Effective communication skills are important for fostering strong connections inside an organization, particularly in healthcare, where decisions should not be influenced by an individual’s emotions in the heat of the moment. Making decisions based on fleeting emotional sensations could risk patient safety and the quality of treatment given (Roodbeen et al., 2020). Maintaining high standards of patient care and sustaining good professional relationships need excellent emotional intelligence among staff members. When healthcare personnel can control their emotions, especially under stress, they create an environment in which patients can get the best possible treatment.
Looking back on the Vila Health simulation, if I were one of the nurses talking with Christina Robledo, I would have addressed the scenario differently. I would have recognized Christina’s skill in her profession and shown gratitude for her thoughts. I would recommend that we present her ideas to the physicians simultaneously, ensuring that any recommended modifications are done safely and efficiently for the patients. This method would confirm Christina’s efforts, making her feel valued and important to the process.
Overall, while the organization displayed some emotional intelligence (BHA FPX 4102 Assessment 2), there was a communication breakdown, leaving some team members feeling ignored. This mismatch promoted the idea that belonging to various departments affected the value of one’s efforts. As a result, there was a lack of cooperation, and Christina felt that her contribution was not well accepted, most likely due to her role as a respiratory therapist. Improving communication and ensuring that all perspectives are heard, regardless of departmental boundaries, is important for creating a more cohesive and collaborative atmosphere.
Emotional intelligence has a substantial impact on an organization’s performance, either positively or negatively. When individuals inside an organization display negative characteristics, often known as “shadow traits,” the organizational climate, team dynamics, and collaborative relationships are likely to suffer. Such disorder can result in a lack of trust among workers, a loss in employee retention, and the imitation of undesirable conduct by those who stay (NGUYEN et al., 2020). In the end, the organization’s overall performance would suffer as a result of the employees’ low emotional intelligence.
In the exercise, there was an apparent lack of collaboration, since the nurses did not provide any solutions. While they acknowledged the need to have a policy that all workers must obey, they did not make the effort to consult individuals who could make modifications and incorporate them into the current policy. Relationship management skills could have been used more effectively to maximize emotional intelligence. Drawing on the strong connections built inside the organization, the nurses could have started a debate regarding policy changes, even if the actual implementation would take time.
Social awareness is also important in these situations. If the nurses had been more sensitive to Christina’s feelings—specifically, that her contributions were undervalued—they could have handled her issues more effectively and quickly. This would have avoided future misunderstandings and miscommunications, resulting in a more pleasant and productive working atmosphere.
Emotional intelligence is a valuable skill that individuals, particularly those in leadership positions, must constantly acquire and polish. To develop emotional intelligence, begin with a self-assessment (BHA FPX 4102 Assessment 2) to discover strengths and places for growth. Recognizing personal flaws and being willing to learn and adjust are key skills. Individuals can build long-term connections and connect with others in meaningful ways, resulting in more effective management and collaboration.
BHA FPX 4102 Assessment 2: Hartley, S., Redmond, T., & Berry, K. (2022). Therapeutic relationships within child and adolescent mental health inpatient services: A qualitative exploration of the experiences of young people, family members and nursing staff. Plos One, 17(1), e0262070. https://doi.org/10.1371/journal.pone.0262070
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