May 30, | nursing, med, NURS, Paper
NUR7560900 – Advanced Pharmacology
Unit 1: Foundations of Pharmacology
Introduction: Introductions and Foundations of Advanced Pharmacology
Introduction: Introductions and Foundations of Advanced Pharmacology
Welcome to Advanced Pharmacology!
Welcome to Advanced Pharmacology. The first week lays the essential foundation for principles of pharmacology, role, and population considerations. Rational drug selection requires more in-depth knowledge within the context of scope of practice, ethics, and legal issues. Relatively new areas of pharmacotherapeutics include pharmacogenomics and ethnopharmacology, which identifies drugs that are best for certain populations. This week builds upon your undergraduate knowledge and approaches learning from the perspective of a prescriber including clinical judgment in prescribing and collaboration with other providers and is key to your success in this course. In every unit, you will learn about the pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of common drugs used based on each body system or conditions.
Unit 1 Learning Objectives
Manage clients who require pharmacotherapeutic interventions by establishing a foundation of facts and an attitude of inquiry to promote effective and safe prescribing (CLO 1)
Integrate resources that can be utilized to monitor pharmacodynamic, pharmacokinetic, and pharmacotherapeutic interaction to maximize client results and to reduce adverse effects or reactions (CLO 2)
Pharmacogenetics application to practice (CLO 4)
Hypothesize legal and ethical issues in prescribing (CLO 1)
Prescription writing how to (CLO 1, 4)
Unit 1 (Week 1 & 2) “To Do” List
Review course syllabus/course schedule, due dates and the flow of the course
Purchase High-Yield Med Reviews (HYMR) for access to course lectures and e-book
Complete Unit 1 HYMR reading and lecture requirements
Review information on Shadow Health
Register your account in Shadow Health
Complete Shadow Health Orientation and Conversation Concept Lab
Start State Practice Discussion – Initial post due Sunday Week 1 (Peer post due Sunday Week 2)
Review CDC Module 1 and take Quiz
Complete Respondus Practice Quiz (You will need to download the Respondus browser first)
NUR 7560 Course Orientation
NUR 7560 Course Orientation
Learning Materials
Learning Materials
Lecture & E-Book
Busti, A. J. (2022). NP Curriculum Support-Advanced Pharmacology for NPs. MedEducation, LLC.
FOUNDATIONS OF PHARMACOLOGY
Pharmacokinetics Part 1
Pharmacokinetics Part 2
Pharmacokinetics Part 3
Pharmacogenetics in Practice
Drug Interactions
Special Populations
Prescription Writing
Prescription Writing for the Nurse Practitioner.ppsx Prescription Writing for the Nurse Practitioner.ppsx – Alternative Formats
Prescription Template: blank prescription template.docx blank prescription template.docx – Alternative Formats
Link 2: This is an additional 60 second video found on YouTube that is helpful.
Resinger, M. (2017, November 24). How to write a prescription in 60 seconds for PMHNP’s [Video]. YouTube. https://youtu.be/Zy4ypgvLX8o
Supplemental Material (Optional):
Media
Agency for Healthcare Research and Quality. (n.d.). CHAIN ONLINE: Clinical consumer health advisory information network. U.S. Department of Health and Human Services. https://www.ahrq.gov/chain/index.html
Medicocurio. (2020, April 1). Pharmacogenomics: Genes and medicine [Video]. YouTube. https://www.youtube.com/watch?v=RXmrUhSSSlo Canabis/Marijuana
RS TU. (2017, May 3). Pharmacoeconomics [Video]. YouTube. https://www.youtube.com/watch?v=OlxMLG5xs9w
Epocrates is a downloadable app or desktop version with valuable resources for prescribing and managing medications.
Athenahealth, Inc. (n.d). Epocrates. http://www.epocrates.com/
CredibleMeds requires a free registration to access the information. Explore the Medication Safety Tools & Resources section.
CredibleMeds. (n.d.). QTDrugs lists. https://crediblemeds.org/index.php/login/dlcheck
Haymarket Media, Inc. (n.d.). Monthly prescribing reference. http://www.empr.com/ Note: Navigate this site for up-to-date drug safety information and clinical charts that are useful references to print out.
U.S. FDA Website provides an abundance of information on various topics:
U.S. Food and Drug Administration. (n.d.). FDA homepage. U.S. Department of Health and Human Services. https://www.fda.gov/
Shadow Health
Shadow Health
The purpose of Shadow Health assignment is to utilize clinical simulation technology to assist in your learning and understanding of advanced pharmacology concepts. The utilization of Shadow Health will apply to the following course learning outcomes (CLOs):
CLO 1: Apply critical thinking and best scientific evidence to the management and evaluation of expected effects, potential adverse effects, and potential interactions of pharmacological agents for the treatment of self-limiting acute conditions and chronic diseases across the lifespan (MSN PLO 7) (ILO 1; MSN Essential VIII; IPEC VE1, VE4, TT3, TT4).
CLO 2: Analyze the pharmacodynamics and the pharmacokinetic impact of pharmacologic therapies in the treatment of diseases and altered states. (MSN PLO 1,7) (ILO 1, 5; MSN Essential I & VIII; IPEC VE1, VE4, VE10, TT3, TT4)
CLO3: Formulate therapeutic regimens for patients, including patients with altered pharmacodynamics and pharmacokinetics special populations, such as infants and children, pregnant and lactating women, and older adults with using cultural competence. (MSN PLO 7) (ILO 1; MSN Essential VIII; IPEC VE1, VE4, TT3, TT4).
CLO 4: Evaluate the impact of pharmacogenomics, access, cost, quality, and safety on prescribing. (MSN PLO 5) (ILO 2; MSN Essential VII; IPEC VE5, RR1, RR6, CC2, CC4, CC5, CC6, TT11).
CLO 5: Examine the significance of interprofessional collaboration on patient outcomes. (MSN PLO 6) (ILO 1; MSN Essential VII; IPEC VE5, RR1, RR6, CC2, CC4, CC5, CC6, TT11).
Assignment: View the following Shadow Health orientation video (ungraded)
Shadow Health DCE Orientation
Assignment: Complete Shadow Health Conversation Concepts (ungraded)
This week you will complete a practice Shadow Health conversation lab. The exercise in the Conversation Concept Lab will help you structure interviews by asking open and closed questions with avatar involvement. On average, this Concept Lab takes 40 minutes to complete.
