Education Services
67 George Street
Hanover, PA 17331
(717) 633-2191
BRAIN FOOD
Brain Food articles are written by the staff of Education Services. The articles are designed to provide learning and leadership tips. If you have a suggestion for future articles, please contact Dr. Gerry Post at (717) 633-2191 or postg@hanoverhospital.org.
2008 Articles
January: Did You Put On Your "10" Today?"
February: You Are Never Too Old To Go To School
March: How To Make People Feel Good
April: Lighten Up......Don't Sweat The Small Stuff!!!
May - Generational Diversity In The Workplace
July - Educators' Conference - Nominations for the Spirit Stick
August - Surviving In Unpredictable Times & Making The Most Out Of Change
September - Put Yourself On Your "To Do" List
January: It’s Not Hard to Remember What I Learned; It Is Just So Easy To Forget!
February: Everyone Is A Leader of Everyone
April: Technology Vs Hands-On!
June: How to Boost Your Brain Power
July: Mentoring: CPR for the Critical Shortage
February: How and Why We Should Learn CPR
April: The Keys to Successful Learning
May: Accountability - The Core of Our Values
June: Laugh For The Health of It
October: Stress Free Test Taking
It’s Not Hard to Remember What I Learned; It Is Just So Easy To Forget!
Written By: Luann Garland, Training Coordinator, Education Services
Memory, what is it? Well, the encyclopedia states that memory is the ability of an organism to store, retain, and subsequently recall information. In layperson terms, it means you can learn how to do something and six months later perform the task correctly.
Forgetfulness, what is it? I can’t remember!! Seriously how many times have you tried to recall something you know you learned but you just can’t get it together enough to perform a task, remember someone’s spouse’s name, or even remember what kid you dropped off where?
Why do we forget?
- Negative self-concept – we convince ourselves and tell ourselves, and others, that we always forget things.
- We did not learn the material well - if we want to retain information to later recall we must go over the information numerous times in our mind after we have learned it. You must review the information to make it a part of your brain’s memory.
- Psychological reasons – we tend to purposefully forget things that cause us pain or cause us to have unpleasant emotions when we think about it, such as the death of a loved one, a bad accident, etc.
- Disuse – Unused information tends to fade away quite rapidly. That is why we must constantly review information we want to retain. The only good thing about forgetting items that you have once learned but have not used lately, e.g., – riding a bike – is that it is much easier to relearn something you already knew.
- Interference – basically having your mind and/or emotions elsewhere when you are trying to learn new information, such as thinking about all you have to do after work while you are trying to learn a new task.
Keys to absorbing information:
- Simplify – Use easier words and shorter sentences. Break a group of instructions into simpler, individual tasks.
- Restate – Put the information you are learning into your own words. Make sure you use words you can understand.
- Link – Associate new information with something you already know or are familiar with.
- Organize – Put like items into categories that mean something to you. Such as time, color, age, function. Here is where your creativity can shine through.
- Break it up – Don’t try to learn everything at one time. Learn one thing, concentrate on it for a few minutes and then move on to something else. You can learn much more in smaller sessions then in one large one.
Keys to remembering:
- Choose to remember – be interested in what is being taught. PAY ATTENTION to the instructor/teacher. Wanting to learn is a key part of learning. You will learn and remember more effectively if you are interested in the topic and want to learn it.
- Picture in your mind what you wish to remember. – A mental picture or visualization is clearer and easier to remember than words. You want to create a mental picture of what you are learning. See that picture clearly in your mind for a few seconds, and then you should be able to recall the information much easier.
- Relate ideas and information you wish to remember to each other and to ideas and information you already know.
- Repeat what you wish to learn until you over-learn it – research shows that the time you spend over-learning something and putting it into your own words makes a more complete recall much easier.
Some helpful hints for recalling information are:
- Jog your memory – think back to the last time you had the item you are looking for and go forward in time in your mind to try to pinpoint where the item is.
- Use a cue – use post-it notes, Outlook reminders, tell someone to remind you, calendars, etc.
- Get organized – keep important information filed appropriately with labels on file folders, etc., so you can easily retrieve documentation without needing to remember where you put it.
- Develop routines –Did you know that you could anchor memories so they will not drift into the forgetfulness black whole by developing specific routines? The example I found to describe routines is walking the same path through the woods every day. You will eventually create a path clear of brush. However, if you go through the woods a different way every time you never develop a clear path to that destination (something you need to remember). I found this to be quite interesting.
So the next time you pass me in the hallway and ask me a question we had previously talked about (and I get the deer-in-the-headlights look on my face), give me a minute to jog my memory, go down the path I created to get to your information, and be able to give you an answer. And if that doesn’t work, I’ll make something up. Just kidding!!
REMEMBER - “We remember what we understand; we understand only what we pay attention to; we pay attention to what we want.” – Edward Bolles
Everyone is a Leader of Everyone
Written By: Dr. Gerry Post
At every single step, we continue to come across different kinds of people, having different personalities, unique traits and ways, and each with their own “leadership qualities.”
WHEN ARE WE A LEADER?
We are all leaders at times and we are all followers at times. We become leaders when circumstances and time, beliefs and causes, become necessities. If not for these, individuals can never be leaders. To be a leader is not magic. The fact is that at one time or another we all enter into the role of the leader. You can lead others from anywhere in an organization. And when you do, you make the organization better. Every level of an organization depends on leadership from someone. John Maxwell in his best selling book, The 360 Leader, states that “the bottom line is this: Leadership is a choice you make, not a place you sit.” Anyone can choose to become a leader wherever he or she is. You can make a difference no matter where you are. You do not need to be the top dog or CEO to make a difference.
WHAT IS A LEADER?
The child in us wants to believe that leaders are immune to temptations - invincible, perfect in all respect in carrying out their work and duties. As a child we also wish to believe that leaders are always good in deeds, have an expertise in speaking and writing, are a soft, silent and understanding listener, and have answers to all the problems that we face. All in all, we expect and look up to them as though they are “everything. “ The adult in us knows different.
The adult knows that leaders are human. They are in need of encouragement to keep the fire going. They need to be patted on their shoulders every now and then, for every good deed done.
