it would not be effective. Provide examples of the difference between a manager and a leader. What is a good leader or manager? How do we know? Each member of this group is then to present a description of the following leadership theories or concepts. (1) Trait theories (2) behavioral theories: autocratic, democratic, and laissez faire (3) Situational theory;

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(4) transactional leader; (5) transformational leadership

2/17

Organizational Culture and Leadership and Management

If you are viewing by webcast, Complete the in class activities and write an evaluation of the group presentation. Submit via blackboard email to the instructor no later than Sunday

Why work at a magnet hospital? What are the forces of magnetism? Discussion: Identify a role model: Describe your nursing role model and explain why you have selected this nurse. How did this role model influence your nursing practice? What, if any, impact did this role model have on you. Discuss how aspects of the ideal leader are also present in the practice of your role model.

Read Kelly, Chapter 2 & 3 Organizational Behavior and Magnet Hospitals Read: Sullivan: Ch 1-2

Graded student activity: Each student is to provide a chart (you may write on the board) or bring a prepared chart of how the unit that you are assigned to is organized. Be able to answer the following questions. (At least two different hospitals should be represented) 1. What categories of staff nurses are on the unit, and what is the difference between them? 2. Who (category not the name of the person) is in charge of the daily activities on the unit? 3. What support personnel are assigned and present on the unit? 4. Is there a management structure for the unit and what is it? 5. Who does the manager report to? 6. Is shared governance in place? 7. What are the councils and do they work? 8. Give a brief description of upper management of your facility.

2/24

Prioritization, Delegation and Supervision

If you are viewing by webcast, Complete the worksheets that are on blackboard and turn them in and write an evaluation of the group

Prioritization and Delegation Exercises (print out from Blackboard)

Complete the Emotional Intelligence Activity (Available on Blackboard) and turn in 2/24

Read: Kelly (2007) Chapters 16, 17, 18 PowerPoint presentation on Prioritization and Delegation (slides can be found on Blackboard)

Group presentation: Members of this group are to discuss and present the time management tools in Chapter 18 to the rest of the class, using examples. Include in discussion: (1) the Pareto Principle (2) ABC of prioritizing include review of table 18-2; (3) Maslow's hierarchy; (4) Review end of shift reports advantages and disadvantages; (5) Shift action plan; (6) The triangle hierarchy in Ch. 18

The California Nurse Practice Act (Excerpts on Blackboard)

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presentation. Submit via blackboard email to the instructor no later than Sunday

3/3

Time and Resource Management Supervising and Coaching others performance

If you are viewing by webcast, Complete the in class activities and write an evaluation of the group presentation. Submit via blackboard email to the instructor no later than Sunday

Read Kelly, Chapter 18 on Time Management and Prioritization and Chapter 29 focusing on "The Nurse as a First time Manager of a Small Patient Group" p. 628-634.

3/10 Midterm (1 hour)

Midterm (1 hour)

3/17

Legalities

PowerPoint presentation

Read: Kelly, P. (2007). Chapter 23: Legal aspects of health care

Graded student activity: 4 students: Using the Legal part of the Outline for Errors and Breakdowns worksheet, choose 4 different laws that you have observed or heard of

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If you are viewing by webcast, Complete the in class activities (errors and breakdown worksheet and write an evaluation of the group presentation. Submit via blackboard email to the instructor no later than Sunday on Chapter 23 Read: ATI section on Legalities p. 19-24. In the introduction to chapter 23, there is a small case study. Please read, answer and be prepared to discuss in class. being broken in the clinical setting. You may choose any or all from the negligence, malpractice, and breech of duty sections. Present the details of what you have seen and discuss how you as a manager would address these issues. Then you will lead small groups through the first 4 scenarios on the worksheet

3/24

Ethical theories and responsibilities And patient advocacy

If you are viewing by webcast, Complete the in class activities and write an evaluation of the group presentation. Submit via blackboard email to the instructor no later than Sunday

Bring Ethics Worksheet to class (found on Blackboard) Question for group discussion: Why should a nurse behave ethically? (There are several possible reasons discussed in the text.) Make a powerful argument for ethical behavior. If you are not in class answer this in a paragraph and get it to your instructor no later than 4 days after class.

Read: Kelly, P. (2007). Chapter 24: Ethical aspects of Healthcare Read over ATI section on Ethics: Chapter 2 p. 10. Read chapter one of Ethics and Conflict on Blackboard Complete the Ethics Worksheet on Blackboard and bring to class prepared to discuss the answers.

