Author: Gerry Altmiller, EdD, APRN, ACNS-BC, ANEF, FAAN
For use in: Pre-licensure, RN-BSN, MSN, New to Practice/Transition to Practice, Staff Development
Setting: Didactic,clinical course assignment, online course
Activity: Presentation with Discussion posting
Learner Objectives:
- Describe impact of own communication style on others
- Discuss effective strategies for communicating and resolving conflict
- Explain how authority gradients influence teamwork and patient safety
- Communicate with team members, adopting own style of communicating to needs of the team and situation
- Identify strategies to solicit input from other team members to improve individual, as well as team performance
- Effectively assert own position/perspective in discussions about patient care
- Choose communication styles that diminish the risks associated with authority gradients among team members
- Value teamwork and the relationships upon which it is based
- Contribute to the resolution of conflict and disagreement
- Recognize that nursing and other health professions students are parts of systems of care and care processes that affect outcomes for patients and families
- Value own and others’ contributions to outcomes of care in local care settings
- Describe factors that create a culture of safety (such as open communication strategies and organizational error reporting
- Effectively communicate observations or concerns related to hazards and errors to patients, families, and the health care team
- Value vigilance and monitoring (even of own performance of care activities) by patients, families, and other members of the health care team.
Strategy Overview
This evidence-based teaching strategy is an 18-minute narrated presentation that includes 22 slides focused on helping students to understand the importance of learning to give and to receive constructive feedback. Key points include understanding constructive feedback’s role in quality improvement and patient safety, and learning to view constructive feedback as an opportunity for improvement. Students may listen to it on-line, at home, or in the classroom with a faculty member. The presentation can be loaded into Electronic Course Frameworks. Students can be assigned a reflective journaling activity or post in discussions about what they gained from the presentation.
Evaluation strategies can include a blog or discussion post to determine what students gained from listening to the presentation. Faculty can initiate a classroom discussion focused on the value of feedback and strategies students learned from the presentation to help them give and receive constructive feedback.