Leadership approach (nursing)
Format MLA
Volume of 1100 – 2200 words (6 pages)
Description
Part A: Leadership approaches (2000 words)
During the course of your study and placements, you have had the opportunity to experience a range of approaches to leadership, and in a number of different health contexts. In this part of the assessment, you are going to identify and reflect on ONE of these leadership approaches.
You need to structure your answer as follows:
1. Description of the leadership example (200 words)
2. Description of the leadership approach (600 words)
2.1. Identify the leadership approach you are going to reflect upon from the current literature.
2.2. Describe its key characteristics/features with reference to the literature. If there is a model for this type of care, for example a figure which shows its key features, include this and explain it.
2.3. Describe how these key characteristics were reflected in the example you selected from clinical practice.
3. Reflection on each of the following questions with regard to your selected leadership approach (1,200 words)
3.1. What are the underlying assumptions about the role of the health care professional, the patient and the carer in this approach? (For example, is it person-centred, organisation-centred? Is it compatible with principles of person-centred care?)
3.2. How does it contribute to the practice of quality health care? (For example, does it develop autonomy, knowledge, trust, personal accountability, cooperation, communication, risk management between colleagues and with patients and carers?)
3.3. Does it offer opportunities for graduate nurses to develop leadership skills (at an appropriate level for their experience)?
Use the designated numbers of the sections and a short sub-heading to structure your writing.
Figures, tables and references are not part of the word count, but should be included as appropriate.
Part B: Critical evaluation of knowledge and skills and the development of an early career plan (500 word equivalent)
In this section you are going to evaluate your current knowledge and skills and consider how to develop these over the first 12 to 24 months of your professional career. Many of you will have completed an application for a Transition to Professional Practice Program position or equivalent. Consider how you will plan for your next position and address the relevant criteria in the future. This section of the assessment needs to be presented in first person.
1.You must reflect on what nursing role you would aspire to apply for in 12 to 24 months’ time (for example Paediatric nurse, Aged Care nurse). Briefly describe this nursing role.
These could include: understanding of a unique population, further training, assertiveness, time management or critical reflection on practice. For each factor:
describe the knowledge and skill
explain why you consider the knowledge and skill will be important in your new role
identify ways in which you might develop this knowledge and skill over the first 12 to 24 months of your professional practice
The following document has been taken from myunisa course online and might be of your assistance when writing the essay.
The following text is an example to answer the first question:
As noted in previous topics the healthcare industry is labour intensive (Duckett & Willcox, 2011, Duckett et al. 2014 ) and one of the key challenges for Governments is the way that health care work is carried out. Healthcare organisations play a critical role in this, through their staffing policies and practices, professional development requirements and the organisation of work particularly working time (Rubery et al. 2005).
Nurse staffing policies such as changes to people’s employment contracts from permanent to temporary contracts, greater use of part-time, casual and/or Agency staff instead of permanent full-time staff is an example of how organisational policies and practices may involve the introduction of new systems or ‘ways of doing things’ in workplaces.
Changes to work organisation to meet technological and market challenges and a need to demonstrate ‘best practice’ have implications for continuing professional development of all staff and their employability. Similarly, changes in the structure and nature of nurses’ work through legislative and regulatory requirements, professional skill escalation also referred as work intensification, and flexible work practices have implications for how nurses’ work is organised and delivered.
Therefore, understanding the complexity and governance of health care system(s) and and health workforce issues that impact on you, as a registered nurse is essential.
The following text are the actual classes:
4.1
Reflecting on previous work in this course and before undertaking any of the readings in this topic, consider and respond to the following questions:
Thinking about your last clinical placement what were some of the ways in which nurses’s work is organised so that it is ‘flexible’?
What do you think are the implications for quality patient care when working on a ward/Unit where most of the staff are employed as casuals or Agency staff?
What do you think will influence your future employability beyond your graduate year?
