We believe the Affordable Care Act (ACA) has had a favorable influence on healthcare outcomes and prices,

We believe the Affordable Care Act (ACA) has had a favorable influence on healthcare outcomes and prices, as has been discussed. Medicaid expansion under the ACA was a significant step in the right direction since it allowed low-income people who did not qualify for Medicaid but could not afford private insurance to access low-cost healthcare options (Crowley et al., 2019). The expansion of medical coverage made early diagnosis and prevention of disease possible, leading to better health outcomes and fewer, less costly trips to the emergency room.

We concur that improvements in healthcare outcomes may be directly attributed to the changes in insurance procedures mandated by the law, in particular the limitation on excessive payments based on an individual’s medical history. Because of this provision, people with chronic illnesses are more likely to seek out life-saving medical care and treatment without worrying about being turned away or paying exorbitant fees (Crowley et al., 2019; Neiman et al., 2021). This, in turn, has resulted in better health outcomes and cost savings in the long run. Another favorable aspect of the legislation is the establishment of insurance marketplaces. Competitive pressure from these business hubs among safety net providers has resulted in lower rates and more flexible coverage options for consumers.

Prevention and wellness programs, which the ACA encourages, have also helped boost health and save costs. The Affordable Care Act (ACA) has helped reduce the prevalence of chronic illnesses by requiring insurance providers to provide preventative care without requiring patients to pay anything out of pocket. Community-based preventive programs have received money to assist projects addressing obesity, cigarette use, and drug addiction, all of which have the potential to reduce long-term costs by reducing the frequency with which costly treatments and hospitalizations are required (Crowley et al., 2019). Besides, the accountable care organizations (ACOs) that have been established as a result of the ACA`s payment changes have promoted the provision of care that is both high in quality and efficient in its use of resources. In exchange for coordinating treatment, preventing illness, and effectively managing chronic illnesses, ACOs provide financial incentives to healthcare providers.

Technology is only as effective as the extent to which it is used.  To the healthcare provider, it is a valuable tool.  But are we setting these providers up for burn-out? 

Technology is only as effective as the extent to which it is used.  To the healthcare provider, it is a valuable tool.  But are we setting these providers up for burn-out?

Read the Harris and Hilliard articles and write your response:

1. How would you define EHR or technology-related stress?

2. How can you overcome this challenge in your APN role?

IN 600 WORDS 

ASSIGNED READING

McBride and Tietze (2022)

∙    Chapter 14:  Privacy and Security

∙    Chapter 15:  Personal Health Records and Patient Portals

Additional resources

∙    Harris, D., Haskell, J., Cooper, E., Crouse, N, and Gardner, R. (2018). Estimating the association between burnout and electronic health record-related stress among advanced practice registered nurses.  EHR-1.related.stress.among.APNs.pdf (ATTACHED)

∙    Hilliard, R., Haskell, J., & Gardner, R. (2020). Are specific elements of electronic health record use associated with clinician burnout more than others?  Available at https://pubmed-ncbi-nlm-nih-gov.northernkentuckyuniversity.idm.oclc.org/32719859/.

Applied Nursing Research

Contents lists available at ScienceDirect

Applied Nursing Research

journal homepage: www.elsevier.com/locate/apnr

Original article

Estimating the association between burnout and electronic health record- related stress among advanced practice registered nurses

Daniel A. Harris, MPHa,c, Jacqueline Haskell, MSc, Emily Cooper, MPHc,⁎, Nancy Crouse, CNSd, Rebekah Gardner, MDb,c

a Department of Epidemiology, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada bWarren Alpert Medical School, Brown University, Providence, RI, United States of America cHealthcentric Advisors, Providence, RI, United States of America d Boston Medical Center, Boston, MA, United States of America

A R T I C L E I N F O

Keywords: APRN Burnout Electronic health record Health information technology

A B S T R A C T

Background: Health information technology (HIT), such as electronic health records (EHRs), is a growing part of the clinical landscape. Recent studies among physicians suggest that HIT is associated with a higher prevalence of burnout. Few studies have investigated the workflow and practice-level predictors of burnout among ad- vanced practice registered nurses (APRNs). Aim: Characterize HIT use and measure associations between EHR-related stress and burnout among APRNs. Methods: An electronic survey was administered to all APRNs licensed in Rhode Island, United States (N= 1197) in May–June 2017. The dependent variable was burnout, measured with the validated Mini z burnout survey. The main independent variables were three EHR-related stress measures: time spent on the EHR at home, daily frustration with the EHR, and time for documentation. Logistic regression was used to measure the association between EHR-related stress and burnout before and after adjusting for demographics, practice- level characteristics, and the other EHR-related stress measures. Results: Of the 371 participants, 73 (19.8%) reported at least one symptom of burnout. Among participants with an EHR (N=333), 165 (50.3%) agreed or strongly agreed that the EHR added to their daily frustration and 97 (32.8%) reported an insufficient amount of time for documentation. After adjustment, insufficient time for documentation (AOR=3.72 (1.78–7.80)) and the EHR adding to daily frustration (AOR=2.17 (1.02–4.65)) remained predictors of burnout. Conclusions: Results from the present study revealed several EHR-related environmental factors are associated with burnout among APRNs. Future studies may explore the impact of addressing these EHR-related factors to mitigate burnout among this population.

1. Introduction

Resulting from chronic job-related stress, burnout is characterized by emotional exhaustion, depersonalization, and decreased job sa- tisfaction (Maslach, Schaufeli, & Leiter, 2001). Given the high-stress nature of clinical environments, burnout among healthcare workers has been shown to exceed that of the general population (Shanafelt, Boone, Tan, et al., 2012). Among physicians, the first published report of “burnout” emerged in 1981 (Pines, 1981). A nationally representative survey of United States physicians revealed that nearly half (45.8%) experienced at least one symptom of burnout (Shanafelt et al., 2012; Shanafelt, Hasan, Dyrbye, et al., 2015). Moreover, results indicated that over 50% of physicians in “front line” specialties (e.g., emergency

medicine and general internal medicine) reported one or more symp- toms of burnout (Shanafelt et al., 2012). Several studies have identified associations between physician burnout and poorer quality of care (Melville, 1980; Yuguero, Marsal, Esquerda, & Soler-Gonzalez, 2017), reduced patient satisfaction (Haas et al., 2000), and increased risk of turnover (Williams, Konrad, Scheckler, et al., 2001). However, despite the breadth of literature investigating burnout among physicians, sig- nificantly fewer studies have explored burnout among advanced prac- tice registered nurses (APRNs) (Hoff, Carabetta, & Collinson, 2017).