But how can a person become a leader? Does it happen by divine intervention?
Contrary to the saying, “Leaders are born, not made”, “Leaders are made, not born.” Leaders can be nurtured, molded, and fine-tuned to lead their followers. The skills to become a good leader are simple. Being someone who changes lives for the better, thereby adding value at every level of the organization, are the attributes of a good leader.
These attributes are achieved through developing others and achieving results. This is accomplished through influencing others. And you will know that you are a good leader when you influence beyond your stated position through relationship building. A relationship needs to be built with your boss, (remember your customer is also your boss), your boss’s peers, your peers, and your peers’ subordinates.
How can you improve your Leadership Skills?
To help us be better leaders, HHCP has begun to implement leadership education. The program is being developed and implemented in phases.
First, your Senior Leadership has identified five strategic pillars that we may strive toward: Service, People, Quality and Safety, Fiscal Performance, and Growth.
Second, a group of your team members has revised and implemented the Director’s Performance Review. This revised document is aligned with the Pillars and identifies desired HHCP Leadership Competencies. Some of those competencies are: demonstrating a commitment to service excellence, developing others, embracing a culture of high standards and ethics, holding yourself and others accountable, using efficient approaches, communicating, and leading by example.
Third, a two year leadership educational program called L.E.A.D. has been developed and implemented for our Directors.
The next phase of the process will be a leadership educational program for all of us. This educational program is planned to begin in FALL of 07. Stay tuned for more details.
What can I do now?
The first shift of becoming the leader you can be is to commit yourself to the things you value. And if you don’t value people, you can never be a leader.
Second, read…read everything you can about leadership.
Third…Look around you. Look at the best leaders at HHCP (and those leaders may be your peers). Use them as a role model. Talk with them. Learn from them.
A Final Word
As you seek to grow as a leader, you will not always succeed. You will not always be rewarded the way you should be. Some may not listen to you. Some may ignore you. Many will not follow. In addition, the battle may feel like it’s uphill all the way. Please don’t let that discourage you. By becoming a better leader, you will add tremendous value to HHCP, your patients, the community, your peers, and especially yourself.
Written By: Enid Kreiner, R.N.
Distance education can broadly be defined as students receiving instruction in a place other than where the faculty is present. Various forms of distance education exist. These include videoconferencing, which involves broadcast of a live classroom presentation to a distant location; audio conferencing, where a simple telephone connection transmits audio portion of the classroom presentation to a distant location; television or video broadcasting, where students view television broadcasts or video presentations of the classes within a course; and correspondence courses, in which students follow a particularly defined study plan that is delivered through the mail. These methods may allow for some interaction with the faculty and other students, such as in the case of interactive audio or video conferencing where there is a two-way link to allow input from those at the distant locations or they may allow for very little interaction, as in the case of correspondence courses. The limitations of established methods of distance learning coupled with the advances in technology have lead to the proliferation of web-based education.
Course work and even entire degree programs can be delivered over the internet. Students can complete a program at their own pace or synchronize with others or with the traditional calendar of the school, college or university academic calendar. Some classes feature “live chat” where students and faculty communicate in “real time” or message boards in which students post their thoughts then interaction occurs via response to those postings over a defined time period, often one week in many college courses. Although students may reside in locations distant from each other they may even collaborate on group projects via chat, message boards, e-mail, or telephone communication.
Web-based educational offerings are available at every level from elementary and high school curriculums, continuing education, and all levels of collegiate programs up to and including the doctoral level. The disciplines represented in web-based programs are almost as diverse as those in traditional settings. Web-based education allows participants flexibility in terms of the ability to attend to one course work according to one’s availability, rather than adhering to a weekly class schedule. It saves commuting time and expands educational opportunities to students who may not be available locally in traditional settings. Due to the independent nature of web-based learning programs, the student may actually spend more time reading and re-reading materials, since the instructor is not as readily available, in most cases, as in a traditional classroom setting. Familiarity with computer technology and the availability of a PC is a must. While many of us here at Hanover HealthCare PLUS (HHCP) may wish to pursue further education, we often have trouble fitting a regular schedule of classes into our already busy lives. Distance learning, in particular web-based learning, offers an alternative to those who tend to be independent learners and are comfortable with computer technology. In many cases, distance degree programs are eligible for the tuition reimbursement benefit offered by HHCP. Before starting any such program, it is important to consult with the Human Resources staff.
Written By: Mandi Smith, R.N.
Eleanor Roosevelt wrote in one of her books, “Perhaps the most essential thing for a continuing education is to develop the capacity to know what you see and to understand what it means.”
Every day, in one way or another, we hopefully are acquiring new information and skills. Therefore, we are learning. Learning occurs in a multitude of ways for each of us: in a classroom with a teacher, by computer, by reading, by trial and error, by observing, by listening, by mentoring, and more.
Most of us have been fortunate enough to have had mentors who guided and influenced us in some way. One attribute I have observed in those mentors is an innate curiosity and interest to delve below the surface of a problem.
Formal learning is just a stepping-stone for another type of education, our life experiences and interaction with other people – in Hanover Hospital’s case, our patients or customers. Therefore, it is not merely the facts we learn that are significant but how this information is reflected within each of our patients/customers on a daily basis. My greatest body of knowledge has been acquired through, and as a result of, the people I have had the privilege to care for throughout the years.
Formal education gives us an abundance of information to decipher, but it is our patients/customers who teach us how to take the information and/or facts we have learned and relate it to life situations. Healthcare has become inundated with all types of new technology and informatics to help us accomplish our goal of improved patient care. This includes, but is not limited to, diagnostics, equipment, computer charting, quality improvement groups, and patient advocates. While all this is integral to providing an optimum level of care, we must not forget it is the patient/customer with whom we interact that gives us the initial glimpse into their well-being.
Years ago, in a 2002 newsletter of “Gems of Educational Wit and Humor” I read this short story. “What are we going to do?” said Baby Tiger to Mama Tiger in the jungle. “Here comes a hunter and he has five rifles, three special sighting scopes, and devices to allow him to see in the dark!” “Hush,” answered Mama Tiger and then she taught her cub how to sneak up from behind and pounce. The hunter was never heard of again.
