Case Study Analysis and Response

This assignment requires students to thoroughly analyze a case study and demonstrate their understanding of the procedures involved in responding to incidents. The rubric outlines specific criteria for evaluating the quality of the analysis, including the depth of understanding demonstrated, the application of relevant literature, and the clarity and comprehensiveness of recommendations. Students are expected to critically analyze the case, draw on scholarly sources, and provide well-supported recommendations for fostering personal and professional development.

Incident report
Nature/Type of Incident/Event:
(Worker)
Bullying.
Description of the incident:
(Worker)
Day 1, Mr. Morgan says to me, “Hi, you are with me…..there is a poor skill mix today,
you will orient yourself…” he goes out and I do not see him again.
Day 2, Mr. Morgan asks me on 1st patient “where should you look for bleeding,” I
answer, "Platelets release thromboplastin, which converts prothrombin to thrombin in
the first step of the coagulation process; if the girl has low platelets she may bleed
and one of the first places to look for signs of bleeding is the gums and mucous
membranes”, he then tells me, “What are you, a walking textbook?”. On the second
patient, he asks me, "Can you recite what you know about croup?" before I answer
him, he says to me, "Nah, don't worry about that, just go in and make sure the
parents have some breakfast. Hear that? (pauses to listen) We need to get the
family up to Paeds as soon as possible"
Day 3, I administer a pneumonia patient and realize his condition is worse, I switch
on an alarm, Mr. Morgan, Dr. Trent Michael and RN Anna Roberts arrives, then
Morgan exclaims, “"OMG!", then says, “" What have you done?" just when I am
about to respond, Morgan says "Finish that cycle of compressions then step
back, we'll handle this".
Brief description of injury/illness:
(Worker)
Humiliation, anxiety and stress.
Did the person receive treatment following the injury/illness:
(Worker)
No
Person(s) who saw the Incident or first came to the scene:
(Worker)
Day 1, no one.
Day 2, the team leader
Day 3, Dr. Trent Michael and RN Anna Roberts
Action taken / intended, if any, to prevent recurrence of the incident:
(Manager)
Describe any longer term action proposed to prevent a recurrence:
(Manager)
Contributing factors:
Were issues related
to patient ID or
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patient factors
(Manager)
Were issues related
to staffing levels,
training or
competency? (Manager)
Was equipment (or
use/lack of use) a
factor? (Manager)
Was the environment
a factor? (Manager)
Were appropriate
policies or
procedures or lack
thereof a factor?
(Manager)
Was the failure of a
safety mechanism or
barrier designed to
protect the
patient/staff a factor?
(Manager)
.
Was communication
a factor? (Manager)
Signed:
(Worker)
X
Shannon Doe
Miss
Date: 9/27/2017
Signed:
(Manager)
Date:
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WHS
Introduction
The need for good communication and relations in a workplace cannot be
overemphasized. Senior nurses and undergraduate or novice nurses need to work in
harmony and understanding to avoid cases that are incorrectly termed as bullying.
Research indicates that undergraduate and new graduate nurses often face
difficulties intermingling with senior nurses (Becher, & Visovsky, 2012). However,
junior nurses need senior nurses to act as mentors and for guidance as far as their
professional development is concerned. Therefore, there lies the need for
maintaining good relations between the two groups.
Thus, this paper takes the position that lack of assertiveness from the student,
poor communication, lack of proper therapeutic relationship between the student and
her preceptor has made the student to come to a conclusion that she is being
bullied.
Additionally, the paper will analyse what the case study is all about, explain
what mechanism was present to the student to use, in regards to notifying, reporting
and investigating the incident. In addition to that, by use of appropriate literature, the
paper will come up with recommendations aimed at assisting Sharron in her
professional development.
Procedure for Dealing with the Incidents
In healthcare facilities, there are laid down procedures that need to be
followed to facilitate activities that arise from workers relations. In incidents of conflict
of relations, poor communication, and bullying, it is crucial for the victim to notify the
person in charge, report the matter to the person she or he is answerable to which
will, therefore, form the basis for investigation (Ceravolo et al., 2012). In the case
study given by Shannon Doe and Mr. Morgan, some procedures can be used for
notifying, reporting and investigating workplace incidents.
Firstly, there is the need for undergraduate nurses to know the person they
can report to should there be cases that they are unpleasant with. In this case,
Shannon ought to know the person to tell her concerns starting from the first day.
