Spiritual Health Nursing Fundamentals NURS B20 Nursing Fundamentals NURS B20.
Nursing Fundamentals HN43
Transcript of Nursing Fundamentals HN43
Nursing Fundamentals HN43
Indicator 1.02
Understand nurse aide range of function.
Introduction
As a member of the Nursing Department, the nurse aide plays an important role in resident care.
The nurse aide spends more time in direct contact with the resident than any other member of the
healthcare team. Knowledge of nurse aide range of function, legal limitations, and other expectations
gives the nurse aide direction as they provide quality care for residents.
Instructional Activities and Resource Materials
1.02 Teacher’s Script
1.02 PowerPoint (104 slides) ‐ Slides can be divided to meet local lesson plan and pacing guide
needs.
Nurse aide training laboratory as required by NC DHSR ‐ Center for Aide Regulation and
Education.
Equipment and supplies necessary for skills acquisition as required by NC DHSR‐Center for Aide
Regulation and Education.
1.02 Terminology ‐ Student Worksheet
1.02 Terminology ‐ KEY
Oral Presentation Rubric
Culminating Activity Example
DHSR Module “Being Part of a Team”
Activities:
o Script Slide 34 ‐ Facilitate students as they go to the NC Board of Nursing Website to
locate and study the tasks that can be delegated to the Nurse Aide I by the licensed
nurse. Discuss and role play as described on slide 34 script.
o Script Slide 38 ‐ Discussion described on slide 38 script.
o Script Slide 54 ‐ Suggested HOSA Community Awareness Project.
o Script Slide 85 ‐ Discussion described on slide 85 script.
o Script Slide 97 ‐ Additional information in the script that is not on the PowerPoint slide.
o Script Slide 102 ‐ Teach the DHSR module “Being Part of a Team.”
o Script Slide 103 ‐ Culminating Activity outlined in script for slide 102.
Nursing Fundamentals HN43
1.02 Understand nurse aide's range of function as a member of the healthcare team. 1
Understand nurse aide’s range of function as a member of the healthcare team.
Unit ANurse Aide Workplace Fundamentals
Essential Standard 1.00Understand the range of function, legal and ethical responsibilities of the nurse aide within the healthcare system.
Indicator 1.02Understand nurse aide’s range of function as a member of the healthcare team.
11.02 Nursing Fundamentals HN43
F Y I ‐ Intentional Repeat
There is intentional repeat of some HSII course content in Nursing Fundamentals.
Repeating course content distributes learning over time and increases long term memory.
Academic and skill competence must be maintained at a very high level for direct resident care.
Nursing Fundamentals HN43 21.02
31.02 Nursing Fundamentals HN43
1.02 Introduction
As a member of the Nursing Department, the nurse aide plays an important role in resident care.
The nurse aide spends more time in direct contact with the resident than any other member of the healthcare team.
41.02 Nursing Fundamentals HN43
1.02 Introduction
A knowledge of the range of function, legal limitations, expected qualities, personal habits and obligations is important to provide quality care.
Nursing Fundamentals HN43
1.02 Understand nurse aide's range of function as a member of the healthcare team. 2
NURSE AIDE RANGE OF FUNCTION
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• Assist the licensed nurse by performing delegated tasks directly to residents who are ill and unable to care for themselves.
NURSE AIDE RANGE OF FUNCTION
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•Nurse aide tasks are supervised by the licensed nurse.
NURSE AIDE RANGE OF FUNCTION
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•Serve as the eyes and ears for the healthcare team
NURSE AIDE RANGE OF FUNCTION
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Make and report/record observations accurately regarding
1. Resident condition, care, and resident’s response to care
2. Resident’s environment
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1.02 Understand nurse aide's range of function as a member of the healthcare team. 3
NURSE AIDE RANGE OF FUNCTION
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Measure and report/record:
1. Vital signs
2. Height and weight
3. Intake and output
NURSE AIDE RANGE OF FUNCTION
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Help residents with personal needs:
• Hygiene• Safety
• Nutrition
• Exercise
• Elimination
• Mobility
NURSE AIDE RANGE OF FUNCTION
Nursing Fundamentals HN43 111.02
Help residents with personal needs: (continued)• Communication
• Socialization activities
• Comfort measures
• Restorative procedures
NURSE AIDE RANGE OF FUNCTION
Nursing Fundamentals HN43 121.02
•Assist in resident admission and discharge to the facility
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NURSE AIDE RANGE OF FUNCTION
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Maintains a clean and safe resident environment
NURSE AIDE RANGE OF FUNCTION
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Assist in the collection of various specimens
NURSE AIDE RANGE OF FUNCTION
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Answer call signals
NURSE AIDE RANGE OF FUNCTION
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Call signals/lights should NOT be perceived as noise and interruption
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NURSE AIDE RANGE OF FUNCTION
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Call signals/lights are an important way for residents to request assistance!
NURSE AIDE RANGE OF FUNCTION
Nursing Fundamentals HN43 181.02
Answering call lights in a timely manner:1. helps prevent falls.
2. improves rapport between resident/family and staff.
3. increases resident/family confidence in the staff’s ability to care for the needs of the resident.
NURSE AIDE RANGE OF FUNCTION
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Assist in the transportation of residents within a facility
Transporter Describes His Job
NURSE AIDE RANGE OF FUNCTION
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Cleaning and care of
equipment
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NURSE AIDE RANGE OF FUNCTION
Nursing Fundamentals HN43 211.02
Comply with infection control and safety practices, policies, and procedures…
Standard Precautions
Fire Drills/Preparedness
Disaster Drills/Preparedness
NURSE AIDE RANGE OF FUNCTION
Nursing Fundamentals HN43 221.02
Resident Care Plan and Resident Care Conferences:
• May attend Resident Care Conferences
• Assist to develop/revise care plans
• Share care suggestions
• Report observations
Ethical Responsibilitiesof the Nurse Aide
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Ethical Responsibilities of the Nurse Aide
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ETHICS• Discipline concerned with right or wrong conduct
• Guides to moral behavior
• Making choices or judgments
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Ethical Responsibilities of the Nurse Aide
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•Put resident’s needs ahead of your own
• Be sincere, honest and trustworthy in performance of duties– caring and concerned– “golden rule”
Ethical Responsibilities of the Nurse Aide
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• Show respect for each resident as an individual
• Understand the limits of role
• Perform only acts for which adequately prepared
• Perform acts only within legal scope of nurse aide
Ethical Responsibilities of the Nurse Aide
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• Carry out assignments to best of ability
• Be loyal:
• Maintain a positive attitude toward institution that employs you
• Support co‐workers
Ethical Responsibilities of the Nurse Aide
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• Be responsible citizen at all times
• Respect others
• Respect values that differ from yours
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Ethical Responsibilities of the Nurse Aide
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• Resident information should be kept confidential
• Discuss only in appropriate places
• Resident information should be kept confidential
– Discuss only in appropriate places
– Discuss only with proper people
– Refer questions from residents about their condition to supervisor
• Discuss only with proper people
• Refer questions from residents about their condition to supervisor
Ethical Responsibilities of the Nurse Aide
Nursing Fundamentals HN43 301.02
• Respect privacy of others:
–while dressing
–while performing personal hygiene
–during examination or treatment
–during visits with clergy
–during visits with spouse or significant other
Ethical Responsibilities of the Nurse Aide
Nursing Fundamentals HN43 311.02
• Do not accept monetary tips
–Residents are paying for service
– You are paid to provide service
–Do not discriminate regardless of race, creed, color, age, financial resources
– Provide care based on need
Ethical Responsibilities of the Nurse Aide
Nursing Fundamentals HN43 321.02
• Do not accept monetary tips (continued)
– Display tactful and courteous refusal of tips
– Display continued desire to be helpful
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Legal Parameters of Nurse Aide Work
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Legal Parameters of Nurse Aide Work
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• BON does not recognize the term “practice” for nurse aides. BON states the phrase “practice” is reserved for the professional nurse.
• NCDHSR will use the phrase “range of function” to enumerate what the nurse aide can and cannot do.
• NCDPI will use the phrase “range of function” to be consistent with NCDHSR
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 351.02
• Nurse aides do not do sterile procedures.
• Nurse aides do not give information about the diagnosis or treatment plans to the resident or his/her family.
• Nurse aides do not give medications.
• Nurse aides do not insert or remove tubes from the resident’s body.
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 361.02
• Nurse aides do not take oral or telephone orders from a physician
• Nurse aides do not diagnose or prescribe treatments or medications for residents.
• Nurse aides do not supervise the work of other nurse aides.
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 371.02
Nurse aides do not agree to do something beyond the nurse aide’s range of function as defined by the North Carolina Board of Nursing.
BRAIN STORM
38
ThinkWhat are the consequences of working out of the range of function for a nurse aide?
ActRaise your hand and share your thoughts! Wait to be called on.
1.02 Nursing Fundamentals HN43
Legal Parameters of Nurse Aide Work
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Legal issues related to nurse aide work and all of healthcare are legislatedby state and federal governments.
Legal Parameters of Nurse Aide Work
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Healthcare legal issues are based on one of two types of law:
Civil – Fines are imposed
Criminal – You can go to prison
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 411.02
Healthcare legal issues typically
involve CIVIL LAW
Legal Parameters of Nurse Aide Work
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Malpractice:• Giving care for which you are
not legally allowed to do
• Providing improper or “BAD” care
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 431.02
Malpractice examples:
Nurse aide giving medication
Nurse aide performing treatment
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 441.02
Negligence:• Unintentional wrong
• Failure to provide goods and services (patient care) necessary and normally expected to avoid physical harm, mental anguish, or mental illness.
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 451.02
Negligence examples:
Brakes on wheelchair not locked and resident falls
Defective equipment not reported and resident is harmed
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 461.02
Assault and Battery:These terms are closely related and often used together.
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 471.02
Assault and Battery:• Assault – threatening or attempting
to touch a person without his consent, causing that person to fear bodily harm
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 481.02
Assault examples:
Threatening to restrain a resident
Angry gesture – shaking a fist in someone’s face or acting as if you are going to slap someone
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 491.02
Assault and Battery:
• Battery – touching of another without consent
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 501.02
Battery examples:
Performing procedure resident has refused
Restraining a resident to prevent them from leaving a room
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 511.02
A B U S E
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 521.02
ABUSE:Willful infliction of injury, unreasonable confinement, intimidation or punishment with resulting physical harm, pain or mental anguish.
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 531.02
Types of Abuse:• Physical • Verbal• Psychological• Sexual• Others
http://www.preventelderabuse.org/elderabuse/
1.02 Nursing Fundamentals HN43 54
Legal Parameters of Nurse Aide Work
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Signs of Abuse:Unexplained bruises, fractures, burns, or injuries.
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 561.02
Signs of Abuse:Signs of neglect such as poor hygiene
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Legal Parameters of Nurse Aide Work
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Signs of Abuse:Irrational fears or change in personality
Legal Parameters of Nurse Aide Work
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Signs of Abuse:Aggressive, withdrawn, or paranoid behavior
Legal Parameters of Nurse Aide Work
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Signs of Abuse:Resident statements that indicate abuse or neglect
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 601.02
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 611.02
PHYSICAL
VE
RB
AL
SE
XU
AL
NEGLECT
Abuse MUST be reported!!!!
1.02 Nursing Fundamentals HN43 62
Elder AbuseDisabled adults of any age are protected in North Carolina under State law (N.C. General Statute 108A-102), which mandates that "any person having reasonable cause to believe that a disabled adult is in need of protective services shall report such information." The county departments of social services provide adult protective services under the supervision of the State Division of Aging and Adult Services.
Abuse MUST be reported!!!!
1.02 Nursing Fundamentals HN43 63
If observed in the resident care facility, stop abuse and report IMMEDIATELY to supervisor if at work.
If observed or have reasonable suspicion of abuse in private life, call the county Department of Social Services where the abuse occurred.
Not reporting is aiding and abetting!
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 641.02
Residents at risk of being abused:• Noisy residents• Residents who wander• Philandering residents• Socially or logistically isolated residents• Residents with a history of aggressive
behavior are at risk to abuse other residents
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 651.02
Perpetrator’s Action…• May be cause for immediate dismissal• If abuse is proven, perpetrator’s name is
posted on the NC Healthcare Personnel Registry AND The National Practitioner Data Bank-Healthcare Integrity and Protection Data Bank
• May be cause for civil or criminal charges
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 661.02
Invasion of Privacy:
Unnecessary exposure of an Individual
Revealing personal informationwithout consent
The Bottom Line
Nursing Fundamentals HN43 671.02
“Do not expose their bodyor their business!”
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 681.02
Invasion of Privacy: examples
• Exposing the entire body when only a body part should be exposed.
• Leaving a door or curtain open during a procedure.
