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Book Details
Abstract
Leadership is fundamental to the nature of nursing to ensure the development of safe practice, interdisciplinary relationships, education, research and ultimately, the delivery of quality healthcare.
Leadership and Nursing: Contemporary Perspectives 2e presents a global perspective of leadership issues within the Australian context. It builds on the premise that nursing leadership is for all nurses — not just those who are authorised to hold a position within an organisation. In addition, this book explores how leadership is not possible until one has an understanding of self and what motivates others.
The text is aimed at senior undergraduate and postgraduate nursing students making the transition to practice as well as professional nurses seeking to strengthen their clinical practice and governance.
New chapters on:
- Indigenous leadership in nursing: Speaking life into each other’s spirits
- Leadership and its influence on patient outcomes
- Leadership and empowerment in nursing
- Leadership and health policy
- Developing and sustaining self
- Interprofessional education (IPE): Learning together to practise collaboratively
- Leadership and the role of professional organisations
- Leading nursing in the Academy
- Avoiding derailment: Leadership strategies for identity, reputation and legacy management
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | cover | ||
| Leadership and Nursing | i | ||
| Copyright page | iv | ||
| Table of Contents | v | ||
| Contributors | vii | ||
| Reviewers | xi | ||
| Foreword | xiii | ||
| Preface | xv | ||
| One Leading and managing in nursing practice: | 1 | ||
| Key Words | 1 | ||
| Learning Objectives | 1 | ||
| Introduction | 2 | ||
| Principles of Leadership and Management Theory | 2 | ||
| Differences between leadership and management | 2 | ||
| Development of management theory | 2 | ||
| Scientific management | 3 | ||
| Bureaucratic theory | 3 | ||
| Identification of management functions | 3 | ||
| Human relations theory | 3 | ||
| Institutional theory | 4 | ||
| Population ecology theory | 4 | ||
| Strategic management theory | 6 | ||
| Old and New Paradigms in Management of Nursing Practice | 6 | ||
| Challenges and Issues for Nurse Leaders and Managers | 7 | ||
| Economic and political issues | 7 | ||
| Social and demographic issues | 7 | ||
| Professional issues | 7 | ||
| Transforming and Leading Change in Nursing Practice | 8 | ||
| Building shared visions | 8 | ||
| Creating positive work environments | 9 | ||
| Fostering creativity and innovation | 10 | ||
| Transcending traditional perspectives | 11 | ||
| Becoming a Leader and Manager | 12 | ||
| Understanding the difference between leading and managing | 12 | ||
| Knowing oneself as a leader and manager | 12 | ||
| Essential knowledge for leaders and managers | 13 | ||
| Skill elements for leaders and managers | 13 | ||
| Personality traits of leaders and managers | 13 | ||
| The Leadership Role | 14 | ||
| The function of leadership | 14 | ||
| Developing leadership potential | 14 | ||
| Modelling leadership behaviour | 14 | ||
| Encouraging self-assessment for leadership | 14 | ||
| Delegation to develop leadership potential | 14 | ||
| Conclusion | 15 | ||
| Recommended Readings | 16 | ||
| References | 16 | ||
| Two Psychological influences on leadership style | 21 | ||
| Key Words | 21 | ||
| Learning Objectives | 21 | ||
| Introduction | 22 | ||
| Personality and Leadership | 23 | ||
| Personality traits | 23 | ||
| The ‘Big Five’ personality dimensions | 23 | ||
| Myers-Briggs personality types | 24 | ||
| Locus of control | 24 | ||
| Machiavellianism | 25 | ||
| Self-esteem | 26 | ||
| Self-monitoring | 26 | ||
| Self-efficacy | 27 | ||
| Risk taking | 27 | ||
| The Role of Multiple Intelligences | 27 | ||
| Emotional intelligence | 27 | ||
| Social intelligence | 28 | ||
| Spiritual intelligence | 28 | ||
| Cultural intelligence | 29 | ||
| Leadership and Conflict | 29 | ||
| Levels of conflict | 30 | ||
| Managing conflict | 30 | ||
| Indirect approaches to conflict management | 31 | ||
