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NURS 8302 Discussion Transformational Leadership for Change & Need for Quality Improvement Relationship

NURS 8302 Discussion Transformational Leadership for Change & Need for Quality Improvement Relationship

NURS 8302 Discussion Transformational Leadership for Change & Need for Quality Improvement Relationship

Transformational Leadership for Change & Need for Quality Improvement Relationship

Transformational Leadership occurs when leaders engage with their followers in pursuit of jointly held goals. The central function of Leadership is to achieve a collective purpose. Not surprisingly, Leadership has been observed to be the essential precursor to achieving safety in a variety of industries, a critical factor in the success of major change initiatives, and key to an organization’s competitive cost position after a change initiative, and positive effect on the cost outcomes of reengineering. Leadership has also been associated with increased job satisfaction, productivity, and organizational commitment among nurses and other workers in the healthcare organization (Cherry, 2016).

Due to the fact that new innovations, technologies, and discoveries are being made in regard to healthcare on a daily basis, reengineering of health care can occur often. Nurse manager and nurse leaders contribute significantly to this process of reengineering as they serve as the liaison between leadership making changes and the beside nurse for which the changes are going to effect. Good nursing leadership shapes an environment in which communication, accountability, decision making, and culture lead to better patient outcomes and safety along with retention of nursing staff to provide that care. Nursing managers have the ability to set the tone for their staff when it comes to change within an organization. A good leader generally has good staff that work together towards a common goal, providing the safest, high-quality, evidence-based care possible. Shared governance, according to Vanderbilt University Medical Center, n.d., para1 as cited by Helbig, 2018, is a “professional practice model, founded on the cornerstone principles of partnership, equity, accountability, and ownership that form a culturally sensitive and empowering framework, enabling sustainable and accountability-based decisions to support an interdisciplinary design for excellent patient care”. Instituting a shared governance within an organization can create an actively involved team of nurse to work together for the greatest good for the patients. When nurses feel they are being heard and their ideas and feelings are being considered, that can make for a more productive work environment and thus increase patient outcomes. Helbig (2018), identifies four principles through which decisions are made when practicing shared governance. They include accountability, equity, partnership, and ownership. Each of these principles are important when any type of change or reengineering to an organization is occurring.

Improving the quality and performance in the healthcare environment can help providers with reliable, cost-effective, and sustained healthcare processes and enable them to achieve their goal of improving care delivery and enhancing patient outcomes (Buchanan et al., 2017).

Transformational Leadership leads to a healthy work philosophy since it provides the organization with a sense of vision, purpose, mentorship, and inspiration. This, therefore, leads to individual and professional excellence. Transformational Leadership is an approach that causes variation in individuals and social systems. The aspects that promote the leadership style include ideal influence, inspirational motivation, logical encouragement, and individual contemplation.

Examples

A scenario that demonstrated transformational Leadership is when a leader in the maternal-child health department that had difficulties with engagement and improving quality metrics decided to educate and mentor the informal leaders of the department. The transformational deeds or actions the leader displayed include determination, facilitation, and collaboration among team members. Since there were difficulties in the department, the leader decided to teach and mentor the informal leaders. She also settled to establish a charge nurse leadership committee which comprised the primary charge nurses and the relief charge nurses. These behaviors or actions yield the best care and setting for excellence in nursing training and a healthy work environment that leads to excellent patient results. They lead to increased responsibility by nurses, implementation of evidence into practice, and reduced operational efficiencies.

Recommendation for Application of Project Management Approaches to Support Transformational Leadership Practices for the Promotion of a Quality Improvement Initiative

One of the implications of transformational Leadership is quality improvement in the

nursing profession, clinical practice, health policies, and system-level (Suratno, 2018).

I would recommend that the clinical directors act as strategic leaders in clinical practice and develop effective strategies that enable all workers to meet standards at the workplace. They need to ensure that the facility has enough resources for disseminating quality healthcare and planning and implementing activities of strategic patient care to improve health outcomes.

