Workplace Environment Assessment

Walden University Workplace Environment Assessment-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University Workplace Environment Assessment assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Workplace Environment Assessment

Whether one passes or fails an academic assignment such as the Walden University Workplace Environment Assessment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Workplace Environment Assessment

The introduction for the Walden University Workplace Environment Assessment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Workplace Environment Assessment

After the introduction, move into the main part of the Workplace Environment Assessment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Workplace Environment Assessment

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Workplace Environment Assessment

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Healthcare professionals should work in environments that support interprofessional collaboration, protect them from bullying and other uncivil behaviors, and sustain individual development. Due to their critical role in primary care, nurses require guidance, mentorship, and active engagement in decision-maki

ng. However, not all workplaces provide nurses with a healthy and safe environment to provide optimal patient care and optimize personal development. Incivility is typical in many institutions, and its magnitude depends on leadership, employee empowerment programs, and behavior management policies, among other factors. A workplace diagnosis helps assess the incivility level and interventions required to promote civility. The purpose of this paper is to describe the workplace environment assessment results, concept/theory, and strategies for creating high-performance interprofessional teams.

Work Environment Assessment

Assessments reveal the health status of an organization. They evaluate many aspects, and the Clark Healthy Workplace Inventory diagnoses potential problems regarding civility in an organization. The organization scored 59 on the inventory and one’s impression. The score demonstrates low performance on critical organizational factors that promote a healthy workplace, including the organizational culture and environment. Multiple factors contribute to such a score, and the chances of interprofessional collaboration and organizational development are usually low.

The facility also lacks appropriate preceptorship plans for new workers. The lack of orientation exposes them to confusion and bullying, among other features of uncivil workplaces. Other contributing factors include the lack of mentorship for current employees’ culture evaluation programs. The situation would have been better if the organization had assessed its culture regularly and responded effectively. The institution also lacks adequate resources to promote career progression, which impedes professional development.

Consequently, it is challenging to retain experienced and top nurses. The other factor to blame for the discouraging score is a leadership model that excludes employees in decision-making.

The two surprising outcomes are the organization’s ill state and its unchanged culture. Considering how the organizational environment and workplace relationships profoundly affect patient care, healthcare institutions should avoid uncivil behaviors and invest heavily in positive cultures. Among the dominant organizational perspectives, the institution does not regard employees as valuable participants in decision-making and organizational growth. After checking numerous “totally untrue boxes” scale components, the overall result confirmed the same. This implies ineffective organizational governance. The other major worry was employee appreciation, which was lacking since employees are not regarded as valuable assets. According to Flynn et al. (2021), employee appreciation helps employees feel more secure and satisfied, motivating them to continue their work. Such motivation ensures that employees are more inclined to healthy behaviors and avoid uncivil acts.

The results confirmed the need for transformative change, a view held before conducting the review. A leadership that does not revere employee participation is retrogressive and hampers civility in the workplace. From the findings, current leadership styles are ineffective, and a shift is inevitable for the organization to achieve its vision and goals. A practical way to achieve these goals is to advocate for and practice transformative leadership, whose central tenet is inspiration and working together to achieve the desired vision (Seljemo et al., 2020). The organization, through its leader, must also ensure the satisfaction of both workers and patients.

Generally, the score (59) reveals an unhealthy and uncivil workplace. Incivility hampers nurses’ mental health and reduces overall productivity (Kile et al., 2018). The situation is worse in workplaces where the leadership has not implemented robust policies for preventing incivility and promoting healthy relationships. Unhealthy and uncivil workplaces are also associated with patient safety concerns, implying low patient satisfaction. Due to such outcomes, immediate, practical interventions are necessary. The situation should be addressed before reaching unmanageable levels.

Reviewing the Literature

Nursing literature has explored workplace incivility in-depth and recommended multiple interventions for understanding and addressing the problem. Cognitive rehearsal is among the widely explored concepts. According to Griffin and Clark (2014), cognitive rehearsal is an effective behavioral strategy for addressing incivility and lateral violence in the workplace. It has three interrelated components. The first component is participating in informative instruction regarding incivility and lateral violence. Secondly, those vulnerable to workplace incivility are taught to identify and rehearse specific phrases for addressing incivility. The third component is practicing the phrases to be more familiar with their application in real-life situations.

Cognitive rehearsal empowers nurses to identify and respond effectively to uncivil behaviors. Since their probability is high, organizational management should embrace cognitive rehearsal as a behavioral intervention strategy for current and new nurses. Griffin and Clark (2014) analyzed the effectiveness of cognitive rehearsal for newly licensed nurses. They found that cognitive rehearsal enabled new nurses to stop uncivil behaviors against them completely. Kile et al. (2018) found cognitive rehearsal highly effective in improving nurses’ confidence to defend themselves against incivility. They were also better positioned to recognize workplace incivility and report related behaviors.

Regarding the relationship between the concept (cognitive rehearsal) and the work environment assessment, nurses and other healthcare workers may be trained to overcome workplace incivility through the cognitive rehearsal approach. Currently, it is challenging to achieve the desired vision and purpose without reviewing and changing the organizational culture. A crucial part of the required review is empowering nurses and healthcare workers in recognizing and reacting to distressing behaviors and remarks from leaders or colleagues. Cognitive rehearsal training should be part of the organizational policies for improving its health. The management should also continually measure employee satisfaction and engagement, purposing to empower its workforce and enhance civility.