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 691.02
Invasion of Privacy: examples
• Leaving resident information in plain view
• Discussing residents in public areas
Legal Parameters of Nurse Aide Work
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False imprisonment:
• Restraining an individual• Restricting residents freedom• Confining an individual
against his/her will
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 711.02
False imprisonment: examples
• Use of physical restraints without authorization or justification
• Preventing resident from leaving facility against their will
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 721.02
Defamation:False statements that cause a resident to be ridiculed or cause damage to their reputation• Spoken – Slander• Written – Liable (Letter)
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Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 731.02
Fraud:• Intentional deception or misrepresentation
by a person with knowledge that deception could result in some unauthorized benefit to himself or some other person
• Includes any act that constitutes fraud under applicable Federal or State law
Nursing Fundamentals HN43 741.02
Legal Parameters of Nurse Aide Work
Nursing Fundamentals HN43 751.02
WillLegal document giving direction on how resident wants property distributed after death.Refer requests to prepare will to supervisorNurse aide may witness signing of will• Check facility of policy• Discuss with supervisor
Nurse Aide Qualities and Characteristics
Nursing Fundamentals HN43 761.02
Nursing Fundamentals HN43
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Characteristics of Nurse Aide
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• Cheerful
• Enthusiastic
• Responsible
• Considerate
• Courteous
• Cooperative
Characteristics of Nurse Aide
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• Willing to learn
• Tactful
• Competent
• Committed to job
• Punctual
• Self‐aware
Characteristics of Nurse Aide
Nursing Fundamentals HN43 791.02
• Dependable
• Empathetic
• Honest
• Patient
• Respectful
• Trustworthy
Nurse Aide Personal Hygiene and Health
Nursing Fundamentals HN43 801.02
Nursing Fundamentals HN43
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Personal Hygiene Practices
Nursing Fundamentals HN43 811.02
• Taking a daily bath or shower
• Using deodorants/antiperspirants
• Brushing teeth and using mouthwash
• Keeping hair clean and neatly styled
• Cleaning and maintaining short, smooth nails
Personal Hygiene Practices
Nursing Fundamentals HN43 821.02
• Washing hands after using bathroom
• Wearing clean underwear, socks or stockings and uniform daily
• Do not use products having odors that might be offensive to residents
Factors that Promotes Good Health
Nursing Fundamentals HN43 831.02
• Rest and sleep
• Diet
• Exercise
• Good posture and body mechanics
• Eye examinations
• Dental care
• No use of drugs, alcohol or cigarettes
Professional Dress
Nursing Fundamentals HN43 841.02
• Uniform clean, pressed
• Shoes polished and comfortable
• Shoe laces clean
• Stockings without holes/runs
• Jewelry limited to watch and wedding ring
Nursing Fundamentals HN43
1.02 Understand nurse aide's range of function as a member of the healthcare team. 22
BRAIN STORM
85
ThinkWhy is it important to look and feel healthy while working as a nurse aide?
ActRaise your hand and share your thoughts! Wait to be called on.
1.02 Nursing Fundamentals HN43
Nurse Aide Work Assignment
Nursing Fundamentals HN43 861.02
Nurse Aide Work Assignment
Nursing Fundamentals HN43 871.02
• Made by a licensed nurse
• Based on needs of residents and availability of staff
• Allows staff to work as team
• Includes being cooperative and helping others when asked
Nurse Aide Work Assignment
Nursing Fundamentals HN43 881.02
• Includes never ignoring a resident that needs help, is uncomfortable or in danger
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Nurse Aide Work Assignment
Nursing Fundamentals HN43 891.02
• Includes notifying the supervisor of unfinished assignments
• Includes answering call signals even though not assigned to the resident
Nurse Aide Work Plan Considerations
Nursing Fundamentals HN43 901.02
• Workload
• Resident condition
• Time
• Support services assigned
Establishing Priorities for Resident Care
Nursing Fundamentals HN43 911.02
• Activities of daily living
• Meeting hygiene needs
• Positioning and providing for exercise
• Maintaining proper nutrition
• Providing for elimination of wastes
Establishing Priorities for Resident Care
Nursing Fundamentals HN43 921.02
Special procedures:
• Taking vital signs
•Measuring urine
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Establishing Priorities for Resident Care
Nursing Fundamentals HN43 931.02
• Support services
• Providing drinking water
• Delivering and picking up meal trays
• Providing clean linen and making beds
• Cleaning and caring for equipment
Establishing Priorities for Resident Care
Nursing Fundamentals HN43 941.02
• Documentation/ reporting
• Presenting oral reports to supervisor
• Writing on record if directed to do so
Healthcare Team Member Practices
Nursing Fundamentals HN43 951.02
Function within Chain of Command
Nursing Fundamentals HN43 961.02
LTC Facility Administrator
Director of Nursing
RN Shift Supervisors
Staff Nurses
Nurse Aides
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Identification of Team Members
Nursing Fundamentals HN43 971.02
Nurse Aide MUST wear name tag or photo ID!North Carolina G.S. 90‐640 reads as written:
§ 90‐640. Identification badges required.
Working with Others ‐ Guidelines
Nursing Fundamentals HN43 981.02
• Know the responsibilities, functions and role expectations listed in job description
• Display qualities and characteristics befitting a nurse aide
• Be prompt in reporting to work
Working with Others ‐ Guidelines
Nursing Fundamentals HN43 991.02
• Notify facility of absence ASAP
• Display good health and hygiene practices
• Follow facility dress code policy
• Practice ethical & legal actions
• Direct questions about things you don’t understand to supervisor
Working with Others ‐ Guidelines
Nursing Fundamentals HN43 1001.02
• Follow instructions and directions of supervisor
• Display pride in appearance
• Promptly report unusual observations to the supervisor
• Make supervisor aware of family and resident complaints
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Working with Others ‐ Guidelines
Nursing Fundamentals HN43 1011.02
• Perform duties in spirit of cooperation
• Do not waste supplies and equipment
• Follow facility rules and regulations
• Be accurate in measuring, recording and reporting
• Notify supervisor when leaving and returning to unit
Working with Others ‐ Guidelines
Nursing Fundamentals HN43 1021.02
• Assist other healthcare workers willingly
• Never use supplies or equipment belonging to the facility or resident
• Never discuss personal problems with the residents
Culminating Activity
1031.02 Nursing Fundamentals HN43
Understand nurse aide’s range of function as a member of the healthcare team.
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END
1.02
1.02 Nursing Fundamentals HN43
Nursing F
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Nursing Fundamentals HN43
1.02 Nurse Aide Range of Function 2
• Vital signs • Height and weight • Intake and output
Slide 10 Help residents with personal needs: • Hygiene • Safety • Nutrition • Exercise • Elimination • Mobility
Slide 11 Help residents with personal needs: (continued) • Communication • Socialization activities • Comfort measures • Restorative procedures
Slide 12 Nurse Aide Range of Function: • Assist in resident admission and discharge to the facility
Slide 13 Nurse Aide Range of Function: • Maintains a clean and safe resident environment
Slide 14 Nurse Aide Range of Function: • Assist in the collection of various specimens
Slide 15 Nurse Aide Range of Function: • Answer call signals
Slide 16 Nurse Aide Range of Function: • Call signals/lights should NOT be perceived as noise and interruption
Slide 17 Call signals/lights are an important way for residents to request assistance!
Slide 18 Nurse Aide Range of Function: Answering call lights in a timely manner:
1. helps prevent falls. 2. improves rapport between resident/family and staff. 3. increases resident/family confidence in the staff’s ability to care
for the needs of the resident.
Slide 19 Assist in the transportation of residents within a facility Transporter Describes His Job
Nursing Fundamentals HN43
1.02 Nurse Aide Range of Function 3
Slide 20 Nurse Aide Range of Function: Cleaning and care of equipment
Slide 21 Nurse Aide Range of Function: Comply with infection control and safety practices, policies, and procedures… • Standard Precautions • Fire Drills/Preparedness • Disaster Drills/Preparedness
Slide 22 Nurse Aide Range of Function: Resident Care Plan and Resident Care Conferences: • May attend Resident Care Conferences • Assist to develop/revise care plans • Share care suggestions • Report observations
Slide 23 Ethical Responsibilities of the Nurse Aide
Slide 24 Ethics Defined • Discipline concerned with right or wrong conduct • Guides to moral behavior • Making choices or judgments
Slide 25 Ethical Responsibilities of the Nurse Aide • Put resident’s needs ahead of your own • Be sincere, honest and trustworthy in performance of duties
– caring and concerned – “golden rule”
Slide 26 Ethical Responsibilities of the Nurse Aide • Show respect for each resident as an individual • Understand the limits of role • Perform only acts for which adequately prepared • Perform acts only within legal scope of nurse aide
Slide 27 Ethical Responsibilities of the Nurse Aide • Carry out assignments to best of ability • Be loyal: • Maintain a positive attitude toward institution that employs you • Support co‐workers
Slide 28 Ethical Responsibilities of the Nurse Aide
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Nursing Fundamentals HN43
1.02 Nurse Aide Range of Function 6
Slide 41 Healthcare legal issues typically involve CIVIL LAW
Slide 42 Malpractice: • Giving care for which you are not legally allowed to do • Providing improper or “BAD” care
Slide 43 Malpractice examples: Nurse aide giving medication Nurse aide performing treatment
Slide 44 Negligence: • Unintentional wrong • Failure to provide goods and services (patient care) necessary and
normally expected to avoid physical harm, mental anguish, or mental illness.
Slide 45 Negligence examples: • Brakes on wheelchair not locked and resident falls • Defective equipment not reported and resident is harmed
Slide 46 Assault and Battery: These terms are closely related and often used together.
Slide 47 Assault and Battery: • Assault – threatening or attempting to touch a person without his
consent, causing that person to fear bodily harm
Slide 48 Assault examples: Threatening to restrain a resident Angry gesture – shaking a fist in someone’s face or acting as if you are going to slap someone
Slide 49 Assault and Battery: • Battery – touching of another without consent
Slide 50 Battery examples: Performing procedure resident has refused Restraining a resident to prevent them from leaving a room
Nursing F
1.02 Nurs
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Nursing Fundamentals HN43
1.02 Nurse Aide Range of Function 8
Disabled adults of any age are protected in North Carolina under State law (N.C. General Statute 108A‐102), which mandates that "any person having reasonable cause to believe that a disabled adult is in need of protective services shall report such information." The county departments of social services provide adult protective services under the supervision of the State Division of Aging and Adult Services.
Slide 63 If observed in the resident care facility, stop abuse and report IMMEDIATELY to supervisor if at work. If observed or have reasonable suspicion of abuse in private life, call the county Department of Social Services where the abuse occurred. Not reporting is aiding and abetting!
Slide 64 Residents at risk of being abused: • Noisy residents • Residents who wander • Philandering residents • Socially or logistically isolated residents • Residents with a history of aggressive behavior are at risk to abuse
other residents
Slide 65 Perpetrator’s Action… • May be cause for immediate dismissal • If abuse is proven, perpetrator’s name is posted on the NC
Healthcare Personnel Registry AND The National Practitioner Data Bank‐Healthcare Integrity and Protection Data Bank
• May be cause for civil or criminal charges
Slide 66 Invasion of Privacy: • Unnecessary exposure of an Individual • Revealing personal information without consent
Slide 67 “Do not expose their body or their business!”
Slide 68 Invasion of Privacy: examples • Exposing the entire body when only a body part should be
exposed. • Leaving a door or curtain open during a procedure.
Slide 69 Invasion of Privacy: examples • Leaving resident information in plain view • Discussing residents in public areas
Slide 70 False imprisonment:
Nursing F
1.02 Nurs
Slide 71
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Slide 76
Slide 77
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Nursing Fundamentals HN43
1.02 Nurse Aide Range of Function 10
• Cooperative
Slide 78 • Willing to learn • Tactful • Competent • Committed to job • Punctual • Self‐aware
Slide 79 • Dependable • Empathetic • Honest • Patient • Respectful • Trustworthy
Slide 80 Nurse Aide Personal Hygiene and Health
Slide 81 Personal Hygiene Practices • Taking a daily bath or shower • Using deodorants/antiperspirants • Brushing teeth and using mouthwash • Keeping hair clean and neatly styled • Cleaning and maintaining short, smooth nails
Slide 82 Personal Hygiene Practices • Washing hands after using bathroom • Wearing clean underwear, socks or stockings and uniform daily • Do not use products having odors that might be offensive to
residents
Slide 83 Factors that Promotes Good Health • Rest and sleep • Diet • Exercise • Good posture and body mechanics • Eye examinations • Dental care • No use of drugs, alcohol or cigarettes
Slide 84 Professional Dress • Uniform clean, pressed • Shoes polished and comfortable • Shoe laces clean
Nursing F
1.02 Nurs
Slide 85
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Nursing F
1.02 Nurs
Slide 92
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Nursing Fundamentals HN43
1.02 Nurse Aide Range of Function 13
related occupation involving the direct provision of healthcare to patients.”
“When providing healthcare to a patient, a healthcare practitioner shall wear a badge or other form of identification displaying in readily visible type the individual's name and the license, certification, or registration held by the practitioner. If the identity of the individual's license, certification, or registration is commonly expressed by an abbreviation rather than by full title, that abbreviation may be used on the badge or other identification.”