Please post your answers on the topic four discussion board
4.1
Lyneham, J. & Levett-Jones, T. 2016 ‘Insights into Registered Nurses’ professional values through the eyes of graduating students,’ Nurse Education in Practice, 17, pp. 86-90.
Newton, P., Chandler, V., Morris – Thompson, T., Sayer, J. & Burke, L. 2015 ‘Exploring selection and recruitment processes for newly qualified nurses: a sequential-explanatory mixed-method study,’ Journal of Advanced Nursing 71 (1), pp. 54–64.
4.1
Dray, B., Burke, L., Hurst, H., Ferguson, A. & Marks‐Maran, D. 2011 ‘Enhancing the employability of newly qualified nurses: a pilot study’, Journal of Further and Higher Education, 35 (3), pp. 299-315.
Peters, K. & Jackson, D. 2013 ‘New graduate nursing unemployment: a threat to the future health care workforce’, Contemporary Nurse, 44 (2), pp. 130-132
As a graduate nurse you will encounter many challenges. These challenges may be internal ones, relating to your own confidence in your knowledge and skills as a registered nurse, and providing sound patient care. There may also be a number of external challenges to your practice such as, the people that you work with, the nature of the clinical environment and patient acuity level, the support from health service management, and expectations that others may have of you. It also takes courage and knowledge to challenge historical and traditional ways of nursing practice, especially as a new graduate nurse (Fedoruk, 2014). This final topic in Becoming a Registered Nurse will provide a number of resources that focus on these challenges.
Emotional Intelligence
During your studies you have learnt a range of skills to compliment your practice. Many of these skills have a practical focus such as wound management or administration of medicines, where you have needed to continually demonstrate a level of proficiency that deems you as being competent. In other words you are working towards clinical excellence as you continue to build knowledge and skills.There are other skills in nursing which are perhaps more difficult to measure in terms of proficiency or competence, but are equally important for you to acquire, develop and show a sense of mastery. In this final topic we introduce you to a number of these skills; leadership, resilience and emotional intelligence.
Emotional intelligence (EI) is the ability to deal with ones own emotions and of the emotions of others around you. The intelligence aspect concerns having an awareness of these emotions and being able to adapt in a manner that is positive and productive to effect sound relationships with others and good practice outcomes (Foster et al. 2017). Registered nurses who understand and display EI are in the position to influence patient care outcomes, the level of safety in practice, and the nature of the nurse patient relationship. Registered nurses with high levels of EI are those who; are aware of the needs of others, form positive relationships, are sensitive to the concerns others may have, working towards resolving conflict and to improve team performance.
4.2
Clearly, EI is influenced by the way an individual thinks, both about themselves and others. These thoughts relate to how a registered nurse calmly approaches a situation, that they are sensitive, but equally resolute in providing effective care outcomes that are safe and person centred. After you click on the link below you will be asked to respond to 15 multiple choice questions, which will take you about one to two minutes to complete.
How Emotionally Intelligent Are You?
Mind Tools
Last viewed 24 July 2017
Now that you have calculated a score, relate this to a nursing context and your future practice.
What does the achievement of a high level of EI afford both you and your nursing practice?
What do you want from your TPPP that supports the development and growth of EI, what activities might be useful?
Please post your answers on the topic four discussion board and be prepared to discuss in your virtual classroom.
4.2
Foster, K., Fethney, J., McKenzie, H., Fisher, M., Harkness, E. & Kozlowski, D. 2017 Emotional intelligence increases over time: A longitudinal study of pre-registration nursing students, Nurse Education Today, 55, pp. 65-70.
Spano-Szekely, L., Quinn-Griffin, M., Clavelle, J. & Fitzpatrick, J. 2016 Emotional Intelligence and Transformational Leadership in Nurse Managers, Journal of Nursing Administration, 46, 2, pp. 101-108.