Graded student activity: Four students using the format for debate described on p. 526 of Kelly will choose an ethical issue and debate it in front of the class

READ: On WebCT/Blackboard: Priest, C.(2005). Held liable. Reflections on Nursing LEADERSHIP. 20-22, 36. READ: Kelly, P. (2007). Nursing Leadership and Management. Delmar Publishing p. 213-214; 507-508 READ: Page 1-2 of ATI Leadership book

Print out the worksheet on Patient Advocacy in Blackboard and answer the questions. Be prepared to discuss your answers

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15 3/31 4/7 No Class Errors, Breakdowns, the IOM

Discussion of error and breakdown worksheet. Power Point slides on the IOM and discussion Compete error and breakdown worksheet and be prepared to discuss in class. Read: Baker. (1997). Rules outside the rules for administration of medication. Image: Journal of Nursing Scholarship, 29:2 155-158. Read : Henneman, E. (2007) Unreported Errors in the Intensive Care Unit: A Case Study of the Way We Work. Critical Care Nurse 27(5) p. 27-34. Graded student activity: 4 students will present information on the IOM reports: What is contained in each report? How to get this information? and why the reports are important. Members of this group will then lead small groups through the remaining scenarios on the Errors and breakdowns worksheet.

If you are viewing by webcast, Complete the in class activities and write an evaluation of the group presentation. Submit via blackboard email to the instructor no later than Sunday

The presenting students will provide the summary of the article "unreported errors in the intensive care unit" for both Mr. L and Mr. C outlining the sequence of events without naming the errors. Then they will divide the class into four groups and have each group find and name 1-2 errors. The presenting group will point out the errors that was not mentioned by the class as well as the category of errors: communication, and failure of collaboration. Method for improvement in reporting errors will be discussed in class and the post test will be reviewed.

4/14

Quality Improvement and Managing Outcomes

If you are viewing by webcast, Complete the in class activities and write an evaluation of the group presentation. Submit via blackboard email to the instructor no later than Sunday

Quality Worksheet Read Kelly (2007) Chapter 20 on Managing Outcomes Ask your preceptor or the manager of the unit you are working on what quality indicators they are working on in your unit. Bring this information to class for discussion. Complete quality worksheet on Blackboard

4/21

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16 4/21 4/28 Occupational Opportunities and Interviewing Midterm . *

Read Kelly Chapter 27

Panel Discussion

5/5

Change Theory
If you are viewing by webcast, Complete the in class activities and write an evaluation of the group presentation. Submit via blackboard email to the instructor no later than Sunday

Discuss: In change theory What is a driving force? What is a restraining force? What strategies for change have you seen that work?

Read: Kelly (2007) Chapter 13 Change, Innovation, and Conflict Management Read: Outline: 6 Stages of Change on WebCT/Blackboard. Print a copy of Classical Principles of Change from Blackboard and bring to class Mentor Assignment due

Graded student activity: 4 students are to present a situation to change from the list below. They are then to work through all aspects of managing the change. Students should meet with the instructor in advance in order to go over the steps of managing the change. Examples of topics for presentation can be chosen from this list or you can choose your own. 1. Problem: Using same stethoscope for multiple patients maintaining patient safety/prevention of infection 2. Problem: High stress prior to a special procedure. Introducing a new intervention: Use of essence of lavender to decrease patient stress prior to special procedures 3. Problem: Upholstered chairs in patient areas changing to leather or washable surface The rest of the directions are on the Group Presentation sheet on Blackboard

5/12

ATI FINAL

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N 138 Class Evaluation Form

To be used if missing a class: This form must be submitted to your instructor electronically by the Saturday at midnite after the class in order to received credit for attending the class. 1. The class that I missed was on _______(date) and the topic was_________________ 2. What I learned from viewing the webcast was(List 3 major points)

3. This will increase my ability to

4. This will increase patient safety by(optional)

5. I need further information on.

6. Overall, I felt that the content of the class was Excellent Good Average Poor

7. I think this class could be improved by

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N 138 Group Presentations

This grid is set up for a 30 student class. If less students remove 1 from shared governance, job seeking, or the change activity. Week The Puzzle Activity and Leadership Styles

6 Students: Meet with the instructor 1 week prior to class to get your instructions.
2/10 Part 2: Each member of this group is then to present a description of the following leadership theories or concepts. (1) Trait theories (2) behavioral theories: autocratic, democratic, and laissez faire (3) Situational theory; ( 4) transactional leader; (5) transformational leadership

Organizational Culture Each student is to provide a chart (you may write on the board) or bring a prepared chart of how the unit that you are assigned to is organized. Be able to answer the following questions. (At least two different hospitals should be represented) 1. What categories of staff nurses are on the unit, and what is the difference between them? 2/17 2. Who (category not the name of the person) is in charge of the daily activities on the unit? 3. What support personnel are assigned and present on the unit? 4. Is there a management structure for the unit and what is it? 5. Who does the manager report to? 6. Is shared governance in place? 7. What are the councils and do they work? 8. Give a brief description of upper management of your facility. Prioritization, Delegation and Supervision 4 Students: Members of this group are to discuss and present the time management tools in Chapter 18 to the rest of the class, using examples. Include in discussion: (1) the Pareto Principle (2) ABC of