In other words, even though technology lets us do things more efficiently and faster, it still does not measure up to “on the job” training and personal attention, and it is no substitute for a good basic education
Brain Food
Written By: Susan Erb, MHA, BSN, RN,C
Have you ever tried to drive your car through a brick wall? You wouldn’t get anywhere, would you? A similar experience happens when you try to do something with a closed mind. You still won’t get anywhere. We all help others develop. It may be your child, fellow team member, friend, or yourself. The point is, we all teach at one time or another. An open mind is required for someone to develop. How do you do that? Everyone is not a born teacher.
Conventional teaching has always assumed that learning should involve concentration and frequent repetition. Today we know that this style of learning is not effective because it causes tension for the learner.
Research now reveals that for learning to take place we need to achieve a relaxed, yet receptive, state. This helps us “ awaken the mind” and remember. If we don’t remember then there is no learning. There are often techniques that can help us remember. We remember things that have powerful associations with us such as a pop song or TV ads. They involve our emotions by using strong visual images and music, which involves our emotions, thus making those images easier to remember. Who can forget the little boy sitting at the table eating cereal while his brother is trying to convince their other brother to eat the cereal? “ Mikie likes it” so try it
In this age we are expected to learn more and learn it faster. As a developer of others we must help the pupil be motivated to learn by making learning enjoyable and satisfying Again this will help them to remember what they learn because they will be more relaxed and they will find that the learning comes easier.
Remember, there are two characteristics of the optimal state of mind for meaningful learning. The first one is a relaxed, open state of mind. The second one is self-motivation of the learner. You as the teacher must create the learning experience that taps into these characteristics. Good Luck.
How and Why We Should Learn CPR
CPR (Cardiopulmonary Resuscitation)
Written By: Trish Lentz, EMT-B Training Center Coordinator
Are you the weak link in your community’s chain of survival? If you saw someone collapse from sudden cardiac arrest, would you know what to do? Would you feel confident performing CPR, or would you stand by helplessly hoping that someone is there who took a CPR course? Less than 25% of Americans are trained in CPR. Rapid response by trained individuals makes a big difference in whether a cardiac arrest victim survives.
What is CPR: Cardio means “of the heart” and pulmonary means “of the lungs.” CPR can help a person who has stopped breathing, and whose heart may have stopped beating, to stay alive.
Hanover Hospital and the American Heart Association believe CPR is something everyone should know how to do. An important goal for Hanover Hospital in the very near future is to have all employees certified in saving skills, such as CPR, as well as being committed to patient care.
Within four to six minutes of cardiac arrest, brain and heart tissue begin to die. Many deaths can be prevented by prompt recognition of the problem and notification of the emergency medical system (911.) If there is someone there to help, the victim’s chance of survival are significantly enhanced. CPR is used when someone stops breathing and their heart stops beating. The most common reasons for cardiac arrest are cardiac disease, trauma, drowning, electrocution or lightning strike, a major allergic response, or a drug overdose. When performed by a bystander, CPR is designed to support and maintain breathing and circulation until emergency medical personnel arrive and take over. This may prolong life and give medical service personal time to arrive.
It is highly recommended that family members or anyone who lives with people who are at risk for respiratory or cardiac arrest are trained in CPR. CPR has been practiced for more than 40 years. The basic procedure for CPR is the same for all people, with a few modifications for infant and children to account for their smaller size.
It is important for everyone to register for an upcoming CPR course and perhaps you can make a difference in someone’s life. For more information, please call Trish Lentz EMT-B, Training Center Coordinator, Education Services of Hanover Hospital, 717-646-6889.
Written By: Nancy F. Porowski, RN, BSN
One of the “pillars” Hanover Hospital aligns with is Growth. We need to learn new things and create new things to help our organization grow to continue to better serve our community now and in the future. This can’t be done alone. So, Teamwork is one of our values so that we can all learn and work together to achieve Growth. This takes excellent communication skills.
Do your communication skills sizzle and scintillate your listeners? Or, do they fizzle out like a dried up turnip.
Learning and active communication skills result from stimulation of the senses. Some individuals use one sense more than others to recall or communicate information. Your presentation skills should stimulate as many of their senses as possible, in order to increase their chances of success.
There are several tactics or tips that can be used to animate your presentation skills to ensure that the participants learn and that you create more effective communication.
Make your exchange ANGELIC:
Active
Non-threatening
Global (involve all the senses)
Energetic
Lively
Interesting
Collaborative
Keep the activity 70% in the “Learner’s Court”. Involve the individuals as much as possible. Limit your talk to only 30%. Make it fun. Be creative; don’t be afraid to try new or diverse techniques. Invest your time and effort into accomplishing an outstanding exchange of information, ideas, and activities.
Create a non-threatening environment. Don’t be intimidating. Establish a warm, friendly, open atmosphere, where the individual feels welcomed and accepted.
Involve all of their senses. Incorporate as much of their whole body – whole being as possible. Playing soothing music and presenting colorful media displays (naturescapes, seascapes, etc.) are excellent methods of involving the senses. Keeping candy to snack on and small hand held objects or toys available are additional methods that can be used. Do a variety of hands on activities. In general, surround yourself with a wide range of diverse tools – material and visual – that can help satisfy an individual’s visual, auditory, olfactory, tactile, and taste sensations.
Promote an energetic and lively atmosphere. Don’t be a stuffed shirt – show some life. Be conversational. Move around the room. Involve yourself in the activities. Make it fun. Create some hustle and bustle and develop some vigorous undertakings.
Make activities interesting. Be inventive – cultivate new ideas and formats. Do something out of the ordinary to keep everyone on his or her toes and maintain their involvement. The more involved they are, the more effective their communication is, and the more they learn.
There is also a need to work together – to collaborate. By joining forces and cooperating – teamwork is accomplished. Concerns and problems that appear suddenly can be solved by group effort.
These communication skills can be used anytime, anywhere, and with anyone. Remember them, the next time that you talk with your children, teach your patients, instruct an inservice, or even when you’re doing an activity in the community.
Boost your skills. Develop a star quality presentation that will outshine the best. We would all much rather sizzle than fizzle.