Login page: “Shadow Health Access” link on left panel
Shadow Health Technical Support
If at any time you have any questions or encounter any technical issues regarding the Digital Clinical Experience, please contact the Shadow Health support specialists by visiting the Learner Support Page at http://support.shadowhealth.com for contact information and hours. You may email the Learner Support team directly at [email protected] at any time or by calling 800.860.3241.
Faculty Lecture: Chapter 1 – The Role of the Advance Practice Nurse Practitioner as Prescriber
Faculty Lecture: Chapter 1 – The Role of the Advance Practice Nurse Practitioner as Prescriber
Attached Files:
Chapter 1 – The Role of the Advance Practice Nurse Practitioner as Prescriber Handout.pdf Chapter 1 – The Role of the Advance Practice Nurse Practitioner as Prescriber Handout.pdf – Alternative Formats (6.97 MB)
Chapter 1 – The Role of the Advance Practice Nurse Practitioner as Prescriber Transcript.pdf Chapter 1 – The Role of the Advance Practice Nurse Practitioner as Prescriber Transcript.pdf – Alternative Formats (57.897 KB)
Unit 1 Discussion
Unit 1 Discussion
This Discussion is intended to allow you to show evidence of achieving the following Course Learning Outcomes (CLO):
CLO 1: Apply critical thinking and best scientific evidence to the management and evaluation of expected effects, potential adverse effects, and potential interactions of pharmacological agents for the treatment of self-limiting acute conditions and chronic diseases across the lifespan (MSN PLO 7) (ILO 1; MSN Essential VIII; IPEC VE1, VE4, TT3, TT4)
CLO 4: Evaluate the impact of pharmacogenomics, access, cost, quality, and safety on prescribing. (MSN PLO 5) (ILO 2; MSN Essential VII; IPEC VE5, RR1, RR6, CC2, CC4, CC5, CC6, TT11).
After review of Unit 1 and Learning Materials, please address all of the following questions. Let’s take a moment and examine the components of your future FNP practice.
In your state, do you need physician collaboration to practice as an NP or can NP’s practice independently? What if any practice restrictions to practice for the NP does your state have?
Does the NP role in your state need collaboration to prescribe or can NPs independently prescribe? What if any prescription restrictions exist in your state (ie: can the NP prescribe all classes of controlled substances in your state, what levels, restrictions such as length of time or quantity limits)?
Do you think the NP role should have collaboration for practice and/or prescribing? Explain your stance on this position and use scholarly evidenced based information to support your view.
Does your state have a Prescription Drug Monitoring Program (PDMP) or Controlled Substance Utilization Review and Evaluation System (CURES) system? If so, what are the details of this system (timeline for uploading of prescriptions to the system, reporting etc.). How will this affect your future FNP practice?
Initial Post:
Include at least 2 scholarly, peer reviewed, timely sources (within 5 years) in your response.
Writing should be in a professional format with APA appropriate citations and references.
Please note that on submission to the discussion board, Blackboard often alters the formatting of the post. This is taken into consideration when faculty grade the post.
Peer Post:
Respond to at least 2 peers whose state of practice is different than your own.
Include at least 1 scholarly, peer reviewed, timely source (within 5 years) in your response.
Your response should either add to the content of the topic or based on research findings you include ask additional questions on the topic.
Faculty Questions:
Faculty will be present during the week on the discussion board. It is expected that you will respond to any questions posed directly to you by faculty during the week. A failure to respond may result in a deduction of points as indicated in the Discussion Grading Rubric
Please refer to the grading rubric for further details on the content expectations. You can find this under “My Grades”, “Unit 1: Discussion”.
Initial post due date: Day 7 (Sunday) of Unit 1
Peer post and Faculty response to any faculty questions due date: Day 7 (Sunday) of Week 2
Please note: Internet searches will often take you to non-academic information resources such as Wikipedia.com, Ask.com, Encarta.msn.com, Infoplease.com, etc. For a graduate-level course, you may not supplement your literature search with these sources because they do not come under a formal oversight or peer-review process.
CDC Module Training
CDC Module Training
To prepare you for your future practice and management of patient pain, it is important to understand the significance of prescribing opioids. This assignment is intended to allow you to show evidence of achieving the following Course Learning Outcomes (CLO):
CLO 1: Apply critical thinking and best scientific evidence to the management and evaluation of expected effects, potential adverse effects, and potential interactions of pharmacological agents for the treatment of self-limiting acute conditions and chronic diseases across the lifespan (MSN PLO 7) (ILO 1; MSN Essential VIII; IPEC VE1, VE4, TT3, TT4).
CLO 2: Analyze the pharmacodynamics and the pharmacokinetic impact of pharmacologic therapies in the treatment of diseases and altered states. (MSN PLO 1,7) (ILO 1, 5; MSN Essential I & VIII; IPEC VE1, VE4, VE10, TT3, TT4)
CLO3: Formulate therapeutic regimens for patients, including patients with altered pharmacodynamics and pharmacokinetics special populations, such as infants and children, pregnant and lactating women, and older adults with using cultural competence. (MSN PLO 7) (ILO 1; MSN Essential VIII; IPEC VE1, VE4, TT3, TT4).
CLO 4: Evaluate the impact of pharmacogenomics, access, cost, quality, and safety on prescribing. (MSN PLO 5) (ILO 2; MSN Essential VII; IPEC VE5, RR1, RR6, CC2, CC4, CC5, CC6, TT11).
Step 1: View the CDC Module 1: Addressing the Opioid Epidemic https://www.cdc.gov/opioids/providers/training/overview.html
Step 2: Review the CDC Guideline for Prescribing Opioids for Chronic Pain — United States, 2016 https://www.cdc.gov/mmwr/volumes/65/rr/rr6501e1.htm (This guideline is in the process of being updated)
Step 3: There is no longer CEs available for this module, so please proceed to the CDC MODULE QUIZ to recieve credit for this activity.
CDC Module Quiz
After viewing the CDC Module 1: Addressing the Opioid Epidemic and CDC Guideline for Prescribing Opioids for Chronic Pain please complete the 5 question quiz. (50 points)
Respondus Practice Quiz – NUR 7560 (ungraded) (**Webcam**) – Requires Respondus LockDown Browser
The purpose of this Respondus Practice Quiz is multifactorial. The purpose is to:
Check the functionality of the Respondus Lockdown Browser on your chosen evice
Review course materials including syllabus and course schedule
Review information from Week 1
Unit 7: Neurologic Pharmacology
Neurologic Pharmacology
Neurologic Pharmacology
Welcome to Unit 7
Drugs that affect the central nervous system can be broadly categorized into those used to treat psychiatric or neurological conditions. These drugs affect neuroreceptors and neurotransmitters, in different parts of the brain, to bring a response. Understanding the central nervous system will have a critical impact on rational drug selection and side effect management.
