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Role Transition and Leadership in Nursing > Final Exam Part 3 > Flashcards

Final Exam Part 3 Flashcards

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1
Q

The internal or external discord that occurs as a result of differences in ideas, values, or beliefs of two or more people

A

conflict

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2
Q

What does conflict look like?

A

Created when there are differences in economic and professional values and when there is competition among professionals.

Conflict is viewed as neither good nor bad because it can produce growth or be destructive, depending on how it is managed.

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3
Q

What is the Source of Conflict?

Conflict may arise from differences in:

A

· Communication style
· Expectations, personal beliefs and values
· Role and status
· Awareness of environmental stressors
· Learning styles
· Generational differences

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4
Q

Common Sources of Organizational Conflict

A

· Scarce resources
· Restructuring
· Poorly defined role expectations
· Communication problems
· Organizational structure
· Individual behavior
· Common Causes of Organizational Conflict
· Poor communication
· Inadequately defined organizational structure
· Individual behavior (incompatibilities or disagreements based on differences of temperament or attitudes)
· Unclear expectations
· Individual or group conflicts of interest
· Operational or staffing changes
· Diversity in gender, culture, or age

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5
Q

Communication styles can typically fall into four categories:

A

passive- not openly communicating thoughts, feelings and perceptions through words and actions.

aggressive- communicating thoughts, feelings, and perceptions in ways likely to be perceived as offensive.

passive aggressive- annoyance, anger, or frustration is communicated through indirect means.

assertive- communicating thoughts, feelings, and perceptions in an inoffensive and direct manner that conveys respect for the other person.

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6
Q

What are the categories of conflict?

A

INTRApersonal, INTERpersonal, & INTERgroup

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7
Q

What are the stages of conflict?

A

Latent –> Perceived –> Felt –> Manifest –> Aftermath

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8
Q

What stage of conflict?

No outright conflict exists, but there is a potential for conflict because of several factors

A

latent

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9
Q

What stage of conflict?

Members become aware of conflict and begin to analyze it

A

perceived

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10
Q

What stage of conflict?

Members respond emotionally to each other, and attitudes polarize into “us-versus-them”

A

felt

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11
Q

What stage of conflict?

Members try to get back at each other.
-Fighting & open aggression
-Passive aggression/doing nothing
-Organizational effectiveness suffers

A

manifest

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12
Q

What stage of conflict?

Conflict is resolved in some way

A

aftermath

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13
Q

Common Conflict Resolution Strategies

A

· Compromising- each party gives up something it wants
· Competing- one party pursues what it wants, regardless of the cost to others
· Cooperating/accommodating- one party sacrifices his or her beliefs and wants to allow the other party to win
· Smoothing- an individual attempts to reduce the emotional component of the conflict
· Avoiding- parties are aware of a conflict but choose not to acknowledge it or attempt to resolve it
· Collaborating- An assertive and cooperative means of conflict resolution whereby all parties set aside their original goals and work together to establish a superordinate or common priority goal

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14
Q

Helpful Tips in Conflict Resolution

A

· Focus on the causes of the disagreement and not on personalities.
· Try to arrive at solutions acceptable to everyone concerned.
· Get all the information possible. Differentiate between facts and opinions.
· Listen carefully and do not prejudge.
· Do not belabor how the conflict occurred. Instead, concentrate on what should be done to keep it from recurring.
· Concentrate on understanding and not on agreement.

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15
Q

An abusive conduct that is threatening, humiliating, or intimidating in nature

A

bullying

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16
Q

Term used to describe mistreatment or discourtesy to another person. It occurs on a continuum from disruptive behaviors such as eye-rolling and other nonverbal behaviors and sarcastic comments to threatening behaviors, such as intimidation and physical violence.

A

incivility

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17
Q

Employees “gang up” n an individual

A

mobbing

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18
Q

When bullying, incivility, and mobbing occur in the workplace, it is known as __________ __________.

A

Workplace violence impacts the physical, emotional, and socioeconomic health of employees and threatens patient safety.

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19
Q

Negotiation resembles compromise when used as a conflict negotiation strategy
· Emphasis is on accommodating differences between the parties.
· Negotiation is psychological and verbal. The effective negotiator always looks calm and self-assured.