Caring with Kidness ppt SA Health
With reference to Topic Three and the section on Challenges to Healthcare Delivery, substantial criticism was directed at nurses regarding their lack or absence of care. Both the Oaken and Francis Reports highlighted a culture of poor nursing practice, where quality nursing care appeared to be missing and the level of patient safety was questionable. You maybe also thinking aside from the technical aspects of nursing practice, the emotional aspects of nursing care were equally missing. Unfortunately, despite the enormous volume of great work that nurses do, and that the majority of care provided is safe, effective and well planned, there have been episodes where nurses have been criticised for their lack of care shown towards patients and their families. Health services and regulatory and governing bodies in the nursing profession, regularly seek feedback from patients in regards to their overall satisfaction with care that was provided to them. These sources of information are both useful and considered essential by health services to identify gaps and develop an effective action plan as part of a quality improvement strategy. Satisfaction with nursing care figures highly in these patient questionnaires.
It could be argued that a paradox exists within nursing in regards to care. Nursing and the profession (has been based from early Victorian times until present day) on care, and that care is central in everything registered nurses do. Whilst many nurses will say that this is the case, and that their practice is informed by care, is caring enough, to meet the needs of a patient. There are suggestions that many nurses have lost the art of caring, prompting governing bodies such as SA Health to release a document to all nurses “Caring with Kindness”. Registered nurses who provide more than the basic tenets of care are; proactive in their practice, with practice that is based on contemporary evidence, possess high levels of EI, have a strong and influential voice, and are accountable in practice.
erson centred care
Person centred care (PCC) is a concept which although not new to nursing (Sharp et al, 2016), continues to be a rather nebulous construct in healthcare. One of the priorities of the Australian Commission on Safety and Quality in Healthcare (ACSQH) aims that all health consumers participate with healthcare providers as partners in care (ACSQH Annual Report, 2015/16). PCC has a focus on the person, making that person feel valued, respected and understood. This implies that patients and families are involved and consulted in care making decisions, that the traditional power and control in nurse-patient relationships is diminished or relinquished, and the knowledge that a patient has regarding their condition or disease is considered in these decisions. Equally, PCC is effected and supported by nurses drawing knowledge from a number of sources, including previous clinical experience of the context, information from the patient and knowledge informed by evidence.
Achieving the goals of PCC may be difficult and indeed, balanced by a variety of factors and influences. Certain clinical contexts that you may have experienced during your bachelor of nursing studies challenge the premise of PCC. For example, caring for a person with dementia, meeting the needs of a paediatric patient or dealing with end of life care decisions, may limit care as being reductionist, task focused and the intrinsic sense of care is lost. You may have also have had episodes in your studies where your own values and beliefs are questioned, or are at odds with the holistic nature of PCC and found that enacting care of this manner to be quite demanding. Examining this perspective with the view of providing high-quality health care and avoiding the environment reflected in both the Oakden and Francis Reports, current expectations of all health professionals, including registered nurses to deliver PCC is high.
4.3
Kitson, A., Marshall, A., Bassett, K. & Zeitz, K. 2012, What are the core elements of patient-centred care? A narrative review and synthesis of the literature from health policy, medicine and nursing, Journal of Advanced Nursing, 69 (1), pp. 4-15.
Ross, H., Tod, A. & Clarke A. 2014, Understanding and achieving person-centred care; the nurse perspective, Journal of Clinical Nursing, 24, pp. 1223-1233.
4.2
Australian Commission on Safety and Quality in Health Care ( 2011). Patient centred care: Improving quality through partnerships with patients and consumers, ACSQHC, Sydney.
This is a rather long document, there is no need to print off, rather there are sections on what the principles of patient centred care are.
4.4
As a soon to be new graduate nurse, you may be initially concentrating and focusing on the development of your knowledge and skills in the first weeks to months of your transition to practice. At this time of commencing your career, you are beginning to think of effecting the principles and actions of patient centred care within your practice.