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19 prioritizing include review of table 18-2; (3) Maslow's hierarchy; (4) Review end of shift reports advantages and disadvantages; (5) Shift action plan; (6) The triangle hierarchy in Ch. 18 Members of this group are then to lead small group discussions on prioritize in various nursing situations. Situations will be provided by the instructor

3/3

NO STUDENT ACTIVITY Law Activity 4 students: Using the Legal part of the Outline for Errors and Breakdowns worksheet, choose 4 different laws that you have observed or heard of being broken in the clinical setting. You may choose any or all from the negligence, malpractice, and breech of duty sections. Present the details of what you have seen and discuss how you as a manager would address these issues. Then you will lead small groups through the first 4 scenarios on the worksheet Ethics Debate

3/17

3/24

4 students using the format for debate described on p. 526 of Kelly will choose an ethical issue and debate it in front of the class. You will then lead small groups through the Patient Advocacy worksheet. Error and Breakdowns Activity 4 students will present information on the IOM reports: What is contained in each report, how to get this information; and why the reports are important. Then you will lead small groups through the remaining scenarios on the Errors and breakdowns worksheet. The presenting students will provide a summary of the article "Unreported Errors in the Intensive Care Unit" for both Mr. L and Mr. C outlining the sequence of evnts witout naming the errors. Then they will divide the class into four groups and each group find and name 1-2 errors. The presenting group will point out the errors that were not mentioned by the class as well as the category of errors: communication, and failure of collaboration.

4/7

4/14

NO STUDENT ACTIVITY MIDTERM #2

4/22

OCCUPATIONAL OPPORTUNITES AND INTERVIEWING NO STUDENT ACTIVITY

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20 The Change Activity 4 students are to present a situation to change from the list below. They are then to work through all aspects of managing the change. Students should meet with the instructor in advance in order to go over the steps of managing the change. Steps for presenting change A. State the specific problem requiring change B. Describe the clinical situation that this change will address C. Describe how you will validate that change is needed (environmental survey, benchmarking, interviews and the pros and cons of each C. Identify individual/s and/or committee/s involved D. Make a statement of desired change E. Assign the role of change agent and target/s for change F. Identify 3 driving forces (factors that promote the change) and 3 restraining forces (factors or coexisting problems that will discourage the desired change). G. Identify a plan to make the change that illustrates the use of at least 5 change principles (Should have at least 5 steps and 5 principles). H. How will you measure if the change is effective? EXAMPLES of topic for presentation are on this list-You are encouraged to choose your own. 1. Problem: Using same stethoscope for multiple patients maintaining patient safety/prevention of infection 2. Problem: High stress prior to a special procedure. Introducing a new intervention: Use of essence of lavender to decrease patient stress prior to special procedures 3. Problem: Upholstered chairs in patient areas changing to leather or washable surface

5/6

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Rubric for N138 Graded Student Activity (30 points)

Criteria
Prework points)

Excellent 6 pts*
Presenters provide a handout or outline, slides (if being used) are completed and turned in and ready to be used A list of group participants is given to the instructor Accurate, current, complete, supported by professional literature, on topic. Organized, creative and interesting, speakers speak loudly and clearly. Four references provided, referred to, and on topic. A thoughtful, reflective critique of team members contribution is turned in. (only given 5 pts*

Fair 3 pts
One or more are missing

Poor 0 pts
None of the prework is provided.

Content pts)

Accurate, current, supported by professional literature

Either inaccurate or not current. No support from professional literature. No clear attempt to engage audience, unpolished, unprofessional. No references provided or references are off topic Ratings do not correspond with the quality, thoroughness, and organization of the presentation. (0 pts)

Content presentation )

Organized, speakers talked too fast or too quietly Less than 4 references provided and there is no referral to the references

Professional and appropriate references

Evaluation of team members

Total=30 points

Total=30 points

C:\Lori Data File\2010 SJSU Spring\Nursing 138\Evaluations\Rubric forN 138 graded student activities.doc

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CRITIQUE OF GROUP MEMBERS ON GRADED STUDENT ACTIVITY

Please list the names of the members of your group and indicate how much they participated, were they encouraging and positive, did they assume any leadership role, were they contributing followers and would you work with them again. 1.

2.

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How do you think you did with this activity and would you recommend any changes in the future?