| Leadership Style: a Gender Difference? | 32 | ||
| Conclusion | 33 | ||
| Recommended Readings | 34 | ||
| References | 34 | ||
| Three Power, politics and gender: | 37 | ||
| Key Words | 37 | ||
| Learning Objectives | 37 | ||
| Introduction | 38 | ||
| Gender and Leadership in Nursing | 38 | ||
| Power | 39 | ||
| Sources of power | 40 | ||
| Individual personality and power | 41 | ||
| Strategies to Enhance Power and Influence | 42 | ||
| Politics in Nursing Practice Organisations | 43 | ||
| Political behaviour | 43 | ||
| Language and power | 43 | ||
| Contributions to political behaviour | 44 | ||
| The Ethics of Behaving Politically | 45 | ||
| Conclusion | 46 | ||
| Recommended Readings | 47 | ||
| References | 47 | ||
| Four Leadership, ethics and nursing work environments | 51 | ||
| Key Words | 51 | ||
| Learning Objectives | 51 | ||
| Introduction | 52 | ||
| Ethics in Leadership | 52 | ||
| The Influence of Leadership and Leadership Ethics in Shaping Nursing Work Environments | 54 | ||
| When Leadership Ethics Fail | 56 | ||
| Leadership and Ethics in the Work Environment | 57 | ||
| Conclusion | 58 | ||
| Recommended Readings | 59 | ||
| References | 59 | ||
| Five Organisation violations: | 63 | ||
| Key Words | 63 | ||
| Learning Objectives | 63 | ||
| Introduction | 64 | ||
| Contexts of Organisation Violations | 64 | ||
| The Role of Culture | 66 | ||
| The Role of the Individual | 67 | ||
| Causes of Organisation Violation | 68 | ||
| Abusive Leaders and Abusive Work Settings | 68 | ||
| Resistance to Organisation Violation | 72 | ||
| Conclusion | 73 | ||
| Recommended Readings | 74 | ||
| References | 74 | ||
| Six Leadership and healthcare change management | 81 | ||
| Key Words | 81 | ||
| Learning Objectives | 81 | ||
| Introduction | 82 | ||
| Drivers of HealthCare Change Management | 82 | ||
| Issues in Facilitating Change in Nursing | 83 | ||
| Competencies for Healthcare Change Management | 84 | ||
| Effectiveness of HealthCare Change Management | 85 | ||
| Strategies for Leading Change | 86 | ||
| Assess need for change | 87 | ||
| Plan for change | 87 | ||
| Implement change | 88 | ||
| Evaluate change | 88 | ||
| Celebrate success | 88 | ||
| Conclusion | 88 | ||
| Recommended Readings | 89 | ||
| References | 89 | ||
| Seven Leading research to enhance nursing practice | 91 | ||
| Key Words | 91 | ||
| Learning Objectives | 91 | ||
| Introduction | 92 | ||
| Leading High-Quality Research | 92 | ||
| The vision and its targets | 94 | ||
| 1. Emphasis on capacity building and sustainability | 94 | ||
| 2. Research linked to national and international priorities | 95 | ||
| 3. Modern and high-quality infrastructure | 95 | ||
| 4. Competitive peer-review funding sources | 95 | ||
| 5. Appropriate and productive links with partners in the university | 96 | ||
| 6. Appropriate and well-developed collaborative research partnerships | 96 | ||
| 7. Rigorous methodologies and theoretical sophistication | 96 | ||
| 8. A better balance between practice and research | 96 | ||
| 9. PhD students | 97 | ||
| 10. Evidence of research impact | 97 | ||
| 11. Knowledge transfer—strategic links with industry | 97 | ||
| 12. A research publicity strategy | 98 | ||
| 13. Establish an institutional repository | 98 | ||
| 14. High-quality research publications | 98 | ||
| 15. Celebrate a success | 98 | ||
| 16. Enhancing nursing practice | 99 | ||
| Conclusion | 100 | ||
| Recommended Readings | 101 | ||
| References | 101 | ||
| Eight Leadership in health informatics: | 103 | ||
| Key Words | 103 | ||
| Learning Objectives | 103 | ||
| Introduction | 104 | ||
| Background | 104 | ||
| Health Informatics and Nursing Informatics | 105 | ||
| Leadership in Health Informatics | 106 | ||
| Education | 107 | ||
| Scope of Practice | 109 | ||
| Policy Participation | 109 | ||
| Innovative Vision | 110 | ||
| Conclusion | 111 | ||
| Recommended Readings | 112 | ||
| References | 113 | ||
| Nine Leading contemporary approaches to nursing practice | 117 | ||
| Key Words | 117 | ||
| Learning Objectives | 117 | ||
| Introduction | 118 | ||