What examples do you have from your clinical placement experiences where you have either witnessed or indeed implemented person centred care?
How do you actually know that the care provided was person centred and did you receive any feedback to support this?
When I was on my recent clinical placement, the following events took place. Susie and I were buddied together working in the plastics ward, when the team leader, Jane approached.
‘Susie, Mr Jones in room 2 has a Vac dressing. The intern from the plastics team has phoned saying that the surgeon will be doing rounds in 10 minutes and they want the dressing taken down beforehand.’ Susie and I were not allocated Mr Jones on our shift, however, the nurse caring for Mr Jones has been caught up elsewhere, so we were informed that we now needed to do this. Jane said ‘I know you are a new graduate on this ward Susie and that you may not have done this before, but I will give you clear instructions on the procedure, and will come to down to room 2 in a couple of minutes, so please make a start, and I will be there to see how you are going.’
This event could be described as an example of situational leadership, where a senior nurse in charge instructs a nurse to provide the care and expects that the care required can be managed by the graduate nurse, and oversees this care accordingly.
In section 2, you would then focus on situational leadership, making the link from what you have described in section 1.1.
Students who complete 1.1 in first person will not be penalised. You can still put this section in third person if you wish to, however, we appreciate that this may be difficult, as it makes the writing quite abstract
Leadership and career resilience in nursing and healthcare
Leadership
As you are concluding your studies in Becoming a Registered Nurse, it is timely to consider the concept of leadership. All registered nurses have a requirement to demonstrate leadership in their practice, and as they continue to build knowledge, skills and experience, opportunities to take on greater responsibilities in this space may occur. You will be aware from your clinical placements, that registered nurses have a variety of leadership roles; whether being the team-leader of the shift, the clinical unit manager of the ward, or the clinical educator responsible for reviewing the health of diabetic patients within a health service. Leadership is a combination of behavioural and functional processes. Similarly to the previous content in topic four of emotional intelligence and person centred care, leadership is a necessary skill for new graduate nurses to acquire and develop.
Central to the concept of leadership is the ability to influence others. Leaders are those registered nurses who possess the qualities to inspire, motivate, encourage and support others to reach their goals. Leaders also possess certain characteristics in that they are aspirational, confident, self-aware and have well developed inter-personal skills of communication, listening and inclusiveness. Importantly you should now know that leadership is not vested in positions nor seniority nor is it age related. In contemporary times, leadership is a concept that is available to all registered nurses, it focuses on individuals, and that the skills to be an effective leader can be learnt.
That leadership is an opportunity and responsibility for all registered nurses to develop within their practice, there are differences in leadership styles. Whilst there are a number of well recognised theories pertaining to leadership, the focus in this topic is on styles and their effectiveness in supporting nursing practice and achieving sound patient care outcomes. You may be familiar with such terms commonly used to describe leadership as autocratic, bureaucratic and democratic. Equally, these terms are very much used outside nursing and health care, for example in politics and governance of a country and its people. Recent developments in nursing have seen the emergence of leadership that reflect a transactional and or transformational approach (Giltinane, 2013).
4.5
Read the following two required readings below and make notes about what you understand the concept of leadership to be, in relation to the various styles mentioned in this topic.
Recount an episode on your clinical placement where you believe that a registered nurse demonstrated excellent leadership, describe the situation, what needed to be addressed, and what was the outcome?
Being a leader is quite different to being a manager, what are some of the differences in approaches between the two within nursing?
Please post your answers on the topic four discussion board
4.4
Giltinane, C. 2013 Leadership styles and theories. Nursing Standard, 27 (41), pp. 35-39.
Scully, N. 2015 Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession, Collegian, 22, pp. 439-444
4.3
Anonson, J., Walker, M., Arries, E., Maposa, S., Telford, P & Berry, L. 2014 ‘Qualities of exemplary nurse leaders: perspectives of frontline nurses,’ Journal of Nursing Management, 22 (1), pp. 127–136.
