Emotional intelligence in relation to nursing leadership: does it matter?

Aim  Discuss the importance of studying emotional intelligence (EI) of nursing leaders and the job satisfaction of nursing staff.
Background  The nursing shortage and issues with retention signifies the importance of assessing the influence nurse managers have on staff job satisfaction.
Evaluation  A review of the literature on the development of EI and the level of study involving nursing leadership was conducted to determine the need for further research in this area.
Key issues  Neurobehavioural research involving the limbic system has indicated that EI can be learned through educational programmes.
Conclusion  There is a need for further research in the area of EI of nurse managers in their role as leaders and the impact they have on the job satisfaction level of their nursing staff.
Implications for nursing management  The increasing nursing shortage and turnover rates signify the importance of research in the EI level of nursing leaders. Future research may include implementing educational programmes in the area of EI for nursing leaders resulting in a more positive work environment. Determining if EI influences nursing job satisfaction will provide a foundation for ongoing programme implementation to support and develop our nursing leaders.     

The need for leadership

This paper examined a number of leadership theories and established that Transformational Leadership is often cited as an appropriate leadership model for nursing. Evidence was put forward to suggest that Australian nurses possess many of the attributes considered as consistent with transformational leaders. However, in the future nurses may require leadership skills, such as technical and collaborative skills, beyond what they have at present since it is not know if the future leadership needs of nursing will be met with the transformational model. Suggestions are provided for the development and encouragement of future leaders. Those discussed are the learning organisation and professional practice models.     

Patient centred leadership in practice

Aim To explore patient centred leadership at every level in an organisation and provide practical examples of how this was demonstrated in an acute tertiary NHS Trust. Background There is a direct relationship between leadership and quality of care. With increasing expansion of their role nurses are in a key position to influence and lead colleagues to improve patient care. Evaluation The Leadership Qualities Framework (NHS Institute of Innovation and Improvement 2006) is used to illustrate the various qualities used by clinical leaders in examples of leadership in practice. Key issue Leadership development with the emphasis on the patient drives improvements in service delivery and patient safety. Conclusion Patient centred leadership is demonstrated when there is support at the top of the organisation. Politically aware nurses make effective patient centred leaders. Leadership development programmes provide staff with opportunities to acquire essential skills and qualities in order to contribute to the vision of the organisation. Implications for nursing management Managers should support staff and take risks in order to empower nurses to implement initiatives which improve patient care. A process of communication using a variety of tools can have a impact on a range of staff. Patient centred leaders are role models for tomorrow’s leaders, their impact has lasting effect and wider implications within an organisation and beyond.     

The ‘F.E.E.L.’ good factors in nursing leadership at the board level through to work‐based learning

Aim The aim of this commentary is to raise awareness about the apparent lack of formal activities and the paucity of published papers in nursing leadership development at the board level in the United Kingdom (UK). The paper suggests a way forward. Background The author has been serving at a board level, within and outside of nursing, locally, nationally and internationally since 1988. His current experience as an active board member and honorary treasurer of a leading charity organization in the Southeast of England and participation on a Board Leadership Development programme in the United States of America (USA) led to the need to write this commentary. Evaluation Leadership at the board level is different because the board is the governing body of an organization. The board has overall responsibility for running the organization. The overall duty is to manage less and LEAD more. The need for this type of leadership is on the increase because these are turbulent days in the healthcare industry. This growing trend witnesses increasing and greater demand from key stakeholders for nursing and healthcare services: rising exposure to liability and litigation; a demand for stronger accountability and questioning of the nature and delivery of nursing and healthcare services. Effective and successful leadership judgment is made based on both numbers [efficient resources utilization (RU)] and stories [effective client/patient satisfaction (CS)]. Conclusions Nurses and others in the healthcare industry need to guide against the leadership myths that: ‘everyone can be a leader’; ‘leaders deliver business (service) results’; ‘people who get to the top are leaders’; and ‘that leaders are great coaches’. This commentary demonstrates these myths could be converted to become realities through developing and possessing most if not all the knowledge, skills and attitudes implicated in the Effective Board Leadership Capabilities Development Profile presented in this paper. Implications for nursing management and leadership Possessing board level leadership capabilities is significant to nursing management and leadership from three key perspectives: the need for nurses to become ‘recognized’ leaders of the healthcare industry; possessing the knowledge, skills and attitudes relevant for effective board leadership; and the need to use the technology of the 21st century to aspire to an essentially intentionally global nursing community.     

