Nurse

How do you start a Leadership and Nursing research paper' Our expert writers suggest like this:Leadership and nursing go hand in hnd. hile many decades ago, the nurse practitioner was not looked upon as a leader, times have changed and evolved to put the nurse in a key position of leadership in today’s healthcare systems. A major portion of nursing programs in the United States focus on leadership and nursing due to the importance of developing leadership traits in nursing professionals. A good portion of nursing curriculum deals with business practices that could be taught in any MBA program. Nurses are burdened with leadership courses in order to assist them in developing into the maximum achievers that are needed to lead today’s healthcare facilities. One of the most oft studied leadership theory is that of situational leadership. Situational leadership is characterized by the nurse evaluating the current climate, factors and environment of a situation and then taking a leadership role that is the best theoretical match for the issue at hand. This form of individualization of leadership style allows the nurse to apply the level of care needed to exactly what the patient or staff member will respond to. By developing situational leadership skills, the nurse is maximizing the level of use the organization can get from him or her individually. Furthermore, the more experience a nurse has, the better at applying situational leadership skills to an organizational or healthcare setting. While it may be frustrating for the nursing student to have to engage in many business and leadership courses and practice; this type of services is demanded in today’s healthcare facility. If your nursing course load is too heavy, look to Paper Masters to assist you with the course work you need help with – particularly the difficult and broad topics such as leadership and how it applies to nursing. Nursing leadership and management is crucial in the foundation of nursing care. There is a direct correlation between leadership and quality of care. Poor nursing leadership leads to poor patient outcome and, inversely, good nursing leadership leads to excellent patient outcomes. In defense of these statements we can reference the article “Patient centred leadership in practice”, which speaks about nursing leadership at every level of the organization. The article introduces the NHS Leadership Qualities Framework and displays two examples that utilize this model to deliver quality patient care. The NHS Leadership Qualities Framework is separated in three parts. The three parts are personal qualities, setting direction, and delivering the service. Each group consists of five leadership qualities. The first example the authors use with this framework is how to reduce the number of incidents involving medication error. The nursing leaders found that frequent interruptions of the nurses, during medication distribution, were the root cause of most medication errors. In an effort to decrease medication errors, the nursing leaders implemented signs that said “Stop, Wait, Ask before interrupting” (Hiscock & Shuldam, 2008, p. 902) with red pegs clipped to the patient’s curtains. The signs focus was to enlighten the staff on the importance of not interrupting nurses when they are giving medications. This also gave nurses the opportunity to discuss drug-related information and questions with the patients. In an effort to involve everyone in the hospital, the nursing leaders had other staff members wear badges that said “ask me about the red peg” (Hiscock & Shuldam, 2008, p. 902). Soon after, the red peg symbol was all over the hospital. Making it highly visible, it showed up as screen savers on the computers, notices on doors, and drug cupboards, all to inform everyone about the campaign. In the second example from the article, teams of various health care... Nursing leadership and management is crucial in the foundation of nursing care. There is a direct correlation between leadership and quality of care.   Poor nursing leadership leads to poor patient outcome and, inversely, good nursing leadership leads to excellent patient outcomes.   In defense of these statements we can reference the article “Patient centred leadership in practice”, which speaks about nursing leadership at every level of the organization.   The article introduces the NHS Leadership Qualities Framework and displays two examples that utilize this model to deliver quality patient care. The NHS Leadership Qualities Framework is separated in three parts. The three parts are personal qualities, setting direction, and delivering the service. Each group consists of five leadership qualities.   The first example the authors use with this framework is how to reduce the number of incidents involving medication error. The nursing leaders found that frequent interruptions of the nurses, during medication distribution, were the root cause of most medication errors.   In an effort to decrease medication errors, the nursing leaders implemented signs that said “Stop, Wait, Ask before interrupting” (Hiscock & Shuldam, 2008, p. 902) with red pegs clipped to the patient’s curtains.   The signs focus was to enlighten the staff on the importance of not interrupting nurses when they are giving medications.   This also gave nurses the opportunity to discuss drug-related information and questions with the patients.   In an effort to involve everyone in the hospital, the nursing leaders had other staff members wear badges that said “ask me about the red peg” (Hiscock & Shuldam, 2008, p. 902).   Soon after, the red peg symbol was all over the hospital.   Making it highly visible, it showed up as screen savers on the computers, notices on doors, and drug cupboards, all to inform everyone about the campaign.   