Implementing and sustaining evidence-based practices in long-term care.

Intra-Professional Collaborative Practice among Nurses

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    The goal of this best practice guideline is to strengthen collaborative practice among nurses, because effective collaborative practice is essential for working in health-care organizations.

    In this guideline, we focus on collaborative practice amongst three types of nursing professionals – registered nurse (RN), registered practical nurse (RPN) and nurse practitioner (NP) – and explore what fosters healthy work environments for them, aware that collaboration must align with the needs of the patient or client.

    This best practice guideline was developed to assist nurses, nursing leaders, other health professionals and senior managers to enhance positive outcomes for patients/clients (individual/family/group/community), nurses, and the organization through intra-professional collaborative practice. This guideline was based on the best available evidence and where evidence was limited, the best practice recommendations were based on the consensus of expert opinion.

    This guideline identifies:

    • best practices for intra-professional practice; and
    • the organizational culture, values and relationships, and the structures and processes required, for developing and sustaining effective intra-professional nursing practice among nurses.

    Reference: Registered Nurses’ Association of Ontario (2016). Intra-professional Collaborative Practice among Nurses. Toronto, ON, Canada: http://rnao.ca/bpg/guidelines/intra-professional-collaborative-practice-among-nurses

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    Intraprofessional Gap Analysis

    Organizational assessment tool to assist with implementation and evaluation of the RNAO Intra-professional Collaborative Practice among Nurses BPG by comparing current practice to evidence-based practice. Source: Registered Nurses' Association of Ontario's Long-Term Care Best Practices Program, Toronto, ON.

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    An online “Mind Tools” article outlining 10 common communication mistakes

    Reference: Mind Tools.(ND)10 Common Communication Mistakes Avoiding Communication Blunders and Misunderstandings Retrieved from website: https://www.mindtools.com/pages/article/common-communication-mistakes.htm

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    This article shows 10 ways for nurse managers to improve staff morale using little or no cost with constraints in operating budgets in healthcare workplaces.

    Reference: 10 cost-effective and creative tips to boost staff morale. Retrieved from http://www.strategiesfornursemanagers.com/ce_detail/230586.cfm#

    © 2016 Strategies for Nurse Managers, Inc. All Rights Reserved

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    The website gives an overview on the four values and set of standards for accreditation for long-term care services.

    Reference: Accreditation Canada (n.d.). Accreditation standards for long term care services. Retrieved from https://accreditation.ca/solutions/senior-residential-care/

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    The guide is an important tool for improving performance and job satisfaction through role modelling programs for nurses.

    Reference: Canadian Nurses Association. (October 2004). Achieving Excellence in Professional Practice: A Guide to Preceptorship and Mentoring. Retrieved from http://files.upei.ca/nursing/cna_guide_to_preceptorship_and_mentoring.pdf

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    The website of the College of Nurses of Ontario provides Information about the requirements and process of becoming a Registered Nurse, Registered Practical Nurse and Nurse Practitioner practising within Ontario for Ontario applicants, Canadian Applicants, International applicants and for nurses to enter CNO's Extended Class.

    Reference: College of Nurses of Ontario (nd). Become a Nurse. Retrieved from http://cno.org/en/become-a-nurse/

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    The article outlines the benefits of coaching to produce better results by looking at a coaching technique to help the reader become a better coach.

    Reference: Haughey, D. (2014). Better Coaching using the GROW model. Project Smart. Retrieved from https://www.projectsmart.co.uk/better-coaching-using-the-grow-model.php

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    This article describes the results of a consultation facilitated during the June 2017 CNA annual meeting of members. It outlines some of the opportunities nurses have to provide input into future CNA initiatives on strengthening intra-professional collaboration.

    The goals of the consultation were to; present an overview of the Canadian research on intra-professional collaboration; explore issues found in the research, and identify possible strategies to support collaborative practice among regulated nurses.

    Reference: Lankshear, S., & Limoges, J. (2018). Better together: A fresh look at collaboration within nursing. The Canadian Nurse, (Jan/Feb). Retrieved from https://www.canadian-nurse.com/en/articles/issues/2018/january-february-2018/better-together-a-fresh-look-at-collaboration-within-nursing

    Source: Copyright ©, Canadian Nurses Association, 50 Driveway, Ottawa, Ontario, K2P 1E2 CANADA, 2010-2011 all rights reserved

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    This Ted Talk speaks to a great team-building collaborative exercise. A simple team-building activity including spaghetti, some tape and a marshmallow can teach you about your team.

    Reference: Wujec, T. Build a Tower, Build a Team TED Talk Retrieved September 12,2016 from https://www.youtube.com/watch?v=H0_yKBitO8M

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    CNA is the national professional voice of registered nurses in Canada. Representing nearly 139,000 registered nurses, CNA’s members include:

    • Provincial and territorial nursing associations and colleges
    • Independent RNs from Ontario and Quebec
    • Retired nurses
    • Canadian Nursing Students’ Association
    • Canadian Network of Nursing Specialties

    See more at: https://www.cna-aiic.ca/en/about-cna#sthash.H3OkfPpZ.dpuf  

    Reference: Canadian Nurses Association Website: https://www.cna-aiic.ca/en/about-cna

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    This RNAO website offers career strategies for new nurses, job seekers, mid and late career nurses.

    Reference: Careers in Nursing website http://careersinnursing.ca/

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    This Nursing Mentorship Resource Guide provides a tool for public health managers, senior nurse leaders, mentors, mentees, and mentorship champions to plan and implement a nursing mentorship initiative.

    Reference: Simpson, J. L. (2005). Caring, Connecting, Empowering: A Resource Guide to Implementing Nursing Mentorship in Public Health Units in Ontario. Association of Public Health Nursing Management (ANDSOOHA) & Public Health Education, Research and Development (PHRED). Retrieved from: http://inclentrust.org/uploadedbyfck/file/Resourse/Resource%20Guide%20for%20Mentoring.pdf

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    This is a short and breezy introduction to coaching and the GROW model

    Reference: Heath, M. (2015) Retrieved from https://youtu.be/xNLRo3jWPcg

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    This document is a statement of the ethical values of registered nurses and nurse practitioners. The new edition contains new and updated content that reflects the contemporary practice needs of nurses such as MAID, advanced care planning and primary care to mention a few. It is designed to inform everyone about the ethical values, subsequent responsibilities and endeavours of nurses. Included is updated nursing models and advocating healthy work environments. It is also a regulatory tool.

    Canadian Nurses Association. (2017). Code of ethics for registered nurses. Retrieved from https://cna-aiic.ca/-/media/cna/page-content/pdf-en/code-of-ethics-2017-edition-secure-interactive.pdf?la=en&hash=09C348308C44912AF216656BFA31E33519756387

    Copyright ©, Canadian Nurses Association, 50 Driveway, Ottawa, Ontario, K2P 1E2 CANADA, 2018 all rights reserved - See more at: https://cna-aiic.ca/en/terms-and-conditions-of-use#sthash.fcbIaPZC.dpuf

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    Members of an Advanced Practice Nurses group initiated a quality improvement project to examine the ways patient information was gathered and exchanged between nurses, providing an opportunity to look further into documentation, handoffs and other information exchange processes.

    Reference: Johnson, C., Carta, T., & Throndson, K. (March 2015) Canadian Nurse. Communicate With Me: Information Exchanges Between Nurses. Retrieved August 29,2016 from https://www.canadian-nurse.com/en/articles/issues/2015/march-2015/communicate-with-me-information-exchanges-between-nurses

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    This paper is designed to serve as a best practices resource to healthcare leaders who are considering integration of conflict engagement training and professional development in their organizations. The focus is on common language training, cognitive maps for making sense of conflict, skill building, and follow up coaching.

    Reference: Emerging Health Care Communities (EHCCO). (2010). Conflict Engagement Training for Health Professionals: Recommendations for Creating Conflict Competent Organizations. A White Paper for Healthcare and Dispute Resolution Professionals. http://www.ihi.org/resources/Pages/Tools/ConflictEngagementTrainingforHealthProfessionals.aspx

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    This guideline outlines the key factors associated with conflict with clients, colleagues and in the workplace, and offers strategies for preventing and managing conflict that has escalated. It also highlights the role of nurses in formal leadership positions, as well as the importance of the debriefing process in the prevention and management of conflict. 

    College of Nurses of Ontario.  (2018). Conflict Prevention and Management. Toronto, ON: Author. Retrieved from http://www.cno.org/globalassets/docs/prac/47004_conflict_prev.pdf

    © 2019 College of Nurses of Ontario

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    A list of fifteen tips and strategies for creating a work environment that promotes critical thinking. 

    Source: http://www.alfaroteachsmart.com/handouts/Creating%20a%20Climate%20to%20Promote%20CT%20-%2015%20Thngs%20to%20Do.pdf

    Reference: Alfaro Teach Smart (2010) Creating a Climate to Promote Critical Thinking (CT) - 15 Things to Do to Help Nurses Gain CT Skills retrieved from website www.AlfaroTeachSmart.com

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    The article emphasises the importance of ensuring student nurses are provided with optimum learning environments. Strategies such as having prepared mentors to assist with the learning journey are identified as being a key strategy to overcome negative barriers.

    Reference: Emanuel V, Pryce-Miller M (2013) Creating supportive environments for students. Nursing Times; 109: 37, 18-20. Retrieved from https://www.researchgate.net/publication/257761262_Creating_supportive_environments_for_students

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    This article explores the importance of developing critical thinking skills, the attitudes that foster critical thinking, and the implications for “real” nursing practice (16 pages).

    Web Address: http://www.scribd.com/doc/20623763/10-Critical-Thinking-and-the-Nursing-Process-LEARNING-OUTCOMES-After 

    Reference: Source: Scribd., (nd)Critical Thinking and the Nursing Process Retrieved from Website: http://www.scribd.com/

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    This article looks at how the British Columbia Regional Health Authorities used CoPs as way to support Nurse Practitioner role development, integration and sustainability.

    Reference: Burgess,J., & Sawchenko, L. (2011.) Canadian Journal of Nursing Leadership. Cultivating communities of practice for nurse practitioners. 24(2), 99-112. Retrieved from https://fhs.mcmaster.ca/ccapnr/documents/policy_briefs/Communities_of_Practice_Oct_2011.pdf

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    Les présentes lignes directrices sur les pratiques exemplaires, Développement et maintien des soins de santé interprofessionnels : optimisation des résultats pour le patient/client, l’organisme et le système sont conçues pour favoriser des milieux de travail sains. L’objectif de l’élaboration de ces lignes directrices était de déterminer les attributs des soins interprofessionnels qui permettront d’optimiser les résultats de qualité pour les patients/clients, les fournisseurs, les équipes, l’organisation et le système. Les présentes lignes directrices déterminent les pratiques exemplaires pour faciliter, améliorer et maintenir le travail d’équipe ainsi que la collaboration interprofessionnelle, et pour accroître les résultats positifs pour les patients/clients, les systèmes et les organisations. Elles sont fondées sur les meilleures données probantes existantes; lorsque ces données étaient limitées, les recommandations ont été fondées sur un consensus basé sur des opinions d’experts.

    Association des infirmières et infirmiers autorisés de l’Ontario (2013). Développement et maintien des soins de santé interprofessionnels : optimisation des résultats pour le patient/client, l’organisme et le système. Toronto, Canada: Association des infirmières et infirmiers autorisés de l’Ontario. http://rnao.ca/bpg/language/d%C3%A9veloppement-et-maintien-des-soins-de-sant%C3%A9-interprofessionnels-optimisation-des-r%C3%A9sul

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    The resource covers being a good listener, nonverbal signal, keep stress in check and assert yourself

    Reference: Retrieved from HelpGuide.org http://www.helpguide.org/articles/relationships/effective-communication.htm

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    This e-learning supports nurses in being better equipped to identify the ethical values that are important in providing and supporting nursing care. It describes the commitments nurses are obliged to maintain and the learning of the nursing decision-making process, which provides a framework for understanding and working through ethical situations.

    Reference: College of Nurses of Ontario Practice Standard (2012) Ethics E-Learning. Retrieved from http://www.cno.org/en/learn-about-standards-guidelines/educational-tools/learning-modules/ethics/

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    Practice standard are documents that help nurses understand their responsibilities and legal obligations to enable them to make safe, effective and ethical decisions when practising. This practice standard aims to help nurses understand the ethical values and practice standards that the nursing profession in Ontario must uphold. It also provides scenarios of ethical situations in which there is a conflict of values.

    College of Nurses of Ontario. (2019). Ethics [PDF file]. Retrieved from https://www.cno.org/globalassets/docs/prac/41034_ethics.pdf

     

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    The resource provide guidance and scenarios utilizing Ethics in Practice for RNs to implement a Healthy Work Environment through nursing leadership, support each other, the team, the patient and family and additional resources on supporting quality practice environments.

    Reference: Canadian Nurses Association's Ethics in Nursing Practice: Ethics, Relationships and Quality Work Environments. January 2010. Retrieved from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/ethics_in_practice_jan_2010_e.pdf?la=en

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    This table provides sample structure, process and outcome indicators which may be useful for organizations to measure their quality progress and change.

    Reference: Registered Nurses’ Association of Ontario (RNAO) (2016). Intra-professional Collaborative Practice among Nurses, Second Edition, pages 50 - 53. Toronto, Ontario: Registered Nurses’ Association of Ontario. http://rnao.ca/bpg/guidelines/intra-professional-collaborative-practice-among-nurses

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    Humorous Ted Talk video with a focus to look at the leadership within.

    Reference: Duddley, D. (2010). TEDex Toronto. Everyday Leadership. Retrieved from https://www.ted.com/talks/drew_dudley_everyday_leadership?nolanguage=enFirefoxHTML%5CShell%5COpen%5CCommand

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    This framework seeks to promote a common understanding of RN practice among nurses, students and stakeholders in Canada (including other health professionals, employers, educators, policy-makers and the public).

    Reference: Canadian Nurses Association. (2015). Framework for the Practice of Registered Nurses in Canada. Retrieved August 4,2016, from http://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/framework-for-the-pracice-of-registered-nurses-in-canada

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    This quick reference guide describes terms like knowledge management (vs. information management) and knowledge (vs. data or information). It also includes effective methods and tools for use in knowledge management.

    Reference: Chun Wei Choo.(2001) Frequently Asked Questions About Knowledge Management. Retrieved from: http://choo.ischool.utoronto.ca/KMfaq/

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    This slide presentation illustrates the common “team work” strategies utilized by migrating geese (4 min.).

    Theunitylife. (2010, April 10). Geese Team Work [Video file]. Retrieved from https://www.youtube.com/watch?v=ImbalBnzW24.

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    The Initiative will help provide New Graduate Nurses with the opportunity to obtain experience in nursing in Ontario through temporary full time positions and to facilitate “matching” between New Graduate Nurses and Employers. The initiative will help support new graduate nurses in Ontario as they transition to practice.

    Reference: Nursing Policy and Innovation Branch, Ministry of Health and Long Term Care (May 2014). Guidelines for Participation in the Nursing Graduate Guarantee Initiative. Queens Printer of Ontario. http://www.healthforceontario.ca/UserFiles/file/Nurse/Inside/ngg-participation-guidelines-en.pdf

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    Health Force Ontario is the province’s strategy to ensure that Ontarians have access to the right number and mix of qualified health care providers, now and in the future. Included on the site is information about the Nursing Graduate Guarantee Initiative.

    Reference: Health Force Ontario Website: http://www.healthforceontario.ca/en/Home

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    A report of a project for the purpose to describe and assess how RNs, RPNs and their clinical managers perceive high functioning nursing teams.

    Reference: McMaster University. Nursing Health Services Research Unit. Health Human Resources Series 40. Baumann, A., Blythe J., Norman, P., Crea-Arsenio, M. (Nov. 2014). High Functioning Nurse Teams: Collaborative Decisions for Quality Patient Care. Retrieved from http://nhsru.com/wp-content/uploads/2014/11/High-Functioning-Nurse-Teams-Report-2014-01E.pdf

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    Each of RNAO’s interest groups represents a unique specialty or population within the nursing spectrum. Together they illustrate the remarkable diversity of the profession. They offer a range of professional resources and support, both personal and sometimes financial, through bursaries and awards.The Registered Nurses' Association of Ontario (RNAO) offers many money-saving benefits that can more than offset your membership fees. RNAO members benefit from membership in a variety of ways.Through conferences, institutes, interest groups, online communities and chapter activities, RNAO provides knowledge-rich, exclusive networking opportunities for members to cultivate rewarding personal and professional relationships.

    Reference: Registered Nurses Association of Ontario. Special Interest Group. Toronto, ON, Canada. http://rnao.ca/connect/interest-groups  

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    This presentation describes Intra-Professional communication, what nurses use to communicate, the importance of good communication and strategies that nurses can use.

    Reference: Caldeira, D. (April 20140). Intra-Professional Nursing Communication. Retrieved August 29,2016 from https://prezi.com/adfahajvljgj/intra-professional-nursing-communication/

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    The brief and general introduction examines what communities of practice are and identifies 3 crucial characteristics. Many other examples of CoPs are also available

    Reference: Wenger-Trayner, E., & Wenger-Trayner B.(2015). Introduction to communities of practice. A brief overview of the concept and its uses. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/

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    Chapter focuses on defining four primary principles of shared governance, comparing two professional models and describes the role of relational partnerships in shared governance.

    Reference: Swihart D, (2006) Chapter 1: The concept behind shared governance. Shared governance: A practical approach to reshaping professional nursing practice (pp 1-12). Retrieved from http://www.strategiesfornursemanagers.com/supplemental/4428_book.pdf

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    This presentation discusses why leadership is so important and the role it plays in today's complex environments. It speaks to use of self, leadership competencies and excellence in practice.

    Reference: Canadian Nurses Association, 2016. Lead in Complex Environments: The Dorothy Wylie Health Leaders Institute Advantage Retrieved September 12,2016 from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/dwhli-webinar-feb2016_e.pdf?la=en

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    The Nursing Act establishes the mandate of the College of Nurses of Ontario and defines a scope of practice for the nursing profession

    Reference: (Use Referencing Guide available at http://ltcprojects.rnao.ca/ltcbpi_general/node/633) College of Nurses of Ontario. (2014). Retrieved from http://www.cno.org/globalassets/docs/prac/41064_fsnursingact.pdf

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    This document defines scope of practice for regulated health professional, outlines controlled acts and identifies who is appropriate to perform controlled acts.

    Reference: College of Nurses of Ontario Practice Reference document. (2014). Legislation and Regulation RHPA: Scope of Practice, Controlled Acts Model Retrieved from: https://www.cno.org/globalassets/docs/policy/41052_rhpascope.pdf

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    Cette ligne directrice sur les pratiques exemplaires en soins infirmières et infirmiers est un document détaillé comportant les ressources nécessaires au soutien de la pratique basée sur des données probantes. Un milieu de travail sain, c’est un milieu de pratique qui maximise la santé et le bien-être des infirmières, des résultats de qualité chez le patient ou client, le rendement de l’organisation et du système, et les retombées sociales, y compris des collectivités en meilleure santé.

    Association des infirmières et infirmiers autorisés de l’Ontario (2013). Lignes directrices sur le développement et le maintien du leadership infirmier, Deuxième edition. Toronto, ON, Canada: Auteur. Récupérée de http://rnao.ca/bpg/language/lignes-directrices-sur-le-d%C3%A9veloppement-et-le-maintien-du-leadership-infirmier

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    The National League for Nursing supports nurse faculty and leaders in nursing education in the US. It contains teaching resources and promotes the use of simulation as a teaching strategy.

    Reference: National League for Nursing Website: http://www.nln.org/home

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    This website is a National Nursing Assessment Service which coordinates a consistent national approach for internationally educated nurses (IENs). It contains information, educational materials and a video on the process to guide nursing students and nurses who are internationally educated to become and practise as a nurse in Ontario or other Canadian jurisdictions using the online service.

    Reference: National Nursing Assessment Service (NNAS). Retrieved from http://www.nnas.ca/faq/

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    The article describes the nine principles to improve the nurses effectiveness as a leader.

    Reference: America Today. (2012). Guyton, Naté. Nine principles of successful nursing leadership. Aug 2012, 7 (8). Retrieved from https://americannursetoday.com/nine-principles-of-successful-nursing-leadership/

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    Nurse Ambassador Program is a volunteer program administered by RNAO for nurses to make connections in their schools and community and provide information to support students in their interest in becoming a nurse.

    Professional Requirements:

    • Current registration as a RN with the College of Nurses of Ontario
    • Currently practising nursing in the province of Ontario

    Reference: Registered Nurses Association of Ontario. Nurses Ambassador Program. Toronto, ON, Canada. http://rnao.ca/bpg/get-involved/connecting-nurses

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    This framework is a guide for forming communities of practice (CoP) and forums on the NurseONE portal. It presents the foundations for building a CoP, a CoP’s life cycle, the various roles involved and the terms for participating. This document is designed to assist NurseONE users in planning, implementing and evaluating professional CoPs or forums on NurseConnect.

    Reference: Canadian Nurses Association. (2009). Nurse Connect Framework. Retrieved from https://www.nurseone.ca/~/media/nurseone/page-content/pdf-en/nurseconnectframework.pdf?la=en

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    The core competencies for nurse educators were compiled by World Health Organization and its partners in support of Member States’ efforts to improve nursing education and quality of nursing services. The minimum core competencies are integrated with the domains of learning and teaching for individuals in the nurse educator role.

    Reference: World Health Organization. Nurse Educator Core Competencies. 2016. Retrieved from http://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf

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    This CNO Practice Standard outlines the nursing practice expectations for all Nurse Practitioners (NPs). The College of Nurses establishes standards of nursing practice to protect the public interest. NP practice is grounded in the values, knowledge and theories of professional nursing practice.

    Reference: College of Nurses of Ontario Practice Standard (2016) Nurse Practitioner. Retrieved from https://www.cno.org/globalassets/docs/prac/41038_strdrnec.pdf

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    Nurse Practitioners' Association of Ontario represents nurse practitioners in all levels of health care: primary, secondary and tertiary care. Reference: Nurse Practitioners' Association of Ontario Website: https://npao.org/

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    This resource outlines the outcomes that can occur in environments that support knowledge development and integration.

    Registered Nurses’ Association of Ontario. (2013, July). Developing and Sustaining Nursing Leadership Best Practice Guideline, Second Edition. Toronto, ON, Canada: Author. p.42. Retrieved from: http://rnao.ca/bpg/guidelines/developing-and-sustaining-nursing-leadership.

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    As leaders of unregulated health staff, nurses may wish to direct personal support workers to the PSNO website. PSNO provides access to information, resources and tools to help PSWs do their job better, with more confidence.

    Reference: Personal Support Network of Ontario (PSNO)Website: http://www.psno.ca/

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    The Preceptor Education Program is an online interprofessional program that consists of nine interactive learning modules. The modules include downloadable resources, learning exercises, video case scenarios and references. Learning is self-directed in that modules are self-directed and do not need to be completed in any particular order. Many of the modules are designed so that preceptors and students can work through them together. After completing a reflective note, a certificate can be printed at the end of each module to record the education completed.

    Reference: Kinsella, E.A., Bossers, A., Ferguson, K., Jenkins, K., Bezzina, M.B., MacPhail, A., Moosa, T., Schurr, S., Whitehead, J. & Hobson, S. (2016). Preceptor Education Program for health professionals and students. (2nd ed.) London, ON: The University of Western Ontario. Retrieved from: www.preceptor.ca

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    Cette ligne directrice sur les pratiques exemplaires en soins infirmiers est axée sur la prévention et résolution des mauvais traitements et de la négligence envers les aînés dans divers établissements de santé et services communautaires à travers le Canada. Ces auditoires comprennent les infirmières, les gestionnaires, les éducateurs, les équipes d'amélioration de la qualité, les administrateurs, les décideurs, les organismes de réglementation des soins infirmiers et les organismes gouvernementaux. Financé par le programme Nouveaux Horizons pour les aînés du gouvernement du Canada.

    Association des infirmières et infirmiers autorisés de l’Ontario. (2014). Prévention et résolution des mauvais traitements et de la négligence envers les aînés: approches axées sur la personne, coopératives et à l'échelle du système Toronto, ON, Canada: Auteur. Récupérée de http://rnao.ca/sites/rnao-ca/files/Preventing_Abuse_and_Neglect_of_Older_Adults_Final_French_0.pdf

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    Practice guidelines are documents that help nurses understand their professional responsibilities and legal obligations in order to make safe, effective and ethical decisions in nursing practice. This practice guideline helps nurses understand their roles and responsibilities in preventing and managing conflict with clients and colleagues.

    College of Nurses of Ontario. (2018). Professional Standards, Revised 2002. Toronto, ON, Canada: Author. Retrieved from http://www.cno.org/globalassets/docs/prac/41006_profstds.pdf

    Copyright © College of Nurses of Ontario, 2009.

     

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    The Registered Nurses’ Association of Ontario (RNAO) is the professional association representing registered nurses, nurse practitioners and nursing students in Ontario. The site provides information about membership, best practice guidelines, policy/political action and events.

    Reference: Registered Nurses' Association of Ontario (RNAO) Website: http://rnao.ca/

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    The Registered Practical Nurses Association of Ontario (RPNAO) has represented Registered Practical Nurses in Ontario for over half a century. Their vision is excellent care for all and their work is focused on optimizing the professional practice of RPNs to improve the health of the people of Ontario.

    Reference: Registered Practical Nurses Association of Ontario (RPNAO) website -Retrieved August 29,2016 from https://www.rpnao.org

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    Nursing is a profession that is focused on collaborative relationships that promote the best possible outcomes for clients. These relationships may be intraprofessional, with multiple members of the same profession working collaboratively to deliver quality care within and across settings. This practice guideline focuses on three factors—the client, the nurse and the environment—to support nurses in making decisions that are specific to their intraprofessional responsibilities when providing client care.

    Reference: College of Nurses of Ontario Practice Guideline (2014) RN and RPN practice: The Client, the Nurse and the Environment. Retrieved from http://www.cno.org/globalassets/docs/prac/41062.pdf

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    This webcast is based on the RN and RPN Practice: The Nurse, the Client and the Environment practice document which discusses concepts that apply to RNs and RPNs in all roles in all practice settings.

    Reference: College of Nurses of Ontario (2013) RN and RPN practice: The Client, the Nurse and the Environment. Retrieved from http://www.cno.org/en/learn-about-standards-guidelines/educational-tools/webcasts/rn-and-rpn-practice-the-nurse-the-client-and-the-environment-webcast/

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    This toolkit is designed to assist decision makers with the complex task of matching patient care needs, nursing human resources, and the environment. It is comprised of two key tools, the Patient Care Needs Assessment (PCNA) and Unit Environmental Profile (UEP). These tools are intended to be used in conjunction with the specific consensus-based review process as described in the document. Application of the tools and process can assist nursing leaders who are contemplating staff mix changes as well as those who are re-evaluating their current staff mix, for example when there are changes in the patient population or environmental context.

    Web Address or Source: Ministry of Health & Health Force Ontario. (2009). RN RPN utilization toolkit project. Retrieved from https://www.rpnao.org/sites/default/files/PDFs/RN_RPN_Utilization_Toolkit-apr30.pdf

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    This new guideline is designed to apply to all domains of nursing practice, including clinical, administration, and education, to assist nurses to become more comfortable, confident and competent when caring for clients undergoing care transitions. It is important that nurses, working in collaboration with the interprofessional team promote safe and effective care transitions. Care transitions depends on effective communication and coordination of client care by all interprofessional team members and with the client, their family and caregiviers.

    This guideline is endorsed by Accreditation Canada.

    Registered Nurses’ Association of Ontario. (2014). Care Transitions. Toronto, ON: http://rnao.ca/bpg/guidelines/care-transitions

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    For the purpose of this document, Interprofessional is defined as: Multiple health disciplines with diverse knowledge and skills who share an integrated set of goals and who utilize interdependent collaboration that involves communication, sharing of knowledge and coordination of services to provide services to patients/clients and their care-giving systems.

    This best practice guideline, Developing and Sustaining Interprofessional Health Care: Optimizing patients/clients, organizational, and system outcomes is intended to foster healthy work environments. The focus in developing this guideline was identifying attributes of interprofessional care that will optimize quality outcomes for patients/clients, providers, teams, the organization and the system.

    This guideline identifies best practices to enable, enhance and sustain teamwork and interprofessional collaboration, and to enhance positive outcomes for patients/clients, systems and organizations. It is based on the best available evidence; where evidence was limited, the recommendations were based on the consensus of expert opinion.

    Registered Nurses’ Association of Ontario. (2013). Developing and Sustaining Interprofessional health care. Toronto, ON: http://rnao.ca/bpg/guidelines/interprofessional-team-work-healthcare

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    Gain knowledge in leadership practices that result in healthy outcomes for nurses, patients/clients, organizations and systems. This guideline addresses:

    • System resources that support effective leadership practices and behaviours for formal leaders and nurses at the point of care
    • Organizational culture, values and resources that support effective leadership practices and behaviours at all levels
    • Personal resources that support effective leadership practices across the continuum of care
    • Anticipated outcomes of effective nursing leadership

    2nd Edition, 2013

    Registered Nurses’ Association of Ontario. (2013). Developing and Sustaining Nursing Leadership. Toronto, ON, Canada: Author. Retrieved from http://rnao.ca/bpg/guidelines/developing-and-sustaining-nursing-leadership

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    Learn how the decision making process must ensure that appropriate structures and supports are in place to maximize the nursing effort resulting in the best possible care and positive outcomes for the patients/clients, nursing personnel, and the organization. This panel has been developing a guideline to be used as a reference to assist in workload planning and workload management decision making. Published: 2017

    This guideline provides evidence-based recommendations for RNs and RPNs on best nursing practices for developing and sustaining effective staffing and workload practices.

    Registered Nurses’ Association of Ontario. (2017, January). Developing and Sustaining Effective Staffing and Workload Practices. Toronto, ON, Canada: Author. Retrieved from: http://rnao.ca/bpg/guidelines/developing-and-sustaining-effective-staffing-and-workload-practices.

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    Gain an overview of the most compelling evidence about diversity; understanding it, accepting the differences it brings to work settings, and finally, to seeking and embracing diversity.

    This panel has been developing guidelines that recommend a congruent set of work place behaviours, management practices and institutional policies within a practice setting resulting in an organizational environment that is respectful and inclusive of cultural and other forms of diversity.

    Reference: Registered Nurses’ Association of Ontario (2007). Embracing Cultural Diversity in Health Care: Developing Cultural Competence. Toronto, ON: Author. http://rnao.ca/bpg/guidelines/embracing-cultural-diversity-health-care-developing-cultural-competence

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    This Best Practice Guideline focuses on nursing teams and processes that foster healthy work environments. The focus for the development of this guideline was managing conflict among nursing and healthcare teams with the view that while some conflict is preventable, healthy conflict can also be beneficial.

    For the purpose of this document, conflict is defined as: a phenomenon occurring between interdependent parties as they experience negative emotional reactions to perceived disagreements and interference with the attainment of their goals (Barki & Hartwick, 2004).

    Registered Nurses’ Association of Ontario. (2012). Managing and Mitigating Conflict in Health-care Teams. Toronto, ON: http://rnao.ca/bpg/guidelines/managing-conflict-healthcare-teams

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    The purpose of this Guideline is to provide evidence-based recommendations that promote and sustain the undergraduate nursing student’s application of knowledge to practice in a variety of clinical learning environments. The Guideline explores the relationships among and between students and nursing educators, nursing staff, preceptors, and diverse health-care team members, and it considers their influence on the quality of practice education, professional socialization, and nursing excellence.

    Reference: Registered Nurses’ Association of Ontario (2016). Practice Education in Nursing. Toronto, ON, Canada: http://rnao.ca/bpg/guidelines/practice-education-nursing

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    This quick reference guide was created to support the uptake of the RNAO Best Practice Guideline Practice Education in Nursing. The full Guideline is available for free download from the RNAO website and this toolkit. This quick reference guide is targeted for nurses who are educators, preceptors, or mentors for undergraduate nursing students as a quick and easy way to review the Guideline recommendations. It will also be useful for educational institutions and service agencies implementing the Guideline. We encourage users of this quick reference guide to refer to the full Guideline for more complete and detailed information related to providing quality practice education for nursing students.

    Reference: Registered Nurses’ Association of Ontario (RNAO). (2016). Practice Education in Nursing. Toronto, ON: Registered Nurses’ Association of Ontario. http://rnao.ca/sites/rnao-ca/files/SHWE_Quick_Reference_Guide_-_WEB_0.pdf

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    This best practice guideline is focused on preventing and addressing abuse and neglect of older adults throughout various health-care institutions and community settings in Canada. It outlines recommendations for nurses and other health-care providers, educators, health-care organizations, advocacy groups, nursing regulatory bodies and governments. Implementation resources in development include an e-learning course, a health education fact sheet, and a personal digital assistant (PDA) version of the guideline.

    This guideline is part of an initiative funded by the Government of Canada’s New Horizons for Seniors Program and builds on a collaborative project between the Canadian Nurses Association (CNA) and RNAO, titled Promoting the Awareness of Elder Abuse in Long-Term Care.

    Registered Nurses’ Association of Ontario (2014). Preventing and Addressing Abuse and Neglect of Older Adults: Person-Centred, Collaborative, System-Wide Approaches. Toronto, Canada: http://rnao.ca/bpg/guidelines/abuse-and-neglect-older-adults

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    Learn about four types of violence encountered by nurses and other health-care professionals. It provides evidence-informed strategies to plan, implement, and evaluate outcomes related to recognizing and assessing the risk of violence in the workplace.

    This guideline provides evidence-informed individual, system, and organizational recommendations to recognize, prevent and effectively intervene in workplace violence, thereby fostering healthy work environments. It also identifies individual, organizational, and system resources that support prevention, recognition, early detection and effective interventions related to preventing and managing violence in the workplace.

    Registered Nurses’ Association of Ontario. (2009). Preventing and Managing Violence in the Workplace. Toronto, ON: http://rnao.ca/bpg/guidelines/preventing-and-managing-violence-workplace

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    Learn to identify professional practices that enhance outcomes for nurses, the recipients of nursing services, organizations and systems.

    Through implementation of this guideline, you will learn:

    • To identify the organizational culture, values and relationships and the structures and processes required for developing and sustaining effective professional practices
    • Professional practice involves structures and processes needed to achieve outcomes.

    Ensuring professional practice standards involves being accountable to your workplace for your actions and the implementation of a high ethical standard. Through translating knowledge into action, professional practice standards are met.

    This guideline provides evidence-based recommendations for RNs and RPNs on best nursing practices for professionalism in nursing.

    Registered Nurses’ Association of Ontario. (2007). Professionalism in nursing. Toronto, ON, Canada: Author. Retrieved from: http://rnao.ca/bpg/guidelines/professionalism-nursing

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    The RNAO Communities is developed by RNAO's International Affairs and Best Practice Guidelines Program. This free professional networking site supports networking, communication and sharing of resources between nurses who are implementing, or interested in implementing, clinical or healthy work environment guidelines worldwide.

    Registration is required to access the RNAO Communities.

    Reference: Registered Nurses Association of Ontario. The RNAO Communities Toronto, ON, Canada. http://communities.rnao.ca/

  • Show description [+]

    The presentation by Karen Eisler, RN, BScN, MScN, PhD Assistant Professor, Faculty of Nursing, University of Regina Fisher at the Saskatchewan Registered Nurses Association Annual Meeting and Conference in May 2016, is a concise presentation that summarizes the recommendations of Intra-professional Collaborative Practice among Nurses and lists the supporting RNAO's Healthy Work Environment Best Practice Guidelines. Web Address: http://www.srna.bz  

    Reference: Eisler, Karen. May 2016. Saskatchewan Registered Nurses Association's. RNs Leading Change: Leadership requires collaboration. Retrieved from http://www.srna.bz/docs/default-source/AMCDocs/amc-presentations/2016-amc-tuscany-b-eisler-leadership-collaboration.pdf?sfvrsn=2

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    The Staff Mix Decision-making framework for quality Nursing Care is a comprehensive and evidence informed resource that presents a systematic approach to staff mix decision making. It can be used in all clinical practice settings. It is a Joint Position statement between the CNA, Canadian Council for Practical Nurse Regulators, and the Registered Psychiatric Nurses of Canada.