Slide 98 Working with Others ‐ Guidelines • Know the responsibilities, functions and role expectations listed in
job description • Display qualities and characteristics befitting a nurse aide • Be prompt in reporting to work
Slide 99 Working with Others ‐ Guidelines • Notify facility of absence ASAP • Display good health and hygiene practices • Follow facility dress code policy • Practice ethical & legal actions • Direct questions about things you don’t understand to supervisor
Slide 100
Working with Others ‐ Guidelines • Follow instructions and directions of supervisor • Display pride in appearance • Promptly report unusual observations to the supervisor • Make supervisor aware of family and resident complaints
Slide 101
Working with Others ‐ Guidelines • Perform duties in spirit of cooperation • Do not waste supplies and equipment • Follow facility rules and regulations • Be accurate in measuring, recording and reporting • Notify supervisor when leaving and returning to unit
Nursing F
1.02 Nurs
Slide 102
Slide 103
Slide 104
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Nursing Fundamentals HN43
1.01 1
1.02 Terminology - Student Worksheet
Directions: Record key terms and definitions on this chart as they are encountered throughout this objective.
1.02 Understand nurse aide range of function.
Term Definition
Ethics The knowledge of right and wrong. Guides to moral behavior.
Law Rules made by government to help protect public. Laws tell people what they
can and cannot do.
Civil Law Law that deals with relationships between people. May have to pay money to
someone if found guilty of civil law. Fines are imposed. Healthcare legal
issues typically involve civil law.
Criminal Law Offenses against the public and society. May go to jail for breaking criminal
law.
Malpractice Giving care for which you are not allowed legally to perform
Negligence Failure to provide goods and services necessary to avoid physical harm,
mental anguish, or mental illness
Assault and Battery Assault is act of threatening to touch, or attempting to touch a person,
without proper consent. Battery is touching a person without consent.
Types of Abuse Abuse is willful infliction of injury, unreasonable confinement, intimidation or
punishment with resulting physical harm, pain, or mental anguish. Abuse can
be emotional or psychological, physical, fiscal, sexual, or misappropriation of
property. Self‐neglect is a form of abuse.
Vulnerable Adults Adults who are at risk for abuse or mistreatment because they are not able to
protect selves from harm due to mental, emotional, development disability;
or brain damage; or changes from aging.
NC GS 108A‐102 (a) Any person having reasonable cause to believe that a disabled adult is in need of protective services shall report such information to the director.
(b) The report may be made orally or in writing. The report shall include the name and address of the disabled adult; the name and address of the disabled adult's caretaker; the age of the disabled adult; the nature and extent of the disabled adult's injury or condition resulting from abuse or neglect; and other pertinent information.
Nursing Fundamentals HN43
1.01 2
(c) Anyone who makes a report pursuant to this statute, who testifies in any
judicial proceeding arising from the report, or who participates in a required
evaluation shall be immune from any civil or criminal liability on account of
such report or testimony or participation, unless such person acted in bad
faith or with a malicious.
Invasion of Privacy Failure to prevent the intrusion of one person onto another. Violation of right
to control personal information or the right to be left alone.
False Imprisonment Unlawful restraining or restricting a person’s environment
Defamation False statement made to a third person that causes a person shame or
ridicule, or ruins their reputation; written is called libel; verbal is called
slander
Fraud An intentional deception or misrepresentation made by a person with
knowledge that deception could result in some unauthorized benefit to self or
some other person
NC GS 90‐640 North Carolina General Statute that states that Identification badges must be
worn.
Nurse Aide Range of
Function
Tasks that nurse aides are trained to do and legally able to do. The NCBON
lists the tasks that NA Is can legally do.
Priorities for Resident
Care
Activities of daily living, hygiene needs, positioning and providing exercise,
nutrition, elimination of waste.
RN Practice The NCBON refers to what a RN can legally do as “practice.”
Delegation The act of authorizing a person to act as a representative of another. The RN
delegates to the nurse aide personal care tasks. The aide is acting on behalf
of the nurse.
Nursing Fundamentals HN43
1.01 1
1.02 Terminology - KEY
Directions: Record key terms and definitions on this chart as they are encountered throughout this objective.
1.02 Understand nurse aide range of function.
Term Definition
Ethics The knowledge of right and wrong. Guides to moral behavior.
Law Rules made by government to help protect public. Laws tell people what they
can and cannot do.
Civil Law Law that deals with relationships between people. May have to pay money to
someone if found guilty of civil law. Fines are imposed. Healthcare legal
issues typically involve civil law.
Criminal Law Offenses against the public and society. May go to jail for breaking criminal
law.
Malpractice Giving care for which you are not allowed legally to perform
Negligence Failure to provide goods and services necessary to avoid physical harm,
mental anguish, or mental illness
Assault and Battery Assault is act of threatening to touch, or attempting to touch a person,
without proper consent. Battery is touching a person without consent.
Types of Abuse Abuse is willful infliction of injury, unreasonable confinement, intimidation or
punishment with resulting physical harm, pain, or mental anguish. Abuse can
be emotional or psychological, physical, fiscal, sexual, or misappropriation of
property. Self‐neglect is a form of abuse.
Vulnerable Adults Adults who are at risk for abuse or mistreatment because they are not able to
protect selves from harm due to mental, emotional, development disability;
or brain damage; or changes from aging.
NC GS 108A‐102 (a) Any person having reasonable cause to believe that a disabled adult is in need of protective services shall report such information to the director.
(b) The report may be made orally or in writing. The report shall include the name and address of the disabled adult; the name and address of the disabled adult's caretaker; the age of the disabled adult; the nature and extent of the disabled adult's injury or condition resulting from abuse or neglect; and other pertinent information.
Nursing Fundamentals HN43
1.01 2
(c) Anyone who makes a report pursuant to this statute, who testifies in any
judicial proceeding arising from the report, or who participates in a required
evaluation shall be immune from any civil or criminal liability on account of
such report or testimony or participation, unless such person acted in bad
faith or with a malicious.
Invasion of Privacy Failure to prevent the intrusion of one person onto another. Violation of right
to control personal information or the right to be left alone.
False Imprisonment Unlawful restraining or restricting a person’s environment
Defamation False statement made to a third person that causes a person shame or
ridicule, or ruins their reputation; written is called libel; verbal is called
slander
Fraud An intentional deception or misrepresentation made by a person with
knowledge that deception could result in some unauthorized benefit to self or
some other person
NC GS 90‐640 North Carolina General Statute that states that Identification badges must be
worn.
Nurse Aide Range of
Function
Tasks that nurse aides are trained to do and legally able to do. The NCBON
lists the tasks that NA Is can legally do.
Priorities for Resident
Care
Activities of daily living, hygiene needs, positioning and providing exercise,
nutrition, elimination of waste.
RN Practice The NCBON refers to what a RN can legally do as “practice.”
Delegation The act of authorizing a person to act as a representative of another. The RN
delegates to the nurse aide personal care tasks. The aide is acting on behalf
of the nurse.
BADGE LAW
GENERAL ASSEMBLY OF NORTH CAROLINA AN ACT TO PROTECT PATIENTS’ RIGHTS BY REQUIRING NAME
BADGES OR OTHER IDENTIFICATION FOR HEALTH CARE PRACTITIONERS
Medicine and Allied Occupations - Health Care Practitioner Identification. G.S. 90-640 reads as written: § 90-640. Identification badges required. (a) For purposes of this section, "health care practitioner" means an individual who is licensed, certified, or registered to engage in the practice of medicine, nursing, dentistry, pharmacy, or any related occupation involving the direct provision of health care to patients. (b) When providing health care to a patient, a health care practitioner shall wear a badge or other form of identification displaying in readily visible type the individual's name and the license, certification, or registration held by the practitioner. If the identity of the individual's license, certification, or registration is commonly expressed by an abbreviation rather than by full title, that abbreviation may be used on the badge or other identification. (c) The badge or other form of identification is not required to be worn if the patient is being seen in the health care practitioner's office and, the name and license of the practitioner can be readily determined by the patient from a posted license, a sign in the office, a brochure provided to patients, or otherwise. (d) Each licensing board or other regulatory authority for health care practitioners may adopt rules for exemptions from wearing a badge or other form of identification, or for allowing use of the practitioner's first name only, when necessary for the health care practitioner's safety or for therapeutic concerns. (e) Violation of this section is a ground for disciplinary action against the health care practitioner by the practitioner's licensing board or other regulatory authority. (1999-320, s. 1
Being Part of a Team Curriculum Module
By Teressa W. Banks, RN, Ph.D.
Coastal Region Education Consultant Center for Aide Regulation and Education Health Care Personnel Registry Section
North Carolina Division of Health Service Regulation North Carolina Department of Health & Human Services
2000
Being Part of a Team
Curriculum Module
Introduction
Being Part of a Team Curriculum Module
Directions for Use
Being Part of a Team is a curriculum module that has been prepared for two groups of people. First, the instructors, for whom we wish to provide a curriculum that can be used to complement their teaching skills and help them to educate nurse aides to remain knowledgeable, efficient, and caring. Second, the nurse aides, for whom we wish to provide the knowledge and skills necessary to remain competent and current in their provision of care.
Curriculum Pages
Each objective has been featured on a single page divided into two areas – Content Area and Instructor Notes.
• The “Content” area included in each part of the curriculum module outlines the lecture information to be covered in order to meet the objective. Handouts, written activities, discussions, and overheads complimenting each part of the curriculum module are also included.
• The “Notes” area for each part of the curriculum module includes a blank area specially designed for instructor notes. Instructors may choose to write notes beforehand, during class, or afterwards. The notes may serve as reminders for the instructor or may include additional content or examples.
Overhead Transparencies
Each of the three parts of the curriculum module contains a set of overhead transparencies. Each transparency corresponds with a specific objective or objectives and includes information gleaned from curriculum pages. Each transparency is numbered and corresponds with the curriculum content. Even though use of overhead transparencies by the instructor is optional, their use may be an effective teaching tool for nurse aides who are visual learners.
2
Handouts
A set of handouts for each part of the curriculum module is included. Each handout is numbered and corresponds with specific content. Handouts include information gleaned from each of the three parts of the curriculum module. The master copy of each handout should be duplicated and distributed to each nurse aide at the appropriate time during the lecture sequence. Participants should be encouraged to complete appropriate portions of handouts, based on information provided during lecture.
Written Activities
Written learning activities are designed to enhance understanding of the content included in the curriculum module. Completion of each written activity requires the application of concepts learned by the health care provider.
Each written activity corresponds to a specific objective or objectives and is coded with a number corresponding with curriculum content. A master copy of each written activity and an instructor key (when applicable) are included. The master copy of each written activity should be duplicated and distributed to each health care provider at the appropriate time during the lecture sequence.
Group Discussions
Group discussions are done after each health care provider has completed written activity worksheets and are based on the answers to the worksheets. Group discussions are facilitated by the instructor and allow the health care providers to voluntarily answer the questions on the written activity worksheets.
3
Being Part of a Team Curriculum Module Syllabus
Description:
Being Part of a Team is a curriculum module designed for the nurse aide employed in a variety of health care settings. Effective teams do not just happen. Creating an effective team requires specific knowledge, skills, and effort. A nurse aide may be a member of a variety of groups and/or teams. The knowledge gained from this module may therefore be used by the nurse aide, both in the health care setting and outside the boundaries of a health care institution.
Objectives:
1. Identify three types of groups. 2. Describe what it is like to be a part of a working group, also known as a team. 3. Describe the stages of team development. 4. List the features of effective teams with committed team members. 5. List the features of ineffective teams with non-committed team members. 6. Identify patterns of communication among team members. 7. Compare positive and negative roles demonstrated by members of a team.
Teaching Methods:
• Lecture; • Overhead Transparencies (Optional); • Worksheets; • Role Play; and • Class Discussion
Method of Evaluation:
In order to meet requirements for the curriculum module, the nurse aide must:
• Attend the entire class; • Participate in class discussions; and • Complete each of the four worksheets; • Pass the “closed book” written test with a minimum grade of 80.
4
Being Part of a Team Curriculum Module Vocabulary
Brainstorm when two or more people suggest wild, weird, brilliant, or very simple ideas during a certain period of time.
Clarification to make clear or easier to understand.
Cohesiveness the act of sticking together or forming a tight bond.
Collaboration the working together of health team members in the delivery of care to a resident or group of residents.
Collegial every member of a group or team is considered equal in value as a person and recognized based on their contribution to the group or team, rather than on status within the organization.
Conflict when two or more people, groups, agencies, or organizations have opposite views about a situation.
Fiscal when something relates to the finances of an agency or organization.
Group two or more people that work together for a purpose.
Inter- a prefix that means between, among, or together.
Interdependent depending on one another.
Interdisciplinary a team that consists of different people that represents a variety of professions.
Hierarchical a group of people classified according to rank or position within an agency or organization.
Mix of people the planned blending of people on a team based on level of skills, experience, and education.
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Motivation to work
Objective
Purpose
Team
Unified
the degree to which members of an agency or organization is willing to work.
the identified outcomes that direct activities toward achieving the purpose of the agency or organization.
the service or services provided and for which an agency or organization exists.
working groups with a stable membership, a common purpose, and adequate resources.
united and viewed as one body.
