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Study Guide

NRS 426- Midterm Exam Guide - Comprehensive Notes for the exam ( 27 pages long!)


Department
NURS
Course Code
NRS 426
Professor
Susan Blackwood
Study Guide
Midterm

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Humber
NRS 426
MIDTERM EXAM
STUDY GUIDE

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Week 1 NOTES
Building capacity in nursing: creating a leadership Institute
Author: Simpson, B. Skelton-Green, J Julia Scott, J. O’Brian
The creation of healthy work environment to empower and engage nurses requires a new breed of leader with a variety of new
skills. Nurse leaders will need to create and sustain environments that support excellence in professional practice and consistently
high level of care. They will need to promote the development of care delivery approaches grounded in principles of evidence-
based practice, Quality improvement, therapeutic relationships, and patient focused care. They will need to develop vision and
strategic directions for inter disciplinary professional practice, influence change, and lead pilot projects that bring together
desperate groups of providers to build on the strength of existing care models, Systems, and structures while testing and evaluating
new ones.
Objectives:
1. To promote the assessment, acquisition, and development of a set of core leadership competencies appropriate to the
times and settings in which nurse leaders practice.
2. To support participants in applying leadership concepts in real life situation through reflective learning.
3. To allow for individual and group assessment of skills and area for development.
4. To a dental fire and develop current nurse leaders and leadership aspirants, And begin at concrete and deliberate process
for nurturing their development.
Nursing leadership Institute should create a learning community for nurse leaders guided by the following principles:
1. The program design will be characterized by experiential learning (i.e., the belief that learning is enhanced when there is
an opportunity to experience ideas and concepts in practice). Experiential learning derives from the belief that personal
involvement in the subject matter is essential for the development of competence.
2. Learning activities will link theory and practice. Content will be evidence-based and literature supported. The concepts
and theories studied will be related to action. Opportunities will be provided to engage in the real world exercises, which
help participants make the bridge from three to practice.
3. Learning will be collaborative. Faculty, facilitators, and participants will engage as partners in learning. Personal,
interpersonal, and professional development will be valued and supported. Self-reflective learning will be respected and
supported. Networking and mentorship will be flourish.
4. All activities will challenge, stimulate, and deliver value. Furthermore, all exercises and tools will be designed and shared
so that participants can actively use them in their everyday work.
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Advancing leadership capacity in nursing.
Elaine S. Scott & Jane Miles
To increase the number of nurses capable of leadership, the profession must address to critical issues. First, efforts must
be made to augment faculty and students conceptualization of nursing such that leadership is seen as a dimension of
practice for all nurses not just those informal leadership roles.
Second, I’ll comprehensive conceptual framework for lifelong leadership development of nurses needs to be designed.
This framework should allow for baseline leadership capacity building in all nurses and advanced leadership
development for those informal administrative and advanced practice rolls. Defining what leadership knowledge and
skills are essential for nurses across the educational continuum is a critical priority for nursing.
Every nurse a leader
Clinical leadership is a direct response to the complexity of managing patient care across organizations, within economic
constraints, and in a manner that promotes continuous improvement and patient safety. Clinical leadership has been
characterized as having five dimensions: clinical expertise, effective communication, collaboration, coordination,
and interpersonal understanding.
Nursing must adopt perspective that supports collective leadership capacity building. Leadership is a set of knowledge,
skills, and attitudes that can be used by anyone to accomplish goals and connect effort. Moving to adopt leadership in
nursing as both process and roll promotes the potential for development of leadership competency and capacity in all
nurses, not just who take on administrative functions and organizations and groups.
Leadership development framework
Knowledge and skills in leadership, quality improvement, and patient safety necessary for the provision of high-quality
healthcare is required. Another essential stresses Communication and collaboration, two core leadership competencies.
Lifelong leadership development
Leadership development can be the result of lifespan trigger events or from intentional efforts to mobilize leadership
potential while leadership knowledge and skill can be taught in educational venues, leadership aptitude varies by
individual and is influenced by parental style, exposure to leadership training and rolls, and educational and work
experience.
Leadership identity development
The optimal time for learning to lead is from early childhood through young adulthood when the self-concept is being
developed.
Leadership identity, perceiving oneself as having capacity to lead is a precursor to being motivated to learn to lead. And,
individuals who perceive themselves as leaders are motivated to seek experiences that allow them to practice leadership
skills and behaviors.
Self-regulation that contributes to leadership development includes approaching the world with aspirations and making
attempts to achieve them. Motivation to lead and learning goal orientation are two more contributors to readiness because
individuals who are motivated to learn and want to learn from their experiences are often more willing to try leading and
reflect on their interactions in order to better relate to others.
To develop leadership capacity individuals must possess self-knowledge, identification with the role of leader, and self-
assurance to practice leading
Leadership self-efficacy
Leadership self-efficacy is defined as the level of confidence in the knowledge, Skills, and abilities associated with
leading others.
Self-confidence was the most prevalent characteristic used in defining a leader. Self-confidence and belief in one’s ability
to lead or leadership efficacy, is a powerful determinant of long-term leadership development.
Students need to be exposed to nurses who are passionately addressing issues in health care in both formal and informal
roles of leadership, so they are aroused to consider leadership as a course of action for resolving challenges in healthcare.
Striving for work-life balance
Susan Simmons
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