Written By: Dr. Gerry Post, Ed.D
So, it’s getting close to the end of the semester and the teacher said there will be a final exam (or worse yet, you need to take that certification exam). You begin to get that awful feeling in your gut. You keep wondering and hoping that the exam will be called off due to the mild winter. In your head you begin to go over the very good reasons why you didn’t keep up with studying the material. There was no way you could study without seeing who won American Idol. You couldn’t let finishing that picture album go for another year. And, “for Pete Sake,” no one could study in the winter! It gets dark too early.
No matter the reason; legitimate or not; it’s time to hit the books. But what is the best way to learn? Lucky for you Brain Food is here to help.
- Recognize What You Don’t Know
Uncover your own needs. Remember, everyone is both an expert and a beginner—just on different subjects.
- Ask Questions
When you fail to understand, ask questions. The only dumb questions are the ones we fail to ask.
- Be Confident
You are capable of more than you may realize. Never sell yourself short. Show your confidence by a positive outlook. Enthusiasm strengthens confidence, and vice versa.
- Give yourself Good Study Conditions
Find a place that is quiet and comfortable, with adequate lighting (some natural light, if possible). Make sure you have all the supplies you need before studying.
- Discover When You Study Best
Some people learn easier in the day; others like to study late at night. Always try to do concentrated study when you are most alert.
- Collaboration
An excellent way to stimulate learning. Find someone with whom you are compatible, at least for occasional study. Did you know that a study at Stanford University found that peer tutoring was four times more effective for improving math and reading? Or did you know that the University of Minnesota found that if two people are paired to learn the computer, both the quantity and quality of learning increased? And the Educational Leadership publication discovered that collaborative learning is one of the most effective ways to learn for elementary and secondary education students?
- Mnemonics
Make use of any kind of learning aids that help you. You may need to experiment a bit to find what works the best for you. But remember, your visual learning ability is many times greater than your verbal memory. Make every effort to incorporate strong, action-filled visuals for information that is hard to otherwise remember. To make the information visual, think of a place to put the information (for example, think of a room in your house and “picture” placing the information there). Form a vivid picture of that information to create a “mental glue” to hold that information in place. The best “mental glue” is to create an action picture. Action is the most important single factor in creating your scene. Purely static scenes are not easy to remember. Humor is attention getting and relieves stress. So, use absurd, crazy, humorous, exaggerated actions (avoid commonplace, which is boring and easily forgotten). Remember, it’s your private picture. No one will see it except you. Use varied, bright colors; imagine the details, texture, etc. These images are not easily forgotten. Finally, personalize the action. Try to include yourself in the imagined action. This personalization makes the scene even easier to remember.
Here is an example of using imagery as a mnemonic learning technique that I shared with those who attended last year’s Educator’s Camp. Let’s say that you need to learn the order of the planets. Picture yourself in what you consider “the perfect landscape.” As you investigate the surroundings, you suddenly hear a roar coming from the woods. Out of the woods comes a brand new Mercury car. Then you hear a shuffle. There stands the beautiful goddess Venus, who decides to sit behind the steering wheel. There is more noise from the woods and out come Earth Kit eating the biggest Mars bar you ever saw. She decides to sit in the back seat. All of a suddenly you feel the earth shake and hear extremely loud footsteps. Jupiter, the giant comes out of the woods and sits on the roof of the Mercury. As you step back and look at this interesting scene, you notice the license plate. The plate has three letters: “S U N.” This stands for Saturn, Uranus, and Neptune. The car begins to take off. Chasing the car, of course, is Pluto the dog. This story will make it easy to remember the order of the planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto.
It’s time to stop procrastinating. ‘Tis the season to Spring into action and hit those books. Who knows, perhaps by using some of the learning techniques above, you may still have time to stop and smell those flowers.
Accountability
The Core of our Values
Written By: Nancy Porowski, RN, BSN
Have you ever heard questions like these in your organization?
- Why didn’t someone tell me it was due?
- Why do we have to do this? It’s not our job.
- When is that department going to do its job?
- Why don’t they communicate better?
Although those words may appear innocent, these questions indicate a lack of accountability. In each one, we end up implying that someone or something else is responsible for the problem or situation. We don’t own up to our actions or words.
The idea of accepting responsibility for our own actions, (individual accountability), while not new, sometimes seems almost novel.
Accountability is defined as: “Having to answer for what one has done or has not done, either good or bad.” (Wall Street Journal, 1952).
Sometimes we avoid accountability by becoming upset. Then, we aren’t effectively able to handle the situation at hand. At other times, we pretend to be the victim to escape accountability. “An accountable person is not a victim and doesn’t shift blame or claim credit for the work of others. He or she considers the likely consequences of their behavior and associations. He or she lead by example.” (Josephson Institute of Ethics).
Granted, we all have issues and concerns related to accountability. But, it is important! It is important to us not only as individuals, but also
as an organization. It is one of the things that others judge us by.
It is your opportunity to contribute to the organization that you represent. Ask:
- What can I do to contribute?
- How can I make a difference?
We have learned through employment opportunity and work experience that an effective organization is one that cultivates an environment that values professional integrity. All of which provides personal accountability that produces individual growth, and as you grow, so will the organization that you work for.
Your employer pays you for your services. Because you’re paid, you’re required to satisfy work duties and responsibilities in the position that you occupy. Meaning that your employer holds you accountable for your actions or inactions. Think about it. Would you expect it any other way? Of course not, when you were hired, you promised to uphold the rules and regulations where you work. You promised to conduct yourself in a way that does not discredit yourself or your employer in any way.
Within our team, we work toward creating an environment which, when an agreement is made either silently or otherwise, we know with certainty, that there will be a follow through. We begin to work to create an atmosphere in which accountability is made:
- To attend a meeting…. And to attend on time.
- To make sure things are done on time.
- To improve communication between individuals and / or departments.
- To continue growing and learning.
That we know with a certainty that IT WILL BE DONE! We believe that when team members are accountable, they inspire their colleagues to do the same.
Are you accountable for the choices that you make?
Sources: 1952 Wall Street Journal
Josephson Institute of Ethics
Emergency Grapevine
Strictly Success
Written By: Glenda Harmon, RN,CDE, Diabetes Educator
April was National Humor Month.