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Handouts
Duplicate the following as handouts: • Syllabus • Vocabulary
7
Overhead Transparencies
8
Being Part of a Team
Overhead - Title 9
Being Part of a Team Objectives
• Identify 3 types of groups. • Describe what it is like to
be part of a working group, also known as a team.
• Describe the stages of team development.
• List the features of effective teams with committed members. • List the features of ineffective
teams with non-committed
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members. • Identify patterns of
communication among team members.
• Compare positive and negative roles demonstrated by members of a team.
Overhead – Objectives
Being Part of a Team Method of Evaluation
Pass the test Attend class
Do worksheets Participate
Overhead – Evaluation 11
Being Part of a Team Curriculum Module
Part One
12
Objective 1: Identify three types of groups. Content
Handout - Distribute Handout Number 1.
Overhead - Show Overhead Number 1.
Definition of a Group
Two or more people that work together for a purpose
Three Types of Groups:
Overhead – Show Overhead Number 2.
1. Formal
• Purpose is to carry out a task or goal instead of meeting the needs of the group members.
• Control of group and choice of leadership is determined from above and based on qualifications.
• Management and managers are symbols of power. • Fiscal goals and funds are of no concern to
members. • Group must follow behavior and rules that are
handed down from above. • Membership in the group is partly voluntary and may
be based on selection by others in authority. • Contact among group members is limited. • Example of this type of group – the work
organization.
Overhead – Show Overhead Number 3.
2. Semi-formal
• Formal structure. • Membership is voluntary, but may be need to be
Notes
13
Objective 1: Identify three types of groups. Content
Semi-formal (cont.)
approved by others in authority. • Fame and status may be obtained by being a
member. • Structured and pre-planned activities take up a
large part of the meeting time. • Objectives and goals are rigid. • Often, leader has direct control over choice of
his/her replacement. • Expected standards of behavior and rules are
determined by the group. • Examples of this type of group – churches, PTAs,
country clubs, social clubs.
Overhead – Show Overhead Number 4.
3. Informal
• Informal structure. • Group does not have to follow written rules, but is
based on unwritten rules, standards of acceptable behavior of members, and strong code of ethics.
• Group is purely practical and has very basic objectives.
• Group assigns duties to members best qualified for certain duties.
• Leaders are easily replaced when mistakes are made.
• Harmony and group friendship are needed to maintain the group.
• Group members talk and relate to each other’s at will.
Notes
14
Objective 1: Identify three types of groups. Content
3. Informal (cont.)
• Examples of this type of group – friendship groups, hobby groups, groups that have a useful purpose (carpool).
Instructor Example – Instructor will share an example of a group that he/she belongs to and will include information requested on Written Activity 1 - Group Involvement Worksheet.
Written Activity – Distribute Written Activity 1 – Group Involvement Worksheet. Instruct nurse aides to complete the Group Involvement Worksheet using Handout Number 1 as a resource.
Group Discussion – Ask nurse aides to share individual responses to the Group Involvement Worksheet with the group.
Notes
15
Objective 2: Describe what it is like to be a part of a working group, also known as a team.
Content
Handout – Distribute Handout Number 2.
Overhead – Show Overhead Number 5.
Definition of a Team
Working groups with a stable membership, a common purpose, and adequate resources.
Team members
• Work together and function as interrelated parts of the whole team.
• Communicate with each other. • Coordinate work activities and share responsibility.
Two types of teams
1. Collegial – Members relate to each other as equals and recognition is based on their contribution to the team. Example – an interdisciplinary team is made up of people from different professions and may include a pharmacist, social worker, physician, nurse, and dietician.
2. Hierarchical – Members relate to each other based on status and position. Members are not treated equally and recognition is based on status. Example – a nursing team is made up of people at different levels within the same profession and includes RNs, LPNs, NAs.
Overhead - Show Overhead Number 6
Notes
16
Objective 2: Describe what it is like to be a part of a working group, also known as a team.
Content
Steps to Build a Successful Team
• Select team members – people chosen based on ability to perform tasks, ability to work with others, level of education, and stable work history. Selection is determined based on desired mix of people; for example, Unit B has a mix of 2 RNs, 4 LPNs, and 5 NAs.
• Set goals that clearly define the purpose. • Define roles – people are told exactly what is expected
of them as members of the team. • Develop team identity and cohesiveness – people are
told about the team (its purpose and its function) and introduced to other team members. Teamwork, commitment, and identity with the team are encouraged. Many contacts or links with each other on team increases cohesiveness, a shared spirit, and a feeling of enthusiasm. A team area is established where the team will function and meet.
• Open communication – open written and verbal communication leads to understanding and positive relationships. Provides simple purposes and objectives, defines roles, and keeps members informed.
• Manage conflicts – conflict should not be shunned or encouraged, but managed. Too much conflict damages the team and reduces team effectiveness.
Overhead - Show Overhead Number 7.
Team Assignments
Communicating team assignments ensures that each team
Notes
17
Objective 2: Describe what it is like to be a part of a working group, also known as a team.
Content
Team Assignments (cont.)
member knows what to do. Members will know what is expected of them and how to plan work schedules.
• Verbal – allows for clarification and questions. • Written assignment – may be used for later reference
and evaluation, used as a reminder.
Notes
18
Objective 3: Describe the stages of team development. Content
Overhead - Show Overhead Number 8
Orientation
• Members seek to be accepted and look for ways of how they are alike and they are different from each other.
• Anxiety is high. • Group is viewed as a group of individuals rather than a
group as a whole. • Members feel unsure, unfamiliar, insecure, and do not
trust others. • Team’s mission and purpose are defined.
Forming
• Members begin to accept each other. • Communication skills learned. • Period of high energy and motivation. • Taking part in the team encouraged.
Storming
• Team spirit is developing. • Trust is developing. • Conflict may arise. • Members may be impatient and frustrated. • Goals and objectives set up. • Most stressful and unpleasant for everyone. • Member decides if he/she wants to stay in the group. • Power struggles may occur.
Notes
19
Objective 3: Describe the stages of team development. Content
Norming
• Increased comfort among members. • Effective team interaction. • Responsibilities identified. • Conflicts resolved. • Plans are made. • Interactions are practical. • Progress is made toward goals.
Performing
• Clear purpose. • Members are unified and hang together. • Group solves problems and works together. • Members act as a team. • Increased responsibility is encouraged. • Members carry out their part of the tasks or job. • Members talk out disagreements. • Group functions as a whole. • Climate is open, pleasant, and relaxed. • Trust is high and individual members are valued.
Written Activity – Distribute Written Activity 2 – Team Building Worksheet. Instruct nurse aides to complete the Team Building Worksheet using Handout Number 1 as a resource.
Group Discussion – Ask nurse aides to share individual responses to the Team Building Worksheet with the group.
Notes
20
Handouts
Handout #1 Three Types of Groups
Definition of a Group
� Two or more people � Work together for a purpose
Three Types of Groups
1. Formal Group 2. Semi-formal Group 3. Informal Group
Formal Group
• Purpose – carry out a task or goal • Control of group and choice of leadership determined from above • Symbols of power – management and managers • Group must follow behavior and rules handed down • Membership in the group – partly voluntary and may be based on selection • Contact among group members is limited • Example of this type of group – the work organization
Semi-formal
• Formal structure. • Membership - voluntary, but may need to be approved by others • Members may achieve fame and status • Structured and pre-planned activities • Objectives and goals are rigid • Often, leader has direct control over choice of replacement • Expected standards of behavior and rules – determined by the group • Examples – churches, PTAs, country clubs, social clubs.
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Informal
• Informal structure • Rules and behaviors – group does not have to follow written rules, but
follows unwritten rules, standards of acceptable behavior of members, and strong code of ethics
• Group purpose – is purely practical and has very basic objectives • Duties – group assigns duties to members based on qualifications • Leaders – easily replaced when mistakes are made • Maintenance – harmony and group friendship are needed • Group members – talk and relate to each others at will • Examples – friendship groups, hobby groups, groups that have a useful
purpose (carpool).
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Handout #2 Team Building
Definition of a Team
Working group that has
� A stable membership; � A common purpose; and � Adequate resources
Two Types of Groups
1. Collegial Team 2. Hierarchical Team
Collegial Team
� Members relate to each other as equals � Members are recognized based on their contribution to the team � Example – an interdisciplinary team is made up of people from different professions and may
include: • a pharmacist • social worker • physician • nurse • dietician
Hierarchical
� Members relate to each other based on status and position. � Members are not treated equally and recognition is based on status. � Example – a nursing team is made up of people at different levels within the same profession
and and may include: • RNs • LPNs • NAs
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Steps to Build a Successful Team
� Select team members. People chosen based on • Ability to perform tasks; • Ability to work with others; • Level of education; • Stable work history; and • Desired mix of people (numbers of RNs, LPNs, and NAs).
� Set goals that clearly define the purpose. � Define roles – people are told exactly what is expected of them as members of the team. � Develop team identity and cohesiveness • People told about the team (its purpose and its function) • People introduced to other team members. • Teamwork, commitment, and identity with the team encouraged. • Increased contact with each other on team increases cohesiveness, shared spirit, and a
feeling of enthusiasm. • Team area is established where the team will function and meet.
Open Written and Verbal Communication
� Communicating team assignments • Ensures that each team member knows what to do. • Members will know what is expected of them and how to plan work schedules.
� Verbal assignment – allows for clarification and questions. � Written assignment – may be used for later reference and evaluation, used as a reminder.
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Stages of Team Development
� Orientation
• Members seek to be accepted and look for ways of how they are alike and how they are different from each other.
• Anxiety is high. • Group is viewed as a group of individuals, rather than a group as a whole. • Members feel unsure, unfamiliar, insecure, and do not trust others. • Team’s mission and purpose are defined.
� Forming
• Members begin to accept each other. • Communication skills learned. • Period of high energy and motivation. • Taking part in the team encouraged.
� Storming
• Team spirit and trust developing. • Conflict may arise. • Members may be impatient and frustrated. • Goals and objectives set up. • Most stressful and unpleasant for everyone. • Member decides if he/she wants to stay in the group. • Power struggles may occur.
� Norming
• Increased comfort among members. • Effective team interaction. • Responsibilities identified. • Conflicts resolved. • Plans are made. • Interactions are practical. • Progress is made toward goals.
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� Performing
• Clear purpose. • Members are unified and hang together. • Group solves problems and works together. • Members act as a team. • Increased responsibility is encouraged. • Members carry out their part of the tasks or job. • Members talk out disagreements. • Group functions as a whole. • Climate is open, pleasant, and relaxed. • Trust is high and individual members are valued.
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Overhead Transparencies
Definition of a Group
�Two or more people �Work together for a purpose
Three Types of Groups
1. Formal Group 2. Semi-formal Group 3. Informal Group
Overhead Number 1, Objective 1, Part 1 1
Formal Group
�Purpose �Control �Power �Rules & Behavior �Membership �Contact �Example
Overhead Number 2, Objective 1, Part 1 2
Semi-formal Group
�Formal Structure �Membership � Fame & Status �Activities �Objectives & Goals �Control �Rules & Behavior �Examples
Overhead Number 3, Objective 1, Part 1
3
Informal Group
� Informal Structure �Rules & Behavior �Practical � Member Duties �Leaders � Group Maintenance �Members �Examples
Overhead Number 4, Objective 1, Part 1 4
Definition of a Team
� Working groups � Stable membership � Common purpose � Adequate resources
Two Types of Teams
1. Collegial team 2. Hierarchical team
Overhead Number 5, Objective 2, Part 1 5
Steps to Building a Team
1. 2. 3.
Select team members Set goals Define roles
4. Develop team identity 5. Open communication 6. Manage conflict
Overhead Number 6, Objective 2, Part 1 6
Team Assignments
Each member knows � What to do � What is expected � How to plan work schedules
Verbal Assignment � Allows for clarification � Allows for questions
Written Assignment � Used for later reference � Used for later evaluation �Used as a reminder
Overhead Number 7, Objective 2, Part 1 7
Stages of Team Development
Orientation ⇓
Forming ⇓
Storming ⇓
Norming ⇓
Performing ⇓
A Team is Born
Overhead Number 8, Objective 3, Part 1 8
Written Activities
____________________________________________________________
____________________________________________________________
____________________________________________________________
Written Activity #1 Group Involvement Worksheet
Instructions: Pick a group (other than your work group) that you are a member of and answer the following questions. Be ready to share your responses with the group. You will have 10 minutes to complete the worksheet.
Name of Group: ______________________________________________
Type of Group: _____ Formal _____ Semiformal _____ Informal
How long have you been in the group? ________________________________
How often does the group meet? ____________________________________
Where does the group meet? ______________________________________
Do you enjoy being with the members of the group? _____ yes; _____ no
Describe the leader of the group. ___________________________________
How was the leader chosen? ______ volunteered ______ elected ______ it just happened
Would you like to be the leader of this group? ______ yes; ______ no
How do you contribute to the good of the group?