In 2010, the Agency for Healthcare Research and Quality estimated that over 100,000 APRNs practice in the United States, with over half (52.0%) working in primary care (Agency for Research Health and Quality, 2012). As of 2017, the number of APRNs has grown to 234,000

https://doi.org/10.1016/j.apnr.2018.06.014 Received 4 March 2018; Received in revised form 19 June 2018; Accepted 23 June 2018

⁎ Corresponding author at: 235 Promenade Street, Suite 500, Providence, RI, United States of America. E-mail address: ecooper@healthcentricadvisors.org (E. Cooper).

Applied Nursing Research 43 (2018) 36–41

0897-1897/ © 2018 Elsevier Inc. All rights reserved.

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in the United States (American Association of Nurse Practitioners, 2017; Hoff et al., 2017). Similar growth of the APRN workforce has been observed in the Netherlands, Canada, Australia, Ireland and New Zealand from 2005 to 2015 (Maier, Barnes, Aiken, & Busse, 2016). APRNs comprise a large and crucial component of the clinical work- force especially as physician shortages in both primary and specialized care settings continue to increase (Hoff et al., 2017; Norful, Swords, Marichal, Cho, & Poghosyan, 2017). Despite the growth of the APRN workforce in the United States and internationally, few studies have investigated the work-related psychological outcomes experienced by this population. One study showed that compared to emergency nurses and nurse managers, APRNs tend to experience less burnout (Browning, Ryan, Thomas, Greenberg, & Rolniak, 2007). The authors suggested that lower burnout among APRNs may be because they enter the field to gain more autonomy (Whelan, 1997), a job characteristic that is typically associated with greater job satisfaction (Tri, 1991). A recent review of job satisfaction, burnout, and job turnover among APRNs and physician assistants revealed that although APRNs generally report high job satisfaction, considerable variation exists across studies (Hoff et al., 2017). The authors also noted that the literature examining burnout among APRNs has a number limitations: 1) many studies with sample sizes of less than<200, 2) a predominance of univariable and bivari- able analyses, as opposed to multivariable statistical methods, and 3) a limited consideration of work setting and organizational factors (Hoff et al., 2017).

In the United States, recent changes in the payment landscape (e.g., Meaningful Use and the Physician Quality Reporting System) and their connection to HIT have drawn investigators to explore potential asso- ciations between HIT and burnout among physicians (Shanafelt et al., 2012; Shanafelt, Dyrbye, Sinsky, et al., 2016). One recent survey of a nationally representative sample of United States physicians reported that overall satisfaction with electronic health records (EHRs) was ty- pically low and that physicians who used EHRs had higher odds of burnout (Shanafelt et al., 2016). Dissatisfaction with HIT has also been observed among physicians and nurses internationally (Griffon et al., 2017; Leslie & Paradis, 2018; Ologeanu-Taddei, Morquin, & Vitari, 2017). Similar to physicians, APRNs engage with HIT as part of their practice (Bowles, Dykes, & Demiris, 2015; Cooper, Baier, Morphis, Viner-Brown, & Gardner, 2014; Fund TC, 2017); however the re- lationship between HIT and burnout among this population remains unstudied. Therefore, the current study’s primary aim is to address several of the limitations in the literature by estimating the association between EHR-related stress and burnout among APRNs, while adjusting for demographic and organizational factors using multivariable methods. To further describe APRN engagement, attitudes and per- ceptions about HIT, our study’s secondary aim is to characterize other dimensions of HIT and EHR use (e.g., office communication). We hy- pothesize that EHR-related stress will be significantly associated with burnout.

2. Methods

Administered by the Rhode Island Department of Health, a state- wide electronic survey was sent to all 1197 APRNs licensed and in practice in Rhode Island. The survey period was from May 8th, 2017 to June 12th, 2017. As part of a legislative mandate (State of Rhode Island Plantations, 1998), the survey measures and publically reports ag- gregated measures of HIT use among physicians, physician assistants and APRNs in the state. A description of the publically reported mea- sures and survey process has been previously reported (Cooper et al., 2014). A total of 371 APRNs contributed data for a response rate of 31.0%. The present study was reviewed by the Rhode Island Depart- ment of Health’s Institutional Review Board (IRB) and deemed exempt.

2.1. Sample characteristics

Participant age and gender were obtained through the Rhode Island Department of Health’s publically available APRN licensure file and matched using the participant’s self-reported APRN license number. Age was categorized into three groups (24–40; 41–60; and 61–80 years of age). Participants also provided information regarding their specialty, practice setting (outpatient/office or inpatient/hospital), practice size, whether they provide primary care and whether they use a medical scribe (Shanafelt et al., 2012; Shanafelt et al., 2015; Shanafelt et al., 2016). Practice size was categorized into four groups (1–3 clinicians; 4–9 clinicians; 10–15 clinicians; 16+ clinicians). Due to the small number of Neonatal specialists (n= 5), their specialty was combined with Pediatrics.

2.2. Dependent variable

Burnout was measured using a single question item from the Mini z, a 10-item survey developed from the Physician Work Life Study (McMurray et al., 2000; Puffer, Knight, O’Neill, et al., 2017; Williams, Konrad, Linzer, et al., 1999). Using a 5-point likert scale, participants were asked to identify their symptoms of burnout (Maslach et al., 2001): 1) “I enjoy my work. I have no symptoms of burnout”; 2) “I am under stress, and don’t always have as much energy as I did, but I don’t feel burned out”; 3) “I am definitely burning out and have one or more symptoms of burnout, e.g., emotional exhaustion”; 4)“The symptoms of burnout I am experiencing won’t go away. I think about work frustra- tions a lot”; 5) “I feel completely burned out. I am at the point where I may need to seek help”. Similar to previous studies, we dichotomized this measure into no symptoms of burnout (≤2) and 1 or more symp- toms of burnout (≥3) (McMurray et al., 2000; Schmoldt, Freeborn, & Klevit, 1994). This single-item measure has been previously validated for physicians (Rohland, Kruse, & Rohrer, 2004) and shown to have a sensitivity of 83.2% and specificity of 87.4% when compared to the Maslach Burnout Inventory (Dolan, Mohr, Lempa, et al., 2015).

2.3. Independent variables

The present study’s main independent variables of interest are three EHR-related stress measures: 1) whether the EHR adds to daily frus- tration, 2) sufficiency of time for documentation, and 3) the amount of time spent on the EHR at home. As with the outcome of interest, the three EHR-related stress measures were adopted from the Mini z (Williams et al., 1999; Williams et al., 2001). For the first measure, participants rated how much they agreed that EHRs add to their daily frustration using a 4-point likert scale (“strongly agree”, “agree”, “dis- agree”, or “strongly disagree”). We dichotomized these responses into two categories: agree (combining “agree” with “strongly agree”) and disagree (combining “disagree” with “strongly disagree”). The second EHR-related stress measure assessed sufficiency of time for doc- umentation using a 5-point likert scale (“poor”, “marginal”, “satisfac- tory”, “good”, “optimal”). Responses were dichotomized into either insufficient (“poor” and “marginal”) or sufficient (“satisfactory”, “good”, and “optimal”) time for documentation. Last, for the third measure, participants were asked to rate how much time they spend on the EHR at home using a 5-point likert scale (“excessive”, “moderately high”, “satisfactory”, “modest”, or “minimal/none”). Responses were categorized into three groups: 1) “minimal/none”, 2) “modest” and “satisfactory”, and 3) “moderately high” and “excessive”.