Example:

A Nurse Practitioner and a clinical director of a health facility that is connected to a nursing school. The nurse practitioner, in her position, is responsible for planning and overseeing all the activities undertaken by the facility’s staff members. The nurse practitioner is expected to strategize and oversee the implementation of the process leading to efficient analyses of patient

satisfaction resulting from collecting data to improve quality in the facility and as

learning experiences for the nurse students. As the clinical director, the nurse practitioner is responsible for working strategically with the facility’s advanced practice nurses, nurse educators, nurse informaticists, registered nurses, and paraprofessionals. To ensure the success of the process. The nurse practitioner, and the team, need to employ advanced practice roles, core competencies, and support strategies.

Roles

AP roles needed in the scenario include keeping and maintaining the patient’s health records, identifying potential areas of weaknesses, setting strategic goals, monitoring activities of change, using technology to collect and analyze health data in the facility, and collaborating with patients and physicians to acquire information and improve patient care. The APs will chip in to formulate and keep patients’ health records. Health records contain all the medical histories and health information of an individual. By analyzing patient records in the scenario, the facility will evaluate the present quality of healthcare in the facility (Taylor, 2019). By identifying potential areas of weakness in delivering quality healthcare, the facility will be able to improve its quality and improve the student nurses’ experience and knowledge gained from clinical practices. By using health technology in the clinical setting, the APs will be able to acquire and analyze health data to improve quality and students’ experiences practitioner, in her position at the facility, will employ the attributes of transformational Leadership and work together with the APs to implement the activities. The nurse practitioner will oversee the implementation of the activities and act as a role model during the process and employee recognition and praise strategies to inspire and motivate the APs to perform the process successfully.

Core Competencies

The Institute for Healthcare Improvement (IHI) explains that healthcare workers with core clinical leadership competencies, health technological know-how, and project managers are responsible for quality improvement in clinical settings (IHI, n.d). The core competencies applicable in the scenario include leading change, collaborations, and engagements with all the staff members, computer skills, informatics knowledge and skills, and project management and evaluation skills. The nurse practitioner will use her transformational leadership skills to ensure that the project meets its target objectives. The nurse practitioner’s motivational and inspirational skills of transformational Leadership will be applied in bringing together all the staff members of the facility and the nurse students to integrate activities and be of significance in the collection of data for improving the quality of healthcare and in improving the student’s experiences in the clinical settings. With inspiration and motivation from the nurse practitioner, the staff members will engage with each other and co-exist professionally to ensure each employee practices valuable inputs in achieving the project’s success. The transformational leader teaches the juniors to engage with each other to maximize potential. The nurse practitioner will also be responsible for engaging the nursing informal                                                                                                                                                                                                                                                 ticist in applying computer skills and informatics skills and collecting data related to patient satisfaction to improve quality healthcare and improve the nurse student’s experiences.

References

Cherry, K. (2016). What’s Your Leadership Style? Learn more about your strengths and weaknesses as a leader. https://www.verywellmind.com/ways-to-become-a-betterleader-2795324

Suratno, K. (2018). The relationship between transformational Leadership and quality of nursing work life in hospital. International Journal of Caring Sciences, 11(3), 1416-1422.

Buchanan, D., Jordan, S., Preston, D., & Smith, A. (2017). Doctor in the process of the engagement of clinical directors in hospital management. Journal of Management in Medicine.

Taylor, K. (2019). The importance of keeping good medical records. Practice Management, 29(1), 16-20.

What are the characteristics of a transformational leader?

A transformational leader, as you have learned this week, is one who can inspire change and bring out the best in those around them. But what qualities does this leader possess? Maybe a transformational leader is reliable, inspiring, and charismatic. Maybe this leader will lead with integrity, respect, and empathy. Perhaps this leader is team-oriented, encouraging, and upbeat?

How would you define a transformational leader, and when have you witnessed such leadership?

Consider the role of transformational leadership in change for this Discussion. Examine the need for transformational leaders and describe your interactions with them. Analyze how these leaders can improve quality improvement in healthcare organizations and nursing practice.