Pain management, both acute and chronic, are topics of national concern, due to high rates of controlled substance abuse. The treatment plan is guided by the history, intensity, duration, aggravating and relieving conditions, and structures involved in causing the pain. In this course, we will focus on the pharmacology and the goals of treatment, along with rational drug selection, keeping in mind a safe and effective treatment plan.
Unit Learning Objectives
Examine the principles of pathophysiology and therapeutics that direct the pharmacotherapeutic interventions affecting the nervous system (CLO 1)
Analyze the pharmacokinetic and pharmacodynamic actions of agents affecting the nervous system (CLO 2)
Apply critical-thinking processes to the management and evaluation of expected effects, potential adverse effects, and potential interactions of pharmacological agents affecting the nervous system (CLO 3)
Apply critical-thinking processes to the management and evaluation of expected effects, potential adverse effects, and potential interactions of pharmacological agents affecting the nervous system (CLO 1,2,3
Week 9/Unit 7 “To Do” List
Complete High-Yield Med Review Quiz by Sunday Week 9
Shadow Health Focused Exam: Pain Management due Sunday Week 9
Shadow Health Concept Lab: Analgesics due Sunday Week 9
Unit 6 & 7 Exam is next week; begin studying and preparing
Learning Materials
Learning Materials
Lectures & E-Book
Busti, A. J. (2022). NP Curriculum Support-Advanced Pharmacology for NPs. MedEducation, LLC.
NEUROLOGIC PHARMACOLOGY
Non-opioid Analgesics Review
Opioid Analgesic Review
Opioid Induced Side Effects
Opioid Dose Equivalency
Anticonvulsants Review Part 1
Anticonvulsants Review Part 2
ADVANCED DRUG CLASS REVIEW TOPICS
Alzheimers Disease
Parkinson’s Disease
Optional Learning Resources:
Media
Speed Pharmacology. (2017, December 7). Pharmacology – NSAIDs & prostaglandin analogs (made easy) [Video]. YouTube. https://www.youtube.com/watch?v=I1uHkbocRCw
Speed Pharmacology. (2018, November 5). Antiepileptic drugs (made easy) [Video]. YouTube. https://www.youtube.com/watch?v=xFUHE9gX6W8
Speed Pharmacology. (2019, January 28). Opioids (made easy) [Video]. YouTube. https://www.youtube.com/watch?v=t2tKyjj7u5Y
Websites
Khan Academy. (2018r). Nervous system diseases. Retrieved March 11, 2021, from https://www.khanacademy.org/science/health-and-medicine/nervous-system-disease
University of Florida Health. (2020). Pain management and dosing guide. Retrieved March 11, 2021, from https://pami.emergency.med.jax.ufl.edu/resources/dosing-guide/#:~:text=The%20PAMI%20Pain%20Management%20and%20Dosing%20Guide%20is,chronic%20pain%20and%20procedural%20sedation%20in%20all%20ages.
U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. (2017a). CDC guideline for prescribing opioids for chronic pain. https://www.cdc.gov/drugoverdose/prescribing/guideline.html
U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. (2017b). Training for providers. Retrieved March 11, 2021, from https://www.cdc.gov/drugoverdose/training/index.html
U.S. Department of Health and Human Services, U.S. Food & Drug Administration. (2017b). Training health care providers on pain management and safe use of opioid analgesics – Exploring the path forward. Retrieved March 11, 2021, from https://www.fda.gov/Drugs/NewsEvents/ucm538047.htm
HYMR Quiz – Neurology
Following review of all assigned lectures and correlating E-book chapters in High Yield Med Review, you will complete the module quiz in the HYMR platform.
From the Dashboard select “EXAMS”
Navigate to the “Neurology – Self Assessment”
Click “Take Exam”
You will have one attempt to complete 10 questions in 15 minutes. Once completed, please take a screen shot of your score and upload to this assignment tab for grading. This quiz is worth 20 points, so based on your % score you will receive the correlating points below.
100%
20 points
90%
18 points
80%
16 points
70%
14 points
60%
12 points
50%
10 points
40%
8 points
30%
6 points
20%
4 points
10%
2 points
No submission
0 points
*Please note, faculty are able to view your time and activity in HYMR.*
Shadow Health: Concept Lab – Analgesics
The purpose of this Shadow Health Concept Lab assignment is to help you achieve the following Course Learning Outcomes 1-5.
Assignment:
This week you will participate in a Shadow Health Concept Lab pertaining to analgesic medications. This will allow you to learn about pharmacological concepts related to commonly administered analgesic drugs. This module should take approximately 30 minutes to complete.
What to Submit:
Upon completion of the assignment:
Submit your completion certificate
Submit your reflection response to the questions below
Reflection Response Instructions: Submit a 1 page reflection response to the questions below. Please use APA format and include one scholarly reference.
How do you identify a patient that may be overusing or abusing prescription pain medications? How would you handle this concern if you are the NP seeing this patient?
Shadow Health Technical Support
If at any time you have any questions or encounter any technical issues regarding the Digital Clinical Experience, please contact the Shadow Health support specialists by visiting the Learner Support Page at http://support.shadowhealth.com for contact information and hours. You may email the Learner Support team directly at [email protected] at any time or by calling 800.860.3241.
Shadow Health: Focused Exam: Pain Management
The purpose of this Shadow Health Focused Exam assignment is to help you achieve Course Learning Outcomes 1-5.
Assignment:
This assignment provides the opportunity to conduct a focused exam on a patient who presents with chronic pain. You will interview Tanner Bailey using therapeutic communication, and obtain enough subjective data to determine the appropriate pharmacological therapy for his condition. After the patient exam, you will select the medication which best suits Mr. Bailey’s needs. If applicable, you will write a prescription for the selected medication. This assignment includes subjective data collection around sensitive topics like gender identity. This module should take approximately 90 minutes.
What to Submit:
Upon completion of the assignment, submit your completion certificate/lab pass that shows the DCE score to this assignment link..