Strengthening the nursing and midwifery unit manager role: an interim programme evaluation

clarke e., diers d., kunisch j., duffield c., thoms d., hawes s., stasa h. & fry m. (2012) Journal of Nursing Management 20, 120–129
Strengthening the nursing and midwifery unit manager role: an interim programme evaluation Aims An interim evaluation was conducted on the professional development components of the New South Wales (NSW) Health ‘take the lead’ (‘ttl’) programme, an initiative aimed at enhancing nursing/midwifery unit managers’ (N/MUM) skills. Background Previous research has highlighted the importance of strong nurse leaders, and shown that training programmes may assist in improving leadership skills. The NSW Nursing and Midwifery Office (NaMO) developed the ‘ttl’ programme for N/MUMs with the intention of improving hospital quality by strengthening nurse leadership. The programme had three strands, with the professional development modules a key component. Method Semi-structured interviews were conducted with 17 participants who had completed components of the ‘ttl’ programme. The interviews explored participants’ perceptions of the programme, and suggestions for improvement. Qualitative analysis was conducted on the transcribed interviews. Results The N/MUMs reported feeling increasingly empowered, knowledgeable and supported as a result of attending the ‘ttl’ workshops. Conclusions The results suggest that the studied components of the ‘ttl’ programme may be effective in assisting nurse leaders gain new leadership skills and institute positive changes in the nursing work environment. Implications for Nursing Management Leadership programmes such as ‘ttl’ may provide an effective tool for improving N/MUM performance and role confidence.     

A summative evaluation of productivity and accomplishments of Robert Wood Johnson Foundation Nurse Faculty Scholars Program participants

From 2008 to 2017, the Robert Wood Johnson Foundation Nurse Faculty Scholars Program inspired, developed, and supported cohorts of next generation national leaders in academic nursing through career development awards. With support from mentors, scholars in the program created individual development plans focused on scholarship, teaching, service, and leadership. The curriculum of the scholar development program combined goals and objectives related to leadership development, enhancement of nursing education skills, and focused programs of research and scholarship. In addition, program outcomes emphasized engagement in institutional, university, and professional governance systems. This article describes and recounts findings from the program participants regarding accomplishments, productivity, and facilitators contributing to their achievement of program outcomes.     

First-line nurse leaders' health-care change management initiatives

macphee m. & suryaprakash n . (2012) Journal of Nursing Management 20, 249–259
First-line nurse leaders’ health-care change management initiatives Aim To examine nurse leaders’ change management projects within British Columbia, Canada. Background British Columbia Nursing Leadership Institute 2007–10 attendees worked on year-long change management initiatives/projects of importance to their respective health-care institutions. Most leaders were in first-line positions with <3 years’ experience. Method Consenting leaders’ project reports (N = 133) were content analysed for specific themes: types of projects; scope of projects (e.g. unit or local level, departmental, institutional); influence targets or key stakeholder groups targeted by the projects; leadership successes and challenges. Results Of study participants, 77% successfully completed their projects. Staff tool and resource development and existing services improvement were major project types. Care delivery teams were the major influence targets. Only 25% of projects were at the unit level. Many projects had broader scopes, such as institutional levels. Participants cited multiple leadership successes, including enhanced leadership styles and organizational skills. Conclusion First-line nurse leaders were able to successfully manage projects beyond their traditional scope of responsibilities. The majority of projects dealt with staff needs and healthcare restructuring initiatives. Implications for nursing management Constant change is a global reality. Change management, a universal competency, must be included in leadership development programmes.     

Using the patchwork text assessment as a vehicle for evaluating students' perceptions of their clinical leadership development

A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate contemporary healthcare leaders. Concurrently generating the evidence to evaluate the effectiveness of educational programmes is required by commissioners of healthcare education (DH, 2010).This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment.Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups.This study has clearly demonstrated how the success of the Patchwork Text Assessment in promoting deep learning is determined by its integration into the overall philosophy of the programme. Concurrently systems needed to be in place to ensure that Patchwork text Assessment is operationalised effectively and embedded within the day to day management of the programme.     

Nurse managers in Australia: mentoring,leadership and career progression

Identification of those leadership qualities which nurses believe led to their successful attainment of a nursing management position may help in understanding how to identify and foster leadership potential amongst nursing staff. This study asked nurse managers to indicate the important factors which influenced and facilitated their entry to management positions with a particular reference to the development of leadership characteristics. The results suggest that the leadership qualities we expect nurse managers to display evolve in a largely random way. Additionally, there is evidence that the development of leadership skills and attainment of management positions remains fragmented and random in nature. Because of this, individual nurse managers develop leadership skills almost by default using informal strategies to learn and develop. These findings should provide direction to educational providers and senior managers who seek to develop future leaders and managers.     

