Applying Emotional Intelligence to Change the Culture of Patient Safety

### Applying Emotional Intelligence to Change the Culture of Patient Safety

#### Introduction

Patient safety is a critical concern in healthcare, and changing a culture prone to medical errors is a significant challenge. Traditional safety cultures often focus on blame and judgment, which undermine reporting and systems improvement. The Emotional Intelligence/Patient Safety (EIPS) model offers a way to change this blame culture by improving emotional intelligence (EI) and communication skills. This paper discusses a patient safety procedure at my current workplace that has an emotional or interpersonal “hole” and how an EI ability can be used to ameliorate that hole.

#### Identifying the Problem: The Emotional or Interpersonal Hole

In my current workplace, a significant patient safety procedure involves the handoff communication between shifts. This procedure ensures that all relevant patient information is transferred accurately and comprehensively from one nurse to the next. However, an emotional or interpersonal “hole” often emerges during this process due to stress and time pressures, leading to incomplete or inaccurate information transfer. This gap can compromise patient safety, as critical details about a patient’s condition, medication changes, or special needs may be missed.

#### EI Ability to Ameliorate the Hole: Self-Regulation

Self-regulation, a key component of EI, can significantly improve the handoff communication process. Self-regulation involves managing one’s emotions, staying calm under pressure, and remaining focused on the task at hand. By applying self-regulation, nurses can better manage the stress and time pressures associated with shift changes, ensuring that they communicate all necessary information accurately and comprehensively.

**Diagram of the Problem and Solution:**


1. **Current Handoff Process with Interpersonal Hole:**
– Nurse A (Outgoing): Stressed and rushed, provides a quick, incomplete report.
– Nurse B (Incoming): Misses critical details due to the hurried communication.

2. **Improved Handoff Process with Self-Regulation:**
– Nurse A (Outgoing): Practices self-regulation, remains calm, and ensures a thorough, complete report.
– Nurse B (Incoming): Receives all necessary information, leading to better patient care.

#### Implementing Self-Regulation in Handoff Communication

1. **Training and Development:**
– Provide training sessions on self-regulation techniques, such as mindfulness and stress management, to help nurses manage their emotions during shift changes.
– Use role-playing exercises to simulate stressful handoff scenarios, allowing nurses to practice staying calm and focused.

2. **Supportive Environment:**
– Create a supportive work environment where nurses feel comfortable discussing their stressors and seeking help when needed.
– Encourage teamwork and peer support to reduce individual stress levels.

3. **Time Management:**
– Allocate sufficient time for handoff communication to ensure that nurses are not rushed.
– Implement structured handoff tools, such as checklists, to guide the communication process and ensure all critical information is covered.

#### Conclusion

Changing the culture of patient safety requires addressing the emotional and interpersonal “holes” that compromise safety procedures. The handoff communication process in my workplace often suffers from incomplete information transfer due to stress and time pressures. By implementing self-regulation techniques, nurses can manage their emotions better, stay focused, and ensure thorough communication. This approach not only enhances patient safety but also fosters a more supportive and collaborative work environment. The EIPS model, emphasizing the positive feedback loop between EI and communication, provides a valuable framework for improving patient safety in healthcare settings.

### References

– Goleman, D. (2013). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
– Reason, J. (2000). Human error: Models and management. *BMJ, 320*(7237), 768-770.
– Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. *Imagination, Cognition, and Personality, 9*(3), 185-211.
– World Health Organization. (2021). Patient safety: Making health care safer. Retrieved from https://www.who.int/news-room/fact-sheets/detail/patient-safety

Ensure the reference count meets the requirements, as this sample includes only four references. Adjust accordingly based on the specific guidelines provided.

 

Active Learning Activity Content

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Chapter 13 in our textbook

 

APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY

Changing a culture prone to medical error is one of the most difficult obstacles to improving patient safety. In the traditional safety culture, blame and judgment undermine reporting and systems improvement. A “fix-the-problem-not-the-blame” approach is at least articulated if not operationalized in most healthcare organizations.

 

However, simply identifying risk management and quality improvement as a no-blame system is not enough to change a culture deeply ingrained in healthcare providers. The EIPS model may offer a way to change the blame culture (see Figure 13.5). For example, in the story presented, several clinical culture issues predisposed the unit to the error. Using Reason’s model, the culture created holes that made the flow from error to patient harm more likely, especially with the new employee orientation to the clinical unit.

EI/Patient Safety (EIPS) Model.

 

In this model, good communication skills improve EI skills and good EI skills improve communication. These two skill sets are in a positive feedback loop. If communication skills are poor, EI abilities can improve them. If communication is poor, safety is compromised, but as EI ability improves communication, this negative influence is mitigated via EI abilities.

 

 

 

Using the EIPS Model, diagram a patient safety procedure on your unit [in other words- YOUR CURRENT PLACE OF WORK] that has an emotional or interpersonal “hole” in it.

 

Describe how one EI ability could be used to ameliorate that hole.

 

Submit the diagram of the problem from your place of work and the paper: which must be minimally 2 pages with an introduction and a conclusion. Please adhere to APA format to include headings within your paper- ensure you label your diagram correctly. Review Reference count requirement.

Rubric Details

Maximum Score

100 points

· Learning Activity Question

50% of total result

Excellent

The learning activity questions are answered comprehensively. The word count if applicable has been met, and it is accurate, non-evaluative, coherent, readable, and concise. All the following elements are included: a. The problem or issue you are presented and clearly explained, and b. the author’s conclusions are clear and concise are explained. There is an introduction and a conclusion to the submission.

Reference Page

25% of total result

Excellent

Utilizes at least 4 sources and all sources are current within 5 years. Cited following APA format.

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