| Leading Contemporary Practice | 118 | ||
| Multidisciplinary working | 119 | ||
| Leading Practice: Identifying Practitioners’ Leadership Need | 120 | ||
| Developing the Leaders to Lead Contemporary Practice: Interventions and Their Effectiveness | 122 | ||
| Conclusion | 124 | ||
| Recommended Readings | 125 | ||
| References | 126 | ||
| Ten Governance of nursing practice: | 129 | ||
| Key Words | 129 | ||
| Learning Objectives | 129 | ||
| Introduction | 130 | ||
| Challenges in delivering healthcare in contemporary environments | 130 | ||
| What does governance mean? | 131 | ||
| The importance of functional interdisciplinary teams | 131 | ||
| The Importance of Monitoring and Governance of Practice | 132 | ||
| Governance and Leadership Development | 133 | ||
| Preparing Nurse Leaders and Clinical Champions of the Future | 134 | ||
| Practice Performance and Outcomes | 134 | ||
| Nurses Taking Control of Practice Performance and Outcomes | 135 | ||
| Governance of Practice: a Key to Our Credibility and Place at the Table | 136 | ||
| Conclusion | 137 | ||
| Recommended Readings | 138 | ||
| References | 138 | ||
| Eleven Indigenous leadership in nursing: | 141 | ||
| Key Words | 141 | ||
| Learning Objectives | 141 | ||
| Acknowledgement | 142 | ||
| Introduction | 142 | ||
| Lynore’s Story | 142 | ||
| Indigenous Leadership | 143 | ||
| ‘Whiteness’ and Institutionalised Racism in Nursing | 144 | ||
| Research Informed by Indigenous Experts | 146 | ||
| Promoting and Evaluating Cultural Competency | 147 | ||
| Conclusion | 148 | ||
| Recommended Readings | 149 | ||
| References | 149 | ||
| Twelve Leadership and its influence on patient outcomes | 153 | ||
| Key Words | 153 | ||
| Learning Objectives | 153 | ||
| Introduction | 154 | ||
| Current Context for Leadership and Patient Outcomes | 154 | ||
| Broad Lens for Examining the Influence of Leadership on Outcomes | 155 | ||
| Relational versus task-oriented approaches | 155 | ||
| Processes of influence | 156 | ||
| Patient outcomes | 156 | ||
| State of the Evidence on the Relationship between Leadership and Patient Outcomes | 156 | ||
| Leadership theories tested in relation to patient outcomes | 157 | ||
| Processes: how leadership influences outcomes | 157 | ||
| Patient outcomes related to leadership | 158 | ||
| Patient satisfaction | 158 | ||
| Patient mortality | 159 | ||
| Patient safety outcomes: adverse events and complications | 159 | ||
| Patient healthcare utilisation | 159 | ||
| Summary of the evidence | 160 | ||
| Other Leadership Approaches and Outcomes | 160 | ||
| Leadership and Patient Safety | 161 | ||
| Practical Implications: Leadership Actions for Optimising Patient Safety and Outcomes | 162 | ||
| Conclusion | 165 | ||
| Recommended Readings | 165 | ||
| References | 166 | ||
| Thirteen Leadership and empowerment in nursing | 171 | ||
| Key Words | 171 | ||
| Learning Objectives | 171 | ||
| Introduction | 172 | ||
| Kanter’s structural empowerment theory | 172 | ||
| Research Linking Leadership to Structural Empowerment | 173 | ||
| Relationally focused leadership models | 173 | ||
| Leader member exchange theory | 173 | ||
| Authentic leadership theory | 175 | ||
| Emotional intelligence leadership theories | 176 | ||
| Behaviourally focused leadership models | 176 | ||
| Leader empowering behaviours model | 176 | ||
| Leadership practices model | 177 | ||
| Linking leadership and empowerment to magnet hospital characteristics: the nursing worklife model | 178 | ||
| Implications for Management | 179 | ||
| Conclusion | 181 | ||
| Recommended Readings | 182 | ||
| References | 183 | ||
| Fourteen Leadership and health policy | 187 | ||
| Learning Objectives | 187 | ||
| Introduction | 188 | ||
| What are the Attributes and Characteristics of Policy? | 188 | ||
| Policy attributes | 189 | ||
| The Policy Cycle: How is Policy Made? | 190 | ||
| The policy cycle | 191 | ||
| The policy cycle process | 191 | ||
| The Stages of the Policy Cycle and Key Challenges in Successful Policy Implementation | 192 | ||
| Nursing and Health Policy | 195 | ||
| Conclusion | 196 | ||
| Recommended Readings | 196 | ||
