Nurses leadership.pdf

Nursing Leadership DR. SAIDA ELRUFAIE ASSISTANT PROFESSOR FACULTY OF NURSING SCIENCES NATIONAL RIBAT UNIVERSITY NOVEMBER 2023 1 WHY STUDY LEADERSHIP & MANAGEMENT?  Who are our leaders? 2 WHAT ARE THE MOS...

Nursing Leadership DR. SAIDA ELRUFAIE ASSISTANT PROFESSOR FACULTY OF NURSING SCIENCES NATIONAL RIBAT UNIVERSITY NOVEMBER 2023 1 WHY STUDY LEADERSHIP & MANAGEMENT?  Who are our leaders? 2 WHAT ARE THE MOST SERIOUS PROBLEMS PEOPLE FACE IN THE WORK ENVIRONMENT?  Technical  Safety  People  Financial  Ethical 3  WHY?  Tolearn how to work with people, not only as individuals, but as members of groups, teams, and organizations  Provides greater understanding and control of events in the work situation  Imparts a sense of personal power & self direction 4 DEFINITIONS  Leadership- the process of influencing others  Leaders inspire thru personal trustworthiness & self-confidence  Leaders communicate a vision that turns self-interest into commitment to the job 5 WHAT ARE THE 3 PRIMARY TASKS OF A LEADER?  Set direction: mission, goals, vision  Build commitment: motivate & inspire  Confrontchallenges: innovation, deal with change, turbulence, take risks 6 WHAT DOES THE STUDY OF LEADERSHIP INVOLVE?  Leadership theories  Motivation  Group development & team work  Power & conflict  Confrontation & negotiation  Effective communication  Critical thinking & problem solving 7 LEADERSHIP  All people have untapped leadership potential …it is there in you.  Theattempt defines leadership…it does not have to be successful  Tobe a leader you must make a decision to act 8 WHAT IS FOLLOWERSHIP  Followership & leadership are reciprocal roles  Being an effective follower is as important to the new nurse as being an effective leader 9 WHAT ARE THE CHARACTERISTICS OF AN EFFECTIVE FOLLOWER?  Self direction  Actively participates in setting group direction  Invests time & energy in the work of the group  Thinks critically  Advocates for new ideas 10 WHAT IS MANAGEMENT?  Management – too is a process of influencing people but with the specific intention of contributing to meeting the organization’s goals  Management is the process of getting work done through other people  Management is planning, organizing, coordinating, and controlling work given to employees 11  MANAGEMENT FUNCTIONS  Officially responsible for the work of a group  Hiring & firing  Evaluating staff performance  Recommending raises and promotions  Prepare & implement a budget  Approve expenses & purchases  Handle conflicts  Work schedules & assignments  Plan current & future activities of unit  Be open to demands of continuous change 12 To do whatever is necessary to see that employees do their work and do it well. NEW DEFINITION OF MANAGEMENT DIFFERENCES B/W LEADERSHIP & MANAGEMENT  Leadership  Management  based on influence  based on authority  an informal designation  a formally designated  an achieved position position  part of every nurse’s role  an assigned position  independent of  improved by use of management effective leadership skills 14  WHAT MAKES A PERSON A LEADER? We look to Leadership theories MOST PROMINENT LEADERSHIP THEORIES  Trait theories  BEHAVIORAL THEORIES (leadership styles)  SITUATIONAL THEORIES (understanding all the factors)  TRANSFORAMTIONAL THEORIES (inspiration & meaning) 16 WHAT ARE THE KEY DIFFERENCES IN THE 3 LEADERSHIP STYLES?  Democratic leader moves the group toward its goals  Autocraticleader moves the group toward the leader’s goals  Laissez-faire leader makes no attempt to move the group 17 BEHAVIORS OF AN EFFECTIVE LEADER  Think critically  Solve problems  Respect people  Communicate skillfully  Set goals, share a vision  Develop self & others 18  TRANSFORMATIVE LEADERSHIP QUALITIES  Integrity (Action  Optimism matches words)  Balance(work,  Courage (take  reflection, play) risks)  Ability to handle  Initiative (Act stress on ideas)  Self-Awareness)  Energy 19  MANAGEMENT THEORIES: TWO OPPOSING SCHOOLS OF THEORY  Scientific management  Human relations- oriented management 20 SCIENTIFIC MANAGEMENT  Frederick Taylor Father of S.M.  Focuson tasks & ways to increase efficiency & productivity by getting more work out of individual employees 21  WHAT MAKES A PERSON A MANAGER? TWO PERSPECTIVES  Scientific Management - Frederick Taylor says (emphasis is on the task aspect of providing care, paying people by the # of clients seen, incentive is to get the most work done in the least amount of time.  