Council News

ABSTRACT

Increasingly, leadership is being acknowledged as a shared responsibility across a professional team, rather than being reserved for those in a position of authority. There is support for team members becoming leaders within their own areas of expertise with the aim of supporting the broader leadership of an organisation. This approach can be a valuable opportunity for veterinary nurses to learn and practise leadership skills. This article addresses some of the theoretical concepts of leadership and aims to explain why learning and practising leadership behaviours at all levels of veterinary nursing can benefit the individual, the veterinary team and ultimately the veterinary nursing profession.     

Impact of clinical leadership development on the clinical leader, nursing team and care-giving process: a case study

Aim This study explored the dynamics related to a leadership development programme and their impact on the clinical leader, the nursing team and the care‐giving process. Background While there is a growing conviction about the need to invest in transformational leadership in nursing, further insight into the true complexity of leadership development and, more specifically, how leadership can make a difference in nursing and patient outcomes is essential. Method A single instrumental case study was conducted in a unit of a large academic hospital where a Clinical Leadership development Project (CLP) was implemented successfully. We used mixed methods with multiple sources of data to capture the complexity of leadership development. Data were collected through individual interviews, focus groups and observation of participants. A purposive sample of 17 participants representing a wide variety of team members has permitted data saturation. The data were categorized and conceptualized and finally organized into a framework describing leadership development on the unit and its impact on the leader, the nursing team and the care‐giving process. Results Leadership development is an ongoing, interactive process between the clinical leader and the co‐workers. The head nurse became more effective in areas of self‐awareness, communication skills, performance and vision. The nursing team benefited because more effective leadership promoted effective communication, greater responsibility, empowerment and job clarity. Improved clinical leadership seemed also to influence patient‐centred communication, continuity of care and interdisciplinary collaboration. Conclusions The results of the study give more insight into the processes underlying the leader’s progress towards attaining a transformational leadership style and its impact on the team members. The impact of leadership on the care‐giving process, however, remains difficult to describe. Implications for nursing management The interactive nature of leadership development makes CLP a challenge for the leader as well for the team members. Through its impact on the leader and the nursing team, CLP is a valuable instrument for improving work environments of nurses, contributing positively to patient‐centred care.     

Leadership development in the English National Health Service: A counter narrative to inform policy

Objectives

To examine the current approach to leadership development in the English National Health Service (NHS) and consider its implications for nursing.To stimulate debate about the nature of leadership development in a range of health care settings.

Background

Good leadership is central to the provision of high quality nursing care. This has focussed attention on the leadership development of nurses and other health care staff. It has been a key policy concern in the English NHS of late and fostered the growth of leadership development programmes founded on competency based approaches.

Design

This is a policy review informed by the concept of episteme.

Data sources

Relevant policy documents and related literature.

Review methods

Using Foucault's concept of episteme, leadership development policy is examined in context and a ‘counter narrative’ developed to demonstrate that current approaches are rooted in competency based accounts which constitute a limited, yet dominant narrative.

Conclusion

Leadership takes many forms and varies hugely according to task and context. Acknowledging this in the form of a counter narrative offers a contribution to more constructive policy development in the English NHS and more widely. A more nuanced debate about leadership development and greater diversity in the provision of development programmes and activities is required. Leadership development has been advocated as being crucial to the advancement of nursing. Detailed analysis of its nature and function is essential if it is to meet the needs of nurse leaders.     

The use of peer leadership to teach fundamental nursing skills

A peer leadership course provided undergraduate nursing students an opportunity to develop nursing skills while growing in areas of professional socialization, communication, collaboration, organization, and leadership. Junior and senior students served as peer leaders while observing, coaching, and reinforcing the learning of sophomore students in a fundamentals of nursing laboratory course. The authors describe the benefits of the peer leadership course.     