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Written Activity # 2 Team Building Worksheet
Instructions: Read the Descriptions for Team Number One and Team Number Two. Answer the questions about each team. You have 10 minutes to complete the worksheets.
Team Number One
I am a member of a team. I am a cafeteria manager. I am responsible for supervising the cafeteria employees, developing policies, ordering food and supplies, and working with state regulators. I have a two-year management degree from the local community college and have worked at the nursing home ten years.
Other members of my team include dietetic technicians, cafeteria servers, and cooks. Dietetic technicians place food and drinks on resident trays and transport trays to and from the nursing units. Cafeteria servers are responsible for serving food and drinks to people eating in the nursing home cafeteria. Cooks are responsible for cooking and preparing all food that is eaten in the nursing home. Dietetic technicians and cooks are required to have high school diplomas. Cafeteria servers are not required to have a high school diploma.
The nursing home employs one cafeteria manager. Five dietetic technicians are needed to work each day at the nursing home (three work on first shift and two work on second shift). Four cafeteria servers are needed to work each day at the nursing home (two work on first shift and two work on second shift). Four cooks are needed to work each day at the nursing home (two work on first shift and two work on second shift).
1. I am a member of what kind of team? (Check one.) _____ Hierarchical _____ Collegial
2. Who is the leader of my team? (Check one.) _____Cafeteria Manager _____ Dietetic Technicians _____ Cafeteria Servers _____ Cooks
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____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What is the mix of people on 1st shift? _____ Cafeteria Manager _____ Dietetic Technicians _____ Cafeteria Servers _____ Cooks
4. What is the common purpose for this team?
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Team Number Two
I am a member of a team. The chair of my team is a physician. I am a Registered Dietician. I make sure residents are receiving the proper diets and the proper supplements. I read the residents’ charts and note weights, intake, and lab reports. I have a Masters Degree and I have worked at the nursing home three years.
Other members of my team include a physician, the Director of Nursing, a speech therapist, a pharmacist, and a social worker. The physician is in charge of the medical care of each of the residents and is the leader of the team. The Director of Nursing is responsible for the entire nursing staff. The speech therapist assists residents with oral communications problems. The pharmacist receives orders for medications, prepares medications for the residents, and checks lab reports. The social worker counsels residents and helps locate community and financial resources.
The physician has a medical degree. The Director of Nursing, social worker, and pharmacist each have advanced educational degrees.
The team meets once a month. Members of the team trust each other and work well together. The members function well as a team and as a whole. Team members appear relaxed during meetings and communication is always open and pleasant. Each of the team members are valued, always prepared, and carries out their duties. The team members rarely quarrel. Disagreements are always discussed and problems worked out.
1. I am a member of what kind of team? (Check one.) _____Hierarchical _____ Collegial
2. Who is the leader of my team? (Check one.) _____Physician _____ Registered Dietician _____ Pharmacist _____ Social Worker
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____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What is the common purpose for this team?
4. What is the stage of development of this team? (Check one.) _____ Orientation _____ Forming _____ Storming _____ Norming _____ Performing
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Written Activity #2 Team Building Worksheet Answer Key Team Number 1 and Team Number 2
Instructions: Read the Team Descriptions for Team Number One and Team Number Two. Answer the questions about each team. You have 10 minutes to complete the worksheet.
Team Number One
I am a member of a team. I am a cafeteria manager. I am responsible for supervising the cafeteria employees, developing policies, ordering food and supplies, and working with state regulators. I have a two-year management degree from the local community college and have worked at the nursing home ten years.
Other members of my team include dietetic technicians, cafeteria servers, and cooks. Dietetic technicians place food and drinks on resident trays and transport trays to and from the nursing units. Cafeteria servers are responsible for serving food and drinks to people eating in the nursing home cafeteria. Cooks are responsible for cooking and preparing all food that is eaten in the nursing home. Dietetic technicians and cooks are required to have high school diplomas. Cafeteria servers are not required to have a high school diploma.
The nursing home employs one cafeteria manager. Five dietetic technicians are needed to work each day at the nursing home (three work on first shift and two work on second shift). Four cafeteria servers are needed to work each day at the nursing home (two work on first shift and two work on second shift). Four cooks are needed to work each day at the nursing home (two work on first shift and two work on second shift).
1. I am a member of what kind of team? Hierarchical
2. Who is the leader of my team? Cafeteria Manager
3. What is the mix of people on 1st shift? _ _1_ Cafeteria Manager ___3_ Dietetic Technicians ___2_ Cafeteria Servers ___2_ Cooks
4. What is the common purpose for this team? To provide a nutritional meal for
the residents.
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Written Activity #2
Team Building Worksheet Answer Key for Team Number Two
I am a member of a team. The chair of my team is a physician. I am a Registered Dietician. I make sure residents are receiving the proper diets and the proper supplements. I read the residents’ charts and note weights, intake, and lab reports. I have a Masters Degree and I have worked at the nursing home three years.
Other members of my team include a physician, the Director of Nursing, a speech therapist, a pharmacist, and a social worker. The physician is in charge of the medical care of each of the residents and is the leader of the team. The Director of Nursing is responsible for the entire nursing staff. The speech therapist assists residents with oral communications problems. The pharmacist receives orders for medications, prepares medications for the residents, and checks lab reports. The social worker counsels residents and helps locate community and financial resources.
The physician has a medical degree. The Director of Nursing, social worker and pharmacist each have advanced educational degrees.
The team meets once a month. Members of the team trust each other and work well together. The members function well as a team and as a whole. Team members appear relaxed during meetings and communication is always open and pleasant. Each of the team members are valued, always prepared, and carries out their duties. The team members rarely quarrel. Disagreements are always discussed and problems worked out.
1. I am a member of what kind of team? collegial
2. Who is the leader of my team? physician
3. What is the common purpose for this team? provide optimal care for the
residents
4. What is the stage of development of this team? performing
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Being Part of a Team Curriculum Module
Part Two
1
Objective 4: List the features of effective teams with committed team members. Content
Handout - Distribute Handout Number 1.
Overhead - Show Overhead Number 1.
Qualities of Effective Teams
• Climate – informal, comfortable, and relaxed. Members are interested and involved.
• Communication – open and two-way. Ideas and feelings encouraged.
• Interactions – inclusive, trusting, people like each other and like working with each other.
• Getting the job done – goals, tasks, objectives are appropriate, under-stood, and modified so that members can be committed.
• Leadership and member participation shift from time to time, depending on what is going on at the time and level of expertise of the individuals.
• Decision-making done by consensus.
Overhead - Show Overhead Number 2.
• Cohesion – high levels of inclusion, trust, liking, and support.
• Reasons for disagreements or conflicts are looked at and group tries to resolve them. Group learns to live with disagreements that cannot be resolved.
• Power is based on abilities, knowledge, and is shared. Main point is how to get the job done.
• Problem-solving is high. Constructive criticism is frequent, honest, and oriented to removing the problem.
• Group self-evaluation is often. All members evaluate progress and how to improve functioning.
Notes
2
Objective 4: List the features of effective teams with committed team members. Content
• Creativity is encouraged. Members have the chance to become all they can be and excel.
Overhead - Show Overhead Number 3.
Indications of Group Commitment
• Members feel a strong sense of belonging. • Members enjoy being with each other. • Members ask each other for advice. • Members seek and provide support in times of
difficulty. Members value each other and contributions. • Members are motivated and want to do a good job. • Members express good feelings openly. • Members feel the goals of the group are important and
achievable.
Notes
3
Objective 5: List the features of ineffective teams with non-committed team members. Content
Overhead – Show Overhead Number 4 & 5.
Qualities of Ineffective Teams:
• Tense climate, signs of boredom. • Closed and one-way communication. Ideas and feelings
are discouraged. Members are reluctant to speak up. May be “hidden agendas.”
• Interactions are based on authority. Chair may dominate the group. Members participate unequally. People with more power dominate.
• Unclear, misunderstood, or imposed goals may be accepted by members.
• Decision-making done by the highest authority, with minimal group involvement.
• Distrust among members, and members forced to conform.
• Disagreements or conflicts are ignored, denied, suppressed.
• Power is based on position in group. Employees do what they are told to do or suffer the consequences.
• Problem-solving is low. Criticism is destructive, members are attacked, prevents job from getting done.
• Group self-evaluation is seldom done. If evaluation is done, it is done by the highest authority.
• Creativity is discouraged. Members are afraid they will be laughed at or will appear foolish if they suggest something that is creative.
Notes
4
Objective 5: List the features of ineffective teams with non-committed team members. Content
Overhead – Show Overhead Number 6.
Indications of Group Non-commitment:
• Members do not feel a strong sense of belonging. • Members do not enjoy being with each other and dread
meetings. • Members are in a hurry to leave after the meeting is
over. • Members do not confide in each other. • Members generally do not like each other and do not
value contributions made. • Members are not motivated to work for the good of the
team. • Members speak negatively about the team.
Written Activity – Distribute Written Activity 1 – Go Team Worksheet. Instruct nurse aides to complete the Team Building Worksheet using Handout Number 1 as a resource.
Group Discussion – Ask nurse aides to share individual responses to the Go Team Worksheet with the group.
Notes
5
Handouts
Handout #1
Go Team
Qualities of Effective Teams
∑ Climate • Informal, comfortable, and relaxed • Members are interested and involved
∑ Communication • Open and two-way • Ideas and feelings encouraged
∑ Interactions • Inclusive, trusting • People like each other and like working with each other
∑ Getting the job done • Appropriate and understood goals, tasks, objectives. • Goals, tasks, objectives are often modified as needed
∑ Leadership and member participation • Shift from time to time • Depends on what is going on at the time and level of expertise of the
individuals. ∑ Decision-making – done by consensus ∑ Cohesion – high levels of inclusion, trust, liking, and support ∑ Reasons for disagreements or conflicts
• Are looked at and group tries to resolve them. • Group learns to live with disagreements that cannot be resolved.
∑ Power • Based on abilities and knowledge • Shared • Main point is how to get the job done
∑ Problem-solving is high ∑ Constructive criticism
• Frequent and honest • Oriented to removing the problem
∑ Group self-evaluation • Is often • All members evaluate progress and how to improve functioning
∑ Creativity is encouraged and all have a chance to excel
1
Indications of Group Commitment
Members
✔ Feel a strong sense of belonging.
✔ Enjoy being with each other.
✔ Ask each other for advice.
✔ Seek and provide support in times of difficulty.
✔ Value each other and contributions.
✔ Are motivated and want to do a good job.
✔ Express good feelings openly.
✔ Feel the goals of the group are important and achievable.
2
Qualities of Ineffective Teams
∑ Climate • Tense • Signs of boredom
∑ Communication • Closed and one-way • Ideas and feelings discouraged • Members are reluctant to speak up • May be “hidden agendas”
∑ Interactions • Based on authority • Chair may dominate the group • Members participate unequally • People with more power dominate
∑ Getting the job done • Unclear, misunderstood, or imposed goals • May or may not be accepted by members
∑ Decision-making • Done by the highest authority • Minimal group involvement
∑ Cohesion • Used to control members • Distrust among members and are forced to conform
∑ Disagreements or conflicts are ignored, denied, suppressed ∑ Power is based on position in group and are told what they are told to do
or suffer consequences ∑ Problem-solving is low ∑ Criticism
• Is destructive • Members are attacked • Job does not get done
∑ Group self-evaluation • Seldom done and if it is done, it is done by the highest authority
∑ Creativity • Is discouraged • Members are afraid they will be laughed at or will appear foolish if
they make suggestions
3
Indications of Group Non-commitment
Members
✔ Do not feel a strong sense of belonging.
✔ Do not enjoy being with each other and dread meetings.
✔ Are in a hurry to leave after meetings are over.
✔ Do not confide in each other.
✔ Generally do not like each other and do not value contributions made.
✔ Are not motivated to work for the good of the team.
✔ Speak negatively about the team.
4
Overhead Transparencies
Qualities of Effective Teams
Climate is positive
Communication open/two-way
Interactions are positive
Getting the job done
Leadership/member participation
Decision-making done by all
Overhead Number 1, Objective 4, Part 2 1
Qualities of Effective Teams
Cohesion is high
Disagreements/conflicts dealt with
Power is shared
Problem-solving is high
Constructive criticism is positive
Group self-evaluation is often
Creativity is encouraged
Overhead Number 2, Objective 4, Part 2 2
Group Commitment
✰✰✰✰ Strong sense of belonging
✰✰✰✰ Enjoy being with each other
✰✰✰✰ Ask each other for advice
✰✰✰✰ Seek & provide support
✰✰✰✰ Value each other
✰✰✰✰ Motivated & want to do good
✰✰✰✰ Express good feelings openly
✰✰✰✰ Group goals important
✰ Group goals achievable
Overhead Number 3, Objective 4, Part 2 3
Qualities of Ineffective Teams
Climate is tense
Communication is closed/one-way
Interactions - based on authority
Job rarely gets done
Decision-making done by authority
Overhead Number 4, Objective 5, Part 2 4
Qualities of Ineffective Teams
Cohesion is absent
Disagreements/conflicts ignored
Power based on position
Problem-solving is very low
Group self-evaluation seldom done
Creativity is discouraged
Overhead Number 5, Objective 5, Part 2 5
✰
Group Non-commitment
✰✰✰✰ No strong sense of belonging
✰✰✰✰ Hate being with each other
✰✰✰✰ Dread meetings
✰✰✰✰ Not motivated
✰✰✰ Do not like
each other
✰✰✰✰ Do not confide
in each other
✰✰✰✰ Do not value each other
✰✰✰✰ Do not want to do a good job
✰✰✰✰ Express negative feelings
Overhead Number 6, Objective 5, Part 2 6
Written Activities
Written Activity #1
Go Team Worksheet
Instructions: Read the following conversations overheard in various health care facilities. Decide whether a member of an effective team or an ineffective team is talking. Place a check in the correct box – effective or ineffective. Place a check mark in the third box if you have heard, thought, or said a similar comment in the past. You have 15 minutes to complete the worksheet.
