Assignment: Creating a Welcoming Workplace for the Older Worker

 

The nursing workforce is aging rapidly. In fact, Baby Boomers constitute the largest group of nurses currently practicing. This aging workforce poses two significant ramifications for nurse managers. First, due to the volatility and uncertainty in the world and national economy, many Baby Boomers have shifted their retirement plans and are staying in the workforce. This is requiring creative responses on the part of employers. Conversely, as these highly experienced and knowledgeable nurses do begin to exit the active workforce, experts anticipate a “brain drain” that will affect all levels of health care environments.

In this week’s Assignment, you critically assess your current organization or one with which you are familiar to determine why older workers may stay in or leave their positions. In addition, you suggest strategies that could help to retain and further engage this specific population of nurses.

 

To prepare

 

Review the article, “From Veterans to Nexters: Managing the Multi-Generational Nursing Workforce.” Reflect upon the key ideas: the challenges and implications of managing a multi-generational workforce, common generational differences, interventions for increasing generational motivation, and strategies for retaining the older nurse.

Reflect on your current organization or one with which you are familiar and determine the demographic breakdown of employees based on age. Then, consider how this specific work environment might present difficulties for older workers and think about factors that might cause these employees to leave your setting.

Use this week’s Learning Resources, as well as your own scholarly research, to identify strategies that could engage and retain this population of nurses.

 

To complete

 

Submit a 3- to 5-page paper in which you do the following:

Identify the demographic breakdown of employees in the organization. If you are unable to access exact demographical data, provide your best estimate for each of the following age ranges: 20–30, 30–40, 40–50, 50–60, and 60–70, and 70+.

Describe at least two ways the work environment is conducive to older workers and at least two difficulties it might present. Support your response by citing authentic examples from the workplace and this week’s Learning Resources as applicable.

Propose at least four specific strategies you could implement to engage and retain older workers.

 

 


Minimum number of references required is 5. 

 

Required Readings

 

Beheri, W. H. (2009). Diversity within nursing: Effects on nurse-nurse interaction, job satisfaction, and turnover. Nursing Administration Quarterly, 33(3), 216–226. 

Retrieved from the Walden Library databases.

 

Beheri’s article examines the effects of diversity in nursing. The study found that nurses who are satisfied with their jobs and have a higher level of education are more likely to tap into the potential offered by cultural diversity.

Collins-McNeil, J., Sharpe, D., & Benbow, D. (2012). Performance potential. Aging workforce: Retaining valuable nurses. Nursing Management, 43(3), 50–51. 

Retrieved from the Walden Library databases.

 

Due to the increasing connectivity between patient safety and government-sponsored financial incentives, it is important for nurse managers to understand the specific language used by finance. This article examines the importance of this topic.

Harton, B. B., Marshburn, D., Kuykendall, J., Poston, C., & Mears, D. A. (2012). Self-scheduling: Help or hindrance? Nursing Management, 43(1), 10–12. 

Retrieved from the Walden Library databases.

 

This article discusses the possibility of allowing nurses to create their own schedules to boost retention.

Outten, M. K. (2012). From veterans to nexters: Managing a multigenerational nursing workforce. Nursing Management, 43(4), 42–47. 

Retrieved from the Walden Library databases.

 

The author of this article addresses the need for effective management of a multigenerational workforce. Increased nurse turnover and interpersonal conflict are some of the consequences of overlooking this type of diversity.

Wisotzkey, S. (2011). Will they stay or will they go? Insight into nursing turnover. Nursing Management, 42(2), 15–17. 

Retrieved from the Walden Library databases. 

 

In this article, the author focuses on creating a work environment that will decrease the effects of nurse turnover. The author states that organizational commitment has the most direct effect on these turnover rates.

Optional Resources

 Manion, J. (2009). Managing the multi-generational nursing workforce: Managerial and policy implications (White Paper). Retrieved from International Centre for Human Resources in Nursing website: http://www.hrhresourcecenter.org/node/2377

 Hatcher, B. J. (Ed.). (2006). Wisdom at work: The importance of the older and experienced nurse in the workplace (White Paper). Retrieved from National Academy on an Aging Society website: http://www.agingsociety.org/agingsociety/links/wisdomatwork.pdf

 

 Chambers, P. D. (2010). Tap the unique strengths of the millennial generation. Nursing, 40(2), 48–51. Retrieved from http://journals.lww.com/nursing/Citation/2010/02000/Tap_the_unique_strengths_of_the_millennial.18

 

MSN Evaluation Criteria for Applications and Formal Papers

Criteria

Levels of Achievement



Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

QUALITY OF WORK SUBMITTED – 
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)

30 to 30 points

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics

25 to 29 points

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics

20 to 24 points

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.

16 to 19 points

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

0 to 15 points

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)

5 to 5 points

A clear and comprehensive purpose statement is provided which delineates all required criteria.

5 to 5 points

A clear and comprehensive purpose statement is provided which delineates all required criteria.

4 to 4 points

Purpose of the Assignment is stated, yet is brief and not descriptive.

1 to 3 points

Purpose of the Assignment is vague.

0 to 0 points

No purpose statement was provided.

ASSIMILATION AND SYNTHESIS OF IDEAS 
The extent to which the work reflects the student’s ability to- 
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)

10 to 10 points

Demonstrates the ability to critically appraise and intellectually explore key concepts.

9 to 9 points

Demonstrates the ability to critically appraise and intellectually explore key concepts.

8 to 8 points

Demonstrates a clear understanding of key concepts.

5 to 7 points

Shows some degree of un

1

Title of the Paper in Full Goes Here

Student Name Here

Walden University

Abstract

This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 120 words or less. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that writing this section after the paper itself may be helpful. See section 2.04 APA for tips and more information on writing abstracts. This template was updated October 27, 2013.

Title of the Paper

Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.

This template’s margins, page numbers, and running head location are set for you, and you do not need to change them. You must replace the running head placeholder text with an abbreviation of your own title, but you do not need to adjust the location of the running head. Writers do not need to place the running head a specific distance from the top of the page, though you should follow any instructor preferences.

After considering these formatting issues, you will need to construct a thesis statement, which lets readers know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement provides readers with a lens for understanding the forthcoming research presented in the body of your essay (after all, each piece of literature should support and apply to this thesis statement).

Once you have established your thesis, begin constructing the introduction. An easy template for writing an introduction follows:

1.
Start with what has been said or done regarding the topic.

2.
Explain the problem with what has been said or done.

3.
Offer a solution in a concise thesis statement that can be supported by the literature.

4.
Explain how the thesis brings about social change.

Level 1 Heading

This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help