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      <title>Impact of Career Ladder Requirements on Professional Development and Effective Team Function in Nursing by Harmony Marquardt</title>
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      <description>Created by Harmony Marquardt University of North Florida</description>
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      <pubDate>2016-10-08 18:15:37 UTC</pubDate>
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         <title>Career Ladder</title>
         <author>harmonymarquardt</author>
         <link>https://padlet.com/harmonymarquardt/nc4k4abnqb3e/wish/129295023</link>
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         <pubDate>2016-10-08 18:30:09 UTC</pubDate>
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         <title>Conclusion</title>
         <author>harmonymarquardt</author>
         <link>https://padlet.com/harmonymarquardt/nc4k4abnqb3e/wish/129295058</link>
         <description><![CDATA[<div>     Clinical ladders have gained popularity and use across the United States since the 1970’s thanks to an increased recognition of their worth. The use of clinical ladders can affect professional development as well as team dynamics and function in several ways. Utilizing career ladders healthcare professionals increase their skills and knowledge by way of classes, research, simulations, certifications, and team work. Through career ladders healthcare professionals can demonstrate clinical competence, increase refinement of team roles and cohesion, and work towards increasing job safety. By working with other team members, healthcare professionals achieve the common goal of safe patient-centered care. Effective teamwork has the added bonus of reducing the overall stress of individuals that treat high acuity patients.</div><div>     Career ladders that are too rigid or do not have clearly defined processes can pose a threat to job satisfaction and team function. When clinical ladders are used appropriately, not only does the healthcare profession thrive, but there is a reduction in errors, miscommunication, confusion, and liability thereby improving the patient care. By recognizing that professional development and team function are inherently linked together, clinical ladders can be utilized to cultivate professional development and team work. Linking compensation to the use of career ladders is a way to ensure that employees will strive to meet expectations of clinical competency. It is important to not undervalue employees time spent working towards clinical ladder advancement so as to not lead to burnout. Clinical ladders also lead to a reduction in staff turnover rates while simultaneously increasing employee retention and job satisfaction. The implementation of a career ladder demonstrates that the use of modern and efficient means to create a cohesive and competent healthcare team is a top priority for healthcare providers.</div>]]></description>
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         <pubDate>2016-10-08 18:30:58 UTC</pubDate>
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         <title>References</title>
         <author>harmonymarquardt</author>
         <link>https://padlet.com/harmonymarquardt/nc4k4abnqb3e/wish/129295122</link>
         <description><![CDATA[<div>Affordable Nursing Schools (2012). Time management skills for nurses [photograph]. Retrieved from <a href="http://www.affordablenursingschools.com/time-management-nurses/">http://www.affordablenursingschools.com/time-management-nurses/</a><br>Bennitz, K. [KeithBennitz]. Are you a manager or leader? [photograph]. Retrieved from <a href="https://www.linkedin.com/pulse/you-manager-leader-keith-bennitz-at-your-service-24-7">https://www.linkedin.com/pulse/you-manager-leader-keith-bennitz-at-your-service-24-7</a><br>Bitanga, M.E., &amp; Austria, M. (2013). Climbing the clinical ladder – one rung at a time. <em>Nursing Management</em>, 44(5), 23, 24, 27. doi:10.1097/01.NUMA.0000429008.93011.a3<br>Boesch, K. (2012). Value of Happy Employees [video file]. Retrieved from <a href="https://www.youtube.com/watch?v=KtA67Xvz2bI">https://www.youtube.com/watch?v=KtA67Xvz2bI</a></div><div>Boykins, Anita (2014). Core communication competencies in patient-centered care. <em>TheABNF Journal</em>, 25, 40-45&nbsp;</div><div>de Souza Oliveira, J. DA., Junior, J.M.P., de Miranda, F.A.N., Cavalcante, E.S., &amp; das Gacas Almeida, M. (2014). Stress of nurses in emergency care: A social representations study. <em>Online Brazilian Journal of Nursing</em>, 13, 146-153, <br>Brain Haemorrhage (2012). Hello there! [photograph]. Retrieved from <a href="https://brainhaemorrhage.wordpress.com/category/stress/">https://brainhaemorrhage.wordpress.com/category/stress/</a></div><div>Dill, J.S., Chuang, E., &amp; Morgan, J.C. (2014). Healthcare organization – education partnerships and career ladder programs for healthcare workers. <em>Social Science &amp; Medicine</em>, 122, 63-71. doi: 10.1016/j.socscimed.2014.10.021<br>Dreamstime (n.d.). Stethoscope with a heart beat [photograph]. 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The nursing team: Common goals, different roles. <em>British Journal of Healthcare Assistants</em>, 7, 528-531.</div><div>Harding, A.D., Walker-Cillo, G.E., Duke, A., Campos, G.J. &amp; Stapleton, S.J. (2013). A framework for creating and evaluating competencies for emergency nurses. <em>Journal of Emergency Nursing</em>, 39, 252-264. doi:10.1016/j.jen.2012.05.006<br>Learn Lead Grow. (2012). Learn lead grow [photograph]. Retrieved from <a href="http://bergman-udl.blogspot.com/2012/04/learn-lead-grow.html">http://bergman-udl.blogspot.com/2012/04/learn-lead-grow.html</a></div><div>Mace-Vadjunec, D., Hileman, B.M., Melnykovich, M.B., Hanes, M.C., Chance, E., &amp; Emerick, E. (2015). The lack of common goals and communication in a level I trauma system. <em>Journal of Trauma Nursing</em>, 22, 274-281, E3, E4. doi:10.1097/JTN.0000000000000153<br>May, K. (n.d.). Safety [photograph]. Retrieved from <a href="https://sites.google.com/site/karamaysac/the-nurse-of-the-future-nursing-core-competencies/safety">https://sites.google.com/site/karamaysac/the-nurse-of-the-future-nursing-core-competencies/safety</a></div><div>Murphy, D. (2012). Novice to expert: Clinical ladder programs as a recruitment and retention tool. <em>Ohio Nurses Review</em>, 87(5), 16-17</div><div>Pettit, A.M. &amp; Duffy, J.J. (2015). Patient safety: Creating a culture change to support communication and teamwork. <em>The Journal of Legal Nurse Consulting</em>, 26(4), 23-26</div><div>Rice, Y., DeLetter, M., Fryman, L., Parrish, E., Velotta, C., &amp; Talley, C. (2016). Implementation and evaluation of a team simulation training. <em>Journal of Trauma Nursing</em>, 23, 298-303. doi:10.1097/JTN.0000000000000236<br>R.M.M. Educational Consulting (2014). Educator Workshops [photograph]. Retrieved from <a href="http://www.rmmeducationalconsulting.com/educator-workshops.html">http://www.rmmeducationalconsulting.com/educator-workshops.html</a><br>University of Kentucky College of Education (n.d.). Evaluation center [photograph]. Retrieved from <a href="https://education.uky.edu/evaluationcenter/">https://education.uky.edu/evaluationcenter/</a></div><div>Winslow, S. A., Fickley, S., Knight, D., Richards, K., Rosson, J., &amp; Rumbley, N. (2011). Staff nurses revitalize a clinical ladder program through shared governance. <em>Journal for Nurses in Staff Development</em>, 27(1), 13-17. doi:10.1097/NND.0b013e3182061c97</div><div>Zehler, J., Covert, C., Seiler, L., Lewis, M., Perazzo, J., &amp; Beery, T.A. (2015). One rung at a time: What affects clinical ladder participation?. <em>Nursing Management</em>, 46(4), 30-37. doi:10.1097/01.NUMA.0000462369.75906.04Bottom of Form</div>]]></description>
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         <pubDate>2016-10-08 18:32:30 UTC</pubDate>
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         <title>Teamwork</title>
         <author>harmonymarquardt</author>
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         <pubDate>2016-10-08 20:14:52 UTC</pubDate>
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         <title>Lead Learn Grow</title>
         <author>harmonymarquardt</author>
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         <pubDate>2016-10-08 20:26:34 UTC</pubDate>
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         <title>Value of Happy Employees</title>
         <author>harmonymarquardt</author>
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         <pubDate>2016-10-08 20:51:15 UTC</pubDate>
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         <title>Professional Development</title>
         <author>harmonymarquardt</author>
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         <title>Nursing Love</title>
         <author>harmonymarquardt</author>
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         <pubDate>2016-10-08 21:08:08 UTC</pubDate>
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         <title>Safety First</title>
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         <title>How miscommunication happens (and how to avoid it)</title>
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         <title>Evaluation</title>
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         <title>Stressed Nurse</title>
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         <title>No Time for Continuing Ed</title>
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