The current emphasis on reducing staff & increasing productivity is based on this type of thinking. 22 HUMAN RELATIONS-ORIENTED MANAGEMENT THEORY: X&Y  Theory X (McGregor’s ) says most people think work is something to be avoided, and the managers job is to make them work hard.  According to Theory X employees need strict rules, constant supervision, & the threat of punishment to make them conscientious. 23 THEORY Y  Theory Y manager believes the work itself is motivating and people really want to do a good job.  The Theory Y manager emphasizes guidance rather than control, development vs close supervision, & reward vs punishment. 24 COMMUNICATION  Is at the heart of leadership  Leadership can not occur except in relationship to other people & communication is the means through which leadership is accomplished 25 COMMUNICATION  We“cannot not communicate”! 26 COMMUNICATION  Giving & receiving feedback  Linking (connecting ideas in a group)  Networking (connecting people in a group or organization 27 VERBAL & NON VERBAL: KEY POINTS  Most non verbal is done unconsciously  It is more difficult to control  Discrepancies often exist between verbal & nonverbal  What is stated is often not felt or believed  Listening is the most critical communication skill 28  EMOTIONAL INTELLIGENCE  Listen to others  Pick up unspoken concerns  Acknowledge others’ perspectives  Welcome constructive criticism  Bring people together in a spirit of trust 29 COMMUNICATION WITH COLLEAGUES  Telephone etiquette  Information systems/computer/e- mail  Change-of-shift report  Be assertive without being aggressive  Staying calm & demonstrating good communication skills demonstrates professionalism& an ability to work well with others 30 COMMUNICATING WITH OTHER DISCIPLINES  Nurses are client care coordinators  Nurses spend the most time with clients, therefore they are in the best position to communicate among disciplines info re client  Physicians: nurses need to communicate changes in the client condition, discuss modification in treatment plan, clarify orders  This may be stressful-have the info you need on hand before phoning (meds, vitals, general health assessment status)  Maintain a record of calling logs 31 COMMUNICATING WITH CLIENTS & FAMILY Recognize signs of anger or anxiety Intervene to diffuse the situation Practice good listening & show respect  GIVING FEEDBACK  1. Give both positive & negative feedback  2. Give immediate feedback  3. Give frequently-keeps motivation high & prevents problems from growing high  4. Be objective - use standards for making judgments, tell “Why” it is good/bad 33  5.Base feedback on observable behavior- be factual & accurate FEEDBACK (CONT’D)  6. Communicate effectively - give feedback & be prepared to receive feedback in return. Engage in active listening.  When you give negative feedback allow time for the individual to express their feelings & for problem solving to find ways to improve the situation.  This is important. If the problem has been ignored a long time. 34  7. Includesuggestions for change.  Try to suggest alternative behaviors  8. Communicate in a non-threatening manner.  Highly threatening messages reduce motivation & inhibit learning.  Too much fear immobilizes people. Remember your ultimate purpose is to bring about improved performance. 35  PERFORMANCE APPRAISAL PEER REVIEW Evaluation procedures:  One by manager or superior (hierarchical).  One by colleagues with similar status & education  Peer review may be combined with performance appraisal to form a comprehensive system of evaluation 36 CASE SCENARIO: SMALL CHANGE IN PROCEDURE??!!  Itwas not “big deal” just a small change in procedure. At least that is what the VP Nursing of the Tri-County Home Care Agency thought when she ordered the staff to bring their lap top computers back to the office every evening. “These machines are expensive”, the VP noted, “We can not continue to let staff take them home. They could be broken, stolen, or used to play games in the evening.” 37 QUESTIONS FOR CRITICAL REFLECTION  How do you think the staff reacted to this change? Explain why they reacted as you describe?  Did the VP act primarily as a leader or as a manger? Explain your choice  What alternative procedure might be implemented to protect the laptops? 38 T HANK Y OU 39