Leadership Development in Nursing Education Program

Question: Describe about the Education Program on the Subject of Leadership Development in Nursing? Answer: According to Bleich (2015), a holistic approach is required for developing Creative Leadership (CCL) among the nurses to help them developing a professional outlook. Moreover, Bleich also emphasized on building three types of competencies abilities among the participants. These there skills are focused on teaching the leadership quality regarding leading the organization, leading the self-motivation and helping others (patients). However, the work is loosely based on the work of Crosby and Shields (2010) who proposed to assess the leadership quality based on their performance. However, the Magnet Model as proposed by Benjamin and her co-workers (2011) also highlighted various factors in motivating the patient care leaders for increasing the nursing leadership quality. The Magnet Model is focused on developing a strong program that is focused on installing the stigma of leadership quality within the emerging nurses from their master's program. The components of the Magnet Model provid e content for the achievement of the corrective procedure of the nurses based on each day of study. As explained by Glassman et al. (2002) the leadership development program leads to install a positive leadership quality among the nurses who will ultimately provide a positive impact on the institution. Moreover, the work conducted by Curtis et al. (2011) has also emphasized on building the leadership characteristics within a nurse which will enhance his/her problem solving capability and effectiveness in maintaining a group. After conducting the interview, the result obtained from the respondents have provided a proper justification and understanding of the leadership model as stated above. All the interviewees have shown that they understand the responsibilities. Moreover, all the participants have agreed to understand correctly the leadership activities that are required in an individual. Various significant findings have been established from the questionnaires. Moreover, everyone has agreed that the leaders are needed to possess visionary outlook and need to maintain some and strategies and plan to achieve the goal that are assigned to them (Howlin Halligan 2014). Moreover, the survey also highlighted the understanding of the participants about the necessity of problem-solving capability and maintenance of group effectiveness among the nursing leaders. However, the majority of the members disagree with the statement that leadership qualities are not inherited over time rather practice and experience can gain it (Kristjanson, Linda Scalan 1992). The result obtained from the interview section is tabulated below which highlights the understanding of the leadership program by various registered and enrolled nurses. Registered Nurses Enrolled Nurses Determination of goal Understanding the organizational activities Achieving coordination Problem solving capability Understanding the leadership principle Treatment planning Building employee morale Facilitating changes Providing guidance and inspiration to the patients for their fast recovery Care experience Well developed interpersonal skills Sound clinical knowledge Good experience Strong verbal communication ability Listening to the registered nurse Table 1: Answers given by the interviewee regarding the understanding of the leadership activity and program On the other hand, the Morrow (2015) suggested various educational strategies to implement a proper nursing education program. Morrow's work is based on providing active learning strategies for educating the nurses. Hence, by studying Morrow's work, it can be concluded that reflective learning, peer learning, interdisciplinary team learning, organizational partnership learning and curriculum reformation learning strategy can be considered the best educational plan for educating the nursing workforce. The reflective thinking induces and increases the critical thinking ability within a nurse. On the other hand, peer learning can install safety focused simulation education within a nurse. Moreover, this strategy also helps the nurses in improving their laboratory skills and also helps them to understand the importance of laboratory assessment and clinical settings. Moreover, revisions and incorporated experiences of the interdisciplinary workforce team within a graduate classroom enviro nment. This will help the nursing student in increasing their classroom experience. This educational setup helps the students in developing, implementing and stimulating knowledge from the certified nurses. Moreover, this educational framework also provides the patient with an opportunity to work in pairs with the certified nurses that would help them managing delegates and various tasks to manage care for the patients for their future endeavor. The nursing faculty needs to innovate their teaching style and form a close collaborating unit with the nursing students. Moreover, they should allow various multiple organizations that are associated with the health care section of the society to pay a visit to the student's class room in the university level. Moreover, the collaboration between a large state university and rural hospital would provide practical knowledge and exposure to the senior level students. However, various curriculum reforms are required to implement these ideologies. This reformation should endorse and emphasize on service learning content throughout the curriculum to enhance student leadership to handle various nursing-related issues and social justice. Moreover, the curriculum reform needs to focus on self-care, self-management, moral and ethical reasoning among the nursing workforce to enhance their leadership quality. On the other hand, the curriculum needs to focus on modeling out a culture of mentorsh ip and teamwork among the nurses to increase the leadership ability among the working staffs. However, Parrish and Kay (2014) have suggested conducting semi-structured interview practices among the nursing staff. They have emphasized on providing the students with perceptions and subject related explicit practical knowledge to enhance the implementation of the nursing quality. On the other hand, the work done by Nguyen (2011) have recommended the use of new technologies for education and increasing the standard of nursing