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WORKSHEET: Leadership Characteristics In class activity ~ Optional

Clinical nursing leaders possess certain characteristics. Think of a great clinical leader you have observed or been lucky to work with. What makes them different? Why do you think they are a leader? The following is a list of characteristics that a clinical leader may have. Not all leaders have all characteristics. PART ONE of this exercise is to add in the blank spaces on the left side, any characteristics that you have observed that are not on this list. Extensive cumulative knowledge gained from experience and the sciences Skillful comportment Authoritative clinical wisdom and knowledge Conviction to act as a moral agent Ability to listen Ability to enhance others strengths Teaching, coaching and mentoring skills Courage Relentless preparation Powerful speaking skills A strong belief system, strong views Optimism

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Emotional Intelligence Work Sheet (20 Points) N138

Research the concept of Emotional Intelligence (E. I.) and answer these questions: 1. Who first developed this theory? 2. Share the 5 main components of E. I. 3. Explain what it is and why it is an important characteristic of an effective leader. 4. Do a self assessment of your emotional intelligence and provide some objectives on how to strengthen your areas for improvement. 5. How will you evaluate whether you are improving? 6. Explain how this approach can benefit you in the clinical setting. 7. Explain how you might use this approach in your nursing career
Taken from Kelly p. 644 EMOTIONAL HEALTH ASSESSMENT

YES

NO

1. I dont often get angry. 2. When I do get angry, I keep my anger under control 3. I laugh every day 4. My friends make me laugh 5. I reward myself for something every day 6. I am aware of my emotions and am confident in my decision making. 7. I can handle my emotions appropriately 8. I am motivated to constantly improve 9. I am empathetic to others 10. I can handle social situations TAKE A MINUTE TO ASSESS YOUR EMOTIONAL HEALTH. THIS TOOL IS DESIGNED TO ASSESS TRENDS ONLY. THE FIRST STEP TOWARD EMOTIONAL HEALTH IS ACKNOWLEDGMENT OF FEELINGS.

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Mentor Paper (5 Points)

Directions: In this 1-2 page double spaced paper, you are to write about the experience that you had mentoring another student. Please list the name of the student, and contact information, then discuss what kinds of help and support that you offered the student and discuss what you learned from the experience.

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Patient Advocacy Exercises

Directions: Read page 1 & 2 of your ATI Leadership Book Note the model on page two. According to ATI five skills are required for advocacy. They are: Skills Risk taking Vision Self confidence Articulate Communication Assertiveness Values Caring Autonomy Empowerment Respect

Read the following student situations and answer the questions that follow 1. A student requests to a physical therapist that a patient not be exercised vigorously on this day, because the patient has been having diarrhea for the last 24 hours and the student feels that the patient is weak. Is this advocacy? What should the next action of the student be? What skills or values does the student exhibit (if any)? 2. The student notes that the insulin order on a patient has been incorrectly written and the patient has been receiving the wrong medicine for 24-36 hours. The student talks to her preceptor who says it wont hurt the patient. The student insists that the doctor be called to clarify the order. Who is the patient advocate? What is the risk that is taken? What is (are) the most prominent skills that the nurse or student is displaying? 3. A post op patient assigned to our student is going home later today. There is an order from his physician that he must ambulate 3 times in the hall before he may go home. In the morning the student gets him up, but the patient states he only can walk as far as the chair and then needs to rest. He continues to not want to ambulate during the rest of the shift and the student lets him rest in bed. Is this advocacy? What skills do you see the student exhibiting? How would you handle this?
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39 4. An attempt was made to wean the patient off of the ventilator today and at the end of the 12 hour shift the student talks it over with her preceptor and suggests that the patient is exhausted, and wonders if the weaning process could be postponed until the next day. The preceptor assesses the patient and agrees and notifies the MD. Was this advocacy? What do you think of this preceptor? What skills are most prominent in the students actions? 5. A student notes on the admitting note that the resident has written that the patient that she has just admitted to labor and delivery is a drug and alcohol abuser. The student questions the patient and the patient denies that this is so. Previous medical history corroborates the students findings. The student vigorously tracks down the resident (who was about to leave the hospital.) Is this advocacy? Labor and delivery students: What are the ramifications for the patient if this information is left in the patients history? What skills are most prominent in the students actions? 6. The student was assigned a 26 year old male trauma patient who suffered from a motorcycle accident. He has surgical incision down the mid abdomen and was suffering from DVT on the left lower extremity. One of the orders was to ambulate the patient today with an assist from physical therapy. The physical therapist came in and tried to walk the patient down the hall but the patient became tachycardic and diaphorectic. They sat him down and monitored his BP. The PT said that the patient was suffering from orthostatic hypotension. The physical therapist felt it was better to let him rest. Is this advocacy? Who's job is it to assess and diagnose the patient? What else could the student have done? Are these symptoms of orthostatic hypotension? How could you differentiate? 7. A patient who was identified in report as a problem patient continues to not eat the food delivered on her breakfast tray, specifically bacon and eggs. The patient is Punjabi and is a vegetarian. The student orders a new breakfast and documents this in patient preferences and gets the diet order rewritten by the physician. What can happen when you are told that someone is a problem patient? What did the student do that no one else had done up to that point? Is this a case of advocacy? What skills are most prominent in the students actions? 8. A student is caring for a labor and delivery couple. The wife speaks another language and the husband is doing the translating. The anesthesiologist and resident enter the room to give the patient a requested epidural. The resident makes three unsuccessful attempts at getting the epidural in. The husband requests after the third time that no more attempts be made, the student passes this request on to the resident and attending, (they ignore the request). At this point the patient is screaming and crying. As the resident sets up for his fourth attempt, the student intentionally contaminates the site so that the procedure was halted. By the time they get the supplies for another attempt, the patient is ready to deliver (too late for an epidural!)
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40 Is the student a patient advocate? What risk did she take? Can you think of another way to accomplish the same goal or alternative solutions to this problem? What do you think happened to this student? C:\Lori Data File\2008 SJSU Fall\138\Class 7\Patient advocacy exercise.doc

