Barbara
DQ1
Is there a model of leadership that better supports leadership at the point of service? Why? Why not?
For me service meaning, applies the ability and nurse knowledge in benefit of patient care. When we hear about leadership models, we always think about the three main model or styles such as authoritative, democratic, and laissez-faire. They are call all models and they exist and works in different settings of nurse services. But the servant leader is someone who serves others first before anything else. They are more concerned about the benefit and growth of others and is applicable to the point of service (Campbell, Sam; 2017). It helps to motivate the nurse team and this in turn is reflected in better patient care. Although this model also has con, for example, diminished authority because servant leaders get down on such a personal level with their teams, their formal authority is easily lost. Also, they have the risk of overestimate and overburnt their team members.
How could formal leadership training for nurse managers and leaders impact hospitals in terms of saving money related to recruitment, nursing satisfaction, nurse wellness, and retention?
The leadership training to nurse managers and leaders is a good strategy to help the hospitals because the impact would be beneficial. The nurse should be nurses need to be listened to and treated in a respectful way. They must have leaders who represent and support them in their actions. These trainings help to improve retention and that the work done by nurses is stimulated not only with money, which is very important, but also with gratitude and recognition of their work. That they have the opportunity to move up a level or rotate through the different services to support them in their learning and training, as well, give fairness, well distributed work, and autonomy to make decisions. All that improve nurse satisfaction and the hospital save money because don’t have to train new nurses when they leave as a result of a manager without knowledge in leadership (Morris, Gayle, 2021).
How do traditional attributes associated with the nursing profession promote effective leadership in the 21 st century?
The nurses have traditional attributes that can help to develop an effective leadership in their workplace. A nurse should have exceptional communication skills, empathetic disposition, sense of humor, high standards of professionalism, and action-oriented or critical thinking. All those attributes can promote an effective leader in 21 st century because that contribute to give a better healthcare service and people needs health providers with effective professional skills and with great communication to understand their problems, solve, and treat them promptly, effective (Nursing Careers, 2016). All this must be transplanted to the work area. In other words, the work team, just as a patient needs to be cared, the co-worker must also be listened to, respected and guided in a correct way.
Barbara
DQ2
Should evidence-based practices be institution specific?
Evidence-based practices (EBP) is a process in which the health practitioners combine well-researched interventions with clinical experience, ethics, client preferences, and culture to guide and inform the delivery health care decisions such as treatments and services (Titler, Marita G; 2008). A study relates EBP showed that its practice is not institution specific, but some aspects can influence in EBP, this study contributes to a deeper understanding of institutional contextual factors that can be used to support nurse leaders in their efforts to drive EBP changes at each unit level (Shever, Leah L; 2015). EBP allows nurses to make complex health care decisions based on findings from rigorous or high-quality research reports, clinical expertise, and patient perspectives. Nurses need institutional contextual support for themselves and their staff on the hospital unit to create an environment that drives change with EBP. For this reason, EBP is influenced by the Institution.
Is evidence-based practice grounded more in quantitative or qualitative research?
Health practitioners of evidence-based medicine may encounter two “rocky roads” to understand the unique contributions of each research method. Both quantitative and qualitative research methods generate valuable knowledge for practice; however, it is critical to identify which type of evidence provides the best answers for specific practice questions. Quantitative evidence provides the empiric knowing necessary for practice, and qualitative evidence supports the personal and experiential knowing critical for practice. Qualitative research presents its findings through participants’ words and stories, which are easily applied to nursing care practices. Nurses are attracted to qualitative research because its methods and findings often emulate the art of nursing practice, where understanding the whole patient and knowing patients individually matters. Qualitative research has not always been considered sound evidence for practice. It has been accorded lesser importance than quantitative research, which has been the gold standard (Donze, Ann; 2010).
Do you find there is a gap between nurse researchers/faculty and the bedside nurse? If so, how can we close it?
Yes, in my opinion I believe that this gap exists because each nurse has different objective and purpose. For example, the nurse research is dedicated to the investigation, the nurse faculty is teaching, and the bedside nurse is providing healthcare directly to the patient. Although, this gap can be close, how? For example, the bedside nurse should have knowledge of research and also as faculty nurse, it is evidence when the bedside nurse should teach new nurses in the unit or trained them. The faculty nurse is always in contact with a healthcare facility practicing as nurses or nurse practitioner. The research nurses should be in contact with patient too, they need evidence and results for their investigations though patients and need to be at bedside of them. Also, they as researches teach in different ways to others nurses. At the end, the gap is close when they explore and keep practice as integral nurse.
Marta
DQ3
Discussion Board #1
Older adults are a significant portion of any community population. Unfortunately, many stereotypes about older adults are commonly believed in societies that are not necessarily true. Also, these stereotypes may influence older adults negatively. This discussion post will discuss two popular stereotypes that I have heard or once believed about older adults.
The first stereotype is that older adults have memory loss; many may think that most older adults cannot memorize events, usually due to advanced age. The truth is that memory loss is more common in older adults than in other age groups, but not all older adults have memory loss; thus, the majority of older adults may have a normal neurological function. On the other hand, the second stereotype is that older adults are sexually inactive. Many people who are aged between 18 and 64 years old may think that older adults are sexually inactive due to many reasons; for example, many women may think that when menopause comes, it will negatively influence the sexual health; this stereotype may trigger the older adults self-confidence and self-esteem as many older adults have a very healthy sexual life.
Individual and group efforts should be made to dispel these myths and stereotypes; for example, I intend to work more as a healthcare professional with older adults. Interviewing older adults and assessing their health conditions can prove that those stereotypes are not true. On a larger scale, communities should eliminate myths and stereotypes by involving older adults in different activities and not isolating them; for instance, working with older adults without biases based on age can remove such stereotypes. In the end, healthcare professionals, including nurses, have an integral role in promoting geriatric health since life transitions have potential cumulative effects, including a shrinking social world for older adults (Eliopoulos, 2013, p. 43).
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