Negotiating strategies include:

A

-Use factual statements; listen and keep an open mind.
-Discuss issues and not personalities.
-Be honest; start tough.
-Delay when confronted with something totally unexpected.
-Never tell the other party you are willing to negotiate totally.
-Know the bottom line but try not to use it; take breaks if either party becomes angry or tired.

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20
Q

Destructive Negotiation Tactics

A

· Ambiguous or inappropriate questioning
· Gestures of helplessness
· Intimidation
· Manipulation
· Ridicule
· Flattery
· Aggression

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21
Q

Negotiation Closure

A

· End on a friendly note
· Restate the final decision
· Hide astonishment at your success
· Make the other party feel that he/she also won
· Follow up with a memo

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22
Q

The systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment. The justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. The way a person approaches and solves ethical dilemmas is influenced by his or her values and basic beliefs about the rights, duties, and goals of all human being.

A

ethics

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23
Q

Moral Issues Faced by Nurses

A

Moral indifference, moral uncertainty, moral distress

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24
Q

An individual questions why morality in practice is even necessary

A

moral indifference

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25
Q

An individual is unsure which moral principles or values apply and may even include uncertainty as to what the moral problem is

A

moral uncertainty

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26
Q

Occurs when the individual knows the right thing to do but organizational constraints make it difficult to take the right course of action

A

moral distress

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27
Q

Making a choice between two or more equally undesirable alternatives

A

ethical dilemma

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28
Q

Principles of Ethical Decision Making

A

· Autonomy
· Beneficence
· Paternalism
· Utility
· Justice
· Truth telling (veracity)
· Fidelity
· Confidentiality

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29
Q

Promotes self-determination/freedom of choice

A

autonomy

30
Q

The actions one takes should be done in an effort to promote good

A

beneficence

31
Q

One individual assumes the right to make decisions for another

A

paternalism

32
Q

Seeks fairness, treats “equals” equally, treats “unequals” according to their differences

A

justice

33
Q

The obligation to tell the truth

A

veracity

34
Q

The need to keep promises

A

fidelity

35
Q

Keeping privileged information private

A

confidentiality

36
Q

The good of the many outweighs the wants/needs of the individual

A

utility

37
Q

The MORAL Decision–Making Model (Crisham, 1985) stands for?

A

M—Massage the dilemma.
O—Outline options.
R—Review criteria and resolve.
A—Affirm position and act.
L—Look back. Evaluate the decision making.

38
Q

A common error made by managers in ethical problem solving is

A

using the outcome of the decision as the sole basis for determining the quality of the decision making.

39
Q

True or False?

Professional codes of ethics do not have the power of law. They do, however, function as a guide to the highest standards of ethical practice for nurses.

A

true

40
Q

Strategies to Promote Ethical Behavior as the Norm:

A

·Separate legal and ethical issues.
·Collaborate through ethics committees.
·Use institutional review boards appropriately.
·Foster an ethical work environment.

41
Q

Emotional intelligence Behaviors:

A
  • the ability to recognize and understand own moods, emotions and drives as well as their effect on others;
  • the ability to control or redirect disruptive impulses, moods and to think before acting;
  • the passion to work for reasons beyond money or status and the propensity to pursue goals with energy and persistence;
  • the ability to understand the emotional makeup of other people and the skill in treating people according to their emotional reactions; the proficiency in managing relationships, building networks and the ability to find common ground and build rapport.
42
Q

Self-Awareness Behaviors:

A

The core of Emotional Intelligence is self-awareness.
* emotional self-awareness, where you are able to read and understand your emotions as well as recognise their impact on work performance and relationships;
* accurate self-assessment, where you are able to give a realistic evaluation of your strengths and limitations;
* self-confidence, where you have a positive and strong sense of one’s self-worth. The starting point and key in these areas is the ability to be critically self-reflective.