2.4. Additional health information technology use measures

As few studies have explored the distribution, attitudes, and per- ceptions of HIT among APRNs, we included a number of HIT use- and perception-related survey questions. Any EHR use, either at a main or secondary practice site, was measured with a binary yes/no response.

D.A. Harris et al. Applied Nursing Research 43 (2018) 36–41

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Survey questions regarding EHR use were only administered to parti- cipants who reported “yes” to using an EHR. Using a 4-point scale (“strongly agree”, “agree”, “disagree”, or “strongly disagree”), partici- pants were instructed to judge if EHRs 1) improve their clinical work- flow, 2) improve patient care, 3) improve job satisfaction, and 4) im- prove communication among providers and staff. Participants were asked if they have remote access to their EHR and if they used it, and among participants who use remote EHR access, the reasons for remote use. Last, as medical scribes have been shown to mitigate the burdens of HIT use among physicians, participants were asked if they used a medical scribe using a dichotomous yes/no response (Gidwani, Nguyen, Kofoed, et al., 2017).

2.5. Data analysis

Bivariable chi-square and Fisher’s exact tests were used to measure associations between burnout, participant demographics, practice characteristics, EHR use, and EHR-related stress. Fisher’s exact tests were used to measure the association between categorical variables with a small number (≤5) of participants in a category. Logistic re- gression was used to measure the unadjusted associations between burnout, participant demographics (age and gender), practice char- acteristics (practice setting, practice size, use of a medical scribe), and the three EHR-related stress measures of interest. Multivariable logistic regression was then used to measure the associations between burnout and each measure of EHR-related stress while controlling for partici- pant demographics, practice characteristics, and the other EHR-related stress measures. As the three independent measures of interest require the use of an EHR, the regression models only included APRNs who reported using an EHR (N=333). All statistical analyses were con- ducted using Stata version 14.0 (Stata Statistical Software, 2015).

3. Results

Among the 371 APRN participants in our sample, 73 (19.8%) ex- perienced one or more symptoms of burnout and 333 (89.9%) reported using an EHR. Fig. 1 displays the distribution of each APRN specialty among those reporting one or more symptoms of burnout. Among the 73 APRNs reporting at least one symptom of burnout, 34 (46.6%) were Family/Individual APRNs and 16 (21.9%) were Adult/Gerontology APRNs. Among APRN participants who use EHRs, 64 (19.3%) reported spending a moderately high to excessive amount of time on their EHR at home, 165 (50.1%) agreed or strongly agreed EHRs add to their daily frustration, and 97 (32.8%) reported insufficient time for documenta- tion.

Table 1 stratifies demographic traits, practice characteristics and burnout by EHR use. We note several significant differences in EHR use across age, practice setting, practice size, specialty, and the ordinal measure of burnout (i.e., the 5-point scale identifying symptoms of

0.0%

6.9%

11.0%

13.7%

21.9%

46.6%

0% 20% 40% 60% 80% 100%

Non-prescriptive (n=0)

Women’s Health (n=5)

Prediatric (n=8)

Psychiatric (N=10)

Adult/Gerontology (n=16)

Family/Individual (n=34)

APRNs reporting burnout Fig. 1. Distribution of Advanced Practice Registered Nurse (APRN) specialties reporting one or more symptoms of burnout (n=73).

Table 1 Sample characteristics of the advanced practice registered nurse (APRN) par- ticipants (N= 371).

Characteristic Does not have an EHR (N=38) n (%)

Has an EHR (N=333) n (%)

p

Age, years 0.001 24–40 4 (10.5) 104 (31.2) 41–60 17 (44.7) 160 (48.1) 61–80 17 (44.7) 69 (20.7)

Gender 0.285 Male 2 (5.3) 41 (12.3) Female 36 (94.7) 292 (87.7)

Practice setting 0.015 Office/outpatient 33 (86.8) 108 (32.4) Hospital/inpatient 5 (13.2) 225 (67.6)

Practice size 0.001 1–3 clinicians 22 (57.9) 74 (22.4) 4–9 clinicians 12 (31.6) 96 (29.0) 10–15 clinicians 1 (2.6) 43 (13.0) 16 or more clinicians 3 (7.9) 118 (35.7)

Primary care provider No 22 (66.7) 116 (51.6) 0.104 Yes 11 (33.3) 109 (48.4)

Specialty/degree type 0.001 Adult/Gerontology 6 (15.8) 91 (27.8) Family/Individual 12 (31.6) 154 (46.3) Non-prescriptive 5 (13.16) 2 (0.6) Psychiatric 14 (36.8) 47 (14.1) Women’s health/gender related 1 (2.6) 15 (4.5) Pediatric 0 (0.0) 24 (7.2)

Burnout 0.001 1. “I enjoy my work. I have no symptoms of burnout”

28 (73.7) 109 (32.9)

2. “I am under stress, and don’t always have as much energy as I did, but I don’t feel burned out”

6 (15.8) 153 (46.2)

3. “I am definitely burning out and have one or more symptoms of burnout, e.g., emotional exhaustion”

4 (10.53) 59 (17.8)

4. “The symptoms of burnout I am experiencing won’t go away. I think about work frustrations a lot”

0 (0.0) 8 (2.4)

5. “I feel completely burned out. I am at the point where I may need to seek help”

0 (0.0) 2 (0.6)

Burned out 0.195 No 34 (89.5) 262 (79.2) Yes 4 (10.5) 69 (20.9)

EHR= electronic health record. Notes. Burnout was measured via the Mini z questionnaire. Responses of 3 or above were considered “burned out”.

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burnout). For example, there are a greater proportion of psychiatric nurse practitioners without EHRs (36.6%), compared to APRNs with EHRs (14.1%). We also observed significant differences in the ordinal measurement of burnout when stratified by EHR use, such that APRNs who use EHRs had a greater presence of burnout compared to APRNs who do not use EHRs.

Table 2 presents attitudes and perceptions about EHRs among APRNs. More than half of participants agreed or strongly agreed that EHRs 1) improve their clinical workflow (82.5%), 2) improve patient care (63.4%), and 3) improve communication among providers and staff (77.8%). However, less than half of APRNs reported that EHRs improve their job satisfaction (48.0%). We also noted that among the 217 (65.6%) APRNs with remote EHR access, 160 (81.6%) use remote EHR access because they are unable to complete work during regular work hours.

