Leadership is closely related to patient care since nurses interact with patients and colleagues. Based on Larson and Sahlsen’s study ‘The Staff Nurture Clinical Pioneer at the Bedside: Swedish Enrolled Nurses’ Perceptions,’ this research considers five clear categories RNs utilize to depict leadership in patient care. Larson and Sahlsen (2016) state that showing clinical skill is the primary clear category. The capacity to carry out clinical assignments and relentlessly improve the empowerment of others using reasonable reflection are two qualities considered fundamental for a competent pioneer. Adequate clinical information is vital for both ideas. My encounter and the article’s distinguishing proof of two concepts inform my approach to connecting with other medical attendants; I do this by routinely inquiring about relevant questions that energize thought beyond just giving the proper response. The paper’s other descriptive categories include making the environment conducive to participation, deliberately organizing assignments, and fitting hands-on work with patients in conjunction with established prerequisites (Larson and Sahlsen, 2016). Each of the three distinguished descriptive categories is interrelated. It calls for medical caretakers to have abilities past that of a traditional nurse to cultivate cooperation and make nursing more appropriate within the real world. For my part, I am capable of coordinating efforts between medical attendants and patients, and I utilize my capacities in standardizing transformation and cooperation to ensure that, beyond any doubt, everything goes well. Keeping tabs on how your colleagues carry out their occupations is the last kind of description. One way to develop one’s career is to incorporate new ideas from others. I can form a distinction in my current work by picking up new skills from my colleagues. The article illustrates genuine and precise leadership by using descriptive categories. This article presents a crucial case for patient care leadership by integrating intellectual, social, and psychological components to attain all patient care standards.
According to Downey et al. (2011), good nursing care leadership should focus on information and incorporate social and psychological ideals. This is because healthcare is more than just knowing things. Possessing leadership skills is an essential component of becoming a nurse. In order to provide patients with the highest possible level of care, every nurse must have excellent leadership abilities in the continuum age. This is the case regardless of the nursing abilities that they possess (Murray et al., 2018). Based on my own experiences, I have always seen great nurse leaders use ideas from many different areas, such as therapy, to ensure their leadership styles work. After considering the question at the piece’s beginning, leadership is necessary to improve nursing and help nurses give better care to patients. Given my steadfast dedication to nursing, I consistently consider the patient’s wishes and hopes, as demonstrated by my past work. By taking this class, I hoped I would be able to learn the information and skills I need to care for people well and provide direction. In addition to that, I have picked up a lot of new information in this session that will assist me in providing prompt and satisfactory service to members of the community. My number one objective as a nurse has always been to make sure that a great deal of care is provided in order to save more lives. As a result of this, the training is necessary for the development of my professional job.
References
Downey, M., Parslow, S., & Smart, M. (2011). The hidden treasure in nursing leadership: Informal leaders. Journal of nursing management, 19(4), 517-521.
Larsson, I. E., & Sahlsten, M. J. (2016). The staff nurse clinical leader at the bedside: Swedish registered nurses’ perceptions. Nursing research and practice, 2016.
Murray, M., Sundin, D., & Cope, V. (2018). The nexus of nursing leadership and a culture of safer patient care. Journal of clinical nursing, 27(5-6), 1287-1293.
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