43
Q

Social Awareness Behaviors:

A
  • empathy, which is understanding others and taking an active interest in their concerns;
  • organizational awareness, which is the ability to read the currents of organizational life, build decision networks and navigate politics;
  • service orientation, which is recognizing and meeting customers needs.
44
Q

Self-Management Behaviors:

A
  • Self-control, which is keeping disruptive emotions and impulses under control;
  • transparency, which is maintaining standards of honesty and integrity, managing yourself and responsibilities;
  • adaptability, which is the flexibility in adapting to changing situations and overcoming obstacles;
  • achievement orientation, which is the guiding drive to meet an internal standard of excellence;
  • initiative, which is the readiness to seize opportunities and act.
45
Q

Relationship Management Behaviors:

A
  • visionary leadership, which is inspiring and guiding groups and individuals;
  • developing others, which is the propensity to strengthen and support the abilities of others through feedback and guidance;
  • influence, which is the ability to exercise a wide range of persuasive strategies with integrity, and also includes listening and sending clear, convincing and well-tuned messages;
  • change catalyst, which is the proficiency in initiating new ideas and leading people in a new direction;
  • conflict management, which is resolving disagreements and collaboratively developing resolutions; building bonds, which is building and maintaining relationships with others;
  • teamwork and collaboration, which is the promotion of cooperation and building of teams.
46
Q

SBAR as a Handoff Communication Tool - What does it stand for?

A

Situation: Introduce yourself & the patient. Briefly state the issue that you want to discuss (generally the patient’s condition).

Background: Describe the background or context (patient’s diagnosis, admission date, medical diagnosis, and treatment to date).

Assessment: Summarize the patient’s condition and state what you think the problem is.

Recommendation: Identify any new treatments or changed ordered and provide opinions or recommendations for further action.

47
Q

GRRRR as a Listening Tool - What does it stand for?

A

Greeting: Offer greetings and establish positive environment

Respectful listening: Listen without interrupting and pause to allow others to think

Review: Summarize message to make sure it was heard accurately

Recommend or request more information: Seek additional information as necessary

Reward: Recognize that a collaborative exchange has occurred by offering thanks

48
Q

What are the stages of group formation?

A

forming, storming, norming, and performing

49
Q

What stage of group formation?

The team is learning about one another; trust is not likely to be high at this time.
§ As the team meets, it will focus on developing trust and team member relationships.
§ Team members begin assessing their roles and a leader is identified or may be identified prior to meeting.
§ Not sure what to expect from other team members.
§ This is also the period in which members form opinions of their teammates.
§ During this stage, productivity is low.
§ Enhance team development by: Share responsibility, Encourage open dialogue, Provide structure, Direct team issues, Develop a climate of trust and respect

A

Forming (the initial orientation)

50
Q

What stage of group formation?

Team members see themselves as individuals and will want to respond to a task in the manner that they would respond as individuals.
§ “Its all about me…”
§ Some members may be reluctant to work as a team.
§ At this time, some members attempt to control the team and its communication.
§ Other team members should step in to prevent this from happening.
§ This is that stage that “makes or breaks” teams.
§ Enhance team development by: Joint problem solving, Develop norms/processes for different points of view, Decision-making procedures., Encourage two-way communication, Support collaborative team efforts.

A

Storming (conflict & confusion stage)

51
Q

What stage of group formation?

Team members begin to work together, establish their roles, and help one another to see value in this, team cohesion develops.
§ At this point, members must appreciate the strengths and limitations of each other.
§ Functional relationships are developed resulting in the evolution of trust among members.
§ Enhance team development by: Communicate frequently and openly about concerns, Encourage members to manage the team process, Give positive and constructive feedback, Support consensus decision-making efforts, Delegate to team members as much as possible.

A

Norming (consolidation stage)

52
Q

What stage of group formation?

This occurs when the team feels positive about getting work done.
§ An important part of this stage is consensus building, which occurs as decisions are made.
§ Communication is open and supportive. Members interact with without fear of rejection.
§ Leadership is participative and shared. Different viewpoints and information is shared openly.
§ Conflict is now viewed as a catalyst that generates creativity in the problem-solving process.
§ Enhance team development by: Offer feedback when requested, Support new ideas and ways for achieving outcomes, Encourage ongoing self-assessment, Develop team members to their fullest potential, Look for ways to increase the team’s capacity.

A

Performing (teamwork & performance stage)

53
Q

What are common myths about teams?

A

· Good teams don’t need strong leaders
· Teams can always be self-directed
· Failure is a sign of an ineffective team
· Good teams don’t experience conflict
· Teams should never experiment
· Individuals, not teams, are important
· You cannot really evaluate teams
· Teams are always well supervised
· Individuals perform better than teams
· Team players are compliant and quiet

54
Q

Psychological phenomenon that occurs within a group of people, in which the desire for harmony or conformity in the group results in an incorrect decision-making outcome.

