Orientation Bridge

Education Department

History of Valley Baptist

Valley Baptist Medical Center Harlingen created in 1925

Valley Baptist Medical Center Brownsville originally started in 1923

Valley Baptist Medical Center Harlingen and Valley Baptist Medical Center Brownsville came together in 2004 to create Valley Baptist Health System

Preparing for the Future: High Performance Values-Driven Culture

COMPASSION
SAFETY EXCELLENCE ACCOUNTABILITY INNOVATION FAITH
We help people achieve health for life through compassionate service inspired by faith.

To create life-long relationships by changing the way health and healthcare are delivered in our communities.

Corporate Compliance
VBMCS Code of Ethics summarizes the virtues and principles that are to guide our actions in business. Agents, consultants, contractors, representatives and suppliers are required to comply with this Code of Ethics as well. Common sense and sound judgment are the basis for your conduct. Honesty-be honest with co-workers, patients, suppliers & medical staff members Respect-treat everyone with dignity & fairness, recognizing cultural diversity Trust-build confidence through teamwork & open communication Integrity- say and deliver what we promise: Quality Patient Care Responsibility- report violations of laws, regulations and policies ad seek clarification & guidance when doubt exists without fear of retaliation Citizenship- obey all the laws of the United States in making the communities we live in better.

The First Impression is a Lasting Image

Neat/clean appearance-good personal hygiene. Hair off the collar No artificial nails or bright nail polish No bracelets or large stone rings; no large earrings; no facial jewelry Clean footwear; no open toe or sandals in patient care areas

Make eye contact; smile-demonstrate interest

Respect the feelings and rights of others Name tag must be visible while on duty Respect confidentiality in all business and patient transactions Use appropriate language-no profanity Use positive body language

AIDET Service Excellence

Fundamentals of Patient Communication
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Five Fundamentals of Patient Communication

A I

Acknowledge Introduce

D E
T

Duration Explanation
Thank You
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Training Outcomes & Purpose

You will learn How AIDET leads to higher quality of care, a reduction in patient anxiety, and improvement in patient and employee work practice How to develop and implement AIDET in your work area Purpose AIDET will help you to improve your ability to communicate with patients and their families which will enhance their health care experience

Service Excellence
Starts with the first few seconds of the first contact . . .

And we get only one chance at a good first impression!

How do our patients see us?

Remember
Our patients may Be in pain Be afraid or anxious May be on medication that impacts their mood, thinking, and ability to express themselves Be tired of being in a hospital Feel stress Feel that no-one cares about them

What if the patient was someone you loved?

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COMPONENTS REVIEW

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Our First Encounter: AIDET

Decrease Anxiety

Increased Compliance

Improved clinical outcomes and increased patient and Nurse satisfaction

Patients hospitalized for an average of 3.5 days will encounter 74 different staff members. 42% of staff will introduce themselves.
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Why AIDET?
Provides template for solid exchange of information in

every encounter.
Things are said and done to connect the dots and

help patients, and families better understand what we

are doing. Evidenced based tool with demonstrated results. Data shows AIDET used consistently will increase patient satisfaction scores.
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Remember the Five Fundamentals of Patient Communication

A I

Acknowledge Introduce

D E
T

Duration Explanation
Thank You
14

Acknowledge

Greet patients in a friendly and courteous manner. Feel at ease - Make patients feel you have accepted them, that you know them? Ensure patents room is ready for use Show positive attitude Smile - Even though patients cant see it - comes across in tone of voice.
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Acknowledge patients as a person with words and actions

Introduce

Tell patients your name and talk positively about the services and departments of all VBMC. Provide positive achievements of other department's If there is a delay or no response to a request, do not place blame on the department VB is a TEAM and we all work together!

Manage Up

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AIDET Managing Up
SM

Manage up yourself Develop an introduction to manage up yourself

What is your job title? Do you have any certification, licensure? Years of experience? Any special training?

Now put it all together into an introduction Hello, Im Jamie, I have worked in VBMC for 5 years and I will be happy to answer your questions.

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AIDET Managing Up
SM

Manage up your co-workers and Valley Baptist Give the name of the next person they will see and say something positive about them! If you do not know the name of the individual, manage up the department.

Sandy Smith is going to be your doctor, she will do her best to make you comfortable and take very good care of you.
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Duration

> Indicate how long the request/action should take-

Give a time expectation that will surely be met Under-promise and over-deliver

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Explanation

During course of conversation, explain what you are doing:

I am entering the information into the computer, I am looking up that information for you.