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Legalities, Errors and Breakdowns

Class Activity
Directions: Form groups of 3. Read each of the scenarios in the case study area and answer the questions that follow using the error and breakdown clarification sheet as a format. For a full description of the terminology and definitions refer to your text Kelly (2007). Chapters 23 & 24.

Clarification of problem
1. Legal issues 1. Civil 2. Criminal 3. Tort The denial of a persons legal right The failure to comply with a public duty The failure to perform a private duty that results in harm to another. 1. Negligence and Malpractice: If harm occurs to the patient 1. Must have proof of the following four elements: A duty or obligation created by law, contract, or standard of practice that is owed to the complainant by the professional A breach of this duty, either by omission or commission Harm, which can be physical, emotional, or financial, to the complainant Proof that the breach of duty cased the complainant harm. 2. Duty breach 1. Failure to attend to 2. Failure to monitor 3. Failure to document 4. Failure to advocate (lack of agency or fiduciary concern) 5. Inappropriate judgment 6. Failure to intervene 7. Failure to communicate 8. Medication errors 9. Failure to prevent 10. Failure to communicate 11. Failure to rescue 4. Federal administrative: Laws that protect the rights of citizens (HIPAA) (OSHA)(Civil rights) 5. Contract Law 2. Ethical issues (from Kelly (2007) p. 523 1. Defined: a conflict between 2 or more principles. There is no correct answer. 2. Is it right

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42 3. Is it fair? 4. Who gets hurt? 5. Would you be comfortable if the details of your decision were reported on the front page of your local newspaper or through your hospitals email system? 6. Would you tell your child or young relative to do it? 7. How does it smell? This question is based on a persons intuition and common sense. 3. Performance problem 1. Individual 1. Skill/Knowledge deficit 2. Attitude (motivation deficit) 2. Organizational 1. Resource deficit 2. Participation deficit

Scenarios
1. An experienced nurse disables the medication delivery system in order to speed up the delivery of medication. She feels justified in doing this because her unit is always short staffed and there are no consequences. Is this a legal problem? What aspect under the employment contract is this nurse violating? If she makes an error will the organization legal representation? Why or why not? Is this an ethical problem? Is this a performance problem? Is it a system problem?

2. An elderly patient was admitted after injuring his head in a fall at home. After a few days the man developed a skin infection at the spot where an IV was inserted in his arm. This probably would in itself have gone unnoted. But, the nurse did not report to the physician when the patient developed chills and circumoral cyanosis hours before he died. Is this a legal problem? What breach (breaches) of duty occurred? Is this an ethical problem? Is this a performance problem? Is it a system problem?

3. A was patient admitted to the hospital with diabetes and gangrene on the right foot. On the patients admission not the RN mistakenly typed no code. Nursing staff did not notify the doctor when the patients blood pressure dropped and he
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43 became non-responsive. A nurse told the family that he was drawing his last breath and was a no code. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

(A patient was admitted June 8 after breaking her hip in a fall at her nursing home. The patient had complained of constipation on June 13 and was given a laxative at that time the nurse noted that she complained of a tender abdomen. The patient was later discharged June 13 and returned to the hospital June 14 with a bowel obstruction. Following surgery for the obstruction she died June 16 of kidney failure Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem? 5. The patient arrived Nov. 28 with dizziness. Labwork showed critically low Hb and Hct. Which the lab reported to an emergency room clerk at 11:27. Clerk did not pass this on to a nurse or doctor. Doctor read the faxed lab report at 12:12 a.m. and ordered red blood cells infused. Lab notified emergency room the blood was ready at 12:25. Lab called back at 1 .m. to say no one had picked up the blood. Patient was transferred to ICU and transfusion started at 4:05 a.m. But the patient died at 5 a.m. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