· Group members try to minimize conflict and reach a consensus decision without critical evaluation of alternative ideas or viewpoints, and by isolating themselves from outside influences or expertise.
· Maintaining pleasant team atmosphere is more important than reaching good decisions
· Reduces willingness to disagree

A

groupthink

55
Q

Sx of Groupthink

A

· Illusion of invulnerability- Reassurance, extraordinary risk taking, overly optimistic
· Collective rationalism- Overlook “blind spots” in plans, rationalizes decisions made as “right”
· Belief in inherent morality of the team- Self-righteousness, insensitivity to consequences of decisions
· Stereotyping others- Biased, negative views of others; unable to compromise
· Pressure to conform- Severe pressure to conform to group decision even if in disagreement
· Mindguards- Members withhold information that conflicts with the team’s view out of fear
· Self-censorship- Members keep silent about possible opinions that conflict with the group
· Illusion of unanimity- Members assume silence and lack of protest to appear agreeable to the team

56
Q

“Functioning effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision making to achieve quality patient care”

A

Teamwork (defined by the Quality and Safety Education for Nurses (QSEN))

57
Q

What is Team STEPPS?

A

· Evidence based teamwork system for healthcare professionals to improve safety concerns within organizations.
· Focus is on skills and actions to improve teamwork and collaboration through effective communication.
· Goal is to reduce and/or prevent errors in patient care.

58
Q

Defined as the force within the individual that influences or directs behavior

A

motivation

· Because motivation comes from within a person, managers cannot directly motivate subordinates.
· The leader can, however, create an environment that maximizes the development of human potential.

59
Q

Internal drive to do or be something

A

intrinsic motivation

60
Q

Motivation enhanced by the job environment or external rewards

A

extrinsic motivation

61
Q

Term used to describe an employee’s emotional commitment to the organization and its goals. A key to retention.

A

engagement

62
Q

Motivational Theorists & their theories

A

·Maslow—Hierarchy of Needs
·Skinner—operant conditioning/behavior modification
·Herzberg—motivator/hygiene theory
·Vroom—Expectancy Model
·McClelland—basic needs
·Gellerman—“stretching”
·McGregor—Theory X and Y

63
Q

People are motivated to satisfy certain needs, ranging from basic survival to complex psychological needs, and that people seek a higher need only when the lower needs have been predominantly met.

A

Maslow’s Hierarchy of Needs

Bottom to top of pyramid:
Physiological needs –> Security/Safety –> Social/Love –> Esteem –> Self-actualization

64
Q

Motivators: achievement, recognition, work, responsibility, advancement, possibility for growth

Hygiene factors: salary, supervision, job security, positive working conditions, personal life, interpersonal relationships and peers, company policy, status

A

Herzberg’s Motivators and Hygiene Factors

65
Q

Theory X employees-
Avoid work if possible, dislike work, must be directed, have little ambition, avoid responsibility, need threats to be motivated, need close supervision, are motivated by rewards & punishment

Theory Y employees-
Like & enjoy work, are self-directed, seek responsibility, are imaginative & creative, have underutilized intellectual capacity, need only general supervision, are encouraged to participate in problem solving

A

McGregor’s (1960)Theory X and Y

66
Q

A person’s expectations about his or her environment or a certain event will influence behavior. Therefore, if there is an expectation of a reward and it does not occur, the individual is less likely to repeat that behavior in the future.

A

Vroom’s (1964) Expectancy Model

67
Q

Individuals should be periodically “stretched” to do tasks more difficult than they are used to doing. The challenge of “stretching” is to energize people to enjoy the beauty of pushing themselves beyond what they think they can do.

A

Gellerman’s (1968) Theory of “Stretching”

68
Q

Argued that people are motivated by three basic needs: Achievement, Affiliation, & Power

A

McClelland’s (1971) Basic Needs Theory

69
Q

Strategies to Create a Motivating Climate

A

· Have clear expectations for workers.
· Be fair and consistent with employees.
· Encourage teamwork.
· Know the uniqueness of each employee.
· Stretch employees intermittently.
· Reward desired behavior.
· Allow employees as much control as possible.

70
Q

Must be specific or relevant to a particular performance. Must occur as close to the event as possible. Should be continuous.

A

Positive reinforcement

Ex: recognition

Role Transition and Leadership in Nursing (5 decks)

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