Secondly, it is advisable for undergraduate and new nurses to record everything and
anything that raises concern so that they can seek guidance or further clarification
(Rouse, & Al‐Maqbali, 2014). In addition to that, it is important to seek clarification
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before reporting any concern as this may sometimes be no concern at all. Lastly,
undergraduate or new nurses must report to the management or supervisory
positions for cases of bullying or any discomfort they may have, in the soonest time
possible so that corrective measures can be put in place (Allen, 2015).
On the other hand, there is investigation process that aims at identifying the
incidents and whether corrective measure needs to be introduced as per workplace
bullying rules, regulations and procedures. The first stage in this is to analyze the
pattern in the evidence account. Also, the timing and duration are important
depending on the subject, in regards to the case study, it ought to be done soonest
to help the student continue with her work (Broadbent et al., 2014).
Another step in this process is to prepare an incident report which documents
all accounts us they unfold. It must contain, particulars, more details of the incident,
the causes of the incidents, measures that can be used to correct and lastly, the
report review which is the person who prepared the document (Brown, Williams, &
Lynch, 2013). One can, therefore, break down the process into stages which are
preparation and gathering of information, interviewing witnesses if present, analyzing
the information or evidence present, establishing the route cause and lastly, is the
preparation of the report.
Description of the case study
The case study can be described in many ways. However, what comes out clearly, is
how poor therapeutic relations and communication can lead to conflict between a
senior and junior staff. Additionally, there is an aspect of the student avoiding to face
conflict. Lastly, Mr. Morgan makes many assumptions is unaware of what he needs
to do. To start with day one, there is the need for both Mr. Morgan and Shannon to
form a relationship as it is their first day. There is no way that the student can orient
herself as instructed by Mr. Morgan. This act is unacceptable about someone
intending to act as a preceptor (Anderson, 2011). The student feels neglected by the
person who is supposed to guide her. However, the student could have raised the
alarm and explain that she cannot orient herself. On day one, Mr. Morgan’s
statement that there is a poor mix of skills is not impressive as the student may
interpret it in the bad light.
On the second day, there is also a sense that Mr. Morgan is unaware of how
Shannon is dissatisfied. Worse though, is the fact that the student is unable to face
Mr. Morgan and inform him of her concern. Therefore, this explains the trend that
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appears to continue in regards to how Mr. Morgan addresses the student. There is
also an incidence that happens on the second day that bothers the student but which
she fails to convey or tell Mr. Morgan. Specifically, she tries to explain to Mr. Morgan
the process of clotting. However, Mr. Morgan responds to her in a way that hurts her
feelings but which Mr. Morgan fails to notice. Precisely, she describes her as a
walking textbook, but to the students, it sounds more of a mockery than a
compliment (Wijewardena et al.,2016).
Thus, Shannon does not explain to Mr. Morgan that she is not taking it well or
clarify further, this creates a bad situation where one believes that the other is
intentionally humiliating the other, while the other is unaware of anything like that.
Another incident that cements this bullying perception that Shannon now starts to
perceive is when Mr. Morgan asks her a question and interrupts her before she even
answers it, this again puts her down, but she does not either notify him or report to
the manager. Mr. Morgan, on the other hand, does not behave as a preceptor in
totality, he fails to consult her whether she was getting on well or having any
concerns at all (Tashiro et al., 2013). The day ends the student feeling frustrated but
unknowing to anyone, on the other hand, Mr. Morgan assumes that his student is
progressing well which is not the case.
On the third day, as usual, the student attends to the workplace, she feels
compelled to attend to a patient that is suffering from pneumonia. On examination,
Shannon notices that the patient’s condition is worse and therefore, rings an
emergency alarm and then continue working on the patient. Mistakenly, she fails to
consult or take instruction from her preceptor who is usually the case. However, Mr.
Morgan had already set precedence, so she had to perform duties on her own. On
arrival, Morgan exclaims to her which scares the student. He then suggests that she
finishes whatever treatment she is carrying out and let them perform the remaining
part. This is not the right way that Mr. Morgan needs to address the issue. The
student is in a learning process and as an experienced nurse; he ought to guide her
on what is right or wrong (Bowcock, & Peters, 2016).
On the other hand, the student ought to seek clarification from Mr. Morgan
and explains why she is not feeling confortable. Nurses ought not to keep quiet if
anything is not right (Hodgetts, 2011). Lastly, the day ends the student feeling bullied
unknowing to anyone. Mr. Morgan fails to notice anything and so do the other
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practitioners who accompany him. Lastly, as the students feel bullied, she decides to
call the Unit Manager and informing him that she would not turn up she feels.