WHAT you will be doing and WHY

What should they expect?

If the customer has questions, try to answer them as completely as you can

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Thank You

Thank them for:

Allowing you to serve them Provide your name and ask them if you can assist them in any other way.

Remember to ask Is there anything else I can do for you?

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Remember:

Dont sigh Dont use jargon/slang Dont talk to others while talking with a patient Dont get angry or impatient with a difficult patient Dont place blame

Manage up provide positive feedback about our

services.
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Its your turn to practice

A
Role Play:
(1) Teams of three (2) Choose a scenario (3) Role Play (4) Switch Roles (5) Observer report out to group

Acknowledge Introduce

D E
T

Duration Explanation
Thank You
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Remember

A
I D E

Acknowledge

Good Morning.. My name is. I am here to assist you with .

Introduce
Duration Explanation

It will take approximately ____ for your request. You can expect

Thank You

Thank you!
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Words that lead to negative impressions..

Its not my area

Calm down, relax!

Hold on Your not listening, I just told you. We are short staffed. You arent the only one who has complained about this.

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Being Responsive
Make eye contact Smile & Listen Acknowledge customers Use appropriate voice tone Be aware of body language

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Summary
The patients perception is your reality You control patients perception by how you choose to act

Service Excellence consists of:

AIDET

Managing Up

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Patient Satisfaction
Hourly Rounding As part of our commitment to excellent patient care, we round on our patients every hour during the day and every two hours after 10 pm. You may be asked to be part of the rounding process. Please follow the rounding behaviors when doing so. Bedside Reporting: Another part of our commitment to excellent patient care is bedside reporting. Bedside Reporting is standardized change of shift communication, which involves, off-going nurses, oncoming nurses, other healthcare providers and patients at the patients bedside. You may be asked to be a part of bedside reporting.

Patient Satisfaction
Explain rounding (4 Ps) pain, potty, position, possessions: We want you to be very satisfied with your stay, so we will be rounding on you every hour to make sure you have everything you need. Pain-Ask the patient if they have any pain (scale 0-5)? Report of 3 or more, immediately notify the primary nurse. Potty- Do they need help with elimination? Do they need assistance to the bathroom, commode chair, bed pain, urinal or change of undergarments and/or linen. Position- Do they need help to reposition themselves in bed or in the chair? Possessions- Can they reach their call light, urinal, glasses, telephone, water pitcher/glass and bedside table.

VBHSs Anti-Harassment Policy

Strictly prohibits any conduct that constitutes harassment of any kind and to discipline, including immediate discharge of any employee who has committed such conduct.

Cultural Diversity

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What is Culture?
The sum total of the way of living; includes values, beliefs, standards, language, thinking patterns, behavioral norms, communications styles, etc. Guides decisions and actions of a group through time.

(Tappan, Weiss & Whitehead, 2007)

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What is Diversity?
Term used to explain differences between cultures such as: psychological, physical, and social differences that occur among any and all individuals. Example: race, ethnicity, nationality, religion, economic class, age, gender, sexual orientation, mental and physical ability, and learning styles. Primary Diversity: nationality, race, color, religious beliefs. Secondary Diversity: socioeconomic status, education, occupation ( powerful , but hard to identify).
(Catalano 2009; Leininger & McFarland, 2002).
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Multiculturalism
Many people cling tenaciously to their traditions (cultural practices) and language when they migrate to new country. Healthcare providers need to be aware of and learn ways to adapt their practices to allow for these differences.

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Developing Cultural Awareness

One of the challenges for nurses who work in a culturally diverse environment is to understand clients perspective of what is happening in the healthcare setting. Awareness starts with an understanding of ones own cultural values and healthcare beliefs. Beliefs are based on knowledge and often religious beliefs Try changing the clients healthcare values by first, identifying his/her culture and practices that are similar or different from your practices, in order to decide whether it is desirable or possible to change.
Tappan, Weiss, & Whitehead (2007); Marquis & Hustom (2003); Fawcett (2005).