Ekström, L. & Idvall, E. 2015, ‘Being a team leader: newly registered nurses relate their experiences,’ Journal of Nursing Management, 23 (1), pp. 75 – 86.
Fedoruk, M. 2014, ‘Leadership in nursing and health care’, in Fedoruk M & Hofmeyer, A (eds), Becoming a nurse: an evidence based approach, Oxford Publishing, Melbourne, pp.111- 120.
Lavoie-Tremblay, M., Fernet, C., Lavigne, G. & Austin, S. 2016, ‘Transformational and abusive leadership practices: impacts on novice nurses, quality of care and intention to leave,’ Journal of Advanced Nursing, 72 (3), pp. 582 – 592.
Mannix, J., Wilkes, L. & Daly, J. 2015, ‘Grace under fire: aesthetic leadership in clinical nursing,’ Journal of Clinical Nursing, 24 (17 – 18), pp. 2649 – 2658.
Moorley, C. & Chinn, T. 2016, ‘Developing nursing leadership in social media,’ Journal of Advanced Nursing, 73 (3), pp. 514 – 520.
Morsianai, G., Bagnasco, A. & Sasso, L. 2017, How staff nurses perceive the impact of nurse managers’ leadership style in terms of job satisfaction: a mixed method study, Journal of Nursing Management, 25, pp. 119-128.
Malouf, N. & West, S. 2015, ‘“You’ll be the RN soon”: separating performative roles of student and registered nurse,’ Journal of Nursing Education and Practice, 5 (1), pp.120 – 128.
Wong, C., Cummings, G. & Duchmarme, L. 2013, ‘The relationship between nursing leadership and patient outcomes: a systematic review update,’ Journal of Nursing Management, 21 (5), pp. 709 – 724.
Leadership and career resilience in nursing and healthcare
Career Resilience and Wellbeing
Resilience is a concept that is gaining increasing attention within the workplace, as people’s professional lives have more and more demands placed on them, through the ever present pressure to increase productivity whilst maintaining fiscal constraint. An added layer of complexity for nursing is that nurses are engaged in challenging situations dealing with individuals who are often unwell, anxious and stressed. Attending to care needs in a competent and timely manner requires a range of skills, patience and understanding. For you as a new graduate this can be equally tricky, and often both physically and emotionally draining. Meeting the care requirements of patients, providing best practice and being aware of your own abilities and limitations reflects one, how you are dealing with and managing practice, and two, an ability to cope, reflecting a level of resilience in doing so.
Resilience examines the abilities and mechanisms that individuals possess to over come and bounce back from obstacles or challenges (Hart et al. 2014). Or in relation to your future career as a registered nurse, resilience is defined as ‘the capacity and confidence to capitalise on change, utilise professional knowledge, skills, and attitudes to create a work environment that is personally meaningful, productive, and satisfying’ (Waddell et al., 2015, p. 164). Resilience reflects many personal characteristics, attributes and behaviours. It will require you to be assertive, for example, how you will stand up to bullying in the work place, or how you might take constructive steps to improve your clinical performance following feedback from senior nursing staff. A key to building resilience in the work place is how you respond to changing and unpredictable situations, criticisms of you or your practice and stress. Resilience also infers that you are meeting the challenges and demands placed on you and you seek further opportunity to build these skills, that will make you flexible and adaptable to an ever changing health landscape.