practices among the graduate nurses. Some of the strategies that are highlighted are distance learning, simulation technique, telehealth and informatics and fundamental computer methodologies. The distance education method can provide course materials to the student via type-written, video technology, and internet facility. Moreover, rural nursing students will get a vivid idea of the nursing leadership in rural areas due to the blessing of the video and audio telecommunication. Adding to these Sandstrm et al. (2011) have suggested building evidence base pra ctice for the nurses to enhance their leadership quality. While discussing the leadership styles and methodologies, most of the interviewees have given illustrative examples. Various interviewees have accurately stated their viewpoints regarding the questions that have been asked to them (Allan 2010). The majority of the respondents have positively agreed that the institution had positively influenced their leadership qualities. Moreover, the prime and principal theme of the interview was to instill confidence among the interviewees in finding their style (Wong, Cummings Ducharne 2013). This is quite evident from the reply that was received from one of the respondents. A registered nurse interviewee stated that: "The program has motivated me immensely, and it helped to realize the potential present within me. This program has helped me to get rid of the mental blockage, and I can be a confident speaker and accommodator at the same time. Based on the levels of the interviews, the interviewees emphasized different stylistic changes. Registered nursing leaders provided more concrete justification and explanation about their stylistic changes (Horsch, Hapfelmeier Elter 2011). Moreover, they also agreed that this has helped them to meet the particular needs. On the other hand, the Enrolled Nurse leaders have emphasized more on the values systems (Benjamin, Riskus Skalla 2011). This interview also revealed that majority of the interviewees is aware of their beliefs and stylistic changes. Moreover, the majority of Registered Nurse has replied that they are very much aware of their stylistic changes. About 70 percent of the registered nurses have agreed to it. They also gave pieces of evidence regarding their changes in styles and behavior (MacPhee et al., 2012). They also provided a bulk of examples regarding the perceived changes in staff behavior and the practice environment. The tabulation of the leadership and educational program that are suggested by the researchers are tabulated below - Journal and Writer Education for the project Bleich, M. R. (2015) Identifying the leadership capacity and based on that a holistic approach should be conducted which will add contextual factors to help the nurse evolve in leadership quality. Benjamin et al. (2011) Providing a Magnet model and structure that is very wisely frame worked to transform the nurses to a potential leader in the future. Moreover, the work also helps the organization to identify and educate the potential leaders of the organization. Curtis et al. (2011) The knowledge to seek the help of the healthcare organizations in providing hand on experience to the graduate nurses. Moreover, leadership characteristics should be built within a nurse which will enhance his/her problem solving capability and effectiveness in maintaining a group Nguyen and Brenda (2011) The educational program can be added up with various technological advancements to increase the leadership efficiencies among the nurses. This improvement includes distance learning, improving simulation, developing a good telehealth and informatics work base to provide the nurses with advancement training and knowledge. Sandstrm et al. (2011) To increase the efficiency of the nurses evidence-based practice should be conducted and the training should emphasize on the practical knowledge. Parrish and Kay (2014) Semi-structured interview practices should be conducted among the nursing staff. They have emphasized on providing the students with perceptions and subject related explicit practical knowledge to enhance the implementation of the nursing quality. Morrow (2015) Implement reflecting, peer learning, interdisciplinary and reformation in the education system should be conducted to establish a strong work base of nursing leaders. MacPhee et al. (2012) Empowerment framework should be done to establish a proper education among the graduate nursing staff. This empowerment includes various factors that are related to nursing psychology and developing generic competencies for developing the leadership program for the upcoming nurses. Lucas (2014) Epistemological and ontological implications with proper sample designing (which includes theoretical sampling, non-probability sampling, snowball sampling, purposive sampling, and probability sampling) should be conducted to achieve good leadership among the graduate nurses. Horsch and Hapfelmeier (2011) The nurses with specifications should be well trained with the instruments that are used in those particular wards. For example, a nurses who is an oncology specialist should be trained with handling complex devices like screening mammograms. Butler and Hardin (2005) The education should focus on removing the transitional phase lag among the nursing student so that they can perform well and good once they are assigned to a hospital. Table 2: summary of the education that is required for creating educational program for building up a strong nursing work base Conclusion: After compiling, the data it was found that a proper leadership model is required to build a strong work base considering the nursing intervention technique. Reference: Allan, H. (2010). The perils facing nurse education: A call for leadership for learning.Nurse education today,30(3), 209-211. Benjamin, K., Riskus, R., Skalla, A. (2011). The emerging leader: leadership development based on the Magnet model.Journal of Nursing Administration,41(4), 156-158. Bleich, M. R. (2015). Leadership needs assessment. The Journal of Continuing Education in Nursing, 46(1), 10-11. doi:https://dx.doi.org/10.3928/00220124-20150109-13 Butler, K. M., Hardin-Pierce, M. (2005). Leadership strategies to enhance the transition from nursing student role to professional nurse. In Nursing Leadership Forum(Vol. 9, No. 3, p. 110). Springer Publishing Company. Curtis, E. 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