In the second example from the article, teams of various health care workers demonstrated leadership by collaborating with each other and acknowledging the need to decrease mortality secondary to acute myocardial infarction.   The time between occlusion of coronary arteries and the reperfusion of the muscles served by those arteries is crucial for the patient’s outcome.   The need for a decrease in time a patient with ST-segment elevation myocardial infarction (STEMI) got to a cardiac catheterization lab and regained perfusion, thus minimizing muscle damage, was addressed. The cardiology staff worked with the ambulance crews, in the area, to teach them about STEMI and STEMI protocols.   These were done so that during transport the patient could be prepared for prompt catheterization and possibly bypass the normal emergency room procedures.   The leadership skills demonstrated did not just stop at the treatment of the myocardial infarction.   The team also followed up with the patients, both psychologically and emotionally, afterwards as they found the emotional aspect of having a STEMI and going through the medical system was very taxing.   Both of these examples focused on patient centered care that involved everyone in the health care hierarchy with the leader being the driving force of change.   It is important for leaders to take an initiative that leads to positive outcomes for patients.   The nursing leaders in both examples demonstrated collaboration, communication, accountability, strategic influencing, and most importantly personal integrity.   These are just some of the characteristics that allow for the NHS Leadership Qualities Framework to work effectively. References Hiscock, M., & Shuldham, C. (2008). Patient centred leadership in practice. Journal of Nursing Management, 16(8), 900-904. Retrieved from CINAHL with Full Text database. Nursing leadership and management is crucial in the foundation of nursing care. There is a direct correlation between leadership and quality of care.   Poor nursing leadership leads to poor patient outcome and, inversely, good nursing leadership leads to excellent patient outcomes.   In defense of these statements we can reference the article “Patient centred leadership in practice”, which speaks about nursing leadership at every level of the organization.   The article introduces the NHS Leadership Qualities Framework and displays two examples that utilize this model to deliver quality patient care. The NHS Leadership Qualities Framework is separated in three parts. The three parts are personal qualities, setting direction, and delivering the service. Each group consists of five leadership qualities.   The first example the authors use with this framework is how to reduce the number of incidents involving medication error. The nursing leaders found that frequent interruptions of the nurses, during medication distribution, were the root cause of most medication errors.   In an effort to decrease medication errors, the nursing leaders implemented signs that said “Stop, Wait, Ask before interrupting” (Hiscock & Shuldam, 2008, p. 902) with red pegs clipped to the patient’s curtains.   The signs focus was to enlighten the staff on the importance of not interrupting nurses when they are giving medications.   This also gave nurses the opportunity to discuss drug-related information and questions with the patients.   In an effort to involve everyone in the hospital, the nursing leaders had other staff members wear badges that said “ask me about the red peg” (Hiscock & Shuldam, 2008, p. 902).   Soon after, the red peg symbol was all over the hospital.   Making it highly visible, it showed up as screen savers on the computers, notices on doors, and drug cupboards, all to inform everyone about the campaign.   In the second example from the article, teams of various health care workers demonstrated leadership by collaborating with each other and acknowledging the need to decrease mortality secondary to acute myocardial infarction.   The time between occlusion of coronary arteries and the reperfusion of the muscles served by those arteries is crucial for the patient’s outcome.   The need for a decrease in time a patient with ST-segment elevation myocardial infarction (STEMI) got to a cardiac catheterization lab and regained perfusion, thus minimizing muscle damage, was addressed. The cardiology staff worked with the ambulance crews, in the area, to teach them about STEMI and STEMI protocols.   These were done so that during transport the patient could be prepared for prompt catheterization and possibly bypass the normal emergency room procedures.   The leadership skills demonstrated did not just stop at the treatment of the myocardial infarction.   The team also followed up with the patients, both psychologically and emotionally, afterwards as they found the emotional aspect of having a STEMI and going through the medical system was very taxing.   Both of these examples focused on patient centered care that involved everyone in the health care hierarchy with the leader being the driving force of change.   It is important for leaders to take an initiative that leads to positive outcomes for patients.   The nursing leaders in both examples demonstrated collaboration, communication, accountability, strategic influencing, and most importantly personal integrity.   