In the first few weeks and months of practice as a new registered nurse, there will be times where your resilience will be tested. During this period of transition to a new role, in a new clinical environment, there will be certain expectations. These expectations will be one, self-expectations and two, expectations of others. Your expectations might consider the delivery of patient care in a holistic manner. Your employer may consider other factors, with their expectations being different to your own, that as soon as you commence your work as a registered nurse, you can achieve this every time in any care setting. However, the fast paced high throughput of patients with ever increasing levels of acuity through a health care system that has its own challenges, such as a sufficiently skilled workforce, the availability of resources and supports challenges even the most experienced registered nurses. To off set this situation and to afford time for new graduate nurses to adjust to transition to practice, (Phillips et al. 2015) state it is important for new graduate nurses to have a rigorous orientation to the workplace, a patient allocation who’s care needs are commensurate with the skill set of a new graduate, and importantly, the seeking of regular constructive and respectful feedback from senior registered nurses. Resilience is designed to support you in recognising, dealing and coping with challenges in your practice. Resilience is not designed for you to be immune to stressful and challenging work situations. Nor is it a substitute to continually manage and cope with unrealistic work expectations and demands. Your physical and emotional wellbeing is important and there may be occasions where you need to pause and consider your practice, the adequacy of support and the environment in which you work. Burnout and attrition of registered nurses, for a variety of reasons, is an unfortunate consequence for the profession.
4.5
Hart, P., Brannan, J. & Chesnay, M. 2014, Resilience in nurses: an integrative review, Journal of Nursing management, 22, pp. 720-734.
Laschinger, H., Wong, C., Regan, S., Young-Ritchie, C. & Bushell, P. 2013, Workplace Incivility and New Graduate Nurses’ Mental Health: The Protective Role of Resiliency, Journal of Nursing Administration, 7/8, pp. 415-421.
4.4
Aburn, G., Gott, M. & Hoare, K. 2016, ‘What is resilience? An integrative review of the empirical literature’, Journal of Advanced Nursing, 72 (5), pp. 980–1000.
Jackson, D., Andrew, S. & Cleary, M. 2013, ‘A reason, a season or a lifetime? The importance of positive collegial relationships and networks in establishing career sustainability and resilience,’ Contemporary Nurse, 45 (1), pp. 2 -3.
Laschinger, H. & Fida, R. 2014 ‘New nurses’ burnout and workplace wellbeing: the influence of authentic leadership and psychological capital’, Burnout Research, 1 (1), pp. 19–28.
MacDonald, G., Jackson, D., Vickers, M. & Wilkes, L. 2016, ‘Surviving workplace adversity: a qualitative study of nurses and midwives and their strategies to increase personal resilience’, Journal of Nursing Management, 24 (1), pp. 123 – 131.
Phillips, C., Esterman, A. and Kenny, A. 2015, The theory of organisational socialisation and its potential for improving the transition experiences of new graduate nurses, Nurse Education Today, 35, pp. 118 – 124.
Leadership and career resilience in nursing and healthcare
Continuing Professional Development
Professional development in nursing is determined by legislative and regulatory requirements. Continuing professional development (CPD) is mandatory for continuing nurse registration. It is a registration standard and is enshrined in legislation (Fedoruk, 2014). Self-declaration of annual registration is informed by evidence gained from associated CPD activities that support the everyday work of registered nurses.
4.6
Andre, K. 2010, ‘E-Portfolio for the aspiring professional,’ Collegian, 17 (3), pp. 119 – 124.
Ross, K., Barr, J. & Stevens, J. 2013, ‘Mandatory continuing professional development requirements: what does this mean for Australian nurses’, BMC Nursing, 12 (9), pp. 1-7.
4.5
Coventry, T., Maslin-Prothero, S. & Smith, G. 2015, ‘Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review,’ Journal of Advanced Nursing, 71 (12), pp. 2715–2727
Cziraki, K., Mckey, C., Peachey, G., Baxter, P. & Flaherty, B. 2014, ‘Factors that facilitate Registered Nurses in their first-line nurse manager role,’ Journal of Nursing Management, 22 (8), pp. 1005–1014.
Fedoruk, M. 2014, ‘Lifelong learning and the registered nurse’, in Fedoruk M. & Hofmeyer, A. (eds), Becoming a nurse: an evidence based approach, Oxford Publishing, Melbourne, pp.204 – 216.