Table 3 includes results from both the unadjusted and adjusted lo- gistic regression procedures. All three EHR-related stress measures were significantly associated with burnout in the unadjusted model, and two remained significant after adjusting for confounding factors. In the unadjusted model, participants who agreed that EHRs added to their daily frustration had 3.60 (95%CI: 2.0–6.51) times the odds of burnout compared to APRNs who disagreed EHRs add to their daily frustration. Similarly, APRNs who reported moderately high to excessive use of their EHR at home had 5.02 (95%CI: 2.64–9.56) times the odds of

burnout compared to ARPNs who reported minimal to no use of their EHR at home before adjustment. In the unadjusted model, APRNs who reported insufficient time for documentation had 5.15 (95%CI: 2.84–9.33) times the odds of burnout compared to APRNs who reported a sufficient time for documentation. Remote EHR access was also sig- nificantly associated with burnout (OR=2.19, 95%CI: 1.17–4.08) be- fore adjustment.

After adjusting for demographic traits, practice characteristics, and the three EHR-stress measures, both insufficient time for documenta- tion (AOR=3.72 95%CI: 1.78–7.80) and agreeing that the EHR adds to daily frustration (AOR=2.17, 95%CI: 1.02–4.65) remained sig- nificantly associated with burnout. No other significant effects were observed in the adjusted model.

4. Discussion

This study has several key and unique findings. First, to our knowledge, this is the first study among a growing body of physician- focused literature to characterize HIT use, attitudes, and perceptions among APRNs. The APRNs in our sample reported high use of EHRs (90%), similar to that of their physician counterparts (Centers for Disease Control and Prevention, 2017). Second, we estimated the

Table 2 Sample characteristics of electronic health record use among advanced practice registered nurses who use an EHR (APRNs) (N=333).

EHR characteristic n (%)

EHR adds to the frustration of my day Strongly disagree 29 (8.8) Disagree 134 (40.6) Agree 125 (38.1) Strongly agree 40 (12.0)

EHR improves my clinical workflow Strongly disagree 26 (7.9) Disagree 90 (27.4) Agree 182 (55.5) Strongly agree 30 (9.2)

EHR improves patient care Strongly disagree 20 (6.1) Disagree 100 (30.5) Agree 180 (54.9) Strongly agree 28 (8.5)

EHR improves my job satisfaction Strongly disagree 53 (16.2) Disagree 117 (35.8) Agree 133 (40.7) Strongly agree 24 (7.3)

EHR improves communication among the providers and staff in my unit or practice

Strongly disagree 16 (4.9) Disagree 57 (17.3) Agree 210 (63.8) Strongly agree 46 (14.0)

Remote EHR use No, I do not have remote access 77 (23.3) No, I have remote access, but do not use it 37 (11.2) Yes, I use remote EHR access 217 (65.6)

Reason for remote EHR use Unable to complete work during regular work hours 160 (81.6) Have the opportunity to work from home (e.g., to achieve work/ life balance)

36 (18.4)

Time spent on the EHR at home Minimal/None 174 (52.6) Modest/Satisfactory 93 (28.1) Moderately high/Excessive 64 (19.3)

Sufficiency of time for documentation Insufficient 97 (32.8) Sufficient 199 (67.2)

EHR= electronic health record; HIT=health information technology.

Table 3 Unadjusted and adjusted odds ratio estimates of the association between elec- tronic health record-related stress and burnout among advanced practice re- gistered nurses (APRNs) with EHRs (N=333).

Characteristic Unadjusted OR (95%CI)

p Adjusted ORa

(95%CI) p

Age, years 24–40 Ref Ref 41–60 1.00 0.99 0.68 (0.30–1.57) 0.368 61–80 1.07 0.86 0.46 (0.16–1.27) 0.132

Gender Male Ref Ref Female 2.59 (0.98–7.54) 0.081 1.37 (0.35–5.33) 0.646

Practice setting Hospital/inpatient Ref Ref Office/outpatient 1.76 (0.95–3.26) 0.070 1.30 (0.53–3.24) 0.567

Practice size 1–3 clinicians Ref Ref 4–9 clinicians 1.48 (0.69–3.16) 0.314 1.41 (0.55–3.63) 0.476 10–15 clinicians 2.03 (0.84–4.9) 0.116 2.11 (0.66–6.74) 0.210 16 or more clinicians 0.98 (0.45–2.11) 0.954 1.59 (0.54–4.63) 0.400

Uses a medical scribe No Ref Ref Yes 0.46 (0.16–1.36) 0.162 0.35 (0.09–1.34) 0.125

EHR adds to daily frustration

Strongly disagree/ disagree

Ref Ref

Strongly agree/agree 3.60 (2.0–6.51) 0.001 2.17 (1.02–4.65) 0.045 Remote EHR use No Ref Ref Yes 2.19 (1.17–4.08) 0.014 1.38 (0.51–3.72) 0.531

Time spent on the EHR at home

Minimal/none Ref Ref Modest/satisfactory 0.93 (0.45–1.90) 0.832 0.53 (0.18–1.54) 0.244 Moderately high/ excessive

5.02 (2.64–9.56) 0.001 2.66 (0.91–7.80) 0.075

Sufficiency of time for documentation

Sufficient Ref Ref Insufficient 5.15 (2.84–9.33) 0.001 3.72 (1.78–7.80) 0.001

Notes: Odds Ratio (OR); Confidence interval (CI); Electronic health record (EHR); Pseudo-R2=0.21.

a Factors in the adjusted model included age, gender, practice setting, practice size, use of a medical scribe, EHR adding to daily frustration, remote EHR use, time spent on the EHR at home, and sufficiency of time for doc- umentation.

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associations between demographic traits, practice characteristics, EHR- related stress, and burnout among APRNs. The unadjusted regression results revealed several EHR-related factors that were associated with burnout, such as remote EHR use, the EHR adding to daily frustration, substantial time spent on the EHR at home, and an insufficient amount of time for documentation. After adjusting for confounding factors, insufficient time for documentation and negative attitudes towards EHR remained strongly associated with burnout. Interestingly, and unlike previous physician studies, our results did not indicate any significant effects between demographic traits or practice characteristics and burnout (Shanafelt et al., 2016).