Scientific Literature on the Matter
Research indicates that preceptor-student relationship is crucial in ensuring
that both achieve their goal. Additionally, there is scientific research which shows
that most preceptors are willing to mentor undergraduate students or novice but are
not qualified to conduct their roles (Iihan et al., 2013). Thus, the best way that the
research suggests is a collaboration between the student or new nurse and the
preceptor. In addition to that, scientific literature explains that workplace conflicts are
inevitable, thus, for anyone to survive in such situation, conflict resolution skills are
essential (McKenzie, 2015). Moreover, there is evidence that one of the
characteristics that are holding novice nurses back is silence (Miller, 2012). They
fear to ask or airing out their grievances.
Lastly, there is a growing concern from the scientific community in advocating
for socialization between a preceptor and student or novice nurse (Kemp, & Baker,
2013). Medical scientists believe dialogue resulting from such socialization can help
form a goal that the student and preceptor aim to achieve as far as professional
development is concerned (Johansen, & Cadmus, 2016). Lastly, research indicates
that students and nurses’ fear being assertive or confronting a given situation that is
not appealing.
Recommendation for Shannon Professional Development
 Ensure there is a good therapeutic relationship between you and your senior;
this can boost understanding and mutual benefits.
 It is important to consult, clarify and report any behavior that appears
demeaning or which is stressful for correction or avoidance.
 Master the skills of conflict resolution and addressing conflict as there are
likely to happen in any workplace setting.
 Assertiveness is a good quality that every worker must have as it will help in
churning out what is good from what is bad.
 Lastly, there is need to understand that the preceptor is there to help and
never fear to approach him or her for consultation or clarification. It is up to
the student to tell the preceptor where she or he is not getting it right.
Conclusion
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The case study is about Shannon Doe, a student and Mr. Morgan who acts as
a preceptor in a healthcare facility. In the case study, it is evident that
communication, good relationship and conflict resolution are essential aspects to
avoid stress which can form misconception of bullying in the workplace. Poor
communication makes it difficult in the workplace to be aware of what the student is
going through, thus, leaving her feeling bullied. Research indicates that conflict is
always present in workplaces and one way to avoid it is to learn conflict resolution
skills. Also, not solving conflicts may cause stress and psychological damage which
leads to absenteeism. Some of the recommendation that one can adapt to ensure
that he or she succeeds in his or her career development include but are not limited
to being assertive, socializing or engaging preceptors and forming goals together. In
addition to that, it is important to seek clarification or consult preceptors for anything
one cannot do or is not knowledgeable.
References
Allen, B. (2015). Understanding bullying in healthcare organisations. Nursing
Standard, 30(14), 50.
Anderson, L. (2011). A learning resource for developing effective mentorship in
practice. Nursing Standard, 25(51), 48-56
Broadbent, M., Moxham, L., Sander, T., Walker, S., & Dwyer, T. (2014). Supporting
Bachelor of Nursing students within the clinical environment: Perspectives of
preceptors. Nurse Education in Practice, 14(4), 403-409.
Brown, T., Williams, B., & Lynch, M. (2013). Relationship between clinical fieldwork
educator performance and health professional students' perceptions of their
practice education learning environments. Nursing & Health Sciences, 15(4),
510-517.
Bowcock, R., & Peters, K. (2016). Discussion paper: conceptual comparison of
student and therapeutic engagement. Nurse Education in Practice, 17(1),
188-191.
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Becher, J., & Visovsky, C. (2012). Horizontal violence in nursing. Medsurg Nursing :
Official Journal of the Academy of Medical-Surgical Nurses, 21(4), 210.
Ceravolo, D., Schwartz, D., Foltz-Ramos, K. & Castner, J. (2012). Strengthening
communication to overcome lateral violence. Journal of Nursing Management,
20(5), 599-606
Hodgetts, S. (2011). Being assertive benefits everyone. Nursing times,107(47), 41-
41.
Iihan, N., Sukut, O., Akhan, L., & Batmaz, M. (2016). The effect of nurse education
on the self-esteem and assertiveness of nursing students: A four-year long
longitudinal study. Nurse Education Today, 39(1), 72-78
McKenzie, D. (2015). The role of mediation in resolving workplace relationship
conflict. International Journal of Law and Psychiatry, 39(1), 52-59
Miller, D. D. (2012). The importance of nursing faculty mentoring. Journal of
Professional Nursing : Official Journal of the American Association of
Colleges of Nursing, 28(5), 262.