Katsikitis, M., McAllister, M., Sharman, R., Raith, L., Faithfull-Byrne, A. & Priaulx, R. 2013, ‘Continuing professional development in nursing in Australia: Current awareness, practice and future directions’, Contemporary Nurse, 45 (1), pp. 33-45.
Halcomb, E., Salamonson, Y., Raymond, D, & Knox, N. 2012, ‘Graduating nursing students perceived preparedness for working in critical care areas,’ Journal of Advanced Nursing, 68 (10), pp. 2229–2236.
Philippou, J. 2015, ‘Employers’ and employees’ views on responsibilities for career management in nursing: a cross-sectional survey,’ Journal of Advanced Nursing, 71 (1), pp. 78–89.
4.7
Revisit the Nursing and Midwifery Board of Australia Mandatory Registration Standards, Continuing Professional Development document and guidelines and consider how you will meet the minimum requirements for CPD.
As a new graduate nurse, why do you need to do this, and how important is CPD for your career planning?
How will you demonstrate to your employer and/or the Board that you have met CPD requirements?
Please post your answers on the topic four discussion board
4.1
Registration Standards
Nursing and Midwifery Board of Australia 2016
Last viewed 6 July 2017
Guidelines: continuing professional development
Nursing and Midwifery Board of Australia 2016
Last viewed 6 July 2017
Professional Development Audit
The Professional Development Audit tool[1] below provides you with a way to think about your professional development and competence as a potential Registered Nurse. This tool may be useful for you to adapt during your ongoing career as a Registered Nurse and provides you with a framework for you to be on the alert for possibilities for personal change and development.
In the four sections of the professional audit consider where you meet the following points and identify what areas you can strengthen in you transition to registered nurse might be.
Completing this Professional Development Audit is a reflective exercise. Please think about and answer the following questions related to your career pathway towards being a Registered Nurse:
1. Where am I now in my professional practice as I prepare to be an RN?
Identify unique strengths and experiences – What evidence do I have from how I conducted myself as a professional?
Identify how you receive feedback from others (e.g. colleagues, lecturers).
Identify future learning and development needs.
Identify your values and make evident how these values match you career plans.
2. What will ensure I can register as an RN?
Express clearly in writing your vision and goals both professionally and personally.
Do I practice in accordance with relevant legislation, ethics, and standards? What evidence do I have from how I conducted myself during a workshop?
Do I understand my scope of practice?
What decision-making framework do I use to guide my clinical decision-making?
What are your current skills and what new skills do you believe you need to acquire?
In what ways do you review and utilise the available opportunities in your educational preparation in terms of preparing for employment as an RN?
3. What are my identified gaps?
Am I confident of my written skills?
Do I have good oral skills?
Do I manage my time efficiently?
What achievable goals do I need to set?
How can I keep up-to-date in my RN competencies?
How can I address personal tensions?
What factors are outside of my control?
What factors are inside my control?
4. Ongoing review and improvement
How will I monitor my progress?
What will inform me whether or not I need to adjust my goals?
How will I know when I have reached a plateau?
What checks and balances can I put in place to check the relationship between my work and personal life?
What evidence will I need about how I will continue to meet the registered nurse practice standards?
How can I know if I have the necessary self-confidence and competence needed of RNs?
[1] Acknowledgement Associate Professor Kay Price, University of South Australia
References
Aburn, G., Gott, M. & Hoare, K. 2016, ‘What is resilience? An integrative review of the empirical literature’, Journal of Advanced Nursing, 72 (5), pp. 980–1000.
Anonson, J., Walker, M., Arries, E., Maposa, S., Telford, P. & Berry, L. 2014 ‘Qualities of exemplary nurse leaders: perspectives of frontline nurses,’ Journal of Nursing Management, 22 (1), pp. 127–136.
Coventry, T., Maslin-Prothero, S. & Smith, G. 2015, ‘Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review,’ Journal of Advanced Nursing, 71 (12), pp. 2715–2727.
