|ts effect, but I am going to discuss the barrier that most nurses and nurse educators face daily witn the healthcare system. Ts barrier is the challenge of time wch remains a constant trial. A nurse’s workload is already perceived as heavy with numerous demands placed on us day after day. The difficulty of finding time to participate|
APA format 1 pages 3 references 1 from walden university library Barriers or challenges can substantially impact effective collaboration and team approaches to the development of a curriculum. Many barriers can have ts effect, but I am going to discuss the barrier that most nurses and nurse educators face daily witn the healthcare system. Ts barrier is the challenge of time wch remains a constant trial. A nurse’s workload is already perceived as heavy with numerous demands placed on us day after day. The difficulty of finding time to participate in collaborative practice can lead to an obstacle to innovation or improvement (Cang, Chapman, & Elder, 2011). Each time I start my sft, I tnk that there will be time for educational opportunities. I am told that it is night sft and we should have ample time to complete our mandatory online learning modules or evaluations because the patients are “asleep.” However, the night sft is usually the sft that is understaffed and with fewer resources available. Our day sft counterparts can attend patient care meetings with interdisciplinary representation and nursing grand rounds wch is not available at night. The hospital where I was previously employed even offered “bag lunch sessions” that allowed day sft workers an opportunity to attend an informal educational presentation. During my research ts week, I found an article that discussed the disengagement and turnover experienced on nightsft due to decreased educational opportunities. According to ts article, the turnover rate for nightsft nurses is three times greater than the daysft nurses, and attendance of daytime educational offerings can produce considerable hardsp for nightsft nurses (Margretta, Dennis, & McLaughlin, 2019). Another article listed time constraints as the number one learning barrier that nurses report (Santos, 2012). Time constraints not only occur with learning but can also be an essential influence on the team approach to curriculum development. One strategy that can be utilized to address ts time challenge/barrier is negotiating meeting times. Early distribution of meeting agendas, readings, and activities can also assist in guaranteeing a productive team meeting (Cang et al., 2011). Administrative support that allows extra time for team members to attend meetings can also aid in overcoming a time constraint barrier (Cang et al., 2011). A strategy that can promote a learning environment for night sft staff was discussed previously and can provide a no to low-cost intervention that can increase staff engagement and job satisfaction as well as decrease turnover. The continuing up-to-date, evidence-based practice education of nursing staff is imperative for improving the quality of care provided to our hospitalized patients (Margretta et al., 2019). References Cang, C., Chapman, H., & Elder, R. (2011). Overcoming challenges to collaboration: Nurse educators’ experiences in curriculum change. , (1), 27-33. Retrieved from the Walden Library databases. Margretta, M., Dennis, M., & McLaughlin, D. C. (2019, January). Coffee talk: A jolt for night sft education. , (1), 81-84. Retrieved from the Walden Library databases. Santos, M. C. (2012, July/August). Nurses’ barriers to learning: An integrative review. , (4), 182-185. Retrieved from the Walden Library databases.