Nursing Practice: Incident Report and Conflict Resolution
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Added on  2022/12/23
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This article discusses an incident report in a nursing practice and provides procedures for dealing with conflict incidents. It also includes a critical analysis of the incident and recommendations for improving resilience.
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Running Head: NURSING PRACTICE1 Nursing Practice Name of Student Name of Institution Date of Submission
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NURSING PRACTICE2 Nursing Practice Incident Report On Monday, I arrived at Charles Darwin University Hospital Medical Ward to undertake my clinical placement for 2 weeks. I was received by RN Tim Coloton who introduced himself as my preceptor and guided me through my orientation. After familiarizing myself with this facility, I was expecting Tim Coloton to give me further instructions but I did not see him again that day. On Tuesday, I reported at the facility and met Tim Coloton who explained why he could not appear in double staffing. I requested him that I wanted to discuss issues about my placement, scope of practice, and placement objectives. Instead, Tim Coloton replied that he would create time much later for that discussion. While there, Tim Coloton referred to me as a ‘young Padawan’. I felt that my preceptor was undermining my practice. Later that day, we were doing ward rounds in the assigned rooms 1 to 5 when we met a 21-year-old woman with leukaemia in room 1. Tim Coloton challenged me to describe where I should look for bleeding in that patient. After describing the procedure, Tim Coloton referred to me as a walking textbook. This compliment did not auger well with my intuition because I felt like my preceptor was becoming sarcastic. On the third day, I completed my morning shift and Tim Coloton asked me to handover my patients to the afternoon staff RN Jenny Lee, RN Elizabeth McGregor, and EN Dorothy Mac. Unfortunately, I forgot to mention that patient Ross Kantilla was on a 1000ml fluid restriction while patient Margarita Voulos was to fast from midnight Wednesday until morning. Tim noted my mistakes and called me aside. He instructed me to adhere to the ISBAR framework whenever handing over my patients. I told Tim that he was too picky for summoning me over the two omissions. However, Tim affirmed that he was only trying to
NURSING PRACTICE3 give me a constructive feedback. At this point, I became stressed and anxious leading to the submission of my incident report to NUM John Matthew while also adding that I would not turn up again. Procedures for Dealing with Conflict Incidents According to the case study, Shannon Doe submitted her incident report because she felt bullied, stressed, and anxious. Such predicaments of nursing students are often caused by communication problems as well as misunderstanding between them and their preceptors (Budden et al, 2017). Since Shannon and Tim could not resolve their conflicts, Shannon decided to terminate her clinical placement at the hospital. Now, there are many procedures which can be adopted to facilitate conflict resolution in such incidences. To start with, it is prudent to clarify the issues causing such disagreements (Cherry & Jacob, 2016). This can be achieved through the provision of code of ethics or contract forms containing the job descriptions and role boundaries of each nurse. In addition, clarifications of issues between a nursing student and a preceptor promotes collaboration and assertiveness during clinical placements (Lamont, Brunero & Woods, 2015). Secondly, conflicts in a healthcare facility can be resolved by encouraging positive communication and relations among members of staff (Pines et al, 2014). An effective communication system motivates nurses to share their experiences and discuss conflicting issues within the facility. However, if the communication system is compromised, nursing students and junior nurses will face difficulties in raising their concerns (Pines et al, 2014). In this case, Shannon perceived that she was being bullied because the system was unfavourable to her. Apparently, the communication channel in this facility suppressed nursing students and junior nurses while entitling senior members of staff.
NURSING PRACTICE4 Thirdly, conflicts in nursing practice can be resolved by emphasizing the need for professional commitment (Hillman, 2014). Professional commitment entails the pledge to work diligently to achieve the expectations of an individual’s job description. As a nurse, professional commitment entails loyalty and intentions to continue working in a clinical environment (Hillman, 2014). Therefore, the success of nursing students and practising nurses is evaluated according to the level of dedication showed by an individual (Bisholt et al, 2014). In this scenario, Shannon did not demonstrate professional commitment because she failed to prove her loyalty and perseverance in a clinical environment. The fourth procedure entails evaluation of a common goal among staff members and discussing ways of achieving them (Moore, 2014). When a hospital staff works towards a common objective, conflicts are eliminated and the operations become flawless. Similarly, a nursing student and the assigned preceptor should focus on achieving a common goal during the learning exercise. As such, a nursing student should always take instructions from the preceptor and ask for clarifications whenever the instructions are unclear (Levett-Jones et al, 2015). Therefore, Shannon and Tim needed to collaborate in order to achieve the scope of practice and placement objectives. Since Tim was not willing to address these concerns, Shannon could not concentrate on her duties hence terminating the placement. Lastly, it is essential to set strategies for conflict resolution in a healthcare facility (Krautscheid, Luebbering & Krautscheid, 2017). In a nursing environment, two strategies are commonly used namely; accommodation and collaboration. To start with, accommodation entails one nurse dissenting to the opinions of another (Moore, 2014). For instance, Shannon would have accepted the instructions and corrections of Tim Coloton without alleging any sarcasm in the compliments. Secondly, collaboration is where both nurses set a common goal which is favourable for their operations (Moore, 2014). In this case, Shannon and Tim would