| References | 197 | ||
| Fifteen Developing and sustaining self | 199 | ||
| Key Words | 199 | ||
| Learning Objectives | 199 | ||
| Introduction | 200 | ||
| Assessment of Leadership Potential | 200 | ||
| Listening and reflection: learning about self as leader | 200 | ||
| Assessing leadership potential using structured assessment tools | 201 | ||
| Assessment Tools for Leadership | 202 | ||
| Selecting the most appropriate leadership assessment tool | 202 | ||
| Illustrative Example of a Leadership Model | 202 | ||
| The Leadership Challenge Model | 202 | ||
| The Clinical Leadership Competency Framework | 204 | ||
| Assessing one’s leadership | 204 | ||
| The Role of Mentor in the Leadership Journey | 205 | ||
| Mentor and Protégé Characteristics | 205 | ||
| Characteristics of Productive Mentor–Protégé Relationships | 206 | ||
| Stages of the Mentor–Protégé Relationship | 207 | ||
| Outcomes of the Mentor–Protégé Relationship | 207 | ||
| Personal Reflections on Becoming Both a Protégé and a Mentor | 207 | ||
| Sustainment of Self during Leadership Challenges and Change | 209 | ||
| Conclusion | 210 | ||
| Recommended Readings | 211 | ||
| References | 212 | ||
| Sixteen Interprofessional education (IPE): | 213 | ||
| Key Words | 213 | ||
| Learning Objectives | 213 | ||
| Introduction: the Healthcare System—Why IP Learning is Difficult | 214 | ||
| The Importance of IP Education and Practice | 215 | ||
| Interprofessional Education in Practice (IPP): Re-Thinking Collaboration | 217 | ||
| Moving IPE and IPP Into Healthcare—How to Plan and Build a Program of IPE and Interprofessional Care (IPC) | 219 | ||
| Conclusion | 224 | ||
| Recommended Readings | 225 | ||
| References | 225 | ||
| Appendix 1 | 226 | ||
| A. The Acronish Exercise © John Gilbert | 226 | ||
| Part 1. Five minutes per group: One person keeps the group on time | 226 | ||
| Part 2. Two minutes per person | 226 | ||
| Part 3. Seven minutes per group | 227 | ||
| B: The Personal Experience Exercise © John Gilbert | 227 | ||
| Seventeen Leadership and the role of professional organisations | 229 | ||
| Key Words | 229 | ||
| Learning Objectives | 229 | ||
| Introduction | 230 | ||
| Professional Nursing Organisations | 230 | ||
| The organisations | 231 | ||
| Industrial and professional | 232 | ||
| Regulatory organisations | 232 | ||
| Specialty nursing organisations | 232 | ||
| Roles of Professional Organisations | 233 | ||
| Policy development and advocacy | 233 | ||
| Practice and research | 234 | ||
| Membership | 234 | ||
| Challenges | 234 | ||
| Leadership | 235 | ||
| Growing nurses as leaders | 235 | ||
| Success | 237 | ||
| Conclusion | 237 | ||
| Recommended Readings | 238 | ||
| References | 238 | ||
| Eighteen Leading nursing in the Academy | 239 | ||
| Key Words | 239 | ||
| Learning Objectives | 239 | ||
| Introduction | 240 | ||
| The Conundrum of the Academy | 240 | ||
| Pressures and Opportunities for the Academy | 241 | ||
| Globalisation and internationalisation of universities | 241 | ||
| The influence of technology | 242 | ||
| The rising cost of higher education | 242 | ||
| Innovation and the Academy | 243 | ||
| The Challenges of HealthCare for Higher Education | 244 | ||
| Leadership in the New Era | 245 | ||
| Conclusion | 247 | ||
| Recommended Readings | 247 | ||
| References | 247 | ||
| Nineteen Avoiding derailment: | 251 | ||
| Key Words | 251 | ||
| Learning Objectives | 251 | ||
| Introduction | 252 | ||
| Leadership Mastery: Inner Work for Outer Service | 252 | ||
| Identity and Reputation | 253 | ||
| Leadership Derailment | 254 | ||
| Shadow Work as a Leadership Practice | 255 | ||
| The Generativity of a Legacy | 257 | ||
| Conclusion | 258 | ||
| Recommended Readings | 259 | ||
| References | 259 | ||
| Index | 263 | ||
| A | 263 | ||
| B | 263 | ||
| C | 264 | ||
| D | 265 | ||
| E | 266 | ||
| F | 266 | ||
| G | 266 | ||
| H | 267 | ||
| I | 267 | ||
| K | 269 | ||
| L | 269 | ||
| M | 270 | ||
| N | 271 | ||
| O | 272 | ||
| P | 272 | ||
| Q | 274 | ||
| R | 274 | ||
| S | 275 | ||
| T | 275 | ||
| U | 276 | ||
| V | 276 | ||
| W | 276 |