Conversation Effective Ineffective Heard, Thought, or Said Comment?
1. “No, I won’t get Mr. James up to the bathroom, because he is not my resident.” 2. “I can’t wait until the staff Christmas party!” 3. “Why don’t you get Mrs. Smith on the bedpan, and I’ll turn Mr. Peters.” 4. “If I have to sit in another end-of-shift report with that witch, Mrs. Billingsworth, I’ll scream!” 5. “Don’t you think Jackie is a good charge nurse?” 6. “I really enjoy working with you, Katie.” 7. “Hey Marty, let’s go turn all our residents together.” 8. “Cindy, I sure do see why we can’t keep any Nurse Aides here. I’ve been here the longest and I’ve only been here eight months!” 9. “That Mary, she looks like a horse whenever she shakes her head, no.” 10. “Guess what I heard about Johnnie? It will really shock you!” 11. “I am really glad to be a part of the care planning team.” 12. “You are such a good person to work with.”
1
Conversation Effective Ineffective Heard, Thought, or Said Comment?
13. “The infection control nurse said that we only had a 2% infection rate. We did better on our goal than we predicted.” 14. “Sophie, you know Mrs. Atkins better than anyone. Why do you think she seems so unhappy?” 15. “Gee, Betsy, I sure am glad you and Sam resolved the disagreement about the luncheon date.” 16. “Hey Cecil, can I ask your advice about something?” 17. “I don’t care what you think, Missy. We are not going to do it that way. We are going to do it my way.” 18. “That’s a stupid goal. How in the world will we ever achieve that?” 19. “You will do it now, because I said so!” 20. “Man, I never seem to get done with all my assigned work.” 21. “Frankly, I don’t care what you think.”
Think About It Activity
Instructions: After discussing the Go Team Worksheet with your instructor, take three minutes to think about all the teams that you have been a part of, during your lifetime. These teams may be work teams, church teams, social teams, etc. Were the teams effective? Why or why not?
2
Written Activity #1
Go Team Worksheet Answer Key
Instructions: Read the following conversations overheard in various health care facilities. Decide whether a member of an effective team or an ineffective team is talking. Place a check in the correct box – effective or ineffective. Place a check mark in the third box if you have heard, thought, or said a similar comment in the past. You have 15 minutes to complete the worksheet.
Conversation Effective Ineffective Heard, Thought, or Said Comment?
1. “No, I won’t get Mr. James up to the bathroom because he is not my resident.” X 2. “I can’t wait until the staff Christmas party!”
X 3. “Why don’t you get Mrs. Smith on the bedpan, and I’ll turn Mr. Peters.” X 4. “If I have to sit in another end-of-shift report with that witch, Mrs. Billingsworth, I’ll scream!”
X
5. “Don’t you think Jackie is a good charge nurse.”
X
6. “I really enjoy working with you, Katie.” X 7. “Hey Marty, let’s go turn all our residents together.” X 8. “Cindy, I sure do see why we can’t keep any Nurse Aides here. I’ve been here the longest and I’ve only been here eight months!”
X
9. “That Mary, she looks like a horse whenever she shakes her head, no.” X 10. “Guess what I heard about Johnnie? It will really shock you!” X 11. “I am really glad to be a part of the care planning team.” X 12. “You are such a good person to work with.” X 13. “The infection control nurse said that we only had a 2% infection rate. We did better on our goal than we predicted.”
X
3
Conversation Effective Ineffective Heard, Thought, or Said Comment?
14. “Sophie, you know Mrs. Atkins better than anyone. Why do you think she seems so unhappy?”
X
15. “Gee, Betsy, I sure am glad you and Sam resolved the disagreement about the luncheon date.”
X
16. “Hey Cecil, can I ask your advice about something?” X 17. “I don’t care what you think, Missy. We are not going to do it that way. We are going to do it my way.”
X
18. “That’s a stupid goal. How in the world will we ever achieve that?” X 19. “You will do it now, because I said so!” X 20. “Man, I never seem to get done with all my assigned work.” X 21. “Frankly, I don’t care what you think.” X
Think About It Activity
Instructions: After discussing the Go Team Worksheet with your instructor, take three minutes to think about all the teams that you have been a part of, during your lifetime. These teams may be work teams, church teams, social teams, etc. Were the teams effective? Why or why not?
This is just a thinking exercise for the nurse aides. They do not need to answer the questions in class.
4
Being Part of a Team Curriculum Module
Part Three
Objective 6: Identify patterns of communication among team members. Content
Handout - Distribute Handout Number 1.
Overhead - Show Overhead Number 1.
One-way
• Verbal communication moves one way – from leader to group members.
• Highly planned and controlled by leader. • Group allows control by leader. • Nonverbal responses may affect leader (frowns, yawns,
nods, smiles) • Leader may permit questions or comments from group,
but maintains control. • Efficient way to communicate facts to lots of people in
short amount of time. • Not good for decision making, problem solving, or
evaluation. • Example, lecture or stage performance.
Overhead - Show Overhead Number 2.
Stilted
• Verbal communication flows both ways. • Pattern is slightly formal. • Usually each member takes a turn to speak, in formal
manner. • Communication is directed toward leader. • Very structured. • Gives everyone a chance to speak. • Discourages discussion.
Notes
2
Objective 6: Identify patterns of communication among team members. Content
Limited
• Some group members communicate with leader and each other, while others do not.
• Can result from strong smaller group of people within the big group or members not wishing to join in.
Overhead - Show Overhead Number 3.
Open
• Free and easy exchange between leader and members. • Each member has a chance to speak, to be heard, and
get a response. • Communication is planned and expected, yet flexible. • Each member knows what to expect from each other. • Not a great way to make decisions.
Overhead - Show Overhead Number 4.
Chaotic
• Leader has no control of group. • Disorganized, unpredictable, and out of control. • Side conversations between two members occur. • Members interrupt each other, ignore each other, talk
at the same time, shout at each other. • May be relaxed or tense. • Not a good way to meet if goals must be met.
Notes
3
Objective 7: Compare positive and negative roles demonstrated by members of a team. Content
Handout - Distribute Handout Number 2.
Overhead - Show Overhead Number 5.
Team Roles
Are positive or negative patterns of individual behavior that affect the team. One person can assume one role or many roles.
Three Components of a Team Meeting
• Leader – oversees the team. • Recorder – writes down what team has done. • Members – participants of the team.
Overhead - Show Overhead Number 6.
Positive Roles
• Contributor – suggests something, proposes new ideas. • Information giver – offers important information from
own knowledge or experience. • Information seeker – asks for information from others. • Opinion giver – offers opinions or feelings about things. • Opinion seeker – asks for opinions or feelings from
others. • Disagreer – points out mistakes or takes a different
point of view. • Coordinator – points out relationships between two or
more ideas. • Elaborator – expands on ideas or provides examples. • Energizer – stimulates and moves the group toward
goals, encourages activity.
Notes
4
Objective 7: Compare positive and negative roles demonstrated by members of a team. Content
• Summarizer – pulls together ideas of the group, outlines what group has done.
• Gatekeeper – makes sure everyone has a chance to speak, may limit people who talk too much.
• Follower – accepts group decisions, goes along with the group, does not take an active role.
Handout – Distribute Handout Number 3.
Overhead – Show Overhead Number 7.
Negative Roles
• Aggressor – makes mean, attacking remarks, criticizes others.
• Recognition seeker – does things to call attention to himself/herself.
• Monopolizer – talks so often or so long that others don’t get a chance to speak.
• Dominator – tries to take over the leader’s role, wants to have his/her own way.
• Playboy – makes irrelevant and silly comments, whispers, jokes around, does not take group seriously.
• Zipper-mouth – does not share at all, may sulk, sits with arms folded, does not accept group.
• Busy body – not committed to group, arrives late, leaves early, takes care of personal business during meetings, simply shows up for appearance sake.
• Squasher – stops idea before it is discussed, always has a reason for why something will not work, blocks progress of group.
• Interrupter – never allows others to finish thoughts or ideas.
Notes
5
Objective 7: Compare positive and negative roles demonstrated by members of a team. Content
Role Play Activity – Distribute Role Play Activity #1 and assign parts to six nurse aides. Instruct them to act out skit.
Role Play Activity Worksheet – After skit, instructor and nurse aides complete Role Play Activity Worksheet #1 together in class, using Handout Numbers 1, 2, and 3.
Role Play Activity – Distribute Role Play Activity #2 and assign parts to six to ten nurse aides. Instruct them to act out skit.
Role Play Activity Worksheet – After skit, instructor and nurse aides complete Role Play Activity Worksheet #2 together in class, using Handout Numbers 1, 2, and 3.
Notes
6
Handouts
Handout #1
Patterns of Communication
One-way
∑ Verbal communication moves one way ∑ Highly planned and controlled by leader ∑ Nonverbal responses may affect leader ∑ Leader may permit questions or comments ∑ Efficient way to communicate to lots of people ∑ Not good for decision making or evaluation ∑ Example lecture
Stilted
∑ Verbal communication flows both ways ∑ Slightly formal and structured pattern ∑ Members take turns to speak in formal manner ∑ Communication directed toward leader ∑ Everyone has a chance to speak ∑ Discussions discouraged
Limited
∑ May or may not communicate with each other ∑ Can result from strong smaller group
Open
∑ Free and easy exchange ∑ Members can speak/be heard/get a response ∑ Communication is planned/expected, flexible. ∑ Members know what to expect ∑ Not a great way to make decisions
1
Chaotic
∑ Leader has no control of group ∑ Disorganized/unpredictable/out of control ∑ Side conversations ∑ Members are interrupted and ignored ∑ Members talk at the same time and shout ∑ May be relaxed or tense ∑ Not a good way to meet if goals must be met
2
Handout #2
Roles of Team Members
Team Roles
Are positive or negative patterns of individual behavior that affect the team. One person can assume one role or many roles.
Three Components of a Team Meeting
Leader – oversees the team
Recorder – writes down what team has done
Members – participants of the team
Positive Roles
Contributor – suggests something, proposes new ideas
Information giver – gives important information from own knowledge/
experience
Information seeker – asks for information from others
Opinion giver – offers opinions or feelings about things
Opinion seeker – asks for opinions or feelings from others
Disagreer – points out mistakes or takes a different point of view
Coordinator – points out relationships between two or more ideas
Elaborator – expands on ideas or provides examples
Energizer – stimulates/moves the group toward goals, encourages activity
Summarizer – pulls together group’s ideas, outlines what group has done
Gatekeeper – makes sure everyone has a chance to speak, may limit people
Follower – accepts group decisions, goes along with the group, not active
3
Handout #3
Roles of Team Members
Team Roles
Are positive or negative patterns of individual behavior that affect the team. One person can assume one role or many roles.
Three Components of a Team Meeting
Leader – oversees the team
Recorder – writes down what team has done
Members – participants of the team
Negative Roles
Aggressor – makes mean, attacking remarks, criticizes others
Recognition seeker – does things to call attention to himself/herself
Monopolizer – talks so often or so long that others don’t get a chance to speak
Dominator – tries to take over the leader’s role, wants to have own way
Playboy – irrelevant/silly comments, whispers, jokes around, not serious
Zipper-mouth – does not share or accept group, may sulk, sits with arms folded
Busy body – not committed, arrives late, leaves early, takes care of personal business during meetings, simply shows up for appearance sake
Squasher – stops idea before discussed, always has a reason for why something will not work, blocks progress
Interrupter – never allows others to finish thoughts or ideas
4
Overhead Transparencies
Patterns of Communication One-way
• Verbal communication moves one way
• Highly planned/controlled by leader
• Nonverbal responses may affect leader
• Leader may permit questions or comments
• Efficient way to communicate to lots of
people
• Not good for decision making or evaluation
• Example, lecture
Overhead Number 1, Objective 6, Part 3 1
Patterns of Communication Stilted
• Verbal communication flows both ways
• Slightly formal and structured pattern
• Members take turns to speak in formal
manner
• Communication directed toward leader
• Everyone has a chance to speak
• Discussions discouraged
Limited
• May or may not communicate with each
other
• Can result from strong smaller group
Overhead Number 2, Objective 6, Part 3 2
Patterns of Communication Open
• Free and easy exchange
• Members can speak/be heard/get a
response
• Communication is planned/expected,
flexible.