6. A 41 year old woman was admitted Dec. 28 for a tubal ligation reversal surgery, which was successful. At 4:05 a.m. a nurse came to check her vital signs but couldnt rouse her, so decided to let her slip. At 4:45 a.m. the nurse still couldnt rouse the patient but found her pulse racing. The nurse did not call the doctor. The patient was found dead by a lab tech who came to draw blood at 6:15. Is this a legal problem? Is this an ethical problem? Is this a performance problem?
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7. A 73 year old man underwent triple bypass surgery Jan. 24. Three days later, he had nausea, dizziness, and hypotension. His blood pressure fluctuated through the afternoon. The nurse reported the changes to the doctor but failed to mention that the staff had elevated the patients legs in an apparent effort to raise the blood pressure. The doctor ordered a transfer to ICU at 7 p.m., but the patient stopped breathing and died. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

8. A two year old girl was brought to the emergency room on Apr. 10 after being run over by a car. CT images showed chest and abdominal injuries. Surgeons and facilities were available, but the child was transferred to another hospital, where she arrived two hours and fifteen minutes later and ultimately died. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

9. The patient was admitted on April 26 with chronic breathing problems. On May 13 his heart rate suddenly slowed, prompting a monitor alarm, which was ignored by the charge nurse and a unit clerk sitting at the nurses station. An alarm went off at 4:29 pm and the monitor showed the patients heart stopped at 4:39 p.m. but no one checked on him until two other nurses arrived at 5:05 p.m. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem? Is this a legal problem? Is this an ethical problem? Is this a performance problem?

10. A 12 year old girl died after a nurse gave her a double dose of epinephrine.

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11. A 64 year old man died Dec. 24 after being given an overdose of TPA. A nurse had sset an IV pump to shut off when the correct dose was finished, but went on a break. Two other nurses saw there was additional medication in the pump and unwittingly administered the overdose. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

12. A 77 year old man with respiratory difficulties died of choking Nov. 1 after eating lunch served by an aide who didnt know a doctor had ordered that the patient should not be fed by mouth. Investigator said the death resulted from this error. A nurse wrote a report but an assistant unit manager waited five days to forward to the hospital risk management office Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

13. A woman was admitted Sept. 1 for treatment of urosepsis and pneumonia; she also had severe dementia and was being fed by a gastrostomy tube. Two days later, a doctor and a relative decided to disconnect the feeding tube and let her die.The relative was not designated with power of attorney to make medical decisions. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

14. A 21 ear old cancer patient died Aug. 29 after a doctor injected him with the wrong chemotherapy medication. The investigator said this led to his death. Is this a legal problem? Is this an ethical problem? Is this a performance problem?

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The hospital pharmacist delivered the wrong medication. The hospital failed to follow policy requiring two staff to check the label before administering. The hospital retrained the staff on requirements for double checking medications adopted new policy requiring nurses to pick up and sign for chemotherapy drugs from pharmacy. 15. A 78 year old patient went into cardiac arrest on Dec. 16. His heart monitors had been turned off for 2 hours, when an aide found him unresponsive and partly off the bed. He was in a vest restraint that was not fastened properly. He died after life support was discontinued. Is this a legal problem? Is this an ethical problem? Is this a performance problem? Is it a system problem?

Staff did not follow correct procedures for cardiac monitoring and for using restraints to keep patients from injuring themselves. Hospital did not report the incident to the state for 7 days. The hospital said it did not report immediately because the incident was still under investigation. ICU monitors have been reconfigured so they cant be turned off. Staff was retrained in using monitors and restraints.

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Medicare lists 10 medical errors it won't pay for

Kevin Sack, New York Times Wednesday, October 1, 2008

(10-01) 04:00 PDT St. Paul, Minn. -If an auto mechanic accidentally breaks your windshield while trying to repair the engine, he would never get away with billing you for fixing his mistake. Today, Medicare will start applying that logic to American medicine on a broad scale when it stops paying hospitals for the added cost of treating patients who are injured in their care. Medicare, which provides coverage for the elderly and disabled, has put 10 "reasonably preventable" conditions on its initial list, saying it will not pay when patients receive incompatible blood transfusions, develop infections after certain surgeries or must undergo a second operation to retrieve a sponge left behind from the first. Serious bed sores, injuries from falls and urinary tract infections caused by catheters are also on the list. Officials believe that the regulations could apply to several hundred thousand hospital stays of the 12.5 million covered annually by Medicare. The new policy will also prevent hospitals from billing patients directly for costs generated by medical errors. Because Medicare is the largest insurer in the country, its decision to refuse payment for preventable conditions has already influenced others - both public and private to establish similar criteria. Over the last year, four state Medicaid programs have announced that they will not pay for as many as 28 "never events" (so called because they are never supposed to happen). So have some of the country's largest commercial insurers, including WellPoint, Aetna, Cigna and Blue Cross Blue Shield plans in seven states. A number of state hospital associations have brokered voluntary agreements that members will not bill for medical errors. In April, Maine became the first state to ban the practice statutorily.