Cziraki, K., Mckey, C., Peachey, G., Baxter, P, & Flaherty, B. 2014, ‘Factors that facilitate Registered Nurses in their first-line nurse manager role,’ Journal of Nursing Management, 22 (8), pp. 1005–1014.
Dray, B., Burke, L., Hurst, H., Ferguson, A. & Marks‐Maran, D. 2011 ‘Enhancing the employability of newly qualified nurses: a pilot study’, Journal of Further and Higher Education, 35 (3), pp. 299-315.
Duckett, S. & Willcox, S. 2011, The Australian Health Care System, 4th edn, Oxford University Press, Melbourne.
Duckett, S. Breadon, P. & Farmer, J. 2014, Unlocking skills in hospitals: better jobs, more care, Grattan Institute viewed 3 September 2016.
Ekström, L. & Idvall, E. 2015, ‘Being a team leader: newly registered nurses relate their experiences,’ Journal of Nursing Management, 23 (1), pp. 75 – 86.
Fedoruk, M. 2014, ‘Leadership in nursing and health care’, in Fedoruk M & Hofmeyer, A (eds), Becoming a nurse: an evidence based approach, Oxford Publishing, Melbourne, pp.111- 120.
Fedoruk, M. 2014, ‘Lifelong learning and the registered nurse’, in Fedoruk M & Hofmeyer, A (eds), Becoming a nurse: an evidence based approach, Oxford Publishing, Melbourne, pp.204 – 216
Foster, K., Fethney, J., McKenzie, H., Fisher, M., Harkness, E. & Kozlowski, D. 2017 Emotional intelligence increases over time: A longitudinal study of pre-registration nursing students, Nurse Education Today, 55, pp. 65-70.
Giltinane, C. 2013 Leadership styles and theories. Nursing Standard, 27 (41), pp. 35-39.
Halcomb, E., Salamonson, Y., Raymond, D. & Knox, N. 2012, ‘Graduating nursing students perceived preparedness for working in critical care areas,’ Journal of Advanced Nursing, 68 (10), pp. 2229–2236.
Jackson, D., Andrew, S. & Cleary, M. 2013, ‘A reason, a season or a lifetime? The importance of positive collegial relationships and networks in establishing career sustainability and resilience,’ Contemporary Nurse, 45 (1), pp. 2 -3.
Katsikitis, M., McAllister, M., Sharman, R., Raith, L., Faithfull-Byrne, A. & Priaulx, R. 2013, ‘Continuing professional development in nursing in Australia: Current awareness, practice and future directions’, Contemporary Nurse, 45 (1), pp. 33-45.
Kitson, A., Marshall, A., Bassett, K. & Zeitz, K. 2012, What are the core elements of patient-centred care? A narrative review and synthesis of the literature from health policy, medicine and nursing, Journal of Advanced Nursing, 69 (1), pp. 4-15.
Laschinger, H. & Fida, R. 2014 ‘New nurses’ burnout and workplace wellbeing: the influence of authentic leadership and psychological capital’, Burnout Research, 1 (1), pp. 19–28.
Lavoie-Tremblay, M., Fernet, C., Lavigne, G. & Austin, S. 2016, ‘Transformational and abusive leadership practices: impacts on novice nurses, quality of care and intention to leave,’ Journal of Advanced Nursing, 72 (3), pp. 582 – 592.
Lyneham, J. & Levett-Jones, T. 2016 ‘Insights into Registered Nurses’ professional values through the eyes of graduating students,’ Nurse Education in Practice, 17, pp. 86-90.
MacDonald, G., Jackson, D., Vickers, M. & Wilkes, L. 2016, ‘Surviving workplace adversity: a qualitative study of nurses and midwives and their strategies to increase personal resilience’, Journal of Nursing Management, 24 (1), pp. 123 – 131.
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