Shadow Health Grading
All assignments will be graded using the DCE Score. Reopening and multiple attempts are allowed so the student can submit the best score for grading. Each student will submit the “lab pass” showing their DCE score to the designated assignment tab in Blackboard. Grading will be based on the DCE score received on the assignment that correlates with the points allocated in the table below. An incomplete assignment will result in the grade of zero. Faculty will monitor student engagement within the Shadow Health platform to ensure active participation to complete all the assignment requirements.
DCE Score
Points
95-100
20
90-94
18
85-89
15
80-84
13
Below 79
10
No submission
0
Login page: “Shadow Health Access” link on left panel
Assignment Due Date: Sunday of Week 6
Shadow Health Technical Support
If at any time you have any questions or encounter any technical issues regarding the Digital Clinical Experience, please contact the Shadow Health support specialists by visiting the Learner Support Page at http://support.shadowhealth.com for contact information and hours. You may email the Learner Support team directly at [email protected] at any time or by calling 800.860.3241.
Unit Conclusion
Unit Conclusion
As we wrap up this week of advanced pharmacology, we learned about the drugs that affect the central nervous system. These drugs affect neuroreceptors and neurotransmitters in different parts of the brain to bring a response. This is not the last time you will learn about neurotransmitters or receptors, so keep this learning in mind as we proceed.
Remember, always focus on the goals of treatment, along with rational drug selection, keeping in mind safe and effective treatment plan.
Unit 10: Women’s Health Pharmacology
Women’s Health Pharmacology
Women’s Health Pharmacology
Welcome to Unit 10 of Advanced Pharmacology
This week will explore the Reproductive System, Contraception, Pregnancy, and Hormone Replacement Therapy. Ironically all these topics cross at some point in many of our lives. Prior concepts of pathophysiology will help build new knowledge for prescriptive management. In these categories. Evaluation of Pharmacokinetics, pharmacodynamics and pharmacotherapeutics will aid in application of these categories to clinical practice.
Unit Learning Objectives
Examine the principles of pathophysiology and therapeutics that direct the pharmacotherapeutic interventions for the female reproductive system (CLO 1)
Analyze the pharmacokinetic and pharmacodynamic actions of agents used for management of the female reproductive system (CLO 2)
Apply the evidence for pharmacotherapeutic interventions in patients with reproductive system problems and contraceptive management (CLO 3)
Apply critical-thinking processes to the management and evaluation of expected effects and potential adverse effects of pharmacodynamic agents (CLO 1,2,3)
Evaluate the impact of pharmacogenomics, access, cost, quality, and safety on prescribing for drugs affecting the female reproductive system (CLO 4)
Examine the significance of interprofessional collaboration on patient outcomes (CLO 5)
Week 12/Unit 10 “To Do” List
High-Yield Med Review Quiz due by Sunday Week 12
Shadow Health Focused Exam: UTI with Antibiotic Sensitivity due Sunday Week 12
Unit 8-10 Exam is next week, please being preparing!
Learning Materials
Learning Materials
Lectures & E-Book
Busti, A. J. (2022). NP Curriculum Support-Advanced Pharmacology for NPs. MedEducation, LLC.
WOMEN’S HEALTH PHARMACOLOGY
Normal Hormone Physiology in Women
Hormone Regulation of the Menstrual Cycle: Infer & Contraception
Pharmacokinetic Considerations in Pregnancy
Drug Categorization and Risks in Pregnancy
Drugs and Breastfeeding
ADVANCED DRUG CLASS REVIEW TOPICS
Overactive Bladder
Sexual Disorders
Optional Learning Resources:
Media
Khan Academy (Producer). (2014c). Estrogen [Video]. Estrogen
Khan Academy (Producer). (2014f). Testosterone [Video]. https://www.khanacademy.org/science/health-and-medicine/human-anatomy-and-physiology/reproductive-system-introduction/v/testosterone
HYMR Quiz – Women’s Health
Following review of all assigned lectures and correlating E-book chapters in High Yield Med Review, you will complete the module quiz in the HYMR platform.
From the Dashboard select “EXAMS”
Navigate to the “Women’s Health- Self Assessment”
Click “Take Exam”
You will have one attempt to complete 10 questions in 15 minutes. Once completed, please take a screen shot of your score and upload to this assignment tab for grading. This quiz is worth 20 points, so based on your % score you will receive the correlating points below.
100%
20 points
90%
18 points
80%
16 points
70%
14 points
60%
12 points
50%
10 points
40%
8 points
30%
6 points
20%
4 points
10%
2 points
No submission
0 points
*Please note, faculty are able to view your time and activity in HYMR.*
Shadow Health: Focused Exam: UTI/Abx sensitivity
The purpose of this Shadow Health Focused Exam assignment is to help you achieve Course Learning Outcomes 1-5.
Assignment:
This assignment is a focused exam with a patient who presents with a UTI and antibiotic sensitivity. You will conduct an interview Makayla Henderson using therapeutic communication to determine the appropriate pharmacological therapy for her condition. After the exam, you will select the most appropriate medication for Ms. Henderson and educate her on her medication and disease management. If applicable, you will write a prescription for the selected medication.
What to Submit:
Upon completion of the assignment, submit your completion certificate/lab pass that shows the DCE score to this assignment link..
Shadow Health Grading
All assignments will be graded using the DCE Score. Reopening and multiple attempts are allowed so the student can submit the best score for grading. Each student will submit the “lab pass” showing their DCE score to the designated assignment tab in Blackboard. Grading will be based on the DCE score received on the assignment that correlates with the points allocated in the table below. An incomplete assignment will result in the grade of zero. Faculty will monitor student engagement within the Shadow Health platform to ensure active participation to complete all the assignment requirements.
DCE Score
Points
95-100
20
90-94
18
85-89
15
80-84
13
Below 79
10
No submission
0
Login page: “Shadow Health Access” link on left panel
Assignment Due Date: Sunday of Week 12
Shadow Health Technical Support
If at any time you have any questions or encounter any technical issues regarding the Digital Clinical Experience, please contact the Shadow Health support specialists by visiting the Learner Support Page at http://support.shadowhealth.com for contact information and hours. You may email the Learner Support team directly at [email protected] at any time or by calling 800.860.3241.
Unit Conclusion
Unit Conclusion
CONGRATULATIONS! You have officially completed all the High Yield Med Review content and Shadow Health Assignments so you can move on to prepare for the Unit 8-10 Exam and HESI Final Exam.