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The congressionally mandated Medicare measure is not projected to yield large savings - $21 million a year, compared with $110 billion spent on inpatient care in 2007. But it carries great symbolism in the Bush administration's efforts to revamp the country's medical payment system, which has long been criticized as driving up costs through perverse incentives that reward the quantity of care more than the promotion of health. The real money, many health economists believe, may come from reorienting the payment system to encourage prevention and chronic disease management and to discourage unnecessary procedures. The two major-party presidential candidates support such a realignment, a rare point of consensus in a polarized health care debate. "This is a specific case of the larger pay-for-performance trend, the idea that you should pay more for quality than lack of quality, or in this case pay less for defects," said Dr. Donald Berwick, president of the Institute for Healthcare Improvement. "This whole trend is like a juggernaut, and it is not going to stop." Pay-for-performance makes use of both the carrot and the stick. Medicare now grants bonuses to doctors and hospitals that report quality measures. It is experimenting with rewarding physicians who follow protocols for treating diabetes, coronary artery disease and congestive heart failure. The Medicare Payment Advisory Commission, an arm of Congress, recently recommended reducing payments to hospitals with high readmission rates. Three years ago, HealthPartners, a health maintenance organization in Minnesota, was first in the country to refuse payment to hospitals for never events. Company officials said the policy had yet to save much money. But at Regions Hospital in St. Paul, which is owned by HealthPartners, the change has reinforced a new focus on reducing medical errors. "Historically, there's been some acceptance that these things happen," said Brock Nelson, the hospital's president. "We've come to now accept that they're avoidable. And that's a sea change." Some improvements have been technological, like an electronic prescribing system that has helped cut medication errors in half. Others are breathtaking in their obviousness, like diligent hand-washing.

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Nurses have been trained to provide more information during shift changes about whether patients are prone to falls. High-risk medications like heparin are now marked with pink labels to ward against mix-ups.
http://sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/10/01/MNRP1393PK.DTL This article appeared on page A - 7 of the San Francisco Chronicle

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Ethics Worksheet
Be prepared to discuss in class. If you do not attend class answer all questions and turn in to your instructor. 1. Which of the following questions does ethics attempt to answer? a) b) c) d) How can I help this patient? What are the legal implications of this action? What does this patient need or want? What should I do?

2. Who is responsible for developing the best possible way to solve bio-ethical dilemmas? a) b) c) d) Clergy Ethician Everyone Philosophers

3. To which of the following fields of ethics does bioethics belong a) b) c) d) Aesthetics Applied ethics Utilitarianism Meta-ethics

4. Which of the following precepts is of primary importance in both the Hippocratic oath and the principle of nonmaleficence? a) b) c) d) Do no harm Do unto others as you would have them do to you Do what promotes the greatest good for the most people Let the patient decide what should be done

5. Which of the following methods of ethical inquiry would advocate a balance between the evil effect that is tolerated and the good effect that is desired? a) b) c) d) Existentialism Formalism Proportionalism Situationalism

6. Which of the following methods of ethical inquiry is based on the notion that each moral decision is never exactly the same as any other moral choice we have? a) Existentialism
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51 b) Formalism c) Proportionalism d) Situationalism 7. If a nurse posed the question, Which action would do the patient the most good? she/he would be most likely be reasoning from which of the following ethical perspectives? a) b) c) d) e) Beneficence Egoistic Justice Rights-based Utililtarianism

8. If a nurse admits a mistake promptly and offers to do whatever is necessary to correct it, she/he would be most likely reasoning from which of the following ethical principles? a) b) c) d) e) Beneficence Veracity Non-maleficence Autonomy Respect for others

9. If another nurse asks a nurse to co-sign for a medication that she/he did not witness being drawn up and the second nurse says no, she/he is most likely reasoning from which of the following ethical principles. a) b) c) d) e) Beneficence Veracity Justice Autonomy Respect for others

10. The nurses on your unit where you are being precepted often take short-cuts from the facility protocol. What ethical principle are they violating? a) b) c) d) e) Beneficence Non-maleficence Justice Autonomy Respect for others

Question for group discussion: Why should a nurse behave ethically? (There are several possible reasons discussed in the text.) Make a powerful argument for ethical behavior. If you are not in class answer this in a paragraph and get it to your instructor no later than 4 days after class.