I know, you aren’t reading this in April, but humor me and read it anyway!
Laughter is good for your state of health, mind and learning. Laughter can have many beneficial effects on health, including aspects of health related to diabetes. (You knew I had to work in diabetes somehow, didn’t you)? Studies have shown that laughter can inhibit the rise in blood sugar levels after a meal and normalize substances related to microvascular complications in people with Type2 diabetes. Laughing can also lower levels of stress hormones reducing insulin resistance, thereby reducing your risk for pre-diabetes and diabetes. Laughter can stimulate the immune system, decrease pain perception, lower blood pressure, increase blood flow to the heart and improve oxygenation in the body. In fact, when you watch a funny film the benefits you get are similar to what you might get from aerobic exercise. Researchers from the University of Maryland School of Medicine have found, in a study, that viewers of comedies have a 22 percent increase in blood flow to their heart. So for the good of your heart, watch some laugh-out-loud entertainment. Just as you would do aerobic exercise, try to laugh on a regular basis. Laughter has no ill effects whatsoever on the body, mind or spirit. It’s true…LAUGHTER IS THE BEST MEDICINE!
Laughter enhances learning. According to the publication, Accelerated Learning, by Colin Rose, laughter activates alpha-brain waves making you more relaxed and alert and releases energy for learning. Relaxation also creates a stress-free learning environment. In this fast-paced world, information can be instantly accessed; collaboration can happen with the click of a mouse; books, videos, CDs can arrive overnight. But learning takes time. We as educators can give immediate access to information, teaching, coaching and collaboration to others, but let’s remember and acknowledge that actual learning will happen in the learner’s timeframe, not ours. This is true for patients as well as others. Take a moment and reflect on how you’ve actually learned during your life. It was over time, was it not? You watched. You listened. You talked. You experimented. You took risks. You failed. You succeeded. You evolved. All of this takes time.
And you are still learning, and you will continue to learn. Perhaps the most important lesson to learn is to learn to LAUGH at ourselves.
Just because April is over (for 2006), don’t let that mean the end of your high spirits. Health benefits aside, laughing just feels good! Laughing and learning are a wonderful combination.
My mother loved to laugh and loved to tell jokes so others could laugh. She understood the benefits of laughter.
My mother was a great teacher. No, not in joke-telling, (I can never remember the punch-line) but in life’s lessons. (excerpts from a poster and life)
My mother taught me to APPRECIATE A JOB WELL DONE when she said, “If you’re going to kill each other, do it outside. I just finished cleaning.”
My mother taught me LOGIC. “ Because I said so, that’s why.”
My mother taught me MORE LOGIC. “If you fall out of that swing and break your neck, you’re not going to the store with me.”
My mother taught me FORESIGHT. “ Make sure you wear clean underwear, in case you’re in an accident.”
My mother taught me IRONY. “Keep crying and I’ll give you something to cry about.”
My mother taught me about the SCIENCE OF OSMOSIS. “Shut your mouth and eat your supper.”
My mother taught me about CONTORTIONISM. “Will you look at that dirt on the back of your neck!”
My mother taught me about BEHAVIOR MODIFICATION. “Just wait until we get home!”
My mother taught me MEDICAL SCIENCE. “If you don’t stop crossing your eyes, they are going to stay that way.”
My mother taught me WISDOM. “When you get to be my age, you’ll understand.”
My mother taught me HUMOR. “When that lawn mower cuts off your toes, don’t come running to me.” Oops! My mistake! That wasn’t my mother, that was me, telling my son, and he really didn’t think it was humorous when it actually happened. (We did laugh about it later-and by darn it did decrease the pain perception, at least for me).
Aah! Life’s lessons learned!
You will never stop learning, so why not make life easier by getting those alpha-brain waves activated and release all that learning energy by laughing on a regular basis.
Face the future with HUMOR. For remember, you don’t stop laughing because you grow old; you grow old because you stop laughing.
How do you make friends with your computer? (answer: Bit by bit or buy it a lot of software and get it loaded).
Nominate Someone for the Spirit Stick
The second annual Educator’s Conference is fast approaching. The conference is open to all Hanover HealthCare PLUS employees/educators who are responsible for teaching others as part or all of their position responsibilities. This year’s conference will be held at the Wellness Connection and the theme will be Learning Islands.
One of the highpoints of last years program was the awarding of the Spirit Stick. The Spirit Stick was started in 1954 at an NCA Cheer Camp where one team stood out from the rest. It wasn’t for their talents but rather for their attitudes. They were the backbone of the camp and always cheered everyone on. They always had the best attitude and they worked well as a team. The first Spirit Stick was a stick tied with ribbon. It now is a red white and blue dowel rod tied with ribbon. From its humble beginnings, the Spirit Stick has evolved into an integral part of summer camp honors and is manufactured by the thousands.
The Hospital decided to recognize excellence in education and recognize a positive attitude and energy toward the Pursuit of Excellence through education. Hanover HealthCare PLUS awarded its first Educator’s Spirit Stick last year. The first Spirit Stick was awarded to Janet Cutsail during the Educator’s Conference. Janet received the award because she went the extra mile helping her patients understand their medication. She went to the PAL lunch and gave medication instruction to her patient, ensuring that he understood the directions. This year we will be awarding the second Spirit Stick and we are enlisting your help. At the bottom of this article is a form to complete with your suggestions. Just remember the person that you recommend must be responsible for teaching others as part of their position’s responsibilities. They must have a positive attitude and energy toward the Pursuit of Excellence through Education. Please complete the form and send it back to me before August 1, 2006. Thanks for your suggestions. See you at the conference on September 22nd…………submitted by Susan Erb, MHA, BSN, RN,C, Staff Educator
Spirit Stick Nomination Form
Nomination submitted by: _____________________
Nominee’s Name: ______________________
Nominee’s Job Title: ______________________
Nominee’s Dept. _____________________
Reason for Nomination:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Please return to Susan Erb, Education Services, before August 1, 2006
Written By: Krista F. Fraim, R.N., BSN, Perioperative Educator
Advocacy is at the heart of nurses’ professional commitment. It plays an essential role when nurses are caring for patients and patients’ family members. The term advocacy is commonly used in nursing literature and has many theoretical definitions. Dictionaries define advocacy as the act of pleading or arguing in favor of something, the giving of aid to a cause, or the active support for a position. In nursing literature, advocacy is described as an act of informing and supporting individuals so that they may make the best decisions possible for themselves. Advocacy is speaking up for someone who is unable to speak for her or himself.