These are just some of the characteristics that allow for the NHS Leadership Qualities Framework to work effectively. References Hiscock, M., & Shuldham, C. (2008). Patient centred leadership in practice. Journal of Nursing Management, 16(8), 900-904. Retrieved from CINAHL with Full Text database. Nursing Professional Development: Roles and Accountabilities Diana Swihart, PhD, DMin, MSN, CS, RN-BC Authors and Disclosures Posted: 07/08/2009 Other Health Care Provider Rating:     ( 1 Vote )               Rate This Article:           Print This   Email this     processing.... Let us never consider ourselves finished nurses....we must be learning all of our lives -- Florence Nightingale How do organizations recruit and retain the best students and nurses available in the midst of a profound nursing shortage' How do they bring an advanced beginner employee who is new to nursing practice or a clinician new to leadership, for example, into greater levels of professional competency, proficiency, and expertise to achieve the best possible patient care outcomes in the least amount time with the fewest possible resources' How do they manage escalating technologies for a global audience' Nurses are expected to recognize and respond to a plethora of new demands arising from an ever-changing and increasingly complex healthcare system. Multiple new regulations and accreditations processes, professional standards, increased accountabilities, and financial priorities require more of direct care nurses and nurse leaders already struggling to gain and sustain competencies in evolving arenas of practice, quality, and safe patient care. Today’s politico-societal healthcare environments include growing shifts and disconnects in patient care needs and the availability of human, material, and fiscal resources required to meet those needs. Nursing professional development specialists are the keys to successful succession planning, managing competing priorities, and effecting cost avoidance. These practitioners are more than educators. They emphasize safety, quality, efficiency, and effectiveness of practice while rapidly transitioning diverse generations of nurses into practice. They understand adult learning principles, career development in healthcare and communities of practice, continuing education program development and management, transformational/servant leadership (Keith 2008), systems redesign, complex implementation, and strategic planning. The American Nurses Association (2009b) distinguishes Nursing Professional Development (NPD) as a professional specialty based on the sciences of nursing, technology, research and evidence-based practice, practice-based evidence, change, communication, leadership, and education. NPD specialists work in a variety of practice settings and environments of care. Some are in colleges and universities and facilitate the learning experiences of student nurses. Others work in clinical settings to orient, precept, and manage competencies of staff nurses, new graduates, and student nurses working at the point of care, providing support and facilitation to nurses with an immediate need for knowledge and/or skills to guide their practice, sometimes called ‘bedside learning’ or ‘just-in-time’ learning (American Nurses Association 2009a, 2009b). These NPD specialists are often called Clinical Nurse Educators and wear many hats, i.e., educator, servant leaders (Keith 2008), facilitator, consultant, change agent, coach, and researcher. They support nursing research, evidence-based practice, and quality improvement through professional development of direct care nurses and nurse leaders at the point of care (American Nurses Association 2009a, 2009b). Some of the many ways NPD specialists contribute to professional development in practice and learning environments and services are woven into their roles and accountabilities (American Nurses Association 2009a, 2009b; Bruce 2009; Keith 2008; Cohen 2007). NPD specialists provide orientation, inservices, and competency and continuing education programs for interdisciplinary and interprofessional employees. Orientations include organizational and service-specific mission, vision, philosophies, goals, policies and procedures, role expectations, and an introduction to the organization. Inservices and competencies management generally address knowledge and skills acquisitions related to environments of care, job functions, and decision-making responsibilities, thereby increasing professional abilities and confidence. Continuing education helps nurses meet regulatory requirements, i.e., certification criteria, licensure/relicensure mandates, and The Joint Commission, among others. Some organizations seek credentialing as education providers with their state boards of nursing and/or the American Nurses Credentialing Center to enable them to provide programs that enhance professional learning experiences, contribute to career development and advancement, and respond proactively to issues and trends that contribute to quality, safe, ethical, innovative, and efficient health care practices. As change agents, NPD specialists trend healthcare issues to influence practice environments (hospitals, long-term care facilities, community/public health care centers, schools and colleges, outpatient clinics, healthcare systems) and learning environments (provider-directed, learner-directed, provider-directed learner-paced) through research, education, networking and consultation, inter-professional collaboration and partnerships, and servant leadership. They influence healthcare change locally, nationally, and internationally through their global contributions to nursing professional development and information-sharing around structures, processes, and outcomes. NPD specialists facilitate evidence-based practice; practice-based evidence; quality improvement with data collection, analysis, and synthesis; and, project management by bringing nursing research to the point of care. Evidence-based practice is a science-to-service model of engagement of critical thinking to apply research-based evidence (scientific knowledge) and practice-based evidence (art of nursing) within the context of patient values