RROHC Teamwork Performance Evaluation Tool

The RROHC® (Relationship & Results Oriented Healthcare) Bundle of ten best point-of-care practices has been correlated with improved patient outcomes and employee and provider satisfaction.  Nurse sensitive and quality indicators such as pressure ulcers, falls with injury, lengths of stay, and throughput measures have been transformed through these practices.  A shared mental model and "shorthand" for patient/family centered communication, combined with employee clarity regarding what processes can, and should, occur on a daily or episodic basis, can ignite your own practice toward world class care.  This set of 10 short videos and the accompanying graphic, along with on-site skills development and coaching, will begin your journey toward excellence.  To your community's health!

Hansten Healthcare PLLC's 3-part educational series for staff RNs, educators and administrative leaders in nursing is designed to deepen understanding andn application of the professional nursing practices of delegation, supervision and assignment. Each portion of the series builds on the previous section's knowledge of nursing practice act rules and nursing leadership expertise to the student's actual work setting, fostering immediate skill utilization. Developed as a follow-up to Dr. Hansten's work with 175 healthcare organizations, educational content is based on student questions during her national seminars, and her research related to critical thinking in nursing. A syllabus of worksheets, tools, bibliography, video clips, a narrated webinar, a slide deck and a test are provided for each section.

SECTION OVERVIEW In the first section of this 3-part series, the instructor discusses the rationale for improving teamwork, RN leadership at the point of care; the definitions of delegation, supervision, and accountability; and the 5 Rights of Delegation. Important resources such as the ANA and NCSBN Joint Statement of Delegation and examples of state practice rules are offered. RN leadership skills and excellence in teamwork are offered as fundamental to patient safety and avoidance of healthcare acquired conditions such as pressure ulcers. The participants are encouraged to avoid common pitfalls and to consider how to apply the 5 Rights, including initial direction, feedback and debriefing, to current practice settings. Learning Objectives: 1.List the top two reasons for improving teamwork, RN leadership, and delegation. 2.Define delegation and supervision. 3.Describe the 5 rights of delegation and supervision. This section is approved for 1.5 CE credits.

Hansten Healthcare PLLC's 3-part educational series for staff RNs, educators and administrative leaders in nursing is designed to deepen understanding andn application of the professional nursing practices of delegation, supervision and assignment. Each portion of the series builds on the previous section's knowledge of nursing practice act rules and nursing leadership expertise to the student's actual work setting, fostering immediate skill utilization. Developed as a follow-up to Dr. Hansten's work with 175 healthcare organizations, educational content is based on student questions during her national seminars, and her research related to critical thinking in nursing. A syllabus of worksheets, tools, bibliography, video clips, a narrated webinar, a slide deck and a test are provided for each section.

SECTION OVERVIEW: PART 2 -- LEADERSHIP AT THE POINT OF CARE: BLUEPRINT FOR SUCCESSFUL CLINICAL SUPERVISION AND TEAMWORK Building from a thorough knowledge of nursing professional practice in teamwork with assistive personnel, Part 2 of this 3-part series carries individual nursing practice to unit-level practices and shared mental models of care. After a review of the 5 Rights, the students discuss how teamwork effectiveness is measured in terms of clinical outcomes and patient/staff satisfaction. Teamwork research is connected with the concept of the 4 Ps (purpose, picture, plan, and part) and the RROHC’s (Relationship & Results Oriented Healthcare) 10 best practices as a structure for work planning. Omissions and missed care research and Hansten’s field research is used to recommend inclusion of checkpoints, feedback, and debriefing. A teamwork assessment tool is included to assist students in critical thinking and creating actionable next steps toward adopting some successful care practices into their workplace routines. The instructor encourages participants to bring their discoveries to their unit councils for problem solving when gaps are identified. Additional video clips are included with cautions related to RN/UAP assignment and shift report processes. Learning Objectives 1.Analyze the current level of delegation, supervision and feedback in your department. 2.List the 4 Ps necessary for expert teamwork at the point of care. 3.Choose your next steps for improving your care delivery model or plan for optimal clinical delegation and supervision. This section is approved for 1.5 CE credits.

Hansten Healthcare PLLC's 3-part educational series for staff RNs, educators and administrative leaders in nursing is designed to deepen understanding andn application of the professional nursing practices of delegation, supervision and assignment. Each portion of the series builds on the previous section's knowledge of nursing practice act rules and nursing leadership expertise to the student's actual work setting, fostering immediate skill utilization. Developed as a follow-up to Dr. Hansten's work with 175 healthcare organizations, educational content is based on student questions during her national seminars, and her research related to critical thinking in nursing. A syllabus of worksheets, tools, bibliography, video clips, a narrated webinar, a slide deck and a test are provided for each section.

PART 3 -- LEADERSHIP AT THE POINT OF CARE: EFFECTIVE ASSIGNMENTS FOR RNs AND ASSISTIVE PERSONNEL (ACUTE CARE) SESSION OVERVIEW: Part 1 introduces the learner to the 5 Rights of Delegation and Supervision (https://www.ncsbn.org/fiverights.pdf), and Part 2 grasps individual RN team practice and applies those concepts to the unit or department’s teamwork model. Part 3 promotes an in-depth view into the mechanics of making assignments in acute care settings. Past care delivery structure of primary, functional, and team nursing configurations are explored. Clinical reasoning, prioritizing, and possible criteria for making assignment decisions provide a basis for investigating possible options for assigning tasks and functions. Worksheet templates and review of charge RN role styles prepare the student to unlock their thinking into the processes used to delegate the Right Task to the Right Person under the Right Circumstances. The instructor encourages participants to probe into various methods of assigning patients within their unit councils or staff meetings and to experiment with possibilities for their unique unit and shift. Learning Objectives: 1.Review the concepts of primary nursing, functional and team configurations. 2.Determine criteria used for making assignments matching right person with right task. 3.Plan for methods to deploy available staff with adequate initial direction, ongoing observation, and evaluation and feedback. This section is approved for 2.0 CE credits.

Brilliance at the Basics = Better Clinical Outcomes

Participants in the RROHC Professional Practice Specialist Course are prepared to be the internal consultants that will help transform quality of care and teamwork in their organizations.  After reviewing the conceptual framework for leadership at the point of care, delegation and supervision, teamwork and critical thinking, the students use tools and worksheets to apply the 10 best practices of Relationship & Results Oriented Healthcare to their own departments.

To quote Roger Cook and Susan Dow of Marriott fame, “We must
be brilliant at the basics to become world class.”   In our work across the nation, we see the basics being missed.

Nurses at the bedside don’t fully understand  their accountability, their ability to coordinate care, help patients and families navigate through the healthcare experience, and to become the best hope for our national healthcare improvement as planned  for by the Institute of Medicine report.

This course will help develop nurses that we need for the
21st-century.  For healthcare organizations that are struggling to meet their quality targets, making sure that the right things are happening at the bedside will help ensure that there are better clinical results.

This instructor guided self-study includes telephone coaching of 6-8 hours per student at intervals throughout the coursework.  We invite you to use this link to look at how to best engage leadership at the point of care, the education, and the results that have been achieved by organizations like yours.