Patients depend on nurses to help them find their way through the changing health care system. Advocacy is a critical issue for surgical patients who are unconscious or sedated and unable to make decisions related to their care. Surgical patients can be compromised by many factors including stress and disease. They trust that the perioperative nurse will advocate in their best interest to ensure their privacy, dignity, rights, and safety.
When acting as a patient advocate there are four themes to remember: Protection; Communication/Giving Voice; Doing; and Comfort/Caring. These four themes can be applied to all nursing departments. Since I am partial to a certain department they will be applied to the operating room.
Protection: Examples are: Starting out with making sure the chart is complete and the consents are signed correctly. Checking the correct site, enforcing timeouts before incision, and maintaining a sterile environment. The correct position and transfer of the patient.
Communication/Giving Voice: Examples are: Helping the patient understand what is going on. Finding the surgeon so they can answer any questions from the family and patient. Talking to the patients’ family, showing them where to wait. Speaking for the patient when they are under general anesthesia.
Doing: Examples are: placing a pillow under a patient’s knees to help their back pain. Keeping traffic to a minimum in the room. Checking equipment. Staying up to date on competencies. Further educating yourself.
Comfort/Caring: Examples are: Interviewing the patient pre-op and introducing yourself. Making sure that you stay close, holding their hand. Thinking of this patient as one of your family members.
And last but not least here is a poem that describes a patient’s view of a nurse. Go figure, it just so happens that it is an OR Nurse.
Ode To The OR Nurse
You came my way that fateful day,
And with a smile, I heard you say,
“I’ll hold your hand and stay with you,
And we will take good care of you.”
“I’ll dry your tears and your brow,
And hope that I have helped somehow.”
And when at last, the day was through,
The memory I have of you
Was someone who held my hand,
And explained so I would understand.
I must confess to my disdain,
That I don’t even know your name.
So when I’m asked about my case,
I smile as I remember the face,
Of the one who held my hand so tight,
And whispered things would be all right.
The only way I can explain
Is to say that angels don’t have names.
-Barbara Kramer, R.N.
Praise
Praise; it’s beneficial, it’s free, and it can be offered within a matter of seconds. Why then do we often hesitate to give praise even when we recognize a good trait or deed has been done? The Hanover HealthCare PLUS Pillar, People, advocates praising each other. Praising not only reinforces good performance and behavior, but can also change bad behavior to good.
In ArcMesa Insight, Evelyn Eskin suggests 4 steps to make it easy in praising others.
Let them know. Create an atmosphere in which saying “thank you” is a part of your normal workday. Many times staff members feel they only get feedback when something goes wrong. Praise, encouragement and appreciation go a long way in getting your staff to perform at their best, although constructive feedback has its place too. Take time to notice how hard your staff members work and that you understand the pressures they face in acknowledging their jobs have become more difficult. Thank your employees for things others may take for granted.
Hanover HealthCare PLUS has instituted a “You’re A Star” program for this purpose. You will hear more about it soon from your Supervisor in your special Module Two Training.
In my recent evaluation I was thanked for covering for my coworker when she had to take off work. Many times in the past we had covered for each other; for sick days, vacations, and unexpected absences but it was never acknowledged. You can imagine my surprise when I was thanked this time. It made me feel more appreciated to know it had been noticed.
Make it meaningful. Whatever the means by which you want to show your appreciation through gifts, a thank you letter, or any number of ways remember that it is the other person you are trying to please, not yourself. A hand written thank you is a more personal way of saying thank you to someone or to let someone know how much they are appreciated. In a recent training on Reward & Recognition, our Leaders received stationary to provide “Thank You” notes. All of us are encouraged to send these notes for a job well done. Make sure the reward that you give is something that they value or find meaningful.
I once worked in a hospital that had a “GREAT program”. It was a way to recognize employees for a job well done. At the time I worked in a small ICU and the staff worked well together, often going the “extra mile” for each other. We were all shocked when one of the physicians recognizing our cohesive work group nominated our whole staff for the “GREAT award”. We were thankful for the recognition and more committed to our continued team effort. Among our other programs Hanover HealthCare PLUS will now add its “You’re a Star” Program.
Go Public. Visible rewards also have a place in keeping others motivated. This might mean thanking someone at a staff meeting or praising that person in front of someone else who has influence. Talk about people behind their back. That’s right, go ahead and talk to a peer about a mutual colleague’s good work on a project and what a great person they are to work with. We spend too much time talking about those who don’t pull their weight or who did something wrong. Why not be the one to create some positive energy about people who are terrific? Everyone will benefit . . . you feel good about spreading the word and others learn about the kind of behavior you value. The person will eventually hear what you’ve been saying and will think more highly of you for giving credit where it’s due. Oops, you can’t stop here. Telling someone else is great but a compliment will never have the same impact as hearing it directly from you. Don’t forget to directly compliment the individual.
Do it yourself. Praise is not something to delegate to someone else. Don’t ask another staff member to purchase a gift or write a note of thanks on your behalf. Part of the value or the reward is that it truly came from you, who took the time to express an appreciation. Take the time to elaborate on exactly what you liked.
A quote by Chris Widener, “One of the key ways to grow successful in our relationships is to be “life-giving” people to others. Every person we meet, we either give life to or take life from. There are people who encourage you and when you are done being with them you feel built up. Then there are others who you feel torn down by. Successful people are people who have mastered the art of building others up.”
Lets face it, we all like praise so remember the little things that matter and recognize it by praising them when “praise is due”. Did you ever notice the effect of praise on others? Genuine praise usually produces a smile and expression of gratitude for the recognition received. Give praise and reap the positive benefits of friendship, commitment, increase productivity, motivation, and loyalty.
