Nursing Management: Staffing, Communication and Team Development That Hold Up Under Pressure

Course Purpose

3 contact hours nursing continuing education course: Nursing Management: Staffing, Communication and Team Development That Hold Up Under Pressure.

Continuing Education Credit Designation

This educational activity is credited for 3 contact hours at completion of the activity.

Overview

3contact hours nursing continuing education course: Nursing Management: Staffing, Communication and Team Development That Hold Up Under Pressure.

Objectives

Upon completion of this independent study, the learner will be able to:

1. Explain why nursing management is a patient safety function, using the position of nurses as the professionals who spend the most time with hospitalised patients and are therefore placed to detect deterioration and error.
2. Describe the well-established link between adequacy of nurse staffing and outcomes such as mortality and failure to rescue, and state accurately that the pathway connecting them is less well understood.
3. Explain the two proposed pathways from staffing to outcome, surveillance capacity and missed nursing care, and define missed nursing care as care that is delayed, partially completed or not completed at all.
4. Identify the structural contributors to missed nursing care in the retrieved conceptual model, being labour resources, material resources, and teamwork and communication, and locate each in a specific management decision.
5. Recognise normalisation of deviance, in which working under time and resource pressure unconsciously reinforces the acceptability of delaying or omitting care, and describe what a leader does when it appears.
6. Describe a culture of safety and the just culture distinctions between human error, at-risk behaviour and reckless behaviour, and explain why continued reporting depends on staff seeing that reports lead to change.
7. Explain the concepts all teamwork training programmes share, including cross-checking, offering assistance, addressing errors non-judgmentally, debriefing and creating an atmosphere in which staff feel comfortable speaking up.
8. Name the documented teamwork training programmes, including TeamSTEPPS, the Veterans Affairs Medical Team Training programme and crew resource management, and state what the retrieved evidence shows and does not show about their effect.
9. Conduct and receive a handoff so that information, authority and responsibility transfer explicitly, interruptions are limited, and the receiver can question and read back.
10. Explain how disruptive and unprofessional behaviour reinforces a steep authority gradient and reduces the likelihood of errors being reported, and describe the code of conduct and confidential reporting requirements the retrieved source attributes to accreditation standards.
11. Describe burnout as an occupational phenomenon with three defined dimensions, summarise the retrieved evidence linking it to error, and explain why system-level intervention packages are described as more effective than individual-level ones.
12. Apply the retrieved organisational domains, including workload and job demands, efficiency and resources, control and flexibility, and social support and community at work, to one concrete change a nurse leader can propose.
13. Summarise what work hour regulation did and did not achieve, including improved trainee well-being with no clear effect on patient safety, and explain the handoff burden that reducing hours can introduce.
14. Distinguish active from latent errors and use the retrieved categories of latent factors, including staffing, team environment and organisational or management factors, when contributing to an event analysis.
15. Recognise weak corrective actions such as education alone and enforcing existing policy, and explain why the retrieved source calls for robust corrective actions and risk reduction instead.
16. Describe the high reliability principles of reluctance to simplify, sensitivity to operations, deference to expertise and commitment to resilience, and state accurately that standardisation is necessary but not sufficient.
17. Explain moral distress and workforce well-being as matters requiring organisational action rather than individual endurance, and identify the escalation route for an ethical concern a nurse leader cannot resolve locally.

Who this course is for:

Advanced Practice Registered Nurses, registered nurses, licensed practical or vocational nurses, and other healthcare providers in any setting who want continuing education on Nursing Management: Staffing, Communication and Team Development That Hold Up Under Pressure.

Course outline

12 sections · finish in any order across devices

1. 1

   Course overview and learning objectives

2. 2

   Introduction

3. 3

   Why the assignment sheet is a safety document: staffing, surveillance and outcome

4. 4

   Missed nursing care: naming what did not happen, and why it was structural

5. 5

   Culture and accountability: making it safe to say what happened

6. 6

   Team development: training the crew, not just the individuals

7. 7

   Handoff, escalation and the sentences a team must be able to say

8. 8

   Conduct that undermines safety: naming it, addressing it, knowing your limits

9. 9

   Workforce well-being as a system variable: burnout, fatigue and moral distress

10. 10

    Learning from events and building reliability: from weak actions to durable change

11. 11

    Nursing Considerations

12. 12

    Conclusion

This Course Satisfies

Requirement summaries come from our state requirement records. All Users of Fast CE For Less’s website and content are responsible for knowing their state’s license and renewal requirements.

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