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Developing Cultural Awareness

Language and culture barriers result in: Poor patient-healthcare provider relationships Incorrect diagnosis Lack of informed consent

Lower patient satisfaction

Malpractice suits

Marquis & Hustom (2003)

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Waste Management
Sharps Any items that are capable of piercing your skin (needles, scalpels, scissors, broken glass). These items must be placed in a sharps container designed for safe disposal. Both Nursing and Housekeeping will monitor sharps containers to ensure containers are replaced when full. Transporting Specimens Under no circumstances are patient specimens (urine, blood, tissue, cerebral spinal fluid, etc.) to be put in the main hospital tube system to be transported to the laboratory. These specimens should be carried by hand in a sealed biohazard specimen bag to the lab. **All specimens must be labeled in the patients room!!!!

Trash
Trash soiled with blood, body fluids, and/or tissues must be disposed of in a red biohazard trash bag or container, if it is likely that the substances may drip or be squeezed out. Trash that contains hazardous materials (no oozing, dripping body fluids that remain contained in the trash, ie. diaper) may be thrown away in the regular trash.

Waste Management
Spills Any blood or body fluid should be handled using appropriate personal protective equipment (PPE) to prevent the health care worker from coming into direct contact with the substance while cleaning it up. Spills involving hazardous materials other than patient substances (chemicals. Mercury, etc.) should be contained. Notify the primary or charge nurse who will contact the proper staff for clean up. Used PPEs (gowns, gloves, masks, shoe covers) Should be considered contaminated. When removing PPEs, use caution to not contaminate your clothing or your skin. Always remember to wash your hands after removing such items.

2012 National Patient Safety Goals

The purpose of the National Patient Safety Goals is to improve patient safety. The Goals focus on problems in health care safety and how to solve them. Joint Commission Identify patients correctly Use at least two ways to identify patients. At VBHS we use the patients name and date of birth. This is done to make sure that each patient gets the medicine and treatment meant for them. Make sure that the correct patient gets the correct blood when they get a blood transfusion. Improve staff communication Get important test results to the right staff person on time. Identify patient safety risks Find out which patients are most likely to try to commit suicide.

2012 National Patient Safety Goals

Use medicines safely Before a procedure, label medicines that are not labeled. For example, medicines in syringes, cups and basins. Do this in the area where medicines and supplies are set up. Take extra care with patients who take medicines to thin their blood. Record and pass along correct information about a patients medicines. Find out what medicines the patient is taking. Compare those medicines to new medicines given to the patient. Make sure the patient knows which medicines to take when they are at home. Tell the patient it is important to bring their up-to-date list of medicines every time they visit a doctor.

2012 National Patient Safety Goals

Prevent infection Use the hand cleaning guidelines from the Centers for Disease Control and Prevention or the World Health Organization. Set goals for improving hand cleaning. Use the goals to improve hand cleaning. Use proven guidelines to prevent infections that are difficult to treat. Use proven guidelines to prevent infection of the blood from central lines. Use proven guidelines to prevent infection after surgery. Use proven guidelines to prevent infections of the urinary tract that are caused by catheters.

Prevent mistakes in surgery Make sure the correct surgery is done on the correct patient and at the correct place on the patients body. Mark the correct place on the patients body where the surgery is to be done. Pause before the surgery to make sure that a mistake is not being done: verify the correct person, correct site and correct procedure.
From The Joint Commission , 2012

Call Security in any Emergency

Harlingen 389-1200 Brownsville 698-1111

When its not an emergency, call the Security Dispatcher, Harlingen/Brownsville 389-1697 (for both campuses)

(H)389-1200

VBHS CODE
(B)698-1111
An infant is missing Known kidnap.

MAP
CODE YELLOW CODE PINK CODE AMBER CODE RED

Notification of disaster or mass emergency event.

Missing child
FIRE Smoke or smell of something burning. (R.A.C.E.)

CODE BLUE

ADULT cardiopulmonary arrest.

CODE BLUE -

PEDIATRIC cardiopulmonary arrest.

PALS

CODE SILVER CODE GREEN CODE ORANGE CODE ORANGE DECON CODE PURPLE CODE MANPOWER CODE BLACK

Hostage situation or someone with a weapon.

Emergency Evacuation

CHEMICAL SPILL which may represent a hazard to people.

Decontamination team required.

Emergency facility lock-down.

Disruptive / violent behavior requiring specially trained responders Notification of a BOMB on campus. Keep caller on phone.

FIRE-Code Red
When the fire bells alarm or the overhead paging system announces Code Red, LISTEN, OBSERVE, CLOSE DOORS, STAY ALERT!