When we begin to praise people for their positive aspects, it is then that our relationship grows. When a person is appreciated and praised, they become more loyal because they know that you care for them, love them and appreciate them. Let us invest our lives into something positive by praising and encouraging others. If we never get anything in return we will know we have done what we could to build others up. . . life giving.
(A special thanks to Gerry [Post, Director of Education Services] for his positive energy in motivating us to do our best!)
Stress Free Test Taking
Written By: Trish Lentz EMT-B, Training Center Coordinator
Education…….it is valuable. It can never be taken away from you. You can use it for the rest of your life, not only for yourself, but to also share with others. Sharing your knowledge is a gift that keeps on giving, especially in the health care field. It’s all about saving lives and helping people, not only your patients and their families, but also your co-workers.
Everyone who makes the choice to continue their education after high school, or even many years after high school, knows the dreaded feeling of test-taking. Worry, anxiety, stress……we‘ve all been there. Let’s focus on some ways to make it easier to cope with test stress.
Adults learn differently than younger people and from one another, and most instructors who deal with adults understand that tests should be more tailored to the adults’ different learning style. One of the most important things before taking any test is to know the material. Most instructors try to make life simpler. While creating the test, they are doing it with the understanding that you really do know the material. Betty Smith, adult student counselor at Monroe Community College in Rochester, NY, states, “One of the things we get here is adult student disease (known as) A-itis. If they don’t get an A they’re a failure. Anything less is unacceptable - they want a bulls-eye every time.” Don’t set yourself up for failure. Don’t set your goals so high that they are unachievable.
Before starting a class, speak to your instructor. Ask questions on how the test will be prepared. Is it multiple choice, true-false, matching, short essay, or long essay? Ask for different testing strategies.
Physiological Preparation:
- Do not eat a heavy meal
- No smoking
- No Alcohol
- Exercise
- Eat natural carbohydrates
- Get at least 8 hours of sleep
- Wake up at least 2 hours before your test
- Don’t hunch over your test
- Develop a study plan that works for you
- Be comfortable with the test you are taking
Test Taking:
- Read all questions carefully
- Do not change your first response
- Understand the type of test you are taking
- Start with the section that you know best
- On reading comprehension questions do not read the paragraph but read the question first
- On an essay test, write outlines
- Write in simple sentences on an essay test
- Do not panic
Intellectual Preparation:
- Study the test by sections
- Do not study the minute details
- Look at information as a body of knowledge
- Do not study in chronological order
- Review the test content categories
- Review class notes and textbooks
- Join in a study group
- Avoid cramming for the exam
I hope that this information is helpful to you as an adult learner. I know that many of these techniques have worked for me. My best preparation prior to taking a test is to stretch before going to class, sit down, take a few deep breaths and read the test in its entirety, before beginning.
If you have any good suggestions or techniques that you think might help someone, please forward them to me so that I can share that information with others.
In almost every walk of life, one must frequently deal with “difficult” people. They are everywhere. We encounter the hard-to-satisfy types amongst our co-workers, subordinates, managers, and patients. We may even look in the mirror and find a “difficult” person staring back at us on occasion. While there are certainly the perpetual divas of the world, most of the “difficult” people we encounter, however, are just normal people like you and me who are “difficult” for a variety of temporary, yet stressful or frightening circumstances.
Our Service Excellence Program has people and service as two of its pillars. Though our jobs would be much less difficult if we worked exclusively with “easy” people, our mission is to serve everyone in our community. Our goal of 95% satisfaction applies to all of our HHP’s customers, including those “difficult” people out there who may present for our services. In fact meeting the challenges of those who demand more strengthens us as an organization and enhances the quality of the services we provide (another one of our pillars). Here are a few suggestions for dealing with some of our more challenging customers and colleagues.
Emotional intelligence tells us to put ourselves in the shoes of someone else. So, put yourself in the shoes of one of our patients. The prospect of being a patient is very frightening for a number of reasons. The general environment is a serious one where mistakes can mean life or death. Patients and their families may expect absolute precision in all aspects of the healthcare environment. They may magnify even the most trivial infraction, such a cold cup of coffee as being highly significant and thus highly stressful. If one is experiencing a serious illness or surgery, it is quite scary to think of relinquishing control of aspects of one’s life, even temporarily to others. Patients may feel that they are not able to control what may seem like very trivial aspects of their life such as what they wear and when they bathe. This loss of control when combined with other factors such as pain and lack of sleep are an almost certain recipe for stress and perhaps even “difficult” behavior or acting out.
Our co-workers too, are undoubtedly at times, experiencing a high level of stress. They are very often dealing with a demanding workload. The addition of one small task or problem may be sufficient to put them “over the edge” as they attempt to deal with multiple tasks and multiple demands. The patients and families they are caring for may be behaving in a “difficult” manner, thus compounding the healthcare worker’s stress level. Most of us who have done patient care for more than a very short time can empathize with someone in this situation.
When it comes to difficult behavior, must we simply grin and bear it? Not always. There are things we can do to improve how we cope with difficult people.
First of all, know yourself and maintain control of your own emotions and reactions.
We have all been in a situation where someone has “plucked our last nerve.” and we are ready to “let them have it.” Though this sort of release may be momentarily gratifying, it is, of course, not appropriate in the healthcare setting. THINK before you respond. Maintaining control of yourself and being polite are part of your professional persona. If someone is making you very upset, you may even need to take a break from the situation before you respond. Instead of saying something like “Mr. Jones you have had your call bell on a dozen times this morning and I am too busy to be in your room every 5 minutes…” you might try something like…” Mr. Jones, do you need something else? I have some other patients to see and I don’t want you to have to wait for something you need. Maybe I can get you everything you need now, so you will be all set for a while.” If you feel this patient, may be lonely or wants to talk to you for an extended period of time, let him know that you will be checking on him again soon. “I plan to come back at about 10 a.m. when your next pain medicine is due.”
Know your patient or co-worker.
