NUR1113 Clinical Leadership: Critical Thinking 代写

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NUR1113 Clinical Leadership: Critical Thinking 代写

Write a response to an iSAP (Integrating Science and Practice) scenario focusing in leadership in nursing and midwifery practice.

This two-part online case study will allow you to explore how nursing trainees can begin to develop and demonstrate leadership skills, during placement. You will need to reflect on the theory presented in lectures and tutorials, as well as supplementing these ideas with your own research, before preparing your written response to the case (your case action plan - part A). In the second7/31/2017

Clinical Leadership: Critical Thinking

& Emotional Intelligence

Patricia Schwerdtle, 2017

MONASH

NURSING &

MIDWIFERY

1. Explore Pepin’s framework for leadership development

2. Explain the key components and importance of using

emotional intelligence in the workplace

3. Describe the ‘critical thinking indicators’ and the ‘4 circle

CT model’ in order to practice critical thinking as a key

component of clinical leadership

This week relates to unit learning objectives 1 and 4

Learning Objectives

 Servant Leadership: The leader is

here to serve (Greenleaf, 1974)

 Clinical environment is VUCA:

Volatile, Uncertain, Complex,

Ambiguous

 In VUCA: Traditional leadership

doesn’t work! (Expert – Novice)

 Clinical environment requires

everyone to be leaders: Distributive

leadership model

CLINICAL LEADERSHIP: What is it?

PART 1: PEPIN’S FRAMEWORK FOR LEADERSHIP

DEVELOPMENT

Fig. 1 A cognitive learning model of the clinical nursing leadership competency.

A cognitive learning model of clinical nursing leadership

Nurse Education Today Volume 31, Issue 3 2011 268 - 273

Pepins Model of Clinical Nurse Leadership

• Recognise characteristics and actions of CL

• Position yourself on the path to CL

• Realize I can lead in some clinical situations and

that I can influence care of my patients

• Share knowledge and help colleagues

Stage 1: I am aware of clinical leadership (CL)

in nursing

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• Express myself with confidence and get involved

in care situations

• Communicate factual information with other

professionals

• Recognise and acknowledge my strengths and

limits

• Identify role models

Stage 2: I integrate clinical leadership in my

actions

• Take the lead in patient situations

• Initiate collaboration for quality patient-centred

care

• Act as a role model

• Identify my leadership style

• Take steps to develop my own leadership style

Stage 3: Active leadership with patients

sometimes with colleagues

• Mobilise team

• Act as a key resource person

• Explore possibilities while questioning established

ways

• Enact solutions to overlooked problems

• Adapt my leadership style according to context

• Enhance own and team competencies

Stage 4: Active leadership with a team

• Partake in organisational decision making

• Lead changes and propose different approaches

from the status quo

• Anticipate problems and work towards preventing

them

• Manage conflict

• Act as a mentor

Stage 5: Clinical leadership extends to

organisational level & beyond

NUR1113 Clinical Leadership: Critical Thinking 代写

Clinical Leadership and EI

At stage 1, when you are identifying clinical leaders, look for

the key components of EI:

– Self-awareness

– Social awareness

– Self-management

– Relationship management

By stage 3, you should be demonstrating these

characteristics yourself

However, you will need to develop reflective skills in order to

develop EI

PART 2: EMOTIONAL INTELLIGENCE

7/31/2017

Define Emotional Intelligence

"the subset of social intelligence that involves the ability to

monitor one's own and others' feelings and emotions, to

discriminate among them and to use this information to guide

one's thinking and actions" (Salovey & Mayer, 1990)

http://www.feedandgrain.com/magazine/using-emotional-intelligence-in-management

What is Emotional Intelligence?

“The capacity for recognising our own

feelings and those of others, for motivating

ourselves, for managing emotions well in

ourselves and in our relationships.”

(Goleman, 1995)

Emotional Intelligence

http://www.discoveryinaction.com.au/latest-news/tips-to-improve-your-emotional-

intelligence/?doing_wp_cron=1460000480.9276120662689208984375

“Anyone can become angry …

that is easy.