Cognitive rehearsal can improve the overall organizational health and play a critical role in creating stronger teams. Currently, the organization does not promote a learning culture to help employees advance their careers. Healthcare organizations should consider on-the-job training to strengthen nurses’ interprofessional abilities. Cognitive rehearsal training should be among the central components of on-the-job training. Through cognitive rehearsal, nurses learn what workplace incivility entails and how to promote a civil workplace. They further learn to associate with like-minded colleagues who do not participate in uncivil behaviors. Kile et al. (2018) and Clark (2019) further recommended healthcare facilities invest in education programs that teach cognitive rehearsal to improve their health and staff collaboration. The education team should also provide continuing leadership development programs that include mental tests to assess nurses’ ability to cope with stressful situations.

Evidence-Based Strategies to Create High-Performance Interprofessional Teams

An organization’s progressive growth depends on its strategies to address its shortcomings. Leading causes of incivility, as the workplace assessment revealed, include lack of employee orientation and employee appreciation programs. In response, a robust nurse orientation program is necessary. Such a program introduces new employees to the organizational policies, culture, and workforce. Nurses feel more positive about the organization when they understand its structure and people. Nurse orientation programs are a critical part of the enculturation that helps produce competent nurses ready to provide quality patient care (Church et al., 2020). Besides orientation, employee recognition and reward programs should be part of the interventions for organizational development. The work environment assessment revealed that the leaders rarely appreciate employees and do not consider them in decision-making. Employees’ appreciation is necessary to strengthen the leaders-employees bond. Appreciation also makes employees feel valued and a pivotal part of the organization. Such appreciation encourages them to collaborate and engage positively as crucial members of the healthcare team.

The organization can also implement several strategies to bolster successful practices revealed in the work environment assessment. The focus should be on nurse retention, which the leaders try, but it is not up to the expected levels. Employee recognition through rewards is among the most effective nurse retention programs. Recognition improves the nurses’ mental connection with the facility since it makes them feel more valued (Flynn et al., 2021). The other effective strategy is the leaders to ensure adequate nurse-to-patient staffing ratios. Adequate staffing prevents nurse burnout, a leading cause of nurse turnover in healthcare organizations (Kelly et al., 2021). These strategies can be used independently or interchangeably as situations prompt.

Conclusion

The healthcare staff should always be mentally, physically, and emotionally ready to provide patient care and collaborate with colleagues. A practical way of ensuring they are ready is by preventing workplace incivility. The work environment assessment revealed an unhealthy and uncivil workplace where the leaders rarely engage and appreciate employees. Due to the far-reaching effects of such workplaces on patient care, practical interventions are necessary. Cognitive rehearsal is a highly effective approach for empowering nurses to recognize and respond to workplace incivility.

References

Church, C. D., White, M., & Cosme, S. (2020). Helping students identify a healthy transition-to-practice work environment. Nurse Educator, 45(4), 174-176. doi: 10.1097/NNE.0000000000000751

Clark, C. M. (2019). Fostering a culture of civility and respect in nursing. Journal of Nursing Regulation, 10(1), 44–52. doi:10.1016/s2155-8256(19)30082-1

Flynn, W. J., Valentine, S. R., & Meglich, P. (2021). Healthcare human resource management. Cengage Learning.

Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. The Journal of Continuing Education in Nursing, 45(12), 535-542. doi:10.3928/00220124-20141122-02

Kelly, L. A., Gee, P. M., & Butler, R. J. (2021). Impact of nurse burnout on organizational and position turnover. Nursing outlook, 69(1), 96-102. https://doi.org/10.1016/j.outlook.2020.06.008

Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2018). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543–552. doi:10.1111/jonm.12709

Seljemo, C., Viksveen, P., & Ree, E. (2020). The role of transformational leadership, job demands and job resources for patient safety culture in Norwegian nursing homes: A cross-sectional study. BMC Health Services Research, 20(1), 1-8. https://doi.org/10.1186/s12913-020-05671-y

It sounds like you have had bad experiences with top-down leadership. I have had similar experiences with a managerial disconnect from clinical consequences during planning, followed by a “too late” response during implementation. Top-down leadership struggles with implementation, but pure bottom-up usually gets unrealistic about resources. Mixing the two has the most success (Stewart et al., 2010). For example, instead of abruptly cutting off the IV team resource you mentioned, leadership could have thought ahead and prepared appropriately by communicating with clinical staff. The designated role might have needed to go for budgetary reasons, but those teams are effective because they have specialized ultrasound equipment. Depending on the size of your facility, it might be feasible to share that equipment. The first time I worked on a floor that had an IV ultrasound machine I was shocked how intuitive it was.

Don’t get me wrong, I love having an IV team when it’s available. Anyone specialized like that is going to be more skillful from someone with a more generalized practice. However, in a staffing cut like this, with a top-down bottom-up approach with clinical staff and some planning, the effect of losing a valuable resource like the IV team could have not been so disruptive to workflow and patient care. Nurses are already used to signing out equipment (at least where I have worked), already know how to insert IVs, and as I said the IV ultrasound was pretty intuitive, it would just take practice to get used to inserting an IV while holding the ultrasound equipment. Details aside, the point is, a very practical solution could have been made if leadership had bothered to communicate with clinical staff. A civil workplace requires transparent and direct communication on all levels of the organization, and joint decision making for policy changes (Clark, 2015). Given a little warning, clinical leaders could have made a plan much better than the one I just came up with as an example off the top of my head, and an unfortunate cut might have been more manageable.

Resources

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10Links to an external site.(11), 18–23. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdfLinks to an external site.

Stewart, G. L., Manges, K. A., & Ward, M. M. (2015). Empowering sustained patient safety: the benefits of combining top-down and bottom-up approaches. Journal of nursing care quality, 30(3), 240-246.

Grid View

	Excellent	Good	Fair	Poor
Main Posting	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

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Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed
Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource