Category: Writing

The Case
Denise Gogetter, RN, MSN, has been at City Medical Center (CMC) for two years as the Assistant Vice President of Nursing (AVP). She is a hard working, bright, articulate nurse who has contributed many creative ideas for providing excellent quality of care at CMC. Recently, however, she has gone from a pleasant, easy-to-work-with coworker to a cranky one. She used to bubble with enthusiasm about her job and the opportunities it afforded her. Denise made no secret of the fact that she wanted to advance within the organization.
Today she comes up to you in the cafeteria and says, “If I have to work for Rose Durham one more week, I’ll scream.”
You’re more than a coworker, you’re Denise’s friend, and you are the AVP to the CFO. You are alarmed by her tone of voice and suggest you go out after work to discuss the matter. Over coffee and dessert, Denise confides that when she was hired, she was promised a promotion at the end of 2 years. As soon as Rose retired, she was supposed to be the VP of Nursing. However, today HR informed Denise the promotion was not a promise, merely a possibility mentioned to her during recruitment. Rose, like many others, had been hard-hit by the recession and was not in a financial position to retire. She decided to put off her retirement to age 70, instead of 65. And Rose wasn’t interested in taking a cut in pay and stepping down from her role. Denise has no interest in remaining as an AVP. She’s ready to be promoted NOW.
While you understand Denise’s frustration, you wonder to yourself how such a major misunderstanding could have occurred. Denise took copious notes at every meeting. The recruiter, who was an independent headhunter, put nothing in writing except for e-mails setting up interview days and times. Denise shows you the letter from HR. It is a standard letter with salary, start date, and benefits package. The letter includes nothing about opportunities for advancement, nothing about promotions, and nothing about older nurses retiring to make way for younger nurses.
Essay Instructions
In a one to two page essay, using the format for a Case Study (page 11 of the syllabus), address the questions below in your answer.
Analysis Questions
1. What are the facts of this case?
2. What are three factors contributing to this dilemma?
3. What are the top three management issues in this case?
4. Who should be responsible for addressing these organizational issues?
5. Headhunters earn commissions on finding candidates for jobs. If the employee stays for a year or more, the headhunter often gets to keep a large amount of money. Do you think the headhunter made promises she couldn’t keep? Or, do you think Denise heard what she wanted to hear?
6. Do you think Denise should have wondered if the headhunter’s promises were too good to be true? Should she have insisted on getting those statements in writing?
Your Recommendation(s)
7. At this point in time, what, if anything, can Denise do? What choices does she have? Provide your reflections and personal opinions as well as your recommendations and rationale for addressing this problem.
ADDITIONAL RESOURCES
Borkowski, N. (2011).
Organizational behavior in health care
(2nd ed.). Sudbury, MA: Jones and Bartlett.
Buchbinder, S. B., & Shanks, N. H. (Eds.). (2016).
Introduction to health care management
(3nd ed.). Burlington, MA: Jones & Bartlett.
De Milt, D., Fitzpatrick, J., & McNulty, S. (2011). Nurse practitioners’ job satisfaction and intent to leave current positions, the nursing profession, and the nurse practitioner role as a direct care provider.
Journal of the American Academy of Nurse Practitioners, 23
(1), 42–50.
Feldman, L. (2010). Report: New workforce models needed to adapt to changing environment.
H&HN: Hospitals & Health Networks, 84
(3), 12.
Morrison, E. E. (2011).
Ethics in health administration: A practical approach for decision makers
(2nd ed.). Sudbury, MA: Jones and Bartlett.
Palumbo, M., McIntosh, B., Rambur, B., & Naud, S. (2009). Retaining an aging nurse workforce: Perceptions of human resource practices.
Nursing Economics, 27
(4), 221.
Patterson, K., Grenny, J., McMillan, R. & Switzler, A. (2004).
Crucial confrontations
. New York, NY: McGraw-Hill.
Patterson, K., Grenny, J., McMillan, R. & Switzler, A. (2011).
Crucial conversations: Tools for talking when stakes are high
. New York, NY: McGraw-Hill.
Two-thirds of managers report economy has affected staffing. (2011).
OR Manager, 27
(9), 1–10.
Rubric
Case Study Rubric
Case Study Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
10.0 pts
This criterion is linked to a Learning OutcomeContent
20.0 pts
This criterion is linked to a Learning OutcomeParagraph Organization
20.0 pts
This criterion is linked to a Learning OutcomeWriting Style
10.0 pts
This criterion is linked to a Learning OutcomeWriting Mechanics
10.0 pts
This criterion is linked to a Learning OutcomeAPA
10.0 pts
Total Points: 80.0
Attachments:
5557079_1_IntroductiontoHealthCareManagement.pdf

Select either BICS (1-3 years) or CALP (5-8 years). Write 1-3 sentences that describes a learning strategy that you could use in class to meet the needs of your ELL students who are at this skill level.