To Prepare:

  • Review the Learning Resources for this week, and reflect on potential leadership strategies for promoting change in healthcare organizations and nursing practice.
  • Consider the potential impact of project management for supporting transformational leadership approaches for promoting change in organizations.
  • Reflect on the relationship between transformational change, leadership strategies, and the need for quality improvement in your healthcare organization or nursing practice.

By Day 3 of Week 10

Post a brief explanation of the relationship between transformational leadership for change and the need for quality improvement.

Share any experiences you may have of transformational leadership in your healthcare organization or nursing practice. Then, describe how you would recommend the application of project management approaches to support transformational leadership practices for the promotion of a quality improvement initiative in your healthcare organization or nursing practice. Be sure to include any short- and long-term milestones or goals associated with the quality improvement initiative described. Be specific and provide examples.

By Day 6 of Week 10

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or offering an alternative recommendation on using project management approaches for leading quality improvement efforts in your colleague’s healthcare organization or nursing practice.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

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Week 10 Discussion RubricNURS 8302 Discussion Transformational Leadership for Change & Need for Quality Improvement Relationship

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Week 10 Discussion

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Transformational leadership is a leadership style that focuses on creating change in an organization. When a leader has a transformational leadership style the correlation to change, meaning adopting new changes or techniques, is positive (Peng, Wang, and Lin, 2021). This knowledge shows us why it is important to strive to have transformational leadership in place in an organization that needs change.

I have had many great leaders throughout my nursing career. One leader used transformational leadership style in her leadership practices. Everyone on the unit loved working for her and with her. She was often seen on the floor helping where she could and promoting teamwork and unity. If there was a change that she wanted to pilot we were more than willing to go along with her because we knew that she would have our backs and that she would support us and help us. She was a wonderful leader. When she switched to a different unit many of the nurses followed her because they liked her so much and felt so supported.

The project management approach to support transformational leadership practices is a great option for the advanced practice nurse. Project management comes naturally to many nurse leaders because many of the same concepts are used in project management and the nursing process (Sipes, 2020). I could use the project management approach in my organization through the use of outlining the project to improve quality and showing the steps that could be required for the improvement of quality. For example, at my long term care facility there has been an increase in pressure ulcers acquired at the facility. The first step in the project management process is to create a quality improvement team, from there decisions will be made about what interventions need to be implemented. The decision is made to set up big clocks outside the residents rooms who need to be turned. These clocks show what side the resident should be on during every two hour interval. This intervention is put into place. After that the results of the quality improvement project would be monitored and reported to the director of nursing to see if the visual clocks were helpful in reducing the amount of pressure ulcers. The short term goals would be to have 75% of residents be on the appropriate side during any two hour time span. The long term goals would be to decrease the number of pressure ulcers in the facility.

References

Peng, J., Li, M., Wang, Z., & Lin, Y. (2021). Transformational leadership and employees’ reactions to organizational change: Evidence from a meta-analysis. Journal of Applied Behavioral Science57(3), 369–397. https://doi-org.ezp.waldenulibrary.org/10.1177/0021886320920366

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing Company.

 

Content

Name: NURS_8302_Week10_Discussion_Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

: 0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

Points Range: 40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

Points Range: 35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

Points Range: 31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

Points Range: 0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting:

Writing

Points Range: 6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

Points Range: 5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

Points Range: 4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

Points Range: 9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

Points Range: 8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

Points Range: 7 (7%) – 7 (7%)

Posts main Discussion by due date.

Points Range: 0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

Points Range: 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

Points Range: 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

Points Range: 7 (7%) – 7 (7%)

Response is on topic and may have some depth.

Points Range: 0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:
Writing
Points Range: 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

Points Range: 4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

Points Range: 0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

Points Range: 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

Points Range: 3 (3%) – 3 (3%)

Posts by due date.

Points Range: 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

Points Range: 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

Points Range: 7 (7%) – 7 (7%)

Response is on topic and may have some depth.

Points Range: 0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
Points Range: 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

Points Range: 4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

Points Range: 0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

Points Range: 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

Points Range: 3 (3%) – 3 (3%)

Posts by due date.

Points Range: 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100