Issues such as psychiatric diagnoses, dementia, and medical history can certainly influence your patient’s behavior. Take these variables into account while providing appropriate care and utilize other members of the multidisciplinary team if necessary. Involve family if appropriate, and with the patient’s approval, while always taking into account the patient’s right to privacy and autonomy. If possible, be aware of family behaviors or situations which may be influencing the “difficult” behavior in patients or co-workers and acknowledge this. In our diverse society, it is vital that we also consider cultural norms, which we may consider “difficult” or abnormal behavior. Perhaps your female Arabic patient cannot sign a consent without consulting her husband first. This may be inconvenient because you may have to wait for important forms to be signed. She is not being difficult, but behaving in a way appropriate to her culture. While this is not the norm in American society, it may be essential for her to make certain decisions only after consulting her husband.
Assess the situation about which they are complaining and do what you can to address it.
If cold coffee is the issue, then get a new cup. If you are able to, check back with them to see if they are satisfied. Often allowing a little time to pass will diffuse the situation and allow the person to reflect on his actions. The person may even apologize for an unreasonable outburst. Listening and responding to a person’s needs, even when they do not seem to be very important, builds trust. Remember the cliché “it’s the little things that mean the most?” They can mean a lot if they are within the individual’s realm of control. I can complain and get my cold coffee warmed, but I can’t change the fact that I am having surgery and I am afraid I may have cancer. Meeting simple needs builds confidence so that you may be better able to meet more complex needs in the very apprehensive patient.
Set limits.
Let your patient or co-worker know that you are unwilling to tolerate inappropriate behaviors such as using profanity, verbal or physical abuse. Be firm, but not confrontational. “I am sorry, but I can’t talk to you if you’re going to call me…” works better than threatening the patient or family with “If you call me…I am going to call security and have you thrown out of here faster than you can take your next breath.” It is appropriate, however, to immediately report disruptive or dangerous behaviors to your supervisor or manager. In situations of immediate danger, notify security or call for a “Code Green” so those with appropriate training can respond to offer you protection and support. No patient, family, physician, co-worker, or supervisor has the right to make you feel unsafe ever. Be mindful, however, that there are measures of control that you can give to difficult people that don’t adversely effect the situation. If your patient would rather not wear a hospital gown, maybe his own pajamas are acceptable. If he does not want to wear any clothing, this of course, is not acceptable. It is important that you and any other members of the team dealing with a difficult or manipulative person set limits and that you all consistently enforce them. The manipulative person will often try to play one staff person against another. Setting and maintaining consistent limits gives the healthcare team greater credibility.
Document the situation as appropriate and keep your supervisor or manager in the loop from the onset of problems.
This is especially true since “difficult” patients and families have the potential to become a risk management issue. If a difficult patient, co-worker, or family member files a complaint with your supervisor, you will want to make sure he/she was aware of how you handled the situation and what your perceptions and actions were. Being aware of the potential risk management issues related to a difficult customer allows us to be proactive in problem solving and can be fiscally prudent (another pillar) in the event that a person with a complaint or complaints seeks monetary compensation from the organization. In the case of a minor complaint such as cold coffee, there is no need to document. It is however, appropriate to give your manager a “heads-up” if there are multiple complaints from a patient or family even if they are relatively minor.
Be compassionate and supportive.
It would be great if all our patients, families, and co-workers were pleasant and appreciative of us all of the time. This is, however, the real world and we know that’s not possible. We all realize that a great part of our job is compassion. Let patients and co-workers know that you truly do care about them even when they are not at their best. This includes recognizing stress and offering to help them work through a difficult situation. It includes graciously accepting an apology when someone has been unkind to us or, in turn, offering one if we have behaved in an inconsiderate manner. Offer support to your patients and co-workers who are acting out because of difficult circumstances, but do not validate their behavior. “I know it must be hard since your husband lost his job” is appropriate. Saying, “It’s okay, I know you lashed out at me because it is hard for you at home right now” isn’t appropriate because it isn’t acceptable to lash out at you. If you see a co-worker in a difficult exchange with a patient, family, physician, or even another co-worker, stay close by and offer to help. Similarly, offer support to a co-worker who has dealt with a difficult person. “You did a great job keeping your cool” or “I know it was hard to stay calm while he talked to you like that.” It is also essential to support and validate others when they have been dealing with a difficult person. “I would have felt stressed too if my patient had been putting the call light every 5 minutes.”
Don’t be hard on yourself.
We have all been made to feel inadequate when faced with a difficult or demanding person. It is important to realize that although we may frequently encounter difficult people, they often take us by surprise and we have to respond spontaneously. In hindsight, we may regret our response. Think about a situation, decide what you could have done better, but don’t replay the tape too many times. Dealing with difficult people effectively is truly an art, which takes many years to perfect. People and situations are different. What worked well in one circumstance can prove to be futile in another. Every mistake truly is a learning opportunity. Your greatest asset is you. Be good to yourself! Unfortunately, your latest encounter with a difficult person probably won’t be your last. The ability to effectively interact with difficult people is a hallmark of professional growth. (The final pillar in service excellence).
Written By: Luann Garland, Training Coordinator, Education Services
Learning is something everyone must do on a daily basis. We are constantly being exposed to new or different processes, products, ways of thinking, and most importantly new people. Taking advantage of the “new” that is placed in our lives gives us the opportunity to better ourselves, reinforce things we know to be true, or make changes where they are necessary. Every new situation or circumstance that comes our way is an opportunity for us to learn something.
Some can be closed minded to the “new” that comes their way because they assume they already know everything and do not need to learn anything else. Others seem open to “new” but only if it doesn’t require more work. The old saying “change is great as long as it does not affect me” rings true for them. Still others look at “new” as exciting and are never afraid to explore and discover.
As the mother of three WONDERFUL children, I am also being exposed to many things that are “new” and challenging to me. For example, I never knew that second grade math could be so complicated. What is “regrouping” anyway? What happened to carrying over and borrowing? I saw no value in learning this “new” concept and language because the way I was taught worked fine for me. However, I had to take the time to learn it so I could help my son understand what he was to do and the language he needed to know in order to accomplish his goals. In the process of learning this “new” I realized that the change made understanding math easier. I could have easily discounted this “new” but I saw the value that learning it would bring to my son.
The same concept holds true in our jobs. The key to belonging to success is recognizing that learning is never a waste of time or effort. There is always value in learning.