Rouse, R. A., & Al‐Maqbali, M. (2014). Identifying nurse managers' essential
communication skills: An analysis of nurses' perceptions in oman. Journal of Nursing
Management, 22(2), 192-200.
Wijewardena, N., Samaratunge, R., Hartel, C., & Kirk-Brown, A. (2016). Why did the
emu cross the road? Exploring employee’s perception and expectations of
humour in the Australian workplace. Australian Journal of Management, 41(3),
563-584.
Kemp, S., & Baker, M. (2013). Continuing professional development – reflection from
nursing education. Nurse Education in Practice, 13(6), 541-545
Johansen, M., & Cadmus, E. (2016). Conflict management style, supportive work
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environments and the experience of work stress in emergency nurses.
Journal of Nursing Management, 24(2), 211-218.
Tashiro, J., Shimpuku, Y., Naruse, K., & Matsutani, M. (2013). Concept analysis of
reflection in nursing professional development. Japan Journal of Nursing
Science, 10(2), 170-179.
NUR345 Semester 2, 2017 - Assignment 3 Marking Rubric
Needs development Competent Exemplary
Incident report 0 -2
The incident report
does not provide an
accurate, clear,
concise, factual and
objective account of
the incidents; opinion
and inference
included.
Electronic signature,
name and/or
designation omitted in
signing off of report.
3-4
The incident report
portrays an accurate,
clear, concise, factual
and objective account
of the incidents;
opinion and inference
avoided.
Electronic signature,
name and designation
to sign off incident
report.
5
The incident report
portrays an accurate,
clear, concise,
comprehensive,
factual and objective
account of the
incidents; opinion and
inference avoided.
Electronic signature,
name and designation
to sign off incident
report.
Presentation 0-2
Greater than 2
presentation
guidelines not abided
by – see presentation
guidelines under task
information.
Insufficient attention to
spelling, grammar
punctuation or syntax
(> 5 errors).
3-4
Less than 1 - 2
presentation
guidelines not abided
by– see presentation
guidelines under task
information.
Consistent attention to
spelling, grammar
punctuation or syntax
(< 5 errors)
5
Follows ALL
presentation
guidelines accurately:
– see presentation
guidelines under task
information.
Excellent attention to
spelling, grammar
punctuation or syntax
errors (no errors).
Organisation &
structure
0-2
Attempts an
introduction, body and
conclusion; however
one or more of these
components are weak
or ineffective. Provides
an illogical or random
progression of ideas
throughout the paper.
3-4
Has an introduction
Provides a logical
progression of ideas
throughout the body of
the paper. Main points
are present and
directly related to the
topic, but one or more
points may lack
enough detail and
development;
Conclusion
summarises most of
the main points in the
paper.
5
Has an effective
introduction; Provides
a smooth progression
of ideas in the body of
the paper by using
transitional devices.
Points are well
developed and directly
related to the thesis;
Conclusion effectively
summarises the main
points in the paper.
Content 0-7
Demonstrates limited
understanding of
8-11
Demonstrates
considerable
12-15
Demonstrates
thorough
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procedures in
response to incidents;
Narrow attempt to
apply the case study.
Limited
recommendations to
foster the student's
personal and
professional
development;
recommendations not
supported by the
literature.
procedures in
response to incidents;
Fundamentally applies
the case study; Draws
on the literature to
provide satisfactory
recommendations to
foster the student's
personal and
professional
development.
understanding of
procedures in
response to incidents;
Critically analyses the
case study; Draws on
the literature to provide
comprehensive
recommendations to
foster the student's
personal and
professional
development.
Research &
referencing
0-4
Less than 7 peer
reviewed journals or
texts are used to build
and support argument;
Some journals and
texts are more than 5
years old; The use of
direct quotes is
significant (>5); APA
6th guidelines are
poorly adhered to for
in-text referencing and
the end-of-text
reference list (>5
errors).
5-7
7 to 10 peer reviewed
journals or texts are
used to build and
support argument; No
more than 1 journal or
text is no more than 5
years old; The use of
direct quotes is
minimal (< 5); APA 6th
guidelines are used to
format in-text
referencing and the
end-of-text reference
list (<5 errors).
8-10
A minimum of 10 peer
reviewed journals or
texts are used to build
and support argument;
Journals and texts are
no more than 5 years
old; The use of direct
quotes is minimal (<
3); APA 6th guidelines
are used to format in-
text referencing and
the end-of-text
reference list (< 3
errors).
Total /40
Less late penalty of 5% per day (If applicable) Adjusted total /40
Marker:
Comments:
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