According the Office of the National Coordinator for Health Information Technology (ONC), part of the United States Department of Health and Human Services, EHRs are designed to improve billing and to have additional co-benefits, such as improvements in patient care and information accessibility (Office of the National Coordinator for Health Information Technology, 2014). Although some studies have shown improvements to patient care and associated financial savings from EHRs (Chaudhry, Wang, Wu, et al., 2006; Shekelle, Morton, & Keeler, 2006), the results are mixed (Black, Car, Pagliari, et al., 2011). Moreover, EHRs have been shown to increase the odds of burnout among physicians (Shanafelt, Dyrbye, Sinsky, et al., 2016) and nega- tively impact patient-provider interactions (Pelland, Baier, & Gardner, 2017). The results from the present study are the first to investigate HIT use among APRNs, a growing and critically important component of the healthcare delivery system.

Compared to physicians, our results indicated that the APRNs in our sample have more favorable attitudes and perceptions of EHRs. A re- cent study of EHR use and physician burnout indicated that only 36% of physicians agreed or strongly agreed that EHRs improve patient care (Shanafelt et al., 2016). However, over 60% of APRNs in our sample agreed or strongly agreed that EHRs improve patient care. While these differences may be attributed, in part, to differences in training, patient panel size, and job responsibilities across the provider types, further research is needed to identify why APRNs may have more favorable opinions of EHRs compared to physicians. However, similar to physi- cians, our results indicated that EHRs and EHR-related stress are asso- ciated with burnout among APRNs.

Results from the bivariable analyses revealed that APRNs with EHRs reported a greater proportion of burnout symptoms compared to APRNs without EHRs. Additionally, among APRNs with EHRs, results from the regression analyses revealed several EHR-related factors were asso- ciated burnout. First, 217 (66%) of APRNs in our sample indicated they use remote EHR access. Before adjusting for other factors, remote EHR use was significantly associated with burnout. We predict this finding is related to the fact that 82% of APRNs reporting remote EHR use do so because they are unable to complete patient documentation at work, not for reasons such as improving work/life balance. This interpretation is supported by the relatively high and significant measure of associa- tion between an insufficient amount of time for documentation and burnout in both the unadjusted and adjusted results. Our results high- light the high prevalence of remote EHR use due to insufficient time for documentation and its relationship to burnout among APRNs. Similar results are echoed in the physician literature (Shanafelt et al., 2016). Fortunately, these results do highlight opportunities for quality im- provement, as the conditions of EHR use are modifiable. For example, identifying ways to decrease documentation requirements or to make documenting in EHRs less time consuming by making the electronic interface more provider-friendly.

In the physician literature, medical scribes have been shown to have several significant beneficial effects on overall workplace satisfaction, patient-physician interactions, time for documentation, and doc- umentation quality and accuracy (Gidwani et al., 2017). We did not observe a significant relationship between the use of a medical scribe and burnout. However, post-hoc bivariable analyses revealed that the proportion of burnout symptoms tended to be lower in APRNs reporting

the use of a medical scribe compared to APRNs who do not use a medical scribe (p=0.055). Our lack of statistical significance may be due to a small number of APRNs using medical scribes (n=34). However, positive findings from the physician literature and the results from our post-hoc analyses suggest that scribes may mitigate the burnout associated with documentation. Given these data, future re- search on the use of scribes among APRNs is likely warranted, espe- cially because nearly 20% of APRNs in our sample reported at least one symptom of burnout.

Burnout among APRNs in our sample appears to be lower than what has been previously reported in physician samples (Puffer et al., 2017; Shanafelt et al., 2012; Shanafelt et al., 2015). However, the prevalence of burnout among physicians has been shown to vary widely, from 25% (Puffer et al., 2017) to 46% (Shanafelt et al., 2012). Due to the limited number of studies directly quantifying burnout among APRNs (Hoff et al., 2017), it is challenging to report a range. However, one study of 48 nurse practitioners reported that 96% reported their job as stressful (Casida & Pastor, 2012). Similarly, emotional exhaustion scores on the Maslach Burnout Inventory were moderately high for nurse practi- tioners in one study, albeit still lower than those of emergency nurses and nurse managers (Browning et al., 2007). The observed variation in physician and APRN burnout is likely attributed to a number of in- dividual- and practice-level factors, as well as methodological differ- ences across studies. For example, although a validated measure of burnout, the burnout item from the Mini z has been shown to report lower rates of burnout compared to the Maslach burnout inventory (Linzer & Poplau, 2017; Linzer, Poplau, Babbott, et al., 2016). We suspect that the present study’s use of the Mini z and the fact that our survey was not anonymous, likely contributed to underreporting of the prevalence of burnout among our sample. As investigators in the phy- sician literature have noted, burnout levels of 20% among healthcare providers is still high and warrants significant attention from re- searchers as well as payers and policy makers (Linzer & Poplau, 2017; Puffer et al., 2017).

The results from the present study underscore the need to develop resources for APRNs experiencing significant burnout symptoms. The American Medical Association (AMA) not only recognizes widespread burnout among physicians, but also provides a number of resources for those experiencing burnout (American Medical Association, 2015), as does the American College of Physicians (American College of Physicians: New Mexico Chapter, n.d.). To date, we were not able to identify any publically available and evidence-based resources to ad- dress burnout that are specific to APRNs.

The present study has several limitations. First, the survey was ad- ministered through the Rhode Island Department of Health’s legisla- tively mandated healthcare quality reporting program and requires participants to use personal identifiers. Therefore, although individual burnout responses are not publically reported, we predict that some participants may not report the extent of their burnout symptoms. Specifically, we predict that our estimation of the prevalence of burnout is likely lower than truly experienced. Second, although our survey had a response rate typical of electronic surveys, 31% remains less than preferred and limits the analytical potential of the data and the gen- eralizability of the results. Last, although over 300 APRNs contributed data, a larger sample size across more diverse geographic regions will increase the generalizability of the results.

The present study adds to the field by addressing many of the lim- itations present in the burnout literature. A recent review of studies highlighted the need for future research to include samples of> 200, use rigorous multivariable statistical techniques, and address organi- zational factors that may be associated with burnout (Hoff et al., 2017). The present study accomplishes these aims and, by estimating the as- sociation between EHR-related stress and burnout, adds to a growing body of investigation. In addition to the suggestions previously noted, future research should consider potential causal associations between HIT use and burnout among all clinician types and should test HIT-

D.A. Harris et al. Applied Nursing Research 43 (2018) 36–41

40

 

 

related interventions to improve burnout among APRNs.

Acknowledgments

The authors report no potential conflicts of interest. Authors DH, EC, and RG participated in the design and dissemination of the survey instrument. Authors DH and JH participated in the analysis of the survey results. All authors participated in the writing and review of the manuscript. The authors thank Blake Morphis for his invaluable ex- perience with the HIT survey, Chantal Lewis for providing thoughtful comments and Samara Viner-Brown from the Rhode Island Department of Health for reviewing the manuscript.

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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tisfaction and characteristics of their practice settings. The Nurse Practitioner, 16(5), 46 (49-52, 55).

