Applying Lewin Change Theory to Implement Simulation for Newly Hired Nurses – Care Example

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"Applying Lewin Change Theory to Implement Simulation for Newly Hired Nurses" is an engrossing example of a paper on care. In nursing practice, a nurse is responsible for participating in all exercises that support a patient-centred culture. Patient-centred is described as acknowledging the patient as the source of dominance and a partner in giving coordinated and compassionate care. The care is grounded on the patient’ s needs, preferences and values (Perry, Potter & Ostendorf, 2015). This paper will discuss the application of Lewin Change Theory to the implementation of simulation for newly hired nurses.

The nurse’ s area of work is in the Emergency Department at St. Barnabas Hospital. Need for the project The project is paramount in helping the new nurses to adapt and cope with the hospital environment. In addition, it assists in the attainment of planned change. The procedure of planned change is complicated because it consists of behaviour modification. In addition, in planned change, there is a systematic strategy that involves decision-making, deliberate steps and problem-solving. The project is critical because the emergency department gives a distinct chance to increase the role of a nurse beyond caregiving and include working together with various instructions.

The new nurses must reveal a high-level skill in titrating medicines, providing discharge directives, and initiating venipuncture. In addition, a nurse should be able to collaborate with the physician and relate laboratory outcome with the patient’ s status (Kayden, Anderson, Freitas & Platz, 2014). Purpose of the project The project is aimed at empowering the new nurses to manage various patients coming into the hospital. The emergency department is the entry point to the hospital for patients with severe injuries or illnesses.

In some cases, the patients are referred to the emergency department by their primary care physician. The population that presents to the emergency department includes a wide range of degree of complaints and severity. In most scenarios, these patients do not have a conclusive diagnosis upon arrival. As a result, the emergency department function and is arranged as a high-volume acute treatment and diagnostic centre with suitable space, personnel equipment and supply to stabilize and assess patients coming into the department. In addition, in the emergency department, nursing is described by the diversity of disease procedures, knowledge and patients.

The role of a nurse in the emergency department is to give care to all populations and ages in a wide spectrum of injury and disease prevention. The emergency nursing profession requires a distinct blend of specialized and generalized management, assessment and interventions (Howard et al. , 2009). The new nurses will learn how to cooperate with other team members to give the highest standard of care in a milieu that is generally hectic, stressed and overcrowded. It is critical to prevent and alleviate the consequences of errors that happen. Change theory framework Lewin’ s theory of change consists of three stages namely; unfreezing, moving and refreezing phases.

In the unfreezing stage, the new nurses are encouraged to bring about change. In this stage, there is a need to learn and adopt new behaviours. The stage comprises of disequilibrium and imbalance, therefore, very unsettling. The stage is made up of driving and restraining forces. The new nurses may encounter restraining forces that restrict change. For example, lack of knowledge on how to operate the equipment in the emergency department.

The driving forces motivate and maintain change. In this stage, the new nurses have the opportunity of exhibiting innovation and creativity that result in better practice as new skills and knowledge are implemented. The second phase of Lewin’ s theory of change is known as moving. In this stage, information is gathered from various sources and gives room for the transition to happen. In the emergency department, the new nurses require skills to collect and preserve evidence. In this stage, a nurse collaborates with other professionals to learn and gain knowledge on how to react to emergency conditions. The third phase is referred to as refreezing.

In this stage, the change has happened and is a component of the new nurse. The new nurses adapt and embrace the working policies and procedures of the hospital. At this phase, the new nurses form part of the regular work of the hospital, unit and team (Dahlkemper & Anderson, 2013). The theory of planned change is applied because different forces push for change in health care. The forces include workforce deficiency, professional obligations and the rising cost of therapies.

The plan will embody Lewin’ s theory of change to provide health care services that are patient-centred, equitable, effective and safe. In reference to Kelly (2012), the hospital can attain this goal by hiring new nurse-run services that are cost-effective and patient-centred (p. 300). Through this, the hospital will cater to the needs of the underserved population in the community. Project organization structure The emergency department comprises of various team members that are important in assisting the newly hired nurses to adopt. Their roles are different in regard to the availability of staff and give the best health care in the emergency department.

The team consists of laboratory personnel, social work, medical staff and pastoral care (Riviello, 2010). A mentor is selected from a more experienced professional, for, instance, a physician to assist the newly hired nurse. The experienced practitioner works alongside them, shadowing, co-working and observing. The mentor is an experienced member of staff in the same team who provides emotional support. The duty of the mentor is to guide and support the new nurse employee through the beginning of the transition period, levelling the way by promoting skills, knowledge and confidence (Donnellan & Jack, 2010). Quality plan The mentoring relationship with a more experienced practitioner is an approach for professional development and assist in establishing long-term goals.

When a new nurse is introduced to professional network opportunities, he/she can assist in workplace difficulties. The results of the performance of newly hired nurses can be measured through competency-based orientation devices given by nurse educators. In addition, the nurse’ s performance is measured through job descriptions and objective learning resources.

The new nurses are expected to pass the technical and written parts of the orientation. In the case of new nurse graduates, an annual meeting with their manager and preceptor is important to review progress (Weiss & Tappen, 2014). Summary In conclusion, confidence-competence building happens in the process of mentorship. In addition, an emotional relationship develops between the new nurse and the mentor that increases confidence and strengthen positive values. The value connections are significant in enhancing personal efficacy. The new nurses develop qualities such as positive attitude about care delivery or service, respectfulness and caring (McAllister & Lowe, 2011).

It is important in satisfying the patient and family expectations. The role of a nurse is to address the client’ s complications and fulfil the care goals. The nurse implements evidence-based concepts and guidelines to ensure patient safety. In addition, the nurse can teach patient and family on activities founded on recognized health care needs. From this perspective, the patient will have positive health outcomes that are in accordance with the mission and vision of St. Barnabas Hospital. The mission of the hospital is to give innovative, compassionate and comprehensive health care in safe surround where the patient is a priority (SBH Health System, 2015).

The plan will have a financial impact on the hospital where it will save much money through value proposition activity. In value proposition exercise, new nurses are trained by older experienced professionals and at the same time retain the crucial ‘ grey matter’ . The grey matter is the ability and knowledge of older nursing expertise (Porter-O'Grady & Malloch, 2010).


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