Learning from history: Frances Gillam Holden,a leadership perspective then and now

BackgroundCritical evaluation of leadership styles through a historical lens is uncommon. There could be missed opportunity for current and emerging nurse leaders to critically evaluate the leadership styles of the past in order to discerningly reflect on their own current leadership.AimTo critically examine the work of Australian nurse Frances Gillam Holden as she developed her vision for servant leadership for nursing in Australia in the late 19th century.MethodsExploration of, and critical reflection on, literature outlining Frances Gillam Holden's work.FindingsHolden's work and experience demonstrate the challenges faced by the profession's leaders at the turn of the century as they attempted to negotiate new ‘scientific’ knowledge and integrate this into nursing leadership. An examination of Holden's experience also demonstrates the difficulties faced by Australian nurse leaders during this time and consideration is given to what leadership in nursing looks like in the present day.DiscussionWithin the wealth of historical narratives, along with their complexities, the impact of this knowledge can have a demonstrated effect that can be far reaching and long lasting. This is particularly evident in regard to the role of nurses, nursing, and the development of modern approaches to nursing leadership, particularly with regard to the rise of nurse leaders in the form of ‘e-nurses’ and the use of social media to inform and lead the profession.ConclusionUnderstanding the influence and impact of nursing history, and historical nursing leaders such as Holden, on current leadership practices is being recognised more as contributing to contemporary nursing identity.     

Administrative substance. A mentoring experience

Leadership is an essential skill that must be passed on to the next generation of nursing leaders, if nursing is to continue to flourish. While some may argue that leadership ability is innate, certain acquired skills can enhance one's leadership abilities. Additionally, opportunities and appropriate experiences are essential to the development of effective leadership potential. The purpose of this article is to present a method of mentoring that allows the new academician to gain valuable leadership experience. This method encompasses an advanced doctoral student working with and under the leadership of an experienced nursing academic leader. The mentorship program attempts to fill the gap for needed leadership and administrative experiences in the academic setting among doctoral students and new doctoral graduates.     

Becoming a nurse faculty leader: practices of leading illuminated through advancing reform in nursing education

PURPOSE. The purpose of this study was to explore the lived experience of becoming a nurse faculty leader. BACKGROUND. In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders. METHODS. This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership. Exemplars of participant leadership development experiences are provided to assist readers in determining how the findings relate to their own practice. FINDINGS. The data revealed that leadership emerges as an embodied practice when nurse educators become involved in advancing reform. Practical leadership strategies for advancing reform in nursing education are presented. CONCLUSION. Leadership is learned through three everyday practices of advancing reform in nursing education: being involved with others; struggling to serve as a symbol and preserve authenticity; and creating an environment for change. This study offers new insight on leadership development, with practical implications for how leadership is taught in nursing curriculum and how nurses can more effectively own leadership roles.     

Preliminary clinical nursing leadership competency model: a qualitative study from Thailand

This qualitative study explored the clinical nursing leadership competency perspectives of Thai nurses working in a university hospital. To collect data, in-depth interviews were undertaken with 23 nurse administrators, and focus groups were used with 31 registered nurses. Data were analyzed using content analysis, and theory development was guided by the Iceberg model. Nurses' clinical leadership competencies emerged, comprising hidden characteristics and surface characteristics. The hidden characteristics composed three elements: motive (respect from the nursing and healthcare team and being secure in life), self-concept (representing positive attitudes and values), and traits (personal qualities necessary for leadership). The surface characteristics comprised specific knowledge of nurse leaders about clinical leadership, management and nursing informatics, and clinical skills, such as coordination, effective communication, problem solving, and clinical decision-making. The study findings help nursing to gain greater knowledge of the essence of clinical nursing leadership competencies, a matter critical for theory development in leadership. This study's results later led to the instigation of a training program for registered nurse leaders at the study site, and the formation of a preliminary clinical nursing leadership competency model.     

Reflections on achieving professional leadership

This inspirational message was prepared as the capstone speech for the 1999 Helene Fuld Health Trust Fellowship Program for Emerging Nurse Leaders. At the time Dr. Fitzpatrick was President of the American Academy of Nursing. Key to her message is that future leaders should be encouraged to focus on the development of a career perspective as they develop transformational leadership skills.     

Contrasting perceptions about the delivery of care in the community

UK government policy emphasises the role of leadership in meeting the NHS healthcare quality agenda. As care is delivered increasingly in the community, it is important to evaluate the quality of nursing care provided to patients and families in community settings. However, few quality indicators have been designed for use in this sector. A study was undertaken to examine the effects of nursing leadership in the community on quality of care, and the results suggest that there is tension between nurse 'leaders' and 'followers' about the value of leadership. While nurse leaders see the leadership role as critical to improving quality through workforce planning and organisation, front line staff perceive individual nurse's skills as more pertinent to the quality of community nursing care.