R-A-C-E Implement R-A-C-E during a fire or fire drill:

Rescue Person in immediate danger Activate the alarm; Call out Code Red to other staff in the area Contain: Close doors and windows. Shut off oxygen sources in immediate area Extinguish and/or Evacuate: Be sure you know where the fire extinguishers and evacuation maps are located in your area (do not use the elevators! If necessary, evacuate patients and staff to the nearest safe area on your floor.

Medical Equipment Safety Guidelines

All direct patient care medical equipment must be inventoried and inspected by Biomedical Engineering prior to use on patients. All devices will be inspected annually. Devices that have been inventoried will bear a Control Number sticker . Devices that have been inspected will bear a sticker indicating the date of the most recent inspection. If you find a device with a sticker date older than one year or one that does not bear a control number, you must notify Biomedical Engineering of the location of that device. Devices without control numbers must be removed from use until they are inventoried and inspected.
Non electro-medical equipment that may be involved in patient treatment (such as lamps, fans, beds, etc) are inventoried and also periodically inspected.

If you suspect that you or a patient have experienced an electrical shock or believe that a device is faulty, you must remove the suspected device from use, tag it and notify security. Also fill out report in Risk Master.

Infection Prevention
Preventing the spread of infections in the health-care facility.

Each year, more people in the U.S. die from hospital acquired infections than the number who died from homicides and car accidents COMBINED.

Hand Hygiene
All personnel involved in direct patient care shall clean hands:
At the beginning of work Before and after patient contact Before gloving After removing gloves Before performing invasive procedures Before and after contact with wounds After contact with patients body substances After handling equipment, supplies, or linen contaminated with body substances Before handling sterile or clean supplies After using the restroom After touching or blowing your nose Before leaving the unit

Hand Hygiene
Which product should I use?
USE SOAP AND WATER:
When hands are visibly soiled

Before preparing or eating food

After using the restroom After caring for a patient who has C. difficile

Which product should I use?

Alcohol hand sanitizer
For non visibly-soiled hands
Use after removing gloves Use after dry skin contact

Quick, effective, kind to skin

More effective than soap and water for killing bacteria

Personal Protective Equipment (PPE)

Personal Protective Equipment (PPE) Better SAFE than SORRY: PPE is used to protect health care workers from exposure to microorganisms that affect our patients Whether patient is on isolation precautions or not, PPE use is based on the behavior of the patient and the task to be performed Gown and/or gloves for wound examination or dressing changes Mask & eye protection when in close proximity to a coughing patient Gown, glove and mask use all appropriate when performing a task that may generate aerosols (e.g. intubation, suctioning) or may result in contact with blood or body fluid Glove use is based on the task and the extent of anticipated contact with the patient or patients environment Dispose of PPE prior to leaving patient care area

Surface Disinfection
All patient care items and surfaces used for multiple patient contacts must be adequately surface disinfected between uses.

Visible soiling must be removed.

A hospital-approved detergent disinfectant must be applied and allowed to air dry before the next patient contact. Follow label directions for surface contact/air dry time Items you carry with you and/or use frequently are also targets for surface disinfection

Blood-Borne Pathogens
Bloodborne Pathogens means pathogenic microorganisms that are present in human blood and can cause disease in humans. These pathogens include, but are not limited to, hepatitis B virus (HBV) and human immunodeficiency virus (HIV). Exposure Plan includes: PPE Isolation precautions Hepatitis vaccination If exposed, followed guidelines(i.e. splash, needle stick, etc.) Report immediately to Employee health or ER if after hours Fill out report in Risk Master

Isolation Precautions
Draining wounds Diarrhea of unknown origin C. difficile (soap and water hand hygiene required) Rotavirus

Isolation Precautions
Coughing, sneezing RSV Influenza Meningococcal meningitis

Isolation Precautions
Chickenpox Disseminated varicella (herpes) M. tuberculosis (TB), suspected or confirmed Negative pressure room required, door closed; n-95 respirator required

Respiratory Etiquette
In waiting areas:
Provide tissues and no touch receptacles for disposal Provide alcohol gel and make sure that appropriate supplies are always available in hand washing areas Offer masks to coughing patients; place immediately in exam rooms if possible Perform hand hygiene after contact with respiratory secretions and contaminated objects

Age-Specific/ Age Appropriate Competency

Age Groups Identified

Infants (up to age 1) Toddlers (age 1-3) Preschool age children (age 4-5) School age children (age 6-12) Young Adults (age 13-17)

Adults (age 18-60)

Older Adults (age 61+)
Note: Numeric ages come from a blending of some of the most well noted researchers in the development field so these ranges are guidelines.