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NURSING PRACTICE5 have cooperated by discussing their expectations and scope of practice then work toward realizing their objectives. Critical Analysis of the Incident The fallout between Shannon and her preceptor Tim Coloton was primarily caused by misunderstanding and ineffective communication. Shannon was not comfortable with Tim’s compliments and only perceived them as criticism or sarcasm. Such forms of miscommunication can irritate nursing students hence distracting them from the clinical placement (Bisholt et al, 2017). By the time Tim was starting to challenge Shannon on nursing practice, she was already withdrawn and disinterested in her preceptor’s instructions. This situation resulted in Shannon’s termination of her placement after submitting the incident report. On the first day of the clinical placement, Tim mentioned that ‘I’ll do what I can to make it fun, but also to challenge you.’ This statement indicates that Tim enjoys humorous conversations with his students and that Shannon would have been prepared to accept his jokes. Instead, she was too serious and proceeded to misinterpret Tim when he called her a ‘young Padawan’ and ‘a walking textbook’. On the other hand, Tim is also at fault for not realizing that Shannon was not enjoying his jokes. As a preceptor, he ought to have known how to deal with different types of students so that he does not offend anyone (Budden et al, 2017). Disagreements between a nursing student and a preceptor can result from preceptor’s unsystematic way of giving instructions (Lamont, Brunero & Woods, 2015). For instance, Tim promised Shannon that he would be present during double staffing only for him to disappear and come back the following day. On the second day when Shannon asked about her placement, scope of practice, and placement objectives, Tim failed to address this issue
NURSING PRACTICE6 but mentioned that he will discuss it later in the day. It was also noted that on the third day, Tim was insisting on the use of ISBAR framework even though Shannon was trying to defend her attempts as a nursing student. Again, Shannon felt bullied and harassed such that she no longer wanted to stay at the facility. Recommendations for Improving Shannon’s Resilience The following recommendations can be useful; Firstly, Shannon needs to understand that her preceptor is humorous. She should not get easily offended by Tim’s amusements and remarks. She needs to give superficial interpretations to Tim’s compliments in a bid to avoid any controversy. Secondly, Shannon should learn to accept her mistakes without faulting her preceptor. Usually, learning is best achieved by those who face reality and work toward rectifying their faults (Parnell & Onge, 2015). Even if her efforts are worth appreciation, she needs to understand that a single mistake in healthcare can lead to loss of lives (Parnell & Onge, 2015). Thirdly, Shannon should be emotionally intelligent. In any incidence of disappointment or frustration, she should not overreact to the extent of discontinuing her placement (Chan et al, 2014). Such attitudes are intolerable at the workplace and might just cost her an opportunity to practice. Lastly, Shannon should learn conflict resolution strategies. She needs to learn that disagreements are common occurrences in the organization. However, staff members continue to collaborate and work towards a common goal because they know how to solve their conflicts (Waite & McKinney, 2014).
NURSING PRACTICE7 References Bisholt, B., Ohlsson, U., Engström, A. K., Johansson, A. S., & Gustafsson, M. (2014). Nursing students' assessment of the learning environment in different clinical settings.Nurse education in practice, 14(3), 304-310. Budden, L. M., Birks, M., Cant, R., Bagley, T., & Park, T. (2017). Australian nursing students’ experience of bullying and/or harassment during clinical placement. Collegian, 24(2), 125-133. Chan, J. C., Sit, E. N., & Lau, W. M. (2014). Conflict management styles, emotional intelligence and implicit theories of personality of nursing students: A cross- sectional study.Nurse education today, 34(6), 934-939. Cherry, B., & Jacob, S. R. (2016).Contemporary nursing: Issues, trends, & management. Elsevier Health Sciences. Hillman, D. R. (2014). Understanding multigenerational work-value conflict resolution. Journal of Workplace Behavioral Health, 29(3), 240-257. Krautscheid, L. C., Luebbering, C. M., & Krautscheid, B. A. (2017). Conflict-handling styles demonstrated by nursing students in response to microethical dilemmas.Nursing Education Perspectives, 38(3), 143-145. Lamont, S., Brunero, S., & Woods, K. P. (2015). Satisfaction with clinical placement–the perspective of nursing students from multiple universities.Collegian, 22(1), 125- 133. Levett-Jones, T., Pitt, V., Courtney-Pratt, H., Harbrow, G., & Rossiter, R. (2015). What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience?Nurse education in practice, 15(4), 304-309.
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NURSING PRACTICE8 Moore, C. W. (2014).The mediation process: Practical strategies for resolving conflict. John Wiley & Sons. Parnell, R. B., & Onge, J. L. S. (2015). Teaching safety in nursing practice: Is emotional intelligence a vital component?Teaching and Learning in Nursing, 10(2), 88-92. Pines, E. W., Rauschhuber, M. L., Cook, J. D., Norgan, G. H., Canchola, L., Richardson, C., & Jones, M. E. (2014). Enhancing resilience, empowerment, and conflict management among baccalaureate students: Outcomes of a pilot study.Nurse Educator, 39(2), 85-90. Waite, R., & McKinney, N. S. (2014). Enhancing conflict competency.ABNF Journal, 25(4).