Leading Organizations for Quality Improvement Initiative

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WK.10.RESPOND.LEADERSHIPFORCHANGE.docx

DISCUSSION RESPONSE:LEADERSHIP FOR CHANGE

Read a selection of your colleagues’ responses and respond to two of your colleagues  by expanding upon your colleague’s post or offering an alternative recommendation on using project management approaches for leading quality improvement efforts in your colleague’s healthcare organization or nursing practice.

PEER #1

Quennie Xserenity

YesterdayJan 29 at 8:23am

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Quennie XSerenity Main Post

Transformational leadership, identified in the 1970s, refers to a leadership style in which the leader encourages his or her subordinates to achieve higher and higher levels of performance for the sake of the organization (Flynn, 2023).  No matter how much staff hate our floor because we seem to be the dumping ground of the hospital, I, as a charge nurse, continue to encourage proactive problem-solving approaches, inspire trust and respect in my coworkers, promote my beliefs and influence coworkers, and promote interpersonal connection with each individual coworker.

Transformational leaders refer to leaders who look beyond their own interests to act for the good of the organization.  Whenever I am off, if staffing is not great, I pick up to help the group.  Whether I am feeling down or sick, I always pick up my phone when I get a call from my group.  Transformational leaders treat their followers as individuals and encourage their development, give them encouragement and recognition, promote trust and cooperation among themselves, help them develop novel approaches to old problems, and instill in them pride and respect for one another and their work (Flynn, 2023). 

Per the Joint Commission in 2016, the primary accrediting institution for US hospitals, a hospital’s governing body is ultimately responsible for the quality of care provided by the hospital (Nash et al., 2019).  Therefore, it is crucial that nurses at the bedside play a role in the governing body.  I have yet to meet a transformational leader, per se, but I have met some leaders I do not want to be, and this includes my current manager, who can be heard saying, “I am not here to tell you that you are doing a good job.  I am here to tell you what you are doing wrong”.  Leadership is a social process through which one influences the behavior of others with intelligence and personality rather than threat or punishment (Flynn, 2023). 

References:

Flynn, S. I. (2023). Transformational and Transactional Leadership. Salem Press Encyclopedia.

Nash, D. B., Joshi, M. S., Ransom, E. R., & Ransom, S. B. (Eds.). (2019). The healthcare quality book: Vision, strategy, and tools (4th ed.). Health Administration Press.

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing Company.

PEER # 2

Laura Assanga Eyong

YesterdayJan 29 at 8:28pm

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Introduction

One of the sought qualities in the healthcare industry is leadership for change. It entails a leader attempting something novel, distinct, or purposeful in place of their regular routine. A change may have favorable or unfavorable effects on the organization. Changes in patient requirements, practice difficulties, and healthcare outcomes are all manageable for the healthcare industry. The impact on the team members is correlated with the type of leadership style used. An unhealthy workplace is linked to an unethical leadership style, whereas an ethical leadership style is linked to a healthy workplace. For instance, when a transformational leader initiates a change, the team as a whole benefit. Nurse managers, other healthcare stakeholders, and nurses' performance are all impacted by the change (Collins et al., 2018). I'll talk about the connection between the need for quality improvement and transformational leadership for change in this discussion. In addition, I'll share my experiences with transformational leadership in my nursing practice and healthcare company. Next, explain how I would advise using project management techniques to assist transformational leadership techniques in order to support the development of a quality improvement initiative in my healthcare organization. Additionally, I would outline the initiative's short- and long-term milestones and goals.

Transformational Leadership and the Need for Quality Improvement Relationship

A transformational leadership approach addresses teamwork, personal growth, and applying concepts backed by facts. Healthcare professionals that adopt a transformational leadership style learn about and address healthcare requirements in order to work toward accomplishing healthcare goals (Collins et al., 2019). By giving healthcare practitioners and their customers a sense of ownership, this type of leader cultivates abilities that aid the company in meeting intrinsic practice and patient needs. Through constant quality improvement in all facets of healthcare, it raises the standard of care by reducing the number of prescription errors. A quality improvement project has been linked to better patient outcomes, higher patient and nurse satisfaction, an increase in the number of patients seeking care services, and higher income (Khan et al., 2019). By concentrating management and leadership efforts on educating healthcare professionals in evidence-based care practices, fostering the professional growth of nurses, and streamlining care procedures, transformational leadership encourages quality improvement initiatives. A transformational leader will influence change in every member of the healthcare team, driving the organization to new heights.

Experience with Transformational Leadership

Quality improvement is correlated with transformational leadership. Enhancing the healthcare system, as well as policies, procedures, and compliance with established nursing norms and principles of practice, are all part of quality improvement. To effect change, transformational leaders require high-quality management (Khan et al., 2019). Both of them rely on innovations and the healthcare management team's unwavering dedication. In my hospital, I have worked under transformational leadership. My nurse leader has been inspiring junior nurses with success stories, utilizing her influence to set an example of quality improvement inside the healthcare facility. Her intellectual stimulation has improved patient outcomes, decreased wait times for patients, and raised nurse satisfaction in the work environment. I have been able to acquire and apply evidence-based techniques in my work thanks to her transformational style. We received training from the nurse leader on cooperation, teamwork, and methods to reduce medical errors, all of which helped the company achieve its current stellar reputation. To make the lives of the recently hired nursing trainees easier, the departmental leaders have been serving as coaches and trainers. Setting