NUR 674 RS: Leadership Journal Template Paper
NUR 674 RS: Leadership Journal Template Paper
Practicum Activities Reflection:
During weeks 8 &9, the preceptor and I identified team-building activities that can be implemented in the hospital to promote effective nursing teams. I observed that a leader is tasked with ensuring that employees work effectively in teams. Having a group of qualified professionals is not enough for the team to be successful. This is because team members need to work effectively to achieve their goals and vision successfully. As a result, more research is being conducted to identify ways in which teams can be made more effective through teamwork training. According to McEwan et al. (2018), various studies have demonstrated a positive impact of teamwork interventions in improving team effectiveness across various contexts, including healthcare.
The practicum experience has enlightened me on the importance of teamwork in healthcare. I have observed that teamwork includes a range of interactive and interdependent behavioral processes among team members that convert team inputs into outcomes such as team performance and team member satisfaction. Besides, I learned that teamwork is positively attributed to essential team effectiveness variables, such as group cohesion, team performance, collective efficacy, and satisfaction of team members (Dyer et al., 2019). I noted that leaders working on improving team performance focus more on the behaviors of the team members, including the behaviors that are evident before or when preparing for team task performance, during task implementation, and after task completion.
We identified four approaches in which teamwork interventions can be trained and developed among employees. The first strategy is to provide didactic education to employees in a classroom-type setting, like lecturing about the importance of offering social support within the team. Employees could also be educated on managing interpersonal conflict in the healthcare teams (McEwan et al., 2018). The training strategy is established to be effective in increasing team success. The second team training approach entails using a more interactive workshop-style format, wherein employees in teams engage in several group activities. Examples of these activities include discussing the purposes and goals of the team and solving case studies in teams. The third approach is simulation training, wherein employees in teams perform various teamwork skills in a setting that mimics the real team tasks (McEwan et al., 2018). The fourth approach to training and developing teamwork skills is incorporating team reviews in situ. In this approach, the team performs its tasks, enabling them to monitor or review the quality of teamwork continuously. The team reviews comprise of discussions before, during, and following task implementation.
Application of Leadership:
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Quality Indicators (QIs) are systematized, evidence-based, health care quality interventions applied to assess and examine performance and outcomes in clinical care. My preceptor utilizes various QI indicators including Patient safety indicators (PSIs), prevention quality indicators (PQIs), and inpatient quality indicators (IQIs). The preceptor uses PSIs in her leadership role to identify possible in-hospital complications and adverse events after medical procedures, surgeries, and childbirth. In addition, the preceptor uses PQIs to measure the quality of care provided for patients with primary and ambulatory care conditions (AHRQ, 2018). The preceptor focuses on identifying various preventable complications in the hospital, such as the admission of patients with preventable conditions like dehydration, asthma exacerbation, hypertension, uncontrolled diabetes, and heart failure. Furthermore, the preceptor uses IQIs to establish the hospital’s quality of care using hospital administrative data (AHRQ, 2018). In this regard, the preceptor examines hospital data that give a general view of the hospital quality of care, such as inpatient mortality for specific procedures and conditions and utilization and frequency of procedures.
The use of these QI indicators significantly prevents hospital-acquired infections and promotes the delivery of high-quality and safe patient care. Using PSIs helps prevent adverse medical events, thus promoting patient safety and preventing morbidities associated with in-hospital complications and adverse events (AHRQ, 2018). Besides, using PQIs helps to continuously improve the quality of patient care, thus reducing the incidence of preventable complications, which negatively affect patient outcomes. Using IQIs also affects patient outcomes since the preceptor identifies strategies to improve the quality of care, especially in performing medical and surgical procedures.
Using QIs impacts the organization by reducing healthcare costs due to reduced hospital stays caused by hospital-acquired infections and adverse events. Reduced incidence of patients developing preventable complications decreases the workload for nurses (AHRQ, 2018). This prevents nurse burnout, a significant cause of turnover in most healthcare organizations. Furthermore, using QIs promotes better health outcomes, increasing patient satisfaction with care and creating a positive image for the organization.