    Reference: Canadian Nurses Association. (2012). Staff Mix Decision Making Framework for Quality Nursing Care. Retrieved from: http://cna-aiic.ca/~/media/cna/files/en/jointps_staff_mix_partnership_e.pdf

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    The Staff Mix Decision-making Framework for Quality Nursing Care is a comprehensive and evidence-informed resource that presents a systematic approach to staff mix decision-making. It can be used in all clinical practice settings. The Canadian Nurses Association (CNA), the Canadian Council for Practical Nurse Regulators (CCPNR) and the Registered Psychiatric Nurses of Canada (RPNC) believe that safe staffing will maximize outcomes for clients, staff, organizations and the health-care system.

    Reference: Canadian Nurses Association, Canadian Council for Practical Nurse Regulators, Registered Psychiatric Nurses of Canada. (March 2012). Staff Mix Decision Making Framework for Quality Nursing Care. Retrieved from http://www.rpnc.ca/sites/default/files/resources/pdfs/Staff_Mix_Framework_2012_e.pdf

    ©Copyright CNA

  • Show description [+]

    The Canadian Council for Practical Nurse Regulators (CCPNR) is the federation of provincial organizations whose provincial and territorial members are identified in legislation responsible for the safety of the public through the regulation of Licensed/Registered Practical Nurses. Standards of Practice – authoritative statements that define the legal and professional expectations of L/RPN practice. In conjunction with the Code of Ethics for L/RPNs, they describe the elements of quality L/RPN practice and facilitate mobility through inter-jurisdictional mutual understanding and agreement of expectations and requirements for practice. Retrieved from: http://www.ccpnr.ca/resources/

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    This guideline clarifies the responsibilities of nurses in formal educator and preceptor roles, or informal collegial relationships in supporting learners. It also outlines the responsibility of learners to work with experienced nurses and ensure client safety. This document addresses some strategies for providing quality practice settings for learners.

    Reference: College of Nurses of Ontario (2009) Supporting Learners. Retrieved August 5, 2016 from http://www.cno.org/globalassets/docs/prac/44034_supportlearners.pdf

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    At the core of nursing is the therapeutic nurse-client relationship. The College's Therapeutic Nurse-Client Relationship, Revised 2006, practice standard describes the expectations for all nurses in establishing, maintaining and terminating a therapeutic relationship.

    Retrieved from: http://www.cno.org/Global/docs/prac/41033_Therapeutic.pdf

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    Cette nouvelle ligne directrice est conçue pour tous les domaines de la pratique des soins infirmiers, y compris le volet clinique, l'administration et l'éducation, dans le but d'aider les infirmières à se sentir plus à l'aise, plus confiantes et plus compétentes lorsqu'elles prodiguent des soins à des clients pendant une transition des soins. Il est important que les infirmières, lorsqu'elles collaborent avec leur équipe pluridisciplinaire, connaissent les clients, leur famille et leurs aidants et travaillent avec eux pour encourager les transitions de soins sûres et efficaces. L'efficacité des transitions des soins dépend de soins pluridisciplinairesG coordonnés qui mettent l'accent sur une communication continue entre les professionnels et les clients. Cette recommandation est approuvée par Agrément Canada.

    Association des infirmières et infirmiers autorisés de l'Ontario (2014). Transitions des soins. Toronto : Association des infirmières et infirmiers autorisés de l'Ontario. http://rnao.ca/bpg/language/transitions-des-soins

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    Discusses the characteristics of transparent communication and how it leads to building trust and transparency and creating expectations.

    Reference: Zena, D., & Zumeta, J.D. (nd). The Collaborative Workplace. Transparent communication. Retrieved from http://collaborateatwork.com/resources/transparency.php  

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    This presentation speaks to defining and understanding our inner leadership, why it is important to our nursing role, how it supports achieving a work-life balance, obstacles to achieving this and tools to uncover ones inner leadership.

    Reference: Uncover Your Inner Leader - CNA Webinar Series - Progess in Practice (April 2015) Retrieved August 29,2016 from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/inner_leader_webinar_april_2015_e.pdf?la=en

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    Explore factors around workplace aggression and strategies nurse managers can use to minimize impact of workplace aggression amongst staff. Register to review recording.

    Reference: St-Pierre, I. (2011). Understand and Manage Intraprofessional Aggression. CNA Webinar Series: Progress to Practice. Retrieved from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-fr/violence_webinar_may2011_e.pdf?la=en

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    Workplace Liaison Program is a volunteer program administered by RNAO for nurses to strengthen connections with nursing colleagues in your workplace and to enhance communication between RNAO and the an organization where the nurse is employed. By way of improved communications, the Workplace Liaison Program acts as a vehicle to promote the role of the Registered Nurse in the healthcare system and to raise the profile of the professional association.

    Reference: Registered Nurses Association of Ontario. Workplace Liaison Program. Toronto, ON, Canada. http://rnao.ca/connect/workplace-liaisons