May 30, | nursing, med, NURS, Paper
Collective Bargaining and Nursing Leadership Essay
Collective Bargaining and Nursing Leadership Essay
Watch the three-part California Nurses Association History videos and determine the role of leadership in the success of this organization
Review the expectations outlined in the Writing Assignment Rubric–I have attached this as well
The paper should include in the review:
Comprehension: Briefly summarize the efforts and outcome of the CNA.
Application: Relate core leadership concepts to the success of the CNA. Include the relationship of empowerment, government, and cultural competency to the struggles and success of the CNA.
Analysis/Synthesis: Clarify understanding of the variables contributing to the success of the CNA group’s efforts.
Evaluation: Summarize the efforts of the CNA as a model to enhance APRN practice.
BUY PLAGIARISM-FREE PAPER HERE
Review the expectations outlined in the Writing Assignment Rubric (see below). The Leadership and Success of the CNA Paper should be 3–4 pages long
Your paper should include in the review:
Comprehension: Briefly summarize the efforts and outcome of the CNA.
Application: Relate core leadership concepts to the success of the CNA. Include the relationship of empowerment, government, and cultural competency to the struggles and success of the CNA. Collective Bargaining and Nursing Leadership Essay
Analysis/Synthesis: Clarify understanding of the variables contributing to the success of the CNA group’s efforts.
Evaluation: Summarize the efforts of the CNA as a model to enhance APRN practice.
Watch the three-part California Nurses Association History videos and determine the role of leadership in the success of this organization.
I am including the transcripts of the videos below—if/when citing this video, please cite, “CNA Video” and I will edit it in on my part
California Nurses Association Part 1 Video Transcript
Speaker 1: I’ve always wanted to be a nurse.
Kay McVay: As far as women were concerned, in those days you were either a teacher, a secretary, or a nurse.
Speaker 3: Deciding between do I want to be a doctor or nurse, and for me, the nursing was the part where they got to spend the most time with the patients.
Speaker 4: That was something I wanted to do. I wanted to be a caregiver. I wanted to make a difference in people’s lives.
Speaker 5: Throughout the past century, nurses have been caring for the sick, the injured, the dying. They had advocated for their patients, and for the right of everyone to receive adequate healthcare. But nurses found that they had to fight to win respect for their work, and to have a say in how healthcare is delivered. It is a fight that has continued for 100 years.
Deborah Burger: It’s not just a union, or a professional organization. It’s a social movement.
Speaker 5: The 96 nurses who gathered in San Francisco to found CNA knew that only by being organized could they gain control over their work. Their first concerns were professional: to establish strict education and licensing guidelines. But hospitals controlled the delivery of healthcare. They used unpaid student nurses with only a few nursing supervisors, affording graduates few opportunities to do hospital work. Most sought employment as private-duty nurses. They used the association-run registries, and by 1927 more than 6,000 RNs had joined CNA.
In the 1930s, most private-duty jobs disappeared, and the massive unemployment forced hospitals to start hiring RNs. These staff nurses worked long hours for low pay, and they had little means to pay for healthcare if they themselves got sick.
Workers everywhere were organizing, and for nurses, too, workplace issues were now their greatest concern. But CNA’s parent organization, the American Nurses Association, urged RNs not to join unions. CNA was in a bind; they knew they had to respond to the staff nurses’ urgent needs, or they would lose them to non-RN unions. The Association drafted an economic security program with minimum salary and benefit guidelines. But the administrators and educators who ran CNA asked hospital managers to comply with the guidelines voluntarily, a strategy that would prove short-sighted.
During World War II, RNs signed up to serve. They took care of the tens of thousands of sick and wounded. They were hailed as heroes. On the home front, other women entered the workforce and earned real living wages. But hospitals offered RNs such meager salaries that thousands left the profession.
CNA seized the opportunity. In 1946, it did what no state nurses association had ever done: it signed a collective bargaining agreement with six San Francisco area hospitals. The terms were groundbreaking for their day: a 40 hour work week, employer-paid health insurance, and a minimum salary of $200 per month. But the contract did not win respect, nor did the makeover that was changing the face of medicine in the 1950s and ’60s. New life-saving drugs, technologies, and procedures gave RNs important new tasks, but nursing was still dismissed as women’s work.
Kay McVay: The doctors were gods. You were supposed to stand and give them your chair when they came in, and if they wanted coffee you were to get it for them. And you waited on them. We were the handmaidens of the physicians.
Wilma McCarthy: We had to do something. We weren’t able to go out on strike, ’cause it wasn’t in our contract. So the only thing left that CNA could recommend to us was a mass resignation.
Speaker 5: The mass resignations were handed in by Wilma McCarthy, who became the nurses’ spokesperson. She said, “The nurse has assumed duties once only doctors performed: intravenous feeding, blood pressure, cardiac resuscitation, administering drugs intravenously. She often performs these functions through two straight shifts, yet earns less than the hospital gardener.”
Wilma McCarthy: This is what really stuck in my craw. Obviously they value their bushes-
Margaret Yu: I was gonna say-
Wilma McCarthy: …more than they do their patients.
Margaret Yu: …they took awfully good care of those bushes.
Wilma McCarthy: [crosstalk 00:05:16] Yes they did.
Barbara Mauser: Well it wasn’t easy to walk off your job, and to do it willingly and with all this feeling of trepidation. What’s gonna happen, are we gonna get our jobs back?
Margaret Yu: The doctors just could not believe that the nurses at Eden would do such a terrible thing. And there were so many that said, “It’s not gonna succeed. It’s not gonna succeed. You folks should just go back to work.”
Speaker 5: But the nurses stayed out for five days. The hospital finally granted substantial pay increases. The Eden RNs’ creative use of collective action had worked.
Wilma McCarthy: It encouraged other people then. Oh, if we could do it, by God they could do it too.
Margaret Yu: Yeah. You know-
Speaker 5: Inspired by the success of the Eden nurses, 2,000 other Bay Area RNs threatened to resign, and they too won big contract gains. Later that year, CNA rescinded its no-strike policy.
Beth Mar: I was working and followed it very closely on television, and never expected to work here, and I was a little surprised. I’d been working about a year when I found out these were those terrible nurses that went out on strike, and I just…I felt really honored to be there, because they really started the ball rolling for nurses all over the nation.
Gloria O’Shea: We read an ad in the paper that said, “Safeway checkers wanted for $550 per month.” We took a look at what we were making, which was only $350 per month. Nurses didn’t strike, but we said, the heck with that. Something has to be done.
Speaker 5: CNA’s first strike involved 550 RNs at five Bay Area hospitals. At issue were the patient care committees.
Gloria O’Shea: There were patient care committees but the staff nurses were never involved in those.
Kay McVay: It was the very beginning of staff RNs, bedside RNs, being able to have some say into how healthcare was delivered to the patient.
Speaker 5: But maintaining these professional performance committees, or PPCs, became a continuing battle. In 1974, 4,000 RNs from 42 northern California hospitals went on strike. After three weeks, they hammered out a contract, then convened at San Francisco’s Cow Palace to vote on it.
Kay McVay: When I went into the Cow Palace and there were people from all over, all these facilities, all these hospitals. For women to be there, to be that active, to be that involved, it was wonderful. And I think every other nurse that was there was feeling the same kinds of things. It was liberating.
California Nurses Association Part 2 Video Transcript
Trande Phillips: The uniform which you got a picture of, it was a blue and white striped pinafore. The hospital laundry would starch the apron and the bib, and then we had to attach the bib and the apron together on the inside with safety pins. And our pinafores were so heavily starched that when we would get them back in the hospital laundry, we would stand them up in the corner.
Speaker 2: A good union is worried about social issues. They worry about people.
Narrator: RNs looked for ways to use their newly won power to improve patient care.
Trande Phillips: We had to somehow have some type of a staffing system, where we could safely ensure patients would get the care they needed. And so the first place that we fought that battle was in the Critical Care Units.
Narrator: CNA proposed legislation requiring that there be at least one RN to take care of every two critically ill patients.
Trande Phillips: It was a major battle. We had to fight the bureaucrats, we had to fight the hospitals, we had to fight the politicians. Everybody said it couldn’t happen.
Narrator: The odds were against, but CNA prevailed. Their critical care ratios were the first in the nation, but the staffing battle would continue for the next quarter-century.
By the 1980s, greed was good in America and hospitals had become big business. The corporatization of healthcare had dramatically escalated.
Malinda M.: When Good Samaritan was bought out by a corporation, that’s when we started to see tremendous changes. They had massive layoffs, nurses were given more patients to care for. If you had some issues about some of the nursing care and you came to them and express those concerns, they would say to you, “If you don’t like it, you can always go elsewhere.”
Narrator: To cut cost and maximize profits, the healthcare industry restructured its workforce. Hospitals hired less trained workers to take over duties previously done by RNs.
Martha Kuhl: My Hospital management decided unilaterally to layoff 20% of all the registered nurses and replace them and other skilled hospital healthcare workers at the same time with lower-paid, what we called unlicensed assistive personnel. And that was a huge change in our working conditions. The move to remove nurses from the bedside would not only just change the nature of the profession for me, but it would make it much more detrimental to our patients.
Speaker 6: In the hospital, there was no longer that supportive structure for the patient and the nurse. They removed that so that they could have their bottom line. So CNA, as an organization, had to step in and fill that void.
Narrator: But CNA was having problems of its own. The staff RNs, now 90% of CNAs members, were strongly opposed to restructuring while CNA’s board of directors supported it.
Malinda M.: The board was basically comprised of educators, managers, people that really weren’t the ones that were at the bedside giving the care to the patients. And they really didn’t know or understand what the needs were of the nurses and really of the patients.
Narrator: The conflict between direct care nurses and the board reached a breaking point during the Summit Strike. All hospital workers walked out for the right to support each other.
Martha Kuhl: We actually were attempting to work together with all the other labor unions in healthcare, and raise a standard for all healthcare workers. And I think that was threatening to them because they always thought that we were somehow better than separate than different interest than other healthcare workers.
Marilynne K.: The last straw I think was when they fired our staff just before Christmas.
Martha Kuhl: They fired a lot of Staff who they thought were actually in control of this movement, but really it was the nurses, and the nurses essentially rose up and said, “No, that’s not okay. We were going to get our staff back.” So we ran a slate of officers for the board of directors.
Marilynne K.: We won the election. We booted out of the ward. They couldn’t believe that we had done it. They could not believe it. We were ecstatic and we were all so scared. Very scared. What have we done? This real big organizational. What will staff nurses know about running something.
Martha Kuhl: Because nurses area of expertise is patient care and that’s what we do all the time, we know all about that. And we’re very good at advocating for our patients, but many of us do not have a labor background, and there’s labor staff, we’ve hired some really fantastic staff who come out of the labor movement, Rose Ann DeMoro is one of those.
Rose Ann DeMoro: You had the nurses as patient advocates with the power and the finances at this point in time, now they control the organization. They can use all of the resources to fight for their patients and fight for themselves, for the first time in history. You had staff who had phenomenal, phenomenal skills and backgrounds. And coming together with the registered nurse, putting together strategies, tactics, passion, politics, all of it coming together. And I can tell you from our perspective, it was a perfect fit. From the healthcare industry, it was the perfect storm.
It was the seminal moment in history I think for Registered Nurses Associations across the country because the registered nurse rose up, they said, “No more.” We are taking control.
Speaker 2: When we took over, it was a battle about how patients reviewed and how healthcare was delivered.
Narrator: With frontline nurses in charge, CNA focused on patient advocacy. The patient watch program help those who are harmed by unsafe medical practices. CNA co-chaired a state initiative that would have established asingle-payer healthcare system. Then in 1995, CNA shock the nursing world by cutting its ties with the American Nurses Association.
Martha Kuhl: It did make a huge splash in nursing because ANA purports to speak for nursing nationally in America, and it doesn’t actually.
Speaker 6: We realized that we were handicapped by belonging to ANA because they were going along with the industrialization of healthcare.
Martha Kuhl: So it seems silly that we went to all the trouble to take over CNA to change the direction of protecting our jobs and protecting our practice and patient care, and then send, at the time, a million and a half dollars a year to this organization that then was trying still to remove us from the bedside.
Marilynne K.: That was a very powerful time because that enabled us to have the funds to go on and organize CNA as we wished it be organized.
Narrator: Now totally independent, CNA set out to establish a new identity.
Martha Kuhl: I would say the biggest change is that we said we would focus on the members’ concerns. Those members are going to come to the forefront, they’re going to set the direction of CNA, they’re going to set the direction for their professional practice, they’re going to set the direction in the kinds of legislative battles we had in Sacramento.
Narrator: The RNs of CNA turned out one patient oriented reform after another. They joined forces with consumers for HMO reform and a patient’s Bill of Rights. They sponsored laws strengthening the RN’s role in patient care and giving workers who expose unsafe conditions in hospitals whistleblower protection.
Speaker 2: There is nothing that we do that does not have something to do with patient care. Ratios, Whistleblower Bill, it’s so that we can deliver better care. We believe, fully believe that it’s going to be the nurses, the RNs who will lead the change in healthcare.
Narrator: In their mission to put patients first, CNA nurses faced a monumental battle with the biggest HMO in the country.
Zenei Cortez: We, us Kaiser nurses, always was the first one to negotiate our contract, and then all of the hospitals will follow afterwards. So we really needed to fight not only for the Kaiser nurses, but for all of the RNs in California and even the United States.
California Nurses Association Part 3 Video Transcript
Speaker 1: One of the things that led up to the Kaiser strike was the fact that Kaiser as an organization and really made a conscious decision to devalue the roll of registered nurses and their hospitals and clinics.
Speaker 2: The first day of bargaining they immediately told us we are taking away 15 of your benefits. And so that sort of set the tone.
Speaker 3: The takeaways Kaiser proposed were staggering. The giant healthcare provider seemed to disregard its employees’ rights and its patients’ needs.
Rosemary: It was the quality of care that was the issue. And I believe the good old boys thought well if we give these little girls some money, they’ll just go away and be with their good act taking care of people. Well that wasn’t the case and they found out soon enough.
Deidra: The registered nurses here at Kaiser have gone on strike. Rosemary Wood has been working as a registered nurse for Kaiser for 25 years.
Rosemary: This is about the quality of care that patients are not getting. In the last three years or less, 1400 registered nurses have been laid off.
Speaker 6: We worked out a strategy to get the public and our patients behind us. We ended up going out on a series of six one to two day strikes throughout northern California that galvanized not only the nurses but the community and our patients.
Deidra: Kaiser nurses are now more than 15 hours into their 24 hour walk out.
Stan: Managers of Kaiser hospitals throughout northern California are bracing tonight for another nurses strike.
Mike: The issue here is quality of care. Kaiser’s registered nurses say that care has been compromised by recent cutbacks.
Speaker 6: And each time we came back from those strikes there was even more support when I was on the advice phones. The patients would say way to go. Keep fighting. Don’t let them take you out on this one. You’ve really got to fight for us.
Speaker 3: And fight they did. Never knowing whether they could outlast the HMO Goliath. One day after 18 months of bargaining, they had their answer.
Speaker 2: They went out for a caucus and when they came backthey said everything that you have asked for we’re giving you and we’re like is it over. Is this real? Are we dreaming?
Speaker 3: CNAs victory made headlines. The California RNs hadwon a new role as patient care watch dogs while proving to the nation that they were a force to be reckoned with.
Speaker 6: Once we had beat Kaiser it was like we can beat the world because we took on kaiser and we won.
Speaker 2: We maybe small in size but we think big, we fight long and hard.
Speaker 1: It really became an incredible bond of the nurses and the patients and their families together fighting Kaiser Permanente. And it really made me understand that its power of people working together totally focused and committed.
Rosemary: It was really a history making time that if I had to do it over again you bet I would.
Speaker 9: These are the women and men who have really transformed history and they’ve opened a door that can never be closed again.
Speaker 3: CNAs three decade campaign for hospital wide RN to patient ratios would reach a climax with AB394.
Speaker 6: It started bringing nurses in out of the woodwork andreally got nurses involved in lobbying.
Speaker 10: I wrote letters to the elected officials. I participated in the rallies, the rally at Sacramento where we had it was just amazing. Just that capitol rotunda was just filled with registered nurses.
Speaker 11: These nurses’ hands save lives. But today they join together in the state capitol to try and lower the nurse to patient ratio.
Speaker 1: There was such enthusiasm that spontaneously people burst into the capitol building. And they started to march through the capitol building chanting that they wanted ratios that they were going to win. That this had to happen.
Speaker 10: We had senators coming out talking to them, letting them know that in the capitol in the senate they could hear us out there chanting and it gave nurses, it showed them how much power they actually had.
Speaker 3: Ab394 passed, was signed into law by the governor and has become a model for RNs and patients across the nation and throughout the world.
Speaker 12: The more members we have, the louder the voice for patient care will be.
Speaker 6: We realized that the only way we were going to enforce one level of care for all patients in California was to organize not only just in northern California but in southern California as well.
Speaker 3: Organizing was successful like never before. CNA doubled its ranks in less than a decade winning victories in one facility after another including the two largest hospitals on the west coast.
Margie: It’s a really exciting time in southern California right now. The nurses are really energized and the landscape has changed and we are going to have CNA in every hospital in southern California in fast order.
Speaker 9: It’s really no surprise that we doubled the membership in the last eight years. What the registered nurses see in CNA is an organization that will fight unrelenting for the right of the registered nurse to advocate for patients. That’s what they love. That’s why they come here. If you look at the history and you see the courage and commitment and the dedication and the fight, the CNA nurses are really willing to do whatever it takes to transform healthcare and provide better patient care. Because collectively registered nurses frankly are unstoppable.
Here is an additional source of info—if you use this, just cite “Labor relations” and I will edit it on my part
Labor Relations and Collective Bargaining Lecture Transcript
Slide 1
This slide presentation is on Labor Relations and collective bargaining.
Slide 2
In this PowerPoint presentation, the objectives are:
To understand the process of collective bargaining.
To outline some of the history of collective bargaining in nursing in the United States.
To identify and define key terms in collective bargaining and Labor Relations.
To cite major labor law legislation in the US.
To examine the pros and cons of organizing in nursing.
And to understand and state the implications for nursing leadership in the management of collective bargaining and Labor Relations issues.
Slide 3
Why is it important to know about labor unions? When we look across the United States, about 25% of the nurses in the US are represented by a union. As leaders, we may be responsible for managing Labor Relations in a unionized environment. We need to understand the laws related to Labor Relations management.
Slide 4
Our definition for the process of collective bargaining is “collective bargaining consists of a process of negotiations between the management of an organization and a group of employees, typically represented by a labor union. Management and employees negotiate over terms and conditions of employment, and they attempt to reach an agreement on items that the employees believed to be fair and management believes it can live with in terms of the organization’s operational needs and the financial resources of the organization.” The negotiated terms and conditions of employment are spelled out in a document that we call a collective bargaining agreement or a CBA.
Slide 5
The process of collective bargaining, which is a major component of labor relations, this process is governed by federal and state laws. It involves negotiation of formal labor agreements. It includes managing the implementation of a written contract or document called the CBA. Concerns responding to grievances and it also concerns responding to arbitrations, if they should be filed. It is very important that we consider parity for non-represented employees in terms of wages and scheduling, and this means whatever is afforded to an employee in a collective bargaining agreement we have to think of the fairness, the equity, the parity of this in regards to other employees who are in a like work situation.
Slide 6
As far as managing Labor Relations, we know that we must adhere to the National Labor Relations Act or the Wagner Act, which was enacted in 1935. This legislation provides employees with the right to organize and seek union representation through a collective bargaining agreement, and any attempts to interfere may constitute what is called a ULP, or an unfair labor practice. These attempts may be done by individuals in an organization or by the organization as a whole. The definition of Labor Relations is the relationship that exists between the management of the hospital or the healthcare setting, health service organization, the staff and the labor union if the staff has voted them in to represent them. The collective bargaining agreement, as we have talked about before (the written document or written agreement) encompasses rules and conditions concerning wages, schedules, working conditions for the employees it represents and other aspects of bargaining.
Slide 7
Labor law: Know what it is!
We have already mentioned the National Labor Relations Act or the Wagner Act enacted in 1935. Since then, there have been National Labor Relations Act amendments, so what are they? What is the Taft-Hartley Act in 1947. It allows the president of the United States to appoint a board of inquiry when a strike is judged to be a danger to national health or safety. One example of an enacting the Taft-Hartley Act was Ronald Reagan, President Reagan, when he enacted the Taft-Hartley Act in the air traffic control strike. If all of the air traffic controllers went out on strike, it would bring all of the air travel to zero and make a very unsafe situation in the United States. When the air traffic controllers filed the strike, they were warned by President Reagan not to go on strike or he would enact the Taft-Hartley Act, and they did so anyway and it put us in a situation in the United States of endangerment and the Taft-Hartley Act was invoked by President Reagan, and it was supported by the judicial branch of the government and the air traffic controllers were told to return to their positions or they were fired. Extension of the National Labor Relations Act is the next amendment, and this was enacted in 1974. Prior to this law, nonprofit hospitals were excluded from the right to organize. Collective Bargaining and Nursing Leadership Essay. In this extension, Congress extended the law, the NLRA, or the Wagner Act, to include nonprofit hospitals and nursing homes. All could be represented and all employees could seek legal representation or union representation.
Slide 8
History of Labor Unions in the Nursing Profession
In this slide, I have outlined starting back in the 1960s, the process in nursing of organization that has occurred in terms of labor unions. There were strong gains in unionization and nursing with large numbers of nurses organized at first in the Veterans Administration hospitals across the US in the early to mid-1960s. In 1969, RNs’ representation went from 8,000 to 30,000 in terms of being represented by a labor union. In the 1970s, organized RN numbers jumped to 90,000 and more than 100 collective bargaining agreements were negotiated for nurses.
During the 1980s while the US labor unionization in all fields decreased or stayed the same, nursing increased in numbers. There was also a significant strike in Minnesota of 6000 nurses across 17 hospitals for 39 days. However, in the nurses’ settlement of the contract, the original offer that had been made prior to the 39-day strike held and the nurses were not able to achieve any additional concessions through that strike and had a significant loss in pay Collective Bargaining and Nursing Leadership Essay.
In the 1990s, there was major redesign of nursing, cutbacks and this caused strong union response regarding patient safety. Also there was major focus on reducing mandatory overtime and floating and a huge push to increase registered nurse staffing.
In 2007, almost 20% threshold was reached across the US of RNs being organized through the United American Nurses Association and the California Nurses Association, also the Service Worker’s Union (the SEIU) and seven other non-healthcare unions organized and represented more than 220,000 nurses across the US. Today in 2017 we have more than 25% of all registered nurses in the US represented by a labor union.
Slide 9
We look at the pros and cons of union membership, what would lead somebody to vote in a union and what would lead someone to not have a union represent them. On the yes side the perception that it would be an increase in power and solidarity amongst the nurses. It could also be that the nurse feels that she or he is required to do so. There may be a big organizing push and a lot of pressure from peers. The nurses may believe in the individual agenda of the union, or the nurse may feel it would eliminate management bias or favoritism if she or he works in an environment where that is prevalent. Collective Bargaining and Nursing Leadership Essay.
On the con or no sigh, the nurse may feel that he or she wants their own voice, or there may be a belief that belonging to a union or voting in a union is not professional. The nurse may fear reprisal (retribution) or the nurse may support the organization’s (management) views on issues of pay and scheduling and working conditions.
Slide 10
Union organizing strategies, how do they typically unfold? Well there are group and individual meetings. There is usually prounion literature that is distributed (leaflets or brochures) disease. The union may write letters to individuals, groups, politicians, healthcare board and senior hospital or healthcare leaders. Corporate campaign strategies may occur. There may be media, marketing and public relations work or high profile lawsuits or labor actions. There could be political activism (reaching out to civic groups, churches, labor councils and community organizations.) There could also be establishing websites through the use of Internet and email, and there sometimes is financial pressure.
Slide 11
For the leader during an organizing effort, what is it important not to do?
Do not threaten, interrogate, spy or discipline anyone regarding union activity during a campaign to organize. Remember, employees have a right to seek unionization through the National Labor Relations Act.
Do not reward for cessation of union activity or interest.
Do not make promises regarding wages, compensation, schedules etc. during a campaign. For example, “If you don’t vote for the union, the organization [or hospital] will make sure you have every weekend off.” That is interfering with the process and making a false promise. Collective Bargaining and Nursing Leadership Essay.
Do not accept any union organization cards from any employee under any circumstances.
Do not provide lists of names, addresses etc. of any employees to union campaign representatives. That must be confidential. All of that kind of information in the organization should not be shared with anyone including union campaign representatives.
Slide 12
Also:
Do not allow organizers in patient care areas. There may be organizing activities, but they should not involve patients or families.
Do not visit a voting area during a National Labor Relations sponsored union election. That area should be free of the presence of anyone who is in management or not represented by a labor union.
Do not tell employees how to vote even if ask for your opinion. If they should ask, you say “it is a very serious and important decision.” Make sure that you are fully educated about it, and at that point advising them to vote for or against is not something that is appropriate for a nurse leader, nurse manager, or advanced practice nurse to give in terms of advice so you do not give your opinion.
Slide 13
The leader role during organizing.
It is important to listen to your employees respectfully and attentively. You want to answer any questions factually and honestly regarding pay, compensation issues and scheduling. You want to communicate with human re
