The Notability of Leadership and Competitiveness in Nurse Profession (Essay Sample)

Nursing Proficiency Writing
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Nursing Proficiency Writing
PRACTICE DIMENSION
Practice
Strong leadership is required to bring the vision of a reconfigured health-care system to fruition. Not every nurse, however, aspires to be a figurehead from the beginning. From the side of the bed to the conference room, the medical profession must produce leaders who can collaborate with leaders from other health professions while working as equal participants with other healthcare workers and being accountable for their own achievements in delivering high-quality care.
At all levels of the medical field, being a full partner necessitates leadership skills that must be applied both in the career path and in collaboration with other health professionals. Establishing priorities and waste, implementing an improvement plan, monitoring progress over time, and taking corrective action when necessary to meet established goals are all part of being a full partner in a care setting (Harvey et al., 2019). As strong patient advocates, nursing staff must be involved in decision-making about how to improve care delivery.
Being a strong participant has a broader meaning in the realm of health policy. To be effective in reconceptualized roles and to be seen and accepted as leaders, nursing staff must see strategy as something they would shape and create instead of something that happens to them, whether at the local organizational level or at the national level. They must be able to effectively communicate in policy, participate effectively in the political system, and collaborate as a group. Nurses must have a say in health policy decisions and be involved in health-care reform implementation efforts. Nurses should also serve on advisory committees, commissions, and boards that make policy decisions aimed at improving health systems and patient care. Nurses must form new alliances with other clinicians, business owners, philanthropists, elected officials, and the general public to help realize these advancements.
Nurses, along with physicians and other health professionals, should be full partners in the redesign of health care in the United States. According to Harvey et al. (2019) by examining the new leadership style that is required. It then sends out an alert to nurses, asking them to respond to the challenge. We outline three ways to respond to that call: nurse leadership programs, mentorship, and participation in the policy-making process. Then we make a plea for new collaborations to help nurses realize their full potential as leaders in the health-care system. Nurses, physicians, patients, and others who work in the health-care system are becoming increasingly interdependent. Every day, problems arise that do not have simple or singular solutions. In this environment, leaders who simply give orders and expect them to be followed will fail (Harvey et al., 2019). What is required is a leadership style that involves working as full partners with others in an atmosphere of mutual respect and collaboration. This management style has been linked to better patient outcomes, fewer medical errors, and lower staff turnover. It may also help to reduce workplace bullying and disruptive behavior, which is still an issue in the health-care industry. Despite the fact that the benefits of interprofessional collaboration in the health care field have been repeatedly documented in terms of improved patient outcomes, shorter hospital stays, cost savings, increased job satisfaction and retention among nurses, and improved teamwork, interprofessional collaboration is not always the norm. It will be difficult to change this culture.
At all levels, the new leadership style that is required flows in all directions. From the bedside to the boardroom, everyone must involve coworkers, subordinates, and executives in order to identify and achieve common goals (Harvey et al., 2019). The collaborative management of their practice must be shared by all members of the health care team. Physicians, nurses, and other health professionals must collaborate to dismantle hierarchical silos and hold one another accountable for improving quality and reducing avoidable adverse events and medication errors. Everyone must be able to adapt to the ever-changing dynamics of the health-care system.
Nurses need two sets of competencies to be more effective leaders and full partners: a general set that can be applied to any leadership opportunity and a more specific set tailored to a specific context, time, and place. Knowledge of the healthcare delivery system, how to work in teams, how to collaborate effectively within and across disciplines, the fundamental tenets of ethical care, how to be an effective patient advocate, theories of innovation, and the foundations for quality and safety improvement are all part of the former set. The American Association of Colleges of Nursing also considers these skills to be essential for baccalaureate nursing programs. The National League for Nursing's and the National League for Nursing Accrediting Commission's leadership competencies are being updated to reflect similar principles. Learning how to be a full partner in a health team, where members from various professions hold each other accountable for improving quality and reducing preventable adverse events and medication errors, are examples of more specific competencies (Harvey et al., 2019). Nurses who want to pursue entrepreneurial and business development opportunities should have knowledge of economics and market forces, as well as regulatory frameworks and financing policy.
Nurse leadership is required at all levels and in all settings. Although collaboration is a desirable goal in general, there are times when nurses must act as advocates with a single voice in order to provide excellent patient and family care. At the same time, effective leadership necessitates an understanding of when it is more important to mediate, collaborate, or follow others who are in positions of leadership. Nurses must understand that their ability to provide quality care at the bedside is just as important as their technical ability to do so safely and effectively. They must take the lead in improving front-line work processes, developing new integrated practice models, and collaborating with others, from organizational policymakers to state legislators, to craft practice policy and legislation that allows nurses to work to their full potential. They must also lead curriculum changes to prepare the nursing workforce to meet community and patient needs.
Nursing leadership is especially important in community and home settings, where nurses work with patients and families more independently than they do in acute care. Nurses provide a direct link between patients, their caregivers, and other members of the health care team in community and home settings. Other members of the health-care team may lack the time, expertise, or first-hand knowledge of the patient's home environment and circumstances to recognize and respond to the patient's and family's needs. A neurologist, for example, may not be able to help a caregiver of an Alzheimer's patient understand or control their spending habits, and a surgeon may not be able to provide ostomy care advice to a caregiver—roles that nurses are perfectly suited to fill. Nurses must be assertive and have a strong voice in advocating for patients and their families in these situations to ensure that their needs are communicated and adequately met.
Ethics
Nursing ethics education lays the groundwork for addressing ethical issues that arise in the patient-provider relationship. These inquiries are numerous, and they frequently center on issues such as truth-telling, informed consent, and safeguarding the rights and welfare of patients and their families in decision-making. Nurses' ability to collaborate with other group members and share their viewpoints when ethical concerns discuss clinicians and their patients and families is hampered by a lack of ethics training at both the postgraduate level. The goal of this article is to discuss the importance of ethics education in nursing, identify gaps in nursing curricula for ethics education, and review specific content issues within ethics curricula as well as future directions. We highlight preclinical and practice opportunities for ethics education, as well as innovative ethics pedagogy methods (Ventura et al., 2020). We also look at what we might be able to learn from medication.
Within any given clinical unit, practice setting, or designated role, nurses frequently share in the intimate struggles and complexities of life and death decisions with patients and families. Nurses' ability to keep up with the ethical issues often associated with technological developments in both clinical care and research is put to the test as a result of developments in genetic factors, biotechnology, targeted therapy, and other scientific areas. According to Ventura et al. (2020), in everyday nursing practice, ethical issues arise as well. These concerns may include, but are not limited to, misunderstandings about informed consent, conflict over treatment goals, power imbalances among and among healthcare clinicians, patients, families, and others, a lack of appropriate resource base and policies to guide practice decisions, truth-telling, and disparities in access to care.
Nursing, as one of the most important health professions, now has a new meaning, as well as additional roles and exciting opportunities. Spectacular scientific breakthroughs are being transcribed into everyday life. Because nursing is the a...