If her fellow team members are feeling intimidated by one member in particular, she can encourage them to address the issue in a calm manner. She could sit with them, discuss exactly why they are feeling intimidated, and once they have the facts together, they can provide this information to the team leader. This is true of any concerns that her co-workers have also. If the team is working on an issue that the nursing staff has feedback on, the informal leader can listen to the staff, and provide that information to the interdisciplinary team. It is important that the informal leader only provide facts, and to leave emotion out of the equation as much as possible.
Running head: LEADERSHIP Leadership Yvonne Lucas Western Governors University Organizational Systems & Quality Leadership RKOT Tammy Nelson Jul 29, 2012 Leadership Two strategies that enable a nurse on an interdisciplinary team to exert leadership without occupying a formal leadership position are taking responsibility for the problems and connecting the problem of the powerless to the strategic and business concerns of the powerful (Reinertsen, 2011, p.3). A strong leader will take a stance of not joining in with the complaining about a problem but instead take responsibility for the problems. It is very easy for employees to point out and complain about problems that they see or experience within their work environment.
However, it's not always true that another nurse is doing the right thing. Situations arise that can lead a nurse to make mistakes and set a poor example. Advocacy 2. Advocacy ranges from activities on behalf of patients, such as hand washing and proper identification before treatments, to arguing that an early discharge will harm her patient's recovery. If a nurse observes a practice or procedure she believes to be wrong, advocating for her patient demands she speak out even if that practice was carried out by her superior.
Measurements, dates and times are specifically important and if not written legibly, can have dire consequences. Miscommunication of a procedure, intervention or care-plan directly affects a patient’s level of care. In nursing, language barriers create an easy path for information to get lost in translation. A patient may be confused, embarrassed or scared to ask questions, and although someone may be listening to you, it doesn’t necessarily mean they understand the concept you’re trying to get across. It is essential for nurses to make sure a patient truly understands what is being said by using simple, common words and avoiding medical terminology.
KOT 1 Task 1 Two strategies that enable a nurse on an interdisciplinary team to exert leadership without occupying a formal leadership position are being a role model and a problem solver. To be a role model you must demonstrate to your peers and coworkers how to do the right thing all the time; to know that making the right decision isn’t always the easiest one to make but it’s the only decision to make. The leaders of the world, musicians and actors are all role models; they are all looked on and modeled after. I want to be a role model in healthcare; I want to be that difference. Problem solvers don’t have to be scientist; they just have to be good at figuring out why things happen certain ways and how you may fix those problems.
The presence of effective leaders is both important and beneficial to create and enhance a productive work environment in which the employees are able to develop skills and enhance their own nursing practice. Primary Concepts In the democratic style of nurse the nurse leader attempts to incorporate all staff members in goal-setting and decision making (Northouse, 2014). However, the leader still has the final say. This style of nursing leadership encourages the professional development of nurses and gives them an opportunity to flourish and show self-independence in their own practice The authoritative style of nurse leader ship is a stricter approach to nursing leadership. This style of leadership style is not as flexible and uses little employee feedback for decision making.
Introduction Clinical nurse leadership is an ever evolving and growing field in nursing practice. While there are many different definitions, there are three primary components to being a competent leader: clinical competence, effective communicators and supportive of colleagues (Mannix, Wilkes, and Daly, 2013). To not possess all three qualities can make for ineffective staff training and implementation of new hospital policies. Sherman and colleagues (2011) state that “in the current environment, nurses are often placed in leadership situations without the needed competencies and skills to meet these challenges and other important organizational imperatives. This is especially true for professional nurses who are asked to assume frontline leadership roles such as that of charge nurse.” To put nurses in roles without the training and organizational skills, can lead to disastrous results.
A minor disagreement can escalate quickly and, without resolution; could cause a divide in the team’s efforts to collaborate on medical necessities. Having a mentor who is trained in conflict resolution would identify the signs of conflict immediately to address the issue before personal feelings become involved. For example, a nurse reports to the Director of Nursing for an assignment, and is given the order to report to pediatrics. However, this nurse has no familiarity in this department, so she quickly becomes emotional. A mentor observing these happenings could provide solace to her, and ensure that the Director of Nursing was only unaware of her skill set and would gladly provide another assignment if informed.
Beneficence, “An ethical principle stating that one should do good and prevent or avoid doing harm” and Autonomy, “Personal freedom and right to make choices” (Cherry, 2011). The patient has the right to make choices regarding his care while hospitalized, and the nurse has to care for the patient taking his autonomy into consideration while also making sure the patient is in an environment that protects him from harm. Listening to the patient’s concerns and treating him with respect while educating him on all aspects of his care helped Mr. C understand all risks related to his situation, and he became more compliant. By not having an open discussion or listening to the patient’s needs, I believe the scenario would have turned out much differently, with the patient possibly becoming increasingly unhappy, resentful and labile. My efforts to keep Mr. C safe are ongoing, and thus far he has sustained no injuries during this hospital
I would assist them to set up integrated goal and get their own tasks. I could either get a briefing from the leader of the case routinely or join the meeting occasionally. In the meeting, I could make sure communication works between the members effectively and see if there are any conflicts in roles, goals, or any ethical issues. B: Delegation and Teamwork First of all, I would make the time with only the FNP, family nurse practitioner, to discuss the patient's case. Even though the FNP did not have satisfactory outcomes with the patient care so far, the FNP did not perform any negligence or malpractice.