• Members know what to expect
• Not a great way to make decisions
Overhead Number 3, Objective 6, Part 3 3
Patterns of Communication Chaotic
• Leader has no control of group
• Disorganized/unpredictable/out of
control
• Side conversations
• Members are interrupted
and ignored
• Members talk at the same time
and shout
• May be relaxed or tense
• Not a good way to meet if goals must be
met
Overhead Number 4, Objective 6, Part 3 4
Roles of Team Members Team Roles
Are positive or negative patterns of individual behavior that affect the team. One person can assume one role or many roles.
Three Components of a Team Meeting
1. Leader – oversees the team
2. Recorder – writes down things done
3. Members – participants of the team
Overhead Number 5, Objective 7, Part 3 5
Roles of Team Members
Positive Roles
+ Contributor
+ Coordinator
+ Information giver
+ Elaborator
+ Information seeker
+ Energizer
+ Opinion giver
+ Summarizer
+ Opinion seeker
+ Gatekeeper
+ Disagreer
+ Follower
Overhead Number 6, Objective 7, Part 3 6
Roles of Team Members
Negative Roles
- Aggressor
- Zipper-mouth
- Recognition Seeker
- Busy body
- Monopolizer
- Squasher
- Dominator
- Interrupter
- Playboy
Overhead Number 7, Objective 7, Part 3 7
Role Play Activities
Role Play Activity #1
Instructions: This is a skit that includes 6 characters. If you are assigned a part, take five minutes to read over the skit. If you are not assigned a part, take a small stretch break and do not read the skit.
Sally: Hello everyone. I am really glad you could make it for today’s meeting. As you know, we are here to plan for Mrs. Smith’s surprise 100th birthday party. Jane, will you take notes please?
Jane: Sure. I’ll be glad…
Mary: [Interrupts Jane.] Well, we sure better hurry up and plan this thing because Mrs. Smith sure isn’t getting any younger, you know!
Jean: Well, since her birthday falls on a Saturday this year, why don’t we have it on the exact day of her birthday?
Joanne: [Rolls her eyes and speaks in a sarcastic tone.] Gee, Jean what a great idea. We’ll have her birthday party on her birthday! While we are at it, why don’t we plan the Halloween Party on Halloween day and our Columbus Day Party on Columbus Day. Oh brother, give me a break.
[Betty enters room. Betty sits down at the table.]
Betty: Hi there. Sorry I’m late, but I got stuck at the beauty salon.
Joanne: Based on how your hair looks, you should’ve stayed there a little while longer.
Betty: Oh Joanne, you’re such a kidder.
Joanne: [Mumbles to the person next to her.] I wasn’t kidding.
Jane: OK. Let’s get back to Mrs. Smith’s birthday party. We need to decide on food, decorations, and a guest list.
Jean: Well, you know Mrs. Smith’s favorite cake is chocolate and her favorite ice-cream is . . .
1
Mary: [Interrupts Jean.] Vanilla. And we can have fruit punch to drink. Chips, dip, nuts, fruit slices.
[Ring. Ring. Ring. Betty’s cellular telephone rings. Betty answers the phone and starts talking to the person.]
Betty: Oh really? Yeah, sure. OK. You need me now. Well, OK, if this is the only time. [Betty hangs up the telephone and starts to leave.]
Betty: Sorry. Gotta go. My nail technician just called and she has an appointment for me now. Toodles.
[Betty leaves the room.]
Joanne: [Rolls her eyes and replies in a sarcastic tone.] Toodles.
Sally: Jean, I think having chocolate cake is a good idea, but I’m not sure about vanilla ice-cream. With Mrs. Smith bad heart, cold foods may not . . .
Mary: [Interrupts Sally.] Well, I think we should have the party on the 27th of May at 3:00 in the afternoon. That way day and evening shifts can attend the party.
Joanne: [Real sarcastic.] Hey, I got a better idea. Why not have it at 11:00 at night? That way evening and night shifts can attend the party. All the residents will be asleep and the staff can eat all the goodies.
Sally: [Ignores Joanne.] Now, let’s see where we are. We will have the party on the 27th at. . .
Mary: [Interrupts Sally.] 3:00 PM.
Sally: Right. We’re going to have chocolate cake, chips, dip, nuts, and punch. Who do you think we should invite, besides staff?
Jane: I think we should invite…
Mary: [Interrupts Jane.] Her sons, her daughter, her three sisters, and the preacher from her church. Oh, what’s his name?
Jean: Reverend Scott. What about the Mayor and also Senator Jackson? 2
Joanne: Oh come on!!!! Don’t you think the Mayor and the Senator have more important things to do than attend someone’s birthday party?
Sally: [Ignores Joanne.] Yes, we’ll invite Mrs. Smith’s whole family, the Mayor, Senator Jackson, and the staff. I’ll also order a center piece for the table.
Jean: Sally, don’t forget. Mrs. Smith is allergic to roses.
Sally: Right. OK.
Jane: To summarize, we are going to have the party on the 27th…
Mary: [Interrupts Jane.] Of May. Jane: At 3:00…
Mary: [Interrupts Jane.] In the afternoon.
Jane: We are having chocolate cake, potato…
Mary: [Interrupts Jane.] Chips, dip, nuts, and punch.
Jane: We are inviting Mrs. . .
Mary: [Interrupts Jane.] Smith’s family, the staff, the Mayor, and the Senator.
Sally: Sounds real good. Let’s meet again next Tuesday at 10:00 am.
Joanne: [Real sarcastic.] Oh no! I’m getting my nails done then. Maybe I can switch my appointment with Beautiful Betty.
Sally: [Ignores Joanne.] Meeting adjourned.
3
Role Play Activity Worksheet #1
Instructions: After observing or participating in the skit, complete the Role Play Activity Worksheet in class with your instructor. You may use your Patterns of Communication Handout and Roles of Team Members Handout.
Character Dialogue Positive or Negative
Role
Sally Hello everyone. I am really glad you could make it for today’s meeting. As you know, we are here to plan for Mrs. Smith’s surprise 100th birthday party. Jane, will you take notes please?
Jane Sure. I’ll be glad. Mary [Interrupts Jane.] Well we sure better hurry up and
plan this thing because Mrs. Smith sure isn’t getting any younger, you know!
Jean Well, since her birthday falls on a Saturday this year, why don’t we have it on the exact day of her birthday?
Joanne [Rolls her eyes and speaks in a sarcastic tone.] Gee, Jean what a great idea. We’ll have her birthday party on her birthday! While we are at it, why don’t we plan the Halloween Party on Halloween day and our Columbus Day Party on Columbus Day. Oh brother, give me a break.
Betty [Betty enters room. Betty sits down at the table.] Betty Hi there. Sorry I’m late, but I got stuck at the
beauty salon. Joanne Based on how your hair looks, you should’ve stayed there
a little while longer. Betty Oh Joanne, you’re such a kidder. Joanne [Mumbles to the person next to her.] I wasn’t kidding. Jane OK. Let’s get back to Mrs. Smith’s birthday party.
We need to decide on food, decorations, and a guest list. Jean Well, you know Mrs. Smith’s favorite cake is
chocolate and her favorite ice-cream is . . . Mary [Interrupts Jean.] Vanilla. And we can have fruit
punch to drink. Chips, dip, nuts, fruit slices.
4
Character Dialogue Positive or Negative
Role
Betty Sorry. Gotta go. My nail technician just called and she has an appointment for me now. Toodles. [Betty leaves the room.]
Joanne [Rolls her eyes and replies in a sarcastic tone.] Toodles.
Joanne [Real sarcastic.] Hey, I got a better idea. Why not have it at 11:00 at night? That way evening and night shifts can attend the party. All the residents will be asleep and the staff can eat all the goodies.
Sally [Ignores Joanne.] Now, let’s see where we are at. We will have the party on the 27th at. . .
Mary [Interrupts Sally.] 3:00 PM. Sally Right. We’re going to have chocolate cake, chips, dip,
nuts, and punch. Who do you think we should invite, besides staff?
Jane I think we should invite… Mary [Interrupts Jane.] Her sons, her daughter, her
three sisters, and the preacher from her church. Oh what’s his name?
Jean Reverend Scott. What about the Mayor and also Senator Jackson?
Joanne Oh come on!!!! Don’t you think the Mayor and the Senator have more important things to do than attend Someone’s birthday party?
Sally [Ignores Joanne.] Yes, we’ll invite Mrs. Smith’s whole family, the Mayor, Senator Jackson, and the staff. I’ll also order a center piece for the table.
Jean Sally, don’t forget. Mrs. Smith is allergic to roses. Sally Right ,OK. Jane To summarize, we are going to have the party on the
27th. . . Mary [Interrupts Jane.] Of May. Jane At 3:00… Jane We are having chocolate cake, potato… Mary [Interrupts Jane.] Chips, dip, nuts, and punch. Jane We are inviting Mrs… Mary [Interrupts Jane.] Smith’s family, the staff, the
Mayor, and the Senator.
5
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________
________________________________________________________________________________
____________________________________
Character Dialogue Positive or Negative
Role
Joanne [Real sarcastic.] Oh no! I’m getting my nails done then. Maybe I can switch my appointment with Beautiful Betty.
Sally [Ignores Joanne.] Meeting adjourned.
Is Sally a good leader? ______ yes; ______ no Why or why not? ______________________________
If you were the leader of a group, which characters would you like to have in your
group?___________________________________________________________________________
Identify the pattern of communication among team members.__________________________________
6
Role Play Activity Worksheet #1 Answer Key
Instructions: After observing or participating in the skit, complete the Role Play Activity Worksheet in class with your instructor. You may use your Patterns of Communication Handout and Roles of Team Members Handout.
Character Dialogue Positive or Negative
Role
Sally Hello everyone. I am really glad you could make it for today’s meeting. As you know, we are here to plan for Mrs. Smith’s surprise 100th birthday party. Jane, will you take notes please?
Positive Energizer
Jane Sure. I’ll be glad… Positive Opinion Giver
Mary [Interrupts Jane.] Well we sure better hurry up and plan this thing because Mrs. Smith sure isn’t getting any younger, you know!
Negative Interrupter
Jean Well, since her birthday falls on a Saturday this year, why don’t we have it on the exact day of her birthday?
Positive Information Giver
Joanne [Rolls her eyes and speaks in a sarcastic tone.] Gee, Jean what a great idea. We’ll have her birthday party on her birthday! While we are at it, why don’t we plan the Halloween Party on Halloween day and our Columbus Day Party on Columbus Day. Oh brother, give me a break.
Negative Aggressor
Betty [Betty enters room. Betty sits down at the table.] Negative Busy Body Betty Hi there. Sorry I’m late, but I got stuck at the
beauty salon. Negative Busy Body Joanne Based on how your hair looks, you should’ve stayed there
a little while longer. Negative Aggressor Betty Oh Joanne, you’re such a kidder. Positive Opinion
Giver Joanne [Mumbles to the person next to her.] I wasn’t kidding. Negative Aggressor Jane OK. Let’s get back to Mrs. Smith’s birthday party.
We need to decide on food, decorations, and a guest list.
Positive Energizer
Jean Well, you know Mrs. Smith’s favorite cake is chocolate and her favorite ice-cream is . . .
Positive Information Giver
Mary [Interrupts Jean.] Vanilla. And we can have fruit punch to drink. Chips, dip, nuts, fruit slices. Negative Interrupter
7
Character Dialogue Positive or Negative
Role
Betty Sorry. Gotta go. My nail technician just called and she has an appointment for me now. Toodles. [Betty leaves the room.]
Negative Busy Body
Joanne [Rolls her eyes and replies in a sarcastic tone.] Toodles.
Negative Playboy
Joanne [Real sarcastic.] Hey, I got a better idea. Why not have it at 11:00 at night? That way evening and night shifts can attend the party. All the residents will be asleep and the staff can eat all the goodies.
Negative Playboy
Sally [Ignores Joanne.] Now, let’s see where we are at. We will have the party on the 27th at. . . Positive Summarizer
Mary [Interrupts Sally.] 3:00 PM. Negative Interrupter Sally Right. We’re going to have chocolate cake, chips,
dip, nuts, and punch. Who do you think we should invite, besides staff?
Positive Summarizer
Jane I think we should invite… Positive Opinion Giver
Mary [Interrupts Jane.] Her sons, her daughter, her three sisters, and the preacher from her church. Oh what’s his name?
Negative Interrupter
Jean Reverend Scott. What about the Mayor and also Senator Jackson?
Positive Information Giver
Joanne Oh come on!!!! Don’t you think the Mayor and the Senator have more important things to do than attend someone’s birthday party?
Negative Squasher
Sally [Ignores Joanne.] Yes, we’ll invite Mrs. Smith’s whole family, the Mayor, Senator Jackson, and the staff. I’ll also order a center piece for the table.