…But to be angry with the right

person, to the right degree, at the

right time, for the right purpose,

and in the right way … that is not

easy.”

(Aristotle)

http://www.britannica.com/biography/Aristotle

What is Emotional Intelligence?

The ability to perceive emotions

The ability to access and generate emotions to assist thought

The ability to understand complex emotions and emotional

knowledge

The ability to reflectively regulate emotions to promote

emotional and intellectual growth

Emotion Regulation

How do you regulate your emotional reactions?

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Four Basic Components of EI

Self -

awareness

Self -

regulation

Social awareness

Relationship

management

Examples of EI competencies

• Self-awareness: self-confidence, accurate self-

assessment, emotional self-awareness

• Social awareness: empathy, responsiveness to others,

organizational awareness

• Self-management: adaptability, emotional self-control,

positive outlook, initiative

• Relationship management: conflict management,

inspirational leadership, influence, teamwork

What Does High or Low EI Look Like?

• 'I feel...'

• Open expression of emotions

• Not preoccupied with negative

emotions

• Can identity the feelings of others

• Emotionally resilient

• Decisions based on feelings and

logic

• Accepts self and others

• Good listener

• Talks about problems

• 'You always make me feel....'

• Cannot share feelings verbally

• Negative feelings dominate

• Not perceptive to others' feelings

• Carries grudges, unforgiving

• Acts without reasoning or logic

• Not accepting of self or others

• Poor listener

• 'Hits out' when there is a problem

HIGH LOW

Why is EI Important?

High EI individuals compared to those low on EI are:

• Less aggressive

• More empathic

• Happier

• Have fewer unauthorised absences and exclusions from

school

• Less depressed

• Less stressed

• Higher self-esteem

• Less lonely

• Better quality friendships and sexual relationships

Education and High EI

• Cope better at transition periods

• Lower drop out from school and university

• Higher academic qualifications

• Better career prospects

PART 3: CRITICAL THINKING

7/31/2017

Critical Thinking Indicators

• Self Aware

• Genuine/Authentic

• Effective Communicator

• Curious and Inquisitive

• Alert to context

• Reflective and self corrective

• Analytical and Insightful

• Logical and Intuitive

• Confident and Resilient

• Honest

• Autonomous

• Careful

• Open and Fair

• Sensitive to Diversity

• Creative

• Realistic and Practical

• Proactive

• Courageous

• Patient and Persistent

• Flexible

• Health oriented

• Improvement oriented

‘4-Circle Critical Thinking Model’

Critical thinking steps

NUR1113 Clinical Leadership: Critical Thinking 代写

NUR1105 - Revision

References

• Beauvais, A., Brady, N., O’Shea, E. & Quinn Griffin, M. (2011) Emotional Intelligence and nursing

performance among nursing students. Nurse Education Today31, 396-401. Doi:

10.1016/j.nedt.2010.07.013

• Marquis, B. L., & Huston, C. J. (2012). Leadership roles and management functions in nursing : theory and

application(7th Edition. ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins

• Rankin, B (2013) Emotional Intelligence: enhancing values-based practice and compassionate care in

nursing. Journal of Advanced Nursing 69(12), 217-2725. Doi:10.1111/jan12161

• Salovey, P & Mayer, J (1990) Emotional Intelligence. Imagination, Cognition and Personality, 9, 185-211.

• Sarros, J. C. (2009). Contemporary perspectives on leadership : focus and meaning for ambiguous times

(1st ed.). Prahran, Vic.: Tilde University Press.

• Stanley, D. (2011). Clinical leadership : innovation into action (1st ed.). South Yarra, Vic.: Palgrave

Macmillan.

part of the assignment, you will need to compare your response with an expert analysis, reflect on your learning, and identify how your increased understanding of the topic will affect your future practice (your comparative report - part B).

NUR1113 Clinical Leadership: Critical Thinking 代写