Whelan, M. (1997). Self-esteem and competitiveness among nurse practitioner students. Abstracts International: Section B: The Sciences & Engineering. Vol. 57(7-B)Columbia University Teachers College.

Williams, E. S., Konrad, T. R., Linzer, M., et al. (1999). Refining the measurement of physician job satisfaction: Results from the Physician Worklife Survey. SGIM Career Satisfaction Study Group. Society of General Internal Medicine. Medical Care, 37(11), 1140–1154.

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Create a 6-8 slide presentation (with detailed speaker’s notes) on how you would select, foster collaboration among, and educate a team dedicated to solving a diversity issue.

Create a 6-8 slide presentation (with detailed speaker’s notes) on how you would select, foster collaboration among, and educate a team dedicated to solving a diversity issue.

Introduction
Assessments 2 and 3 are based on the same scenario, so you must complete them in the order in which they are presented.

Finding, organizing, and motivating teams is a key leadership skill as is the ability to communicate and present information.

Overview
In this assessment, you will continue your work from Assessment 2 by creating a 6–8 slide PowerPoint presentation for the diversity project kickoff meeting.

Preparation
Review the Guidelines for Effective PowerPoint Presentations [PPTX] for guidelines and hints for an effective presentation.
Review Using Kaltura if you are using this courseroom tool to record your presentation.
Use the PowerPoint Template [PPTX] to complete this assessment.
Scenario
Imagine that your boss Lynnette follows up with you in an email shortly after reading your views on leadership and collaboration:

Hi,
Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select a team of professionals who can help you in this project and prepare an introduction of the project for a first meeting with them.
I want you to prepare a presentation to serve as a brief but substantive introduction for the first meeting with a group of 4–5 members who will participate on the committee tasked with addressing the diversity issue. Once I review more information about the proposed team I can help you with the recruitment. The presentation should be 5–7 minutes and use 6–8 slides with detailed speaker’s notes so I can understand your approach. Not a lot of time or space, so keep things pretty high level. Do the following:
Briefly outline the project goals and highlight 2–3 of the initial priorities to be addressed by the group. Also, explain why they are important.
Explain the composition of the team and why you chose them. Note that you will not know the exact individuals yet, but assume we will recruit the people with the desired qualities and characteristics you outline in the presentation. Consider the following:Include a group of professionals you believe can help define the problem and ultimately make recommendations on how to address it.
Make sure each member is either trained in, sensitive to, or has experience with the concept of workplace diversity.
Give some thought to having some members from outside the organization.
Provide member profiles: their diversity, qualifications, experience, internal versus external, and so forth.
Explain your role and describe how the committee will work together and achieve effective interprofessional collaboration. Describe how the group will communicate. How and when they will meet.
Describe how ideas will be shared and decisions made.
Describe roles, group function, and structure.
Describe the basic characteristics of a diverse workplace.
Provide a convincing argument regarding the benefits of a diverse workforce using support from current research.Thanks,
Lynnette
Instructions
For this assessment:

Create a 6–8 slide PowerPoint presentation in response to the content defined in the above scenario.
Create an audio recording (5–7 minutes) of the PowerPoint presentation using Kaltura or similar software.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Presentation Guidelines
Your assessment should also meet the following requirements:

Length: 6–8 PowerPoint slides (not including title slide) that would accompany a 5–7 minute oral presentation.
Notes: Prepare detailed speaker’s notes describing items on each slide so that the viewer can accurately interpret the deeper meanings and intentions that would have been conveyed orally. Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
Visuals: Create visuals that are easily read and interpreted. Use colors, fonts, and formatting and other design principles that make the information clear and generally add to the aesthetic of the presentation.
Please refer to the scoring guide below for details on how your assessment will be evaluated.

Diversity Project Kickoff Presentation Learner’s Name Capella University

Diversity Project Kickoff Presentation Learner’s Name Capella University

Collaboration, Communication, and Case Analysis for Master’s Learners

Diversity Project Kickoff Presentation

December, 2019

Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

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Presentation Outline

Need for a Diversity Project

Objectives of the Diversity Project

Composition of the Workforce Diversity Steering Committee

Role of the Committee

Developing Interprofessional Collaboration

Characteristics of a Diverse and Inclusive Workplace

Benefits of a Diverse and Inclusive Workplace: Examples From the Field

 

Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

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Need for a Diversity Project

Diversity is a sign of cultural respect

Diverse medical centers promote access to high-quality health care for minority populations

Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

Diversity projects will set a course to ensure compliance with workplace diversity laws

 

Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

3

Objectives of the Diversity Project

Creating a Workforce Diversity Steering Committee

Sensitizing members of the committee to the requirements of workplace diversity

Establishing processes for encouraging interprofessional collaboration

 

 

Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

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Composition of the Workforce Diversity Steering Committee

Decision-making wing

Leadership (CEO, CFO, COO, etc.)

Heads of departments

Chief of Medicines

Chief of Surgeons

Chief of Residents

Head of Nursing Staff

 

Executive wing

Doctors

Nurses

Administrative staff

The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

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Role of the Committee

Representation during recruitment

Training and sensitization on the requirements of a diverse organization

Constant communication with hospital staff

Identification and addressal of disparities due to lack of diversity

Clear communication of organizational goals

Adherence to standards set by CLAS (Edmund et al., 2015)

 

The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

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Developing Interprofessional Collaboration

Setting common goals

Establishing communication structures

Conducing team-building exercises

Rewarding efforts (Morley & Cashell, 2017)

 

A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

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Characteristics of a Diverse and Inclusive Workplace

Representation of a diverse population

Clearly communicated objectives

Interprofessional collaboration

Promotion of continuous learning (Morley & Cashell, 2017)

 

The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

8

Benefits of a Diverse and Inclusive Workplace: Examples from the Field

CHRISTUS Health

Main Line Health

Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

 

CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

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References

Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

 

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 3-4 page letter in which you analyze your leadership skills and how you would use them to lead a project requiring group collaboration. 

3-4 page letter in which you analyze your leadership skills and how you would use them to lead a project requiring group collaboration.

 

Instructions

Develop a 3–4 page professional response to the supervisor using the Letter Template [DOCX], which has two main components. In your response:

  • Identify the qualities of a successful leader and compare them to your own leadership characteristics.
  • Make recommendations on how to lead and foster teamwork.
Additional Requirements

Your assessment should also meet the following requirements:

  • Written communication:
    • Express your main points, arguments, and conclusions coherently.
    • Use correct grammar and mechanics.
    • Proofread your writing.
  • Length: 3–4 double-spaced pages.
  • Font and font size: Times New Roman, 12 point.
  • References: Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
  • APA format: Apply current APA formatting to all in-text citations and references.

Please refer to the scoring guide for details on how your assessment will be evaluated.