Infants (up to age 1)

Physical growth, muscle building and development are rapid this first year. The goal in providing care to an infant is to maintain TRUST. Providing love and nourishment is the key to maintaining TRUST. Some ways to provide care to the infant include:

Not leaving the infant unattended Cuddle an upset child Offer age appropriate toys Hold and rock the infant after an invasive procedure

Toddlers (1 to 3 Years)
The goal in providing care to a toddler is to maintain AUTONOMY or independence. In order to maintain AUTONOMY it is important to first assess the patients level of independence. This would include potty training, ability to feed themselves and dressing. Some of the age specific care that is appropriate for a toddler is: Involve the parents in the care of the child Explain procedures to child in simple terms Allow time for the child to ask questions Let the child touch the equipment Demonstrate the procedure on a doll or stuff animal Incorporate home rituals (bedtime stories, favorite toy/blanket)

Preschool Age Children (4-5 years)

The young child is beginning to develop a sense of privacy. They ask lots of questions and enjoy conversations. They like stories and make believe. They have some fears, especially being separated from their parents. When providing care to a pre-schooler, the goal is to PREVENT EXAGGERATED IDEAS. Explain the procedure, using a doll. Incorporate daily rituals, like reading a book. Encourage the parents to stay with the child and to bring a security object (blanket or doll). Try to foster initiative, not guilt.

School Age (6 to 12 Years)

At this stage, growth continues at a slower pace until a spurt occurs at puberty. Older children can do a lot of activities, like sports and crafts. They can accept rules and responsibilities. Completing tasks help to build self-esteem. The goal in providing age specific care to the older child is to maintain INDUSTRY. The type of care that is appropriate for the school age child includes:
Ask about their friends, interests, accomplishments, concerns Explain procedure and equipment in advance Be honest about what will and will not hurt Respect privacy Give the child the opportunity to help and do things on their own Let the child be involved in his/her own care Praise cooperative behavior Keep them busykeep a journalcreate a schedule

Young Adults (12 to 18 Years)

During adolescence the child is developing a sense of identity that is marked by puberty. Privacy is very important at this stage. The goal in providing care to the adolescent is to preserve IDENTITY. In order to provide appropriate care for the adolescent you need to assess their feelings, their attitude and their activities. Some of the age specific care includes:
Avoid giving adviceInstead provide encouragement Explain in detail what will be happening Be an active listener Provide privacy for procedures and teaching Encourage involvement in care and decisions Encourage contact with friends and familyexplain visiting hours Teach them about healthy habits, avoiding pregnancy and STDs

Adults (19-60)
Young adults reach sexual maturity and their adult height and weight during this stage. They are comfortable with their body image. They develop a personal identity and selfreliance. They may experience sexual intimacy, choose a mate and raise a family. They will establish a career. Young adults reflect on changes in their bodies, their lives and look at problems from a different point of view.

They establish values and use them to make life decisions. Education, work, economic status and commitment to the opposite sex or partner are important to the young adult. They become committed to life (socially, occupationally and sexually). The goal in providing care to the young adult is to address COMMITMENTS.

Adults (19-60) Continued

At around 40, the adult begins to experience physical changes, such as a decreased endurance and women experience menopause. An illness or injury can interfere with plans. A chronic illness may develop. There is an economic status. This can become stressful if the expectations are not realistic. The goal is providing age specific care to the middle age adult is to evaluate EXPECTATIONS. It is important to first assess the middle adult patients family, work and leisure concerns. Based on their concerns, the following care should be provided: Encourage delegation Lessen their concerns for work Help the patient to prioritize work Listen to patients advicethey may have a good idea Encourage as much self care as possible Start teaching about advance medical directives

Older Adults (61+)

During this stage, the older adult has achieved a sense of integrity. They begin to evaluate the choices that they made during their life, as well as their family relations and economic status. If they find satisfaction with their choices then they will have a sense of distinction and honor for a life well lived. If not, they may see their life as a waste of time and end life with a sense of hopelessness. The goal is providing care to the elderly adult is to assess INTEGRITY.

Ask open-ended questions about their family. Discuss concerns for health maintenance, including personal, financial and spiritual. The older adult may have a reduced attention span and will need more time to learn. Use large print, enough light and give the information in short segments. Assist with end of life planning.

