NR 510 Week 5 Discussion 1: Conflict at the Office

Sample Answer for NR 510 Week 5 Discussion 1: Conflict at the Office Included After Question

NR 510 Week 5 Discussion 1: Conflict at the Office

NR 510 Week 5 Discussion 1 Conflict at the Office

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Week 5: Conflict at the Office Discussion

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You are a family nurse practitioner working in an outpatient primary care office of a large hospital system. The practice has been operating for over 15 years, and many of the administrative and clinical staff were hired when the practice opened. You have been in the practice for less than 3 months. In that short amount of time, you have witnessed several of the clinical staff engaging in heated arguments with each other, sometimes in patient areas. You overhear an argument occurring today between two staff. You pick up a patient’s chart and notice a very low blood pressure that the medical assistant failed to notify you about. When you confront the MA, she states that she was going to report the vital signs to you when she became engaged in the heated argument you overheard and forgot to notify you.

Unfortunately, this pattern of behavior is not unusual in this practice. Working with staff who cannot cooperate effectively can negatively influence your ability to spend time with patients, can impede the flow of patients through the office, and could impact patient safety.

Discussion Question:

What is your response to the medical assistant? What actions do you take to redirect the flow away from arguments and back to patient care?

Provide rationales and evidence to support your decisions.

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May 27, 2018May 27 at 11:43pm

Manage Discussion Entry

A Sample Answer For the Assignment: NR 510 Week 5 Discussion 1: Conflict at the Office

Title: NR 510 Week 5 Discussion 1: Conflict at the Office

The answer to this question has to be addressed based on the type of person with whom I am going to engage.  Much of what I say to the MA will be based on my prior knowledge of the person and my perceptions about how they think and act.  The problem revolves around losing sigh of why we are here and what our priorities must be.  When we allow our own personal feelings of problems interfere with our work it can become a source of concern.  in this situation is could have well compromised the well being of a patient.  My goal would be to make the MA understand the importance of maintaining focus and how this can be a safety issue as well as affecting the unit as a whole (Yang &Treadway, 2016).  Personal interactions can be difficult but maturity dictates that there is an appropriate time and place to resolve personal issues and an acceptable manner in which to conduct yourself.  These expectations must be met or there will be consequences.  I would remind the MA that they are a professional and that they must maintain that status or risk losing the respect of co workers and patients.

Yang, J., & Treadway, D. C. (2016). A Social Influence Interpretation of Workplace Ostracism and Counterproductive Work Behavior. Journal of Business Ethics, 148(4), 879-891. doi:10.1007/s10551-015-2912-x

 

May 29, 2018May 29 at 4:21pm

Manage Discussion Entry

Good, Hasan.  Many times administration is not aware of conflicts because staff are afraid of the repercussions. When administration becomes aware of the conflict they question why the staff didn’t come to them sooner. Let’s say admin has come to you to see why you think the staff are not coming to them. You know it is because the staff are scared to but aren’t sure how to put it nicely to administration that the staff are “scared” of them. How could you hold this conversation with admin?

 

May 31, 2018May 31 at 11:02pm

Manage Discussion Entry

The method I would use to approach this subject would be to first point out the simple fact that there is a gap in the relationship between staff and management evidenced by the unwillingness of staff to approach administration regarding personnel issues and conflicts.  It takes work to establish and build a relationship and it is all based on trust.  Trust is something that must be earned by administration.  It has been my general observation that staff tend to think of administration as represent the organization and not the staff.  There are exceptions to this rule but they are the minority.  It is easy to see this when looking at a strong manager with whom people connect.  They have faith and trust and are willing to engage with those types of managers.  I have seen other managers that people will not go to and do not trust.  The point is that if there is no trust there is no desire to seek help due to lack of confidence in issues being addressed fairly.  We have a manager at my place of employment who fits this stereotype.  No one seeks her out because they have no faith in her willingness to help.  My advice to the administration would be to work on establishing trust by showing the staff you care about their issues in the same way you care about the priorities of the facility.

Jun 1, 2018Jun 1 at 8:40am

Manage Discussion Entry

Good, Hasan. While management can be intimidating, it is important that they remain open to discussion when employees want to voice their concerns. This is a problem in my practice where the supervising MD can be very intimidating but once you get to know him you see he has an open door policy and will speak to you anytime you want to. He may not tell you what you want to hear because he is going to be brutally honest but he respects you for the decision to pull him aside and voice your concerns. This is imperative to the success of a practice.

 

Jun 2, 2018Jun 2 at 9:19am

Manage Discussion Entry

After reviewing the case study, I do see that the staff has lost sight of what’s important, which is caring for the patients.  However, as for me, the tone and attitude of my response would not be based on whom I’m speaking to.  I would respond to whomever all the same way with a professional tone and attitude.  Our response to unprofessional behavior is just as important as our message and point we are trying to get understood (MacLean, Coombs, and Breda, 2016).  I do agree with you that what we say may depends on our prior knowledge and how they think and act.  In this case study I do believe that the medical assistants allowed their personal feelings and emotions interfere with their work and how they conduct themselves at work, in a professional environment.  I do believe that this

kind of behavior will not be resolved overnight or in one intervention due to the fact that the behavior of the MAs have been conducted and accepted for so many years.  As professional APN FNP we ought to make it our goal to refocus the MAs on what’s important, caring for the patients in a safe manner.

 

Reference: NR 510 Week 5 Discussion 1: Conflict at the Office

NR 510 Week 5 Discussion 1 Conflict at the Office
NR 510 Week 5 Discussion 1 Conflict at the Office

MacLean, L., Coombs, C., & Breda, K. (2016). Unprofessional workplace conduct…defining and defusing it. Nursing Management47(9), 30-34. doi:10.1097/01.NUMA.0000491126.68354.be

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NR 510 Week 5 Discussion 1: Conflict at the Office Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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