Practicum Project Preparation:
The practicum project entails developing a team-building activity to boost camaraderie, improve work relationships, and create a positive, healthy environment for nurses at Seattle VA Medical Center. Simulation training is the proposed team-building activity. Simulation education is a commonly used approach for improving teamwork and patient outcomes (Connolly et al., 2021). Nurses will perform various teamwork skills, like interpersonal communication and coordination, in an environment that mimics the patient care setting.
Potential barriers to implementing the project include some of the nurses participating in the simulation training perceiving that their role in the simulation scenario was insufficient. If nurses feel like bystanders in the simulation scenario, they might believe that their perspectives were not valued equally like other team members. However, this barrier can be addressed by promoting inclusiveness, which is critical in creating an environment where nurses will engage in a simulation task and take interpersonal risks like discussing weaknesses and speaking up (Raîche et al., 2021). Another barrier is a lack of experience among nurses in simulation training, which may limit the expected outcome. Nonetheless, this can be mitigated by emphasizing pre-simulation briefing and orientation (Connolly et al., 2021). Furthermore, nurses’ resistance to engaging in the simulation training is a potential barrier and may hinder the attainment of the project’s goals and prevent nurses from benefiting from simulation (Raîche et al., 2021). However, this will be addressed by educating the nurses on the benefits of the team-building activity and how it will promote a positive, healthy environment.
Leadership Video Reflection: “Issue of Headship” video
The Servant Leadership – Issue of Headship video educated me on the differences between leading and heading. I learned that headship is the position a leader has in the official hierarchy of an organization. A person can head an organization or a team of individuals but may lack influence over the employees. Besides, not every person in a leadership position can lead employees effectively. Thus, influence is a critical factor in leadership. Nevertheless, a person with no official leadership position in an organization’s hierarchy can lead other individuals if they have influence over them, and this is termed leading.
The video also enlightened me that influence is critical for a leader to motivate employees towards a common organizational goal or vision. Thus, authority dominates the process of headship, and the outcomes differ from situations where the leader applies influence and inspiration to motivate individuals. Furthermore, power is a crucial factor in leadership. It is often challenging to influence individuals to meet a specific goal if the leader does not exercise their positional power.
Agency for Healthcare Research and Quality [AHRQ]. (2018). Quality indicators. Retrieved from https://www.qualityindicators.ahrq.gov/
Connolly, F., De Brún, A., & McAuliffe, E. (2021). A narrative synthesis of learners’ experiences of barriers and facilitators related to effective interprofessional simulation. Journal of Interprofessional Care, 1-12. https://doi.org/10.1080/13561820.2021.1880381
Dyer, J. D., Morgan, M. C., Cohen, S., Ghosh, R., Raney, J., Spindler, H., … & Medvedev, M. (2019). Does teamwork and communication improve with simulation training? An evaluation of simulation training videos in Bihar, India. East Afr J Appl Health Monitor, 3, 1-10.
McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., & Beauchamp, M. R. (2018). The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions. PloS one, 12(1), e0169604. https://doi.org/10.1371/journal.pone.0169604
Raîche, I., Moloo, H., Schoenherr, J., & Boet, S. (2021). Interprofessional simulation: The challenges of teamwork training. Perioperative Care and Operating Room Management, 24, 100180. doi:10.1016/j.pcorm.2021.100180
Practicum Journal: Headship
Journaling provides a valuable tool for recording, reflecting on, and reviewing your learning. This approach provides an opportunity for you to “connect the dots” and observe the relationships between and among activities, interactions, and outcomes.
Unlike a personal journal of thoughts and feelings, this leadership journal is a record of your activities, assessments, and learning related to this academic experience.
Journal entries should include a record of the number of hours spent with your nurse leader each week.
Write a journal entry of 750-1,500 words on the subject of provision, including the following:
Practicum Activities Reflection: Provide observations and thoughts on the activities in your practicum during Weeks 8 & 9.
Application of Leadership: Describe how your nurse leader/preceptor uses quality improvement indicators in their leadership role. How does this impact patient outcomes? What impact does this have on the organization?
Practicum Project Preparation: Describe any potential and/or actual barriers you have encountered as you prepared for project implementation. If you have not encountered any, what could present a barrier in the future? How do you plan to approach and overcome or handle these barriers?
Leadership Video Reflection: Reflect on at least two things you learned from the “Servant Leadership – Issue of Headship” video.
Use the “Leadership Journal Template” to complete this assignment.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.