to deliver quality, cost-sensitive care. Practice-based evidence is a practice-to-science model in which data are derived from interventions thought to be effective but for which empirical evidence is lacking. Providers are engaged in data collection, analysis, and synthesis to inform practice (American Nurses Association 2008, p 61). They need to understand how nursing research fits into the roles, responsibilities, and opportunities available for nurses in all practice settings to facilitate their participation and contributions to their profession. NPD specialists advise, collaborate, translate, integrate, and evaluate nursing and clinical research that is in the literature and/or in progress within the organization through practice, education, and reflective discussion with staff and interprofessional partners. In the role of the servant leader, NPD specialists provide encouragement, respect, support, boundaries, protection, advocacy, guidance, and mentorships that influence nurses’ transition into autonomous, professional nurses. They integrate ethical principles, service, and leadership into all of their activities, role modeling transformational leadership and professionalism that entice nurses to take risks, share in decision-making, and explore their own potential. The roles and accountabilities of NPD reflect the unique knowledge, skills, insights, and experiences of nurses who have advanced their practice into staff development, continuing education, and academia on a global scale. Today’s evolving technology and the shifting education platforms used to prepare nurses for professional practice are reflected in the expanded learning needs of new graduates and seasoned nurses alike. NPD specialists work with a wide range of competencies, learning needs, and tiered academically prepared nurses across all practice settings and environments of care. They partner with healthcare providers and nurse leaders to ensure a safe, effective, and efficient environment of care. They are involved in project management, academic and clinical education, program and portfolio development, competencies management, continuing education and return on investment, leadership and relationship-building, research and evidence-based practice implementation, cybergogy (learning through technology), and nursing practice excellence. They do all of this and more for the present and future of professional nursing. This content is provided by American Nurses Credentialing Center (ANCC) for publication on the Medscape.com website. The American Nurses Credentialing Center's (ANCC) internationally renowned credentialing programs certify nurses in specialty practice areas, recognize healthcare organizations for nursing excellence through the Magnet Recognition® and Pathway to Excellence Programs, and accredit providers of continuing nursing education. In addition, ANCC offers an array of informational and educational services and products to support its core credentialing programs. ANCC is passionate about helping nurses on their journey to nursing excellence. Visit ANCC's web site at www.nursecredentialing.org he American Nurses Credentialing Center (ANCC) is a subsidiary of the American Nurses Association (ANA). What is leadership'   There is indefinitely a chain of command within businesses and most of us instantly link leadership with the senior or executive positions at the top of that chain.   However, leadership is actually a process that involves skills and abilities whether one is an executive or simply an associate.   Leadership is all about influencing others, whether it is to go somewhere or do something.   It is about making people want to follow you, and that kind of influence can be found at every level of an organization. There are several characteristics that an effective leader should possess, like: • The ability to inspire others, rather than commanding • Self-confidence • Be willing to admit to his/her mistakes • Delegate responsibilities appropriately • Will not only teach others, but learn from them as well • Be willing to put the needs of the followers before his/her own • Will emphasize the good qualities in others, not always the negative A good leader will also be prepared to follow.   If a leader can listen to others, people will respond in a similar way and be more willing to follow their lead. By studying history, one can learn to recognize the triumphs and failures of previous leaders.   For example, when the fascist forces led by Adolf Hitler threatened to overrun all of Europe in the early days of World War II, it was Britain led by Winston Churchill who formed a last outpost. Soviet resistance in the east and Allied offensives in the west eventually defeated the fascists, but the outcome could have been appallingly different if Churchill and Britain had not grasped for their finest hour during the closing months of 1940. If not for Churchill, we could have all ended up living in a far less tolerant and far more terrifying world. Leadership is both an art and a science – it is an art because it constantly evolves, changes form, and requires creativity. It is a science because there are certain necessary values and methods required. A good leader knows when it is time to change his/her plans because they are exceptionally conscientious to those around them. Coming from a position of strength, a good leader takes risks by invoking the creative genius in his/her followers in order to build their capability and multiply the talents of the organization. By effectively communicating a vision which animates, motivates, and inspires followers, a good leader is able to transform his/her organization. A good leader needs to be able to laugh; a great leader needs to be able to laugh at oneself. Top of Form Bottom of Form