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Quality Quiz
1. In patient-centered care the key focus is best described as: a. Patients describing how they feel about past treatment and expectations b. The nurse completing a nursing assessment in a timely manner c. The hospital asking patients if they have an advanced directive d. Patients being told in the ER that they must contact their insurer 2. Which of the following is the best description of evidence-based practice? a. Use of research results when approved by a professional body b. Integrating best research results, clinical expertise, and patient values c. Applying research results by healthcare practitioner d. Documenting rationales for treatment decisions by using research results

3. Which of the following would not be considered an important strategy for reducing disparity in health care? a. Offer universal healthcare coverage b. Focus more on insurance coverage rather than access and efficiency c. Increase representation of minorities in the health professions d. Increase the amount of content and learning experiences about disparity for staff 4. Who are the some of the stakeholders in the quality initiative? a. Patient b. Employers c. Nurse d. All of the above 5. Which of these factors has had a particular impact on the quality of health care? a. Cost of care b. Increase in chronic illnesses c. Number of healthcare providers d. Efficiency within the system 6. You are a hospital nurse on the quality team. The team is developing a list of focus areas for the annual review of quality. The team is using the national priority areas

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of care as its guide. Which of the following would not belong on the list? a. Care coordination b. Diabetes c. GI problems d. Nosocomial infections 7. A nurse is preparing medications and puts the wrong medication on the tray for a patient. Before she enters the room she looks at the medication and realizes it is the wrong color and returns to check the medication bottle. She reports this to nurse manager as a near miss. What is the most appropriate explanation of the importance of a near miss? a. Near misses are common in healthcare delivery. b. Identifying near misses can reduce healthcare costs. c. Willingness to identify near misses indicates safety is valued, part of the culture. d. Increased education can decrease near misses. 8. A patient is admitted for surgery and while in the hospital develops a urinary infection while a urinary catheter is inserted, which increases his hospital stay by 3 days. What type of error is this? a. b. c. d. Active Latent Error of planning Iatrogenic

9. You are a nurse working in a community clinic and need information that can guide treatment for patients with asthma. Where would you quickly find clinical guidelines about asthma? a. b. c. d. Foundation for Accountability website National Center for Nursing Quality website Agency for Healthcare Research and Quality website Medicare website

10. One of the most recent efforts to improve care and practice, which has had an impact on how care is viewed and evaluated, is: a. The Magnet Hospital Recognition Program b. JCAHO accreditation process c. NLN accreditation of schools of nursing d. The Leapfrog Group 11. The nursing staff on a unit are discussing a recent error which resulted in the patient going to ICU and being intubated for 2 weeks. They need to analyze what occurred. What is the best description of the type of error? a. Near miss b. Latent error
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c. Sentinel event d. Diagnostic 12. JCAHO accreditation requires hospitals to meet specific standards in a specific manner. a. True b. False 13. The best approach to assessing quality of care is to include as many diseases and their treatment as possible to reach the best view of the status of healthcare delivery. a. True b. False 14. An error in a surgical procedure is which type of error? a. b. c. d. Preventive Diagnostic General Treatment

15. Safe care is quality care a. True b. False

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Classic Principles of Change

ModifiedfromHarper,C.L.(1993).Exploringsocialchange(2nded.).Englewood Cliffs,NJ:PrenticeHall.Takenfrom:Menix,K.D.(2003).LeadingChangeachapter inYoderWise,P.LeadingandManaginginNursing(3rded.).Mosby. Changeagentswithinhealthcareorganizationsusepersonal,professional,and managerialknowledgeandskillstoleadchange. Therecipientsofchangebelievetheyownthechange. Administratorsandotherkeypersonnelsupporttheproposedchange Therecipientsofchangeanticipatebenefitfromthechange Therecipientsofchangeparticipateinidentifyingtheproblemwarrantingachange Thechangeholdsinterestforthechangerecipientsandotherparticipants Agreementexistswithintheworkgroupaboutthebenefitofchange Thechangeagentandrecipientsofchangeperceiveacompatibilityofvalues Trustandempathyexistamongtheparticipantsofthechangeprocess Revisionofthechangegoalandprocessisnegotiable Thechangeprocessisdesignedtoprovideregularfeedbacktoitsparticipants.

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60 N 138 Evaluation Form To be used if missing a class: This form must be submitted to your instructor electronically by the Saturday following the class at midnite order to received credit for attending the class. 1. The class that I missed was on _______(date) and the topic was_________________ 2. What I learned from viewing the webcast was(List 3 major points)

3. This will increase my ability to

4. This will increase patient safety by(optional)

5. I need further information on.

6. Overall, I felt that the content of the class was Excellent Good Average Poor

7. I think this class could be improved by

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61 San Jose State University School of Nursing Nursing N 138 Group Evaluation Form

Circle the answer which best matches your response to each statement as follows Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

1. The group was well prepared 2. The choice of topic was interesting and engaging 3. The group employed effective teaching strategies 4. Participation increased my knowledge 5. Audiovisuals were appropriate 6. Handouts helped to stress major points 7. The entire presentation was organized and well thought out

SA A U D SD SA SA SA SA SA SA A A A A A A U U U U U U D D D D D D SD SD SD SD SD SD

Feedback to participants:

I would just like to say

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