Note; an example is uploaded below

Running head: LEADERSHIP AND GROUP COLLABORATION 1

Running head: LEADERSHIP AND GROUP COLLABORATION 1

 

Copyright ©2019 Capella University. Copy and distribution of this document are prohibited.

 

 

 

 

 

 

 

 

Leadership and Group Collaboration

Learner’s Name

Capella University

Collaboration, Communication, and Case Analysis for Master’s Learners

Leadership and Group Collaboration

December, 2019

 

 

 

LEADERSHIP AND GROUP COLLABORATION 2

Copyright ©2019 Capella University. Copy and distribution of this document are prohibited.

December 28, 2019

 

Lynnette

Lakeland Medical Clinic

Hello, Lynnette! I am thankful and excited to take on the proposed project. I strongly

believe effective leadership in health care is a critical component in the success of an

organization. This project is a great opportunity to enhance my skills in solving

organizational issues such as the diversity issue at Lakeland Medical Clinic. I understand

from your e-mail the primary issue we must focus on is the staff’s lack of cultural

competence. Culture affects the way we comprehend our reality, how we communicate, and

how we perceive our surroundings (Center for Community Health and Development, 2019).

As our population becomes more culturally diverse, it is important for health care centers to

be culturally competent. For an organization to be culturally competent, it is important for

employees to communicate effectively and appreciate the diversity of cultures (White,

Plompen, Tao, Micallef, & Haines, 2019).

To handle the diversity issue effectively, a health care leader must possess skills such

as excellent communication, strategic thinking, interpersonal skills, and the ability to plan

efficiently. A leader should communicate to the staff the vision and the goal of the diversity

project in a manner that creates a sense of unity and purpose among the staff members. A

leader must plan strategically to change the system by anticipating problems that the staff

might face while implementing new processes. A leader should encourage staff members

from interdisciplinary teams to actively voice their opinions to validate the processes that

have been implemented and suggest changes that could enhance the efficiency of the staff’s

involvement in these processes.

 

 

LEADERSHIP AND GROUP COLLABORATION 3

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An individual I would choose to lead a project such as this would be Dr. Lisa E.

Harris, medical director and chief executive officer of Eskenazi Health, Indianapolis. For 30

years, Dr. Harris has practiced medicine and has been committed to improving medical

services for minorities. She is constantly engaged in research, teaching, and patient care.

Today, the Eskenazi Health campus is one of the largest health care campuses to achieve a

gold certification in Leadership in Energy and Environmental Design (Eskenazi Health, n.d.).

Dr. Harris is an excellent example of a leader who practices the transformational style of

leadership. Dr. Harris’s success can be attributed to her ability to take risks to achieve her

goals. She has actively worked toward developing the quality of health care services in local

communities. She ran a successful campaign to seek voter approval for the construction of a

new hospital that could solve existing health care issues, revolutionize health care, and

provide affordable health care. There are certain similarities and differences between Dr.

Harris’s and my leadership style. The similarities include leading by example, being

approachable, demonstrating strong work ethics, being willing to train and motivate

subordinates to achieve their goals, and working to fix issues in the system.

For the proposed project, I would implement a process flow that provides enough

room for innovation. Dr. Harris implemented a complex workflow that could reduce the

bandwidth for innovation within the organization. This approach might not be ideal for a

clinic setting, especially when tackling sensitive issues such as diversity. Consequently, my

approach would differ from Dr. Harris’s; I would encourage a diverse and inclusive

workplace that also promotes interprofessional collaboration. This, in turn, encourages the

sharing of experiences and expertise among staff members and opens avenues for innovation.

Steps to Address the Diversity Issue

When leading the project at Lakeland Medical Clinic, I will utilize key qualities of

both transformational and collaborative types of leadership to effectively address the

 

 

LEADERSHIP AND GROUP COLLABORATION 4

Copyright ©2019 Capella University. Copy and distribution of this document are prohibited.

diversity issue. One approach is to set up a multicultural collaboration between the staff at the

clinic and the residents. This can be achieved by forming an interdisciplinary committee that

consists of staff members from different disciplines as well as members from the community.

Collaborations between physicians, nurses, and other health care professionals promote

knowledge sharing and can make the processes that have been set up to achieve staff and

patient satisfaction more efficient.

Mutual respect, trust, and collaboration are some characteristics of an effective team.

Collaboration in a health care setting involves professionals taking on complementary roles

and work together, sharing responsibility to solve problems, and formulating effective plans

for patient care. An important aspect of collaboration is open and effective communication,

which builds respect and fosters trust. The roles and responsibilities of team members must

be clearly communicated to prevent conflicts of interest. Another approach would be to

analyze the strengths and weaknesses of team members through an internal assessment and

delegate work based on their capabilities. Training sessions should be set up for team

members who lack certain skills. It is important to motivate and encourage team members by

identifying and valuing their contributions. My approach would be to mandate shared

decision-making within the team to encourage negotiation, openness, and trust. Shared-

decision making can make way for various innovative strategies for handling the clinic’s

diversity issue (Morley & Cashell, 2017).

Diversity issues can arise from practical problems such as language barriers and

cultural practices or from deeper systemic issues such as staff prejudices and racism. To

address diversity issues stemming from practical problems, we will initiate training programs

for staff to sensitize them to Haitian culture and values. Diversity coaches can be hired to

train staff members. Diversity training provides information about dietary needs and

restrictions, language barriers, and psychological triggers (Cooper-Gamson, 2017). Staff

 

 

LEADERSHIP AND GROUP COLLABORATION 5

Copyright ©2019 Capella University. Copy and distribution of this document are prohibited.

members who actively participate in improving their cultural competency should be

recognized and rewarded to motivate and encourage other staff members to do so. To address

systemic issues, we will require an organization-wide assessment of employees and their

cultural biases and provide mandatory antiracism and diversity training (Shepherd, Willis-

Esqueda, Newton, Sivasubramaniam, & Paradies, 2019).

Another approach would be to tweak existing hiring policies. We should assess the

cultural competency of candidates, rather than just their academic qualifications and previous

work experience, before recruiting them. A more diverse workforce can help improve an

organization’s cultural competency (Rahman, 2019). We can provide employment

opportunities to individuals from the local community by setting up training camps that can

equip them with the required skills to work at the clinic, thereby improving cultural diversity

in the workforce.

In this e-mail, I have presented multiple strategies to address the diversity issue such

as initiating staff training and hiring diversity coaches along with suggestions to change

existing hiring policies. Implementing these strategies can increase the organization’s cultural

competency and workforce diversity. Improving an organization’s cultural competency

assures improved efficiency of clinical staff as well as patient satisfaction (White et al.,

2019).

 

 

 

LEADERSHIP AND GROUP COLLABORATION 6

Copyright ©2019 Capella University. Copy and distribution of this document are prohibited.

References

Center for Community Health and Development. (2019). Community Tool Box. Section 8.

Multicultural collaboration. Retrieved from https://ctb.ku.edu/en/table-of-

contents/culture/cultural-competence/multicultural-collaboration/main

Cooper-Gamson, L. (2017). Are we bridging the gap? A review of cultural diversity within

stoma care. British Journal of Nursing, 26(17), S24–S28.

https://doi.org/10.12968/bjon.2017.26.17.S24

Eskenazi Health. (n.d.). Lisa E. Harris, MD. Retrieved from https://fsph.iupui.edu/doc/news-

events/Lisa-Harris-Bio.pdf

Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging

and Radiation Sciences, 48, 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

Rahman, U. H. F. B. (2019). Diversity management and role of leader. Open Economics,

2(1), 30–39. https://doi.org/10.1515/openec-2019-0003

Shepherd, S. M., Willis-Esquesa, C., Newton, D., Sivasubramaniam, D., & Paradies, Y.

(2019). The challenge of cultural competence in the workplace: Perspectives of

healthcare providers. BMC Health Services Research, 19.

https://doi.org/10.1186/s12913-019-3959-7

White, J., Plompen, T., Tao, L., Micallef, E., & Haines, T. (2019). What is needed in

culturally competent healthcare systems? A qualitative exploration of culturally

diverse patients and professional interpreters in an Australian healthcare setting. BMC

Public Health 19, 1096. https://doi.org/10.1186/s12889-019-7378-9

Write two emails introducing yourself in a professional workplace setting to two different characters from the scenario below.

INTRODUCTION

Understanding your message’s audience and considering how to adapt your message is key to successful interactions. In this task, you will:

1.  Write two emails introducing yourself in a professional workplace setting to two different characters from the scenario below.

2.  Demonstrate in a written analysis how each introductory message is adapted to the audience you are addressing.

3.  Use the RRM3 D268 Task 1 Template located in the Supporting Documents section below the rubric as a guide to complete this task.

SCENARIO

You work for a corporation with multiple branches across the United States. You have been called to the East Coast headquarters to work on a training program that will be used nationwide. You will be meeting your team members—who come from various branches—for the first time and would like to communicate with them to introduce yourself before arriving. The following list has important information to know about each of their work cultures.

The team is as follows:

•  Sarah: At Sarah’s branch at company headquarters, her team values time, efficiency, and direct communication. She typically plans out every minute of her day and expects meetings to have clear agendas with concise information about daily tasks. The culture is low context and values certainty and formality. Sarah has worked in the organization for nearly 20 years.
•  Joe: At the company’s Southeast branch, Joe’s team values a relaxed and informal atmosphere. He and his colleagues focus a lot of energy on developing genuine relationships and trust. Joe and his coworkers use a high-context communication style. Joe is the newest hire out of this branch but has been working in the organization for 10 years.
•  Blake: At Blake’s branch in the Southwest, his team values collaborating, sharing work, and equally contributing to ideas. The culture tends to focus on equal distribution of workload and people who desire to improve the success of the overall group. They generally communicate in a nonassertive manner. Blake has been working in the organization for 30 years.
•  Talia: At Talia’s branch in the Midwest, the culture is friendly and warm. People are very supportive of each other and value kindness and expressions of appreciation. They, at times, have difficulty communicating criticism. They are largely assertive and uncomfortable with silence. Talia was recently promoted, and she has worked for the organization for 5 years.
•  Mei: At Mei’s West Coast branch, employees can work in the office building, outside on patios, or on lawn spaces. Their workplace culture is individualistic, and people focus on direct communication. In Mei’s office, workers appreciate diverse and novel ideas. They value discussion and are comfortable with ambiguity. Mei is a recent graduate, and this is their first year at the organization.
REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission, and no more than a 10% match to any one individual source, can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as live documents or cloud links, such as links to Google Docs, Google Slides, OneDrive, SharePoint, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt, .pptx).

A.  Choose two of the characters from the scenario above and write an introductory email introducing yourself to each character (one email per character).

For each email you must:

1.  Use a different communication style based on the characters chosen from prompt A.

2.  Include an opening (i.e., Dear, Hello, etc.) and closing (i.e., Sincerely, See you soon, etc.).
Note: Suggested length for each email is 1–3 paragraphs.
Note: When introducing yourself, you may use real or fictitious details about your personal and professional life.
B.  Based on the characters you chose to introduce yourself to in prompt A, complete the following:

1.  Explain why you chose each communication style for each character.

2.  Describe how each email from prompt A is different from the other.
Note: Suggested length is 1–2 pages.
C.  Acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.
Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately.
D.  Demonstrate professional communication in the content and presentation of your submission.
Note: See the rubric for what professional communication entails.

Instructions: Complete and submit this document as your Task 1 for D268.

RRM3 D268 Task 1 TEMPLATE

Instructions: Complete and submit this document as your Task 1 for D268.

Section A:

Choose two of the characters from the task scenario and write an introductory email introducing yourself to each character (one email per character). Tip: See Section 1 (Communicating in Diverse Groups): Lesson 5.4 (Email 1/2) and 5.5 (Email 2/2) for an example email format and what email parts to include.

For each email you must:

1. Use a different communication style based on the characters chosen from prompt A.

2. Include an opening (i.e., Dear, Hello, etc.) and closing (i.e., Sincerely, See you soon, etc.) to each character you chose.

 

Note: When introducing yourself, you may use real or fictitious details about your personal and professional life.

 

Note: ( Suggested length of 1–3 paragraphs), using a different communication style for each EMAIL.

Write email 1 here

 

 

 

 Write email 2 here   
Section B:

Based on the characters you chose to introduce yourself to in prompt A, complete the following:

Tip: See Section 1 (Communicating in Diverse Groups): Lessons 2.4 (Communication Styles) and 2.5 (Adapting to Different Communication Styles) & Lessons 3.2 (Knowing you Audience 2/2), 3.3 (An Audience Analysis Tool 1/3), 3.4 (An Audience Analysis Tool 2/3) and 3.5 (An Audience Analysis Tool 3/3) for instruction on addressing communication styles.

1. Explain why you chose each communication style for each character.

 

 
2. Describe how each email from prompt A is different from the other. 

 

 

Section C:

If sources are used, acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.

 

Note: Sources are not required for this assignment unless you are using research to support your claims. If you use research, you must cite in-text and create a reference list.  You are encouraged to use the Simple Guide for Citing Sources. You do not have to cite the course materials. Instead, you may introduce the information using a phrase like these: “Course material states” or “Course information explains.” Do not directly quote course materials; paraphrase instead.

WRITE REFERENCES HERE, IF APPLICABLE.

 

Don’t forget to proofread your work. Professional communication is graded.

Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
  • You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
  • All replies must be constructive and use literature where possible.