Age Related Implications for the Health Care Provider

The meaning of illness and hospitalization varies across the lifespan.

For an infant, it means separation from the primary caregiver.

For a school age child, it means missing school. For an adolescent, it means separation from the peer group. For the young adult, illness may mean loss of a job. For the older adult, illness may bring up issues of physical decline or mortality.

Pain Management

Good old lessons in teamwork from an age-old fable The Tortoise And The Hare

Once upon a time a tortoise and a hare had an argument about who was faster.
Thats not true. The fastest runner is me!

Im the fastest runner.

They decided to settle the argument with a race. They agreed on a route and started off the race.
Ok, lets have a race.

Fine!

The hare shot ahead and ran briskly for some time. Then seeing that he was far ahead of the tortoise, he thought he'd sit under a tree for some time and relax before continuing the race.
Poor guy! Even if I take a nap, he could not catch up with me.

He sat under the tree and soon fell asleep.

The tortoise plodding on overtook him and soon finished the race, emerging as the undisputed champ.

The hare woke up and realized that he'd lost the race.

The moral of the story is that slow and steady wins the race. This is the version of the story that we've all grown up with.

The story continues

The hare was disappointed at losing the race and he did some soul-searching. He realized that he'd lost the race only because he had been overconfident, careless and lax. If he had not taken things for granted, there's no way the tortoise could have beaten him.

Why did I lose the race?

So he challenged the tortoise to another race. The tortoise agreed.

Ok.

Can we have another race?

This time, the hare went all out and ran without stopping from start to finish. He won by several miles.

The moral of the story? Fast and consistent will always beat the slow and steady. If you have two people in your organization, one slow, methodical and reliable, and the other fast and still reliable at what he does, the fast and reliable person will consistently climb the organizational ladder faster than the slow, methodical person.

It's good to be slow and steady; but it's better to be fast and reliable.

But the story doesn't end here

The tortoise did some thinking this time, and realized that there's no way he can beat the hare in a race the way it was currently formatted. How can I can win the hare?

He thought for a while, and then challenged the hare to another race, but on a slightly different route. The hare agreed.

Can we have another race? This time well go through a different route.

Sure!

They started off. In keeping with his selfmade commitment to be consistently fast, the hare took off and ran at top speed until he came to a broad river. The finishing line was a couple of kilometers on the other side of the river. Goal

The hare sat there wondering what to do. In the meantime the tortoise trundled along, got into the river, swam to the opposite bank, continued walking and finished the race.

What should I do?

The moral of the story? First identify your core skills and then change the playing field to suit your core skills. In an organization, if you are a good speaker, make sure you create opportunities to give presentations that enable the senior management to notice you. If your strength is analysis, make sure you do some sort of research, make a report and send it upstairs.

Working to your strengths will not only get you noticed, but will also create opportunities for growth and advancement.

The story still hasn't ended

The hare and the tortoise, by this time, had become pretty good friends and they did some thinking together. Both realized that the last race could have been run much better.

So they decided to do the last race again, but to run as a team this time.

Great! I think we could do it much better, if we two help each other.

Hi, buddy. How about doing our last race again?

They started off, and this time the hare carried the tortoise till the riverbank.

There, the tortoise took over and swam across with the hare on his back.

On the opposite bank, the hare again carried the tortoise and they reached the finishing line together. They both felt a greater sense of satisfaction than they'd felt earlier.

The moral of the story? It's good to be individually brilliant and to have strong core skills; but unless you're able to work in a team and harness each other's core skills, you'll always perform below par because there will always be situations at which you'll do poorly and someone else does well. Teamwork is mainly about situational leadership, letting the person with the relevant core skills for a situation take leadership.

There are more lessons to be learned from this story. Note that neither the hare nor the tortoise gave up after failures. The hare decided to work harder and put in more effort after his failure. The tortoise changed his strategy because he was already working as hard as he could. In life, when faced with failure, sometimes it is appropriate to work harder and put in more effort. Sometimes it is appropriate to change strategy and try something different. And sometimes it is appropriate to do both.

The hare and the tortoise also learned another vital lesson. When we stop competing against a rival and instead start competing against the situation, we perform far
better.

To sum up, the story of the hare and tortoise teaches us many things: Never give up when faced with failure Fast and consistent will always beat slow and steady Work to your skill level Compete against the situation, not against a rival. Pooling resources and working as a team will always beat individual performers

Lets go and build stronger teams!