The role of physical design and informal communication

More documents

Recommendations

Info

Iedema, R., Long, D., Carroll, K., Stenglin, M., & Braithwaite, J. (2005). Corridor work: How liminal space becomes a resource for handling complexities of multidisciplinary health care. Asia-Pacific Researchers in Organization Studies 11th International Colloquium, Institute of Medicine. (1999). To err is human: Building a safer health system. Washington, DC: National Academies Press. Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academies Press. Institute of Medicine. (2003). Keeping patients safe: Transforming the work environment of nurses. Washington, DC: National Academies Press. Jones, H. (2007). FMI's construction outlook fourth quarter 2007 report. Raleigh, NC: FMI. Joseph, A. (2006). The role of the physical environment in promoting health, safety, and effectiveness in the healthcare workplace. Concord, CA: The Center for Health Design. Joseph, A., & Ulrich, R. (2007). Sound control for improved outcomes in healthcare settings. Concord, CA: The Center for Health Design. Kalisch, B. J., & Begeny, S. M. (2005). Improving nursing unit teamwork. Journal of Nursing Administration, 35(12), 550-556. Kramer, M. (1974). Reality shock: Why nurses leave nursing. St. Louis: Mosby. Kramer, M., & Hafner, L. P. (1989). Shared values: Impace on staff nurse job satisfaction and peceived productivity. Nursing Research, 38(3), 172-177. Krantz, D. S., & Falconer, J. J. (1995). Measurement of cardiovascular responses. In S. Cohen, R. Kessler & L. Gordon (Eds.), Measuring stress: A guide for health and social scientists (). New York: Oxford University Press. Langhorne, P., Williams, B., Gilchrist, W., & Howie, K. (1993). Do stroke units save lives? Lancet, 342(8868), 395-398. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Lemieux-Charles, L., & McGuire, W. L. (2006). What do we know about health care team effectiveness? A review of the literature. Medical Care Research and Review, 63(3), 263-300. 171
Lumsdon, K. (1993). Baby boomers grow up. Hospitals and Health Networks, 67(18) Maiocco, G. (2003). Critical care: From classroom to CCU. Nursing Management, 34(3), 42-44. Manias, E., & Street, A. (2001). Nurse-doctor interactions during critical care ward rounds. Journal of Clinical Nursing, 10(4), 442-450. McCraty, R., Atkinson, M., & Tomasino, D. (2003). Impact of a workplace stress reduction program on blood pressure and emotional health in hypertensive employees. Journal of Alternative and Complementary Medicine, 9(3), 355-365. McHugh, M., West, P., Assatly, C., Duprat, L., Niloff, J., Waldo, K., et al. (1996). Establishing an interdisciplinary patient care team: Collaboration at the bedside and beyond. Journal of Nursing Administration, 26(4), 21-27. McVicar, A. (2003). Workplace stress in nursing: A literature review. Journal of Advanced Nursing, 44(6), 633. Mickan, S., & Rodger, S. A. (2005). Effective health care teams: A model of six characteristics developed from shared perceptions. Journal of Interprofessional Care, 19(4), 358-370. Morrison, W. E., Haas, E. C., Shaffner, D. H., Garrett, E. S., & Fackler, J. C. (2003). Noise, stress, and annoyance in a pediatric intensive care unit. Critical Care Medicine, 31(1), 113-119. Needleman, J., Buerhaus, P., Mattke S., Stewart, M., & Zelevinsky, K. (2002). Nurse staffing levels and the quality of care in hospitals. The New England Journal of Medicine, 346(22) Neuberger, J. (2000). The educated patient: New challenges for the medical profession. Journal of Internal Medicine, 247(1), 6-10. Newton, J. M., & McKenna, L. (2007). The transitional journey through the graduate year: A focus group study. International Journal of Nursing Studies, 44(7), 1231- 1237. O'Conner, D. B., O'Conner, R. C., White, B. L., & Bundred, P. E. (2000). Job strain on ambulatory blood pressure in british general practioners: A preliminary study. Psychology, Health, and Medicine, 5(3), 241-250. Ollanketo, A., & Elsas, C. R. (2007). No longer an afterthought: The emerging importance of art. Healthcare Design, December 172
Page 1 and 2:
THE ROLE OF PHYSICAL DESIGN AND INF
Page 3 and 4:
ABSTRACT Graduate nurses experience
Page 5 and 6:
Dedicated to my parents, John and L
Page 7 and 8:
TABLE OF CONTENTS Biographical Sket
Page 9 and 10:
LIST OF FIGURES Figure 1. 6N floor
Page 11 and 12:
LIST OF TABLES Table 1. Overall per
Page 13 and 14:
extraordinary opportunity to apply
Page 15 and 16:
into the topic of nature as a thera
Page 17 and 18:
tiles with sound-absorbing ceiling
Page 19 and 20:
infections, pneumonia, cardiac arre
Page 21 and 22:
try to gain a better understanding
Page 23 and 24:
1.6.3 Graduate Nurses’ Sense of B
Page 25 and 26:
formal face-to-face communication n
Page 27 and 28:
interactive and interpersonal learn
Page 29 and 30:
• Evidence-based design has the p
Page 31 and 32:
concluded that high visibility work
Page 33 and 34:
Joseph (2006) cites anecdotal evide
Page 35 and 36:
informal learning and communication
Page 37 and 38:
2.3 Site Description Crouse Hospita
Page 39 and 40:
primarily composed of the nursing s
Page 41 and 42:
o Nursing Students The following no
Page 43 and 44:
Meetings were held over a three mon
Page 45 and 46:
Figure 2 6N floor plan showing colo
Page 47 and 48:
equirements, organizational require
Page 49 and 50:
study by Vrijkotte, van Doornen, an
Page 51 and 52:
graduate nurse’s strengths and ac
Page 53 and 54:
2.8 Data Analysis Focused interview
Page 55 and 56:
CHAPTER 3 RESULTS 3.1 Organizationa
Page 57 and 58:
ecause as a visitor entered the uni
Page 59 and 60:
Figure 3 6N Floor Plan 48
Page 61 and 62:
Figure 6 View of island work surfac
Page 63 and 64:
Kitchen Locker Room Desk B1 at nurs
Page 65 and 66:
Figure 13 Existing layout prior to
Page 67 and 68:
Figure 15 Wall-mounted chart organi
Page 69 and 70:
3.1.2 Information Management and Te
Page 71 and 72:
nurses and pharmacists and dispense
Page 73 and 74:
Because patients on 6N have a parti
Page 75 and 76:
There is encouragement to learn new
Page 77 and 78:
There is encouragement to learn new
Page 79 and 80:
“Validation,” at five times per
Page 81 and 82:
Average Frequency/8hr 60 50 40 30 2
Page 83 and 84:
3) shows that all interactions were
Page 85 and 86:
Table 4 Overall percent & frequency
Page 87 and 88:
Transit” - 2:59:48. However, the
Page 89 and 90:
Time (hh:mm:ss) 0:02:53 0:02:36 0:0
Page 91 and 92:
Patient Room 28% Nurses Station 25%
Page 93 and 94:
3.3.4 Analysis of Task, Person and
Page 95 and 96:
However, when asked if all of this
Page 97 and 98:
Frequency (%) 50.0 45.0 40.0 35.0 3
Page 99 and 100:
Frequency (%) 45.0 40.0 35.0 30.0 2
Page 101 and 102:
Table 14 Frequency of person by loc
Page 103 and 104:
occurred in equal amounts with the
Page 105 and 106:
experienced by many GNs. Figure 33
Page 107 and 108:
conditions in laymen’s terms. The
Page 109 and 110:
• According to the GN, the greate
Page 111 and 112:
Not enough staff to adequately cove
Page 113 and 114:
Table 16 Change in GN stress rating
Page 115 and 116:
Blood Pressure (mmHg) 121.0 119.0 1
Page 117 and 118:
3.6 Overall Summary of Findings •
Page 119 and 120:
on validation, discussing patient c
Page 121 and 122:
found that a major stressor for nur
Page 123 and 124:
opportunities for informal learning
Page 125 and 126:
unit suggests that designers and ho
Page 127 and 128:
usually leads to expensive renovati
Page 129 and 130:
including off the nursing unit or a
Page 131 and 132: APPENDIX A Memo Describing Study 12
Page 133 and 134: APPENDIX B Graduate Nurse Consent F
Page 135 and 136: • Members of the Cornell research
Page 137 and 138: _____________________________ _____
Page 139 and 140: Informed Consent Form for Staff Cro
Page 141 and 142: Committee on Human Subjects (UCHS)
Page 143 and 144: Modified Categories for the Clinica
Page 145 and 146: 134
Page 147 and 148: 136
Page 149 and 150: APPENDIX F Survey Items Pertaining
Page 151 and 152: APPENDIX G Survey Items Pertaining
Page 153 and 154: APPENDIX H Survey Items Pertaining
Page 155 and 156: APPENDIX I Blood Pressure Recording
Page 157 and 158: APPENDIX J Competency Evaluation Fo
Page 159 and 160: APPENDIX K Competency Category Defi
Page 161 and 162: o Expert - interprets labs; consult
Page 163 and 164: 14. Care Plan delegate (using the r
Page 165 and 166: APPENDIX L Interview Guides 154
Page 167 and 168: 3. Does the current patient:nurse r
Page 169 and 170: Interview Guide - Orientor Learning
Page 171 and 172: c. Did staffing levels affect the a
Page 173 and 174: 5. What unique challenges do staff
Page 175 and 176: CWM Tool Task Category Definitions
Page 177 and 178: REFERENCES Adams, A., & Bond, S. (2
Page 179 and 180: Buchanan, J., & Considine, G. (2002
Page 181: Godinez, G., Schweiger, J., Gruver,
Page 185 and 186: Stolte, K., & Myers, S. t. (1995).
show all

The role of physical design and informal communication

Create successful ePaper yourself

Delete template?

Save as template?