Positive Energizer
Jean Sally, don’t forget. Mrs. Smith is allergic to roses. Positive Information Giver
Sally Right ,OK. Positive Energizer Jane To summarize, we are going to have the party on
the 27th . . . Positive Summarizer Mary [Interrupts Jane.] Of May. Negative Interrupter Jane At 3:00… Positive Summarizer Jane We are having chocolate cake, potato… Positive Summarizer Mary [Interrupts Jane.] Chips, dip, nuts, and punch. Negative Interrupter
8
Character Dialogue Positive or Negative Role Jane We are inviting Mrs… Positive Summarizer Mary [Interrupts Jane.] Smith’s family, the staff, the
Mayor, and the Senator. Negative Interrupter
Sally Sounds real good. Let’s meet again next Tuesday at 10:00 am. Positive Contributor
Joanne [Real sarcastic.] Oh no! I’m getting my nails done then. Maybe I can switch my appointment with Beautiful Betty.
Negative Recognition Seeker
Sally [Ignores Joanne.] Meeting adjourned. Positive Contributor
Is Sally a good leader? No
Why or why not? She did not acknowledge the negative behavior of some of the members. She did not have
control of the group. The meeting was unpredictable and out of control. Side conversations were occurring.
Members were constantly being interrupted.
If you were the leader of a group, which characters would you like to have in your group? Sally, Jane, Jean
Identify the pattern of communication among team members. Chaotic. The leader did not acknowledge the
negative behavior of some of the members and did not have control of the group. The meeting was
unpredictable and out of control. Side conversations were occurring. Members were constantly being
interrupted.
9
Role Play Activity #2
Instructions: This is a skit that includes 10 characters. Read the following scene and descriptions of the 10 characters. After choosing a character or being assigned a character, take part in the role-play activity, based on how your individual characters would respond. Remember to respond in a positive, committed manner when speaking to other characters.
The Setting:
A 150-bed long-term care facility located in a small, rural town in eastern North Carolina.
The Purpose of the Meeting:
To choose a slate of candidates for the 2000 Nurse Aide of the Year.
Characters:
Steve Forrester is the administrator of the long-term care facility. He has worked at the facility for ten years. He is a good administrator and is well respected by the employees at the facility.
Mary Scott is the Director of Nursing at the long-term care facility. She has worked at the facility for ten months. She used to work as a staff development coordinator at a local facility for five years. She enjoys working at the facility and is often seen on the units helping out when needed. Mrs. Scott is the chair of the committee.
John Smith is a staff supervisor at the long-term care facility. He has worked at the facility for three years. He works hard, gets along well with others, and often works extra shifts when needed.
Betsy Stewart is a nurse aide at the long-term care facility. She has worked at the facility for three years. She was voted Nurse Aide of the Year in 1998. She is well liked by the others at the facility and treats her residents very well.
Mrs. Barnes is a 92-year old female resident who has lived at the long-term care facility. Mrs. Barnes is alert, mobile, and President of the Resident’s Association.
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Mr. Meredith is the 32-year old son of a 72-year old resident living at the long-term care facility. He visits his father about three to four times a week. He often brings the staff candy and is very grateful for the excellent care that his father has received.
Other Characters:
Dr. Timothy Robbins, Medical Director of the long-term care facility
Jessica Allen, Staff Dietician
Brittany Daniels, Staff Licensed Practical Nurse
Kaitlyn Gabriel, Staff Nurse Aide
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Role-Play Activity Worksheet #2
After performing in the final role-play activity, complete the following questions and participate in the final discussion.
1. How did you feel in your role?
2. Did you like your character? Why or why not?
3. How did the team perform as a whole?
4. Was Mrs. Scott an effective leader? Why or why not?
5. Did everyone participate in the role play activity?
6. What positive roles did you observe during the role-play activity?
7. Would you like to work at the long-term care facility described in the activity? Why or why not?
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Test
Being Part of A Team
Name _____________________________
Being Part of a Team Test
Answer the following questions. You may not use your notes or handouts. You have 30 minutes to complete the test.
Part 1. Match the following types of groups with the correct examples.
_____ 1. Informal Group a. a church group
_____ 2. Formal Group b. a work team at a nursing home
_____ 3. Semi-formal Group c. a friendship group
Part 2. Read each of the statements below. Circle each sentence that is a quality of an effective team with committed members.
1. The members feel a strong sense of belonging to the team.
2. The members are motivated and want to do a good job.
3. The members do not enjoy being with each other.
4. The climate of the team is very tense.
5. The goals of the team are unclear and misunderstood.
6. There is a lot of trust among team members.
7. The members speak badly about the team.
8. Members do not confide in each other.
9. The members are afraid that their ideas will be laughed at if they offer a suggestion.
10. Members are afraid to speak up at meetings.
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Part 3. Read each of the following questions and circle the correct answer.
1. A working group with a stable membership, a common purpose, and adequate resources is called a:
a. Verbal assignment b. One-way communication c. Team d. Climate
2. Which of the following statements is a feature of a formal group?
a. The group does not follow written rules. b. The leader is easily replaced when he/she makes a mistake. c. The group decides on expected standards of behavior. d. The group must follow rules that are handed down from above.
3. A team that consists of registered nurses, licensed practical nurses, and nurse aides is called a:
a. Hierarchical team b. Collegial team c. Storming team d. Norming team
4. The first stage of team development when the team’s mission is defined and members seek to be accepted:
a. Performing b. Storming c. Norming d. Orientation
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5. Chaotic communication:
a. Occurs when the leader has no control of the group or the team members b. Is well planned and controlled by the leader c. Is very structured and formal d. Verbal communication moves from the leader to the group only
6. Which of the following team roles is positive?
a. Playboy b. Aggressor c. Squasher d. Summarizer
7. A team member that often arrives late, leaves early, and takes care of personal business during a meeting is called a:
a. Playboy b. Busy body c. Energizer d. Contributor
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Being Part of a Team Test Answer Key
Answer the following questions. You may not use your notes or handouts. You have 30 minutes to complete the test.
Part 1. Match the following types of groups with the correct examples.
c 1. Informal Group a. a church group
b 2. Formal Group b. a work team at a nursing home
a 3. Semi-formal Group c. a friendship group
Part 2. Read each of the statements below. Circle each sentence that is a quality of an effective team with committed members.
✔ 1. The members feel a strong sense of belonging to the team.
✔ 2. The members are motivated and want to do a good job.
3. The members do not enjoy being with each other.
4. The climate of the team is very tense.
5. The goals of the team are unclear and misunderstood.
✔ 6. There is a lot of trust among team members.
7. The members speak badly about the team.
8. Members do not confide in each other.
9. The members are afraid that their ideas will be laughed at if they offer a suggestion.
10. Members are afraid to speak up at meetings.
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Part 3. Read each of the following questions and circle the correct answer.
1. A working group with a stable membership, a common purpose, and adequate resources is called a:
a. Verbal assignment b. One-way communication
✔ c. Team
d. Climate
2. Which of the following statements is a feature of a formal group?
a. The group does not follow written rules. b. The leader is easily replaced when he/she makes a mistake. c. The group decides on expected standards of behavior.
✔ d. The group must follow rules that are handed down from above.
3. A team that consists of registered nurses, licensed practical nurses, and nurse aides is called a:
✔ a. Hierarchical team b. Collegial team c. Storming team d. Norming team
4. The first stage of team development when the team’s mission is defined and members seek to be accepted:
a. Performing b. Storming c. Norming
✔ d. Orientation
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5. Chaotic communication:
✔ a. Occurs when the leader has no control of the group or the team members b. Is well planned and controlled by the leader c. Is very structured and formal d. Verbal communication moves from the leader to the group only
6. Which of the following team roles is positive?
a. Playboy b. Aggressor c. Squasher
✔ d. Summarizer
7. A team member that often arrives late, leaves early, and takes care of personal business during a meeting is called a:
a. Playboy
✔ b. Busy body c. Energizer d. Contributor
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Bibliography
Fuszard, B. (1995) Innovative teaching strategies in nursing. 2nd Ed. Gaithersburg, Maryland: Aspen Publishers, Inc.
Huber, D. (1996) Leadership and nursing care management. Philadelphia: W.B. Saunders Company.
Kozier, B., Erb, G., and Blais, K. (1997) Professional nursing practice, 3rd Ed. Menlo Park, California: Addison Wesley Longman, Inc.
Potter, P. and Perry, A. (1997) Fundamentals of nursing – concepts, process, and practice, 4th Ed. St. Louis: Mosby Publishing Company.
Tappen, R. (1995) Nursing leadership and management: concepts and practice. Philadelphia: F.A. Davis Company.
Taylor, C., Lillis, C. and LeMone, P. (1997) Fundamentals of nursing – the art and science of nursing care, 3rd Ed. Philadelphia: Lippincott-Raven Publishers.
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Curriculum Module Evaluation
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Evaluation Form for Instructor Being Part of a Team Curriculum Module
Instructions: Please take a few minutes to complete the following evaluation. Read each statement and circle the response that represents your opinion about the curriculum module. Your responses and comments will help us improve the contents of the curriculum module, Being Part of a Team. Thank you for your time.
Statements Rating Scale
Strongly Agree
Agree Disagree Strongly Disagree
Does not Apply
1.The objectives were appropriate for the content.
1 2 3 4 0
2.The content was appropriate for the nurse aide’s level of learning.
1 2 3 4 0
3.The Activity Worksheets were appropriate and complemented the teaching/learning process.
1 2 3 4 0
4.The role-play activities were appropriate and complemented the teaching/learning process.
1 2 3 4 0
5.Clinical practice was appropriate and complemented the teaching/learning process.
1 2 3 4 0
6.The handouts were appropriate and complemented the teaching/learning process.
1 2 3 4 0
7.The overhead transparencies were used, were appropriate and complemented the teaching/learning process.
1 2 3 4 0
8.The nurse aides will be able to use what they have learned in the work setting.
1 2 3 4 0
9.The nurse aides will be able to use what they have learned away from the work setting.
1 2 3 4 0
Please write additional comments in the space below:
What are the learning needs of the nurse aides employed at your facility?
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Evaluation Form for Nurse Aide Being Part of a Team Curriculum Module
Instructions: Please take a few minutes to complete the following evaluation. Read each statement and circle the response that represents your opinion about the curriculum module. Your responses and comments will help us improve the contents of the curriculum module, Being Part of a Team. Thank you for your time.
Statements Rating Scale
Strongly Agree
Agree Disagree Strongly Disagree
Does not Apply
1.The objectives were written clearly and easy to understand.
1 2 3 4 0
2.The content was appropriate for my level of learning.
1 2 3 4 0
3.The Activity Worksheets were helpful and helped me learn the content.
1 2 3 4 0
4.The role-play activities were helpful and helped me learn the content.
1 2 3 4 0
5.Clinical practice was helpful and helped me learn the content.
1 2 3 4 0
6.The handouts were helpful and helped me learn the content.
1 2 3 4 0
7.The overhead transparencies (if used) were helpful and helped me learn the content.
1 2 3 4 0
8.I will be able to use what I learned in the work setting.
1 2 3 4 0
9.I will be able to use what I learned away from the work setting.
1 2 3 4 0
Please write additional comments in the space below:
What other learning needs do you have?
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Nursing Fundamentals HN43
1.02
Collage as Culminating Activity for 1.02
Picture/activity contributed by Sharon Verdu – Charles D. Owens High School
Directions to Teacher: 1. Provide teacher input for 1.02 2. “Pull sticks” to check for student understanding of the material throughout
the teacher input process. 3. Divide students into groups. 4. Provide magazines, scissors, glue, markers, construction paper, and freezer
paper or some other paper for the background of the collage. 5. Use a rubric for benchmark assessment of this indicator. Go to
http://rubistar.4teachers.org to create a rubric.
Directions to students:
Within each group recall the role of the nurse aide, ethical responsibilities of the nurse aide, legal parameters of nurse aide practice, legal issues related to nurse aide practice, legal issue of nurse aide practice as it relates to the healthcare industry, and team member responsibilities of the nurse aide.
Find pictures that represent the content in 1.02.
Prepare a collage that illustrates understanding of nurse aide range of function and position within the healthcare team.
Nursing Fundamentals HN43
1.02
Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )
Oral Presentation Rubric :
Nurse Aide Range of Function and Position within the Health Care Team
Teacher Name: Student Name:
CATEGORY 4 3 2 1
Posture and Eye Contact
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.
Volume Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Volume often too soft to be heard by all audience members.
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Content Shows a full understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Stays on Topic Stays on topic all (100%) of the time.
Stays on topic most (99-90%) of the time.
Stays on topic some (89%-75%) of the time.
It was hard to tell what the topic was.
Uses Complete Sentences
Always (99-100% of time) speaks in complete sentences.
Mostly (80-98%) speaks in complete sentences.
Sometimes (70-80%) speaks in complete sentences.
Rarely speaks in complete sentences.
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
Listens to Other Presentations
Listens intently. Does not make distracting noises or movements.
Listens intently but has one distracting noise or movement.
Sometimes does not appear to be listening but is not distracting.
Sometimes does not appear to be listening and has distracting noises or movements.