Procedure for Dealing with the Incidents
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.
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 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).
Description of the Case Study
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.
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 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 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.
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.
- 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
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
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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.
Becher, J., & Visovsky, C. (2012). Horizontal violence in nursing. Medsurg Nursing : Official Journal of the Academy of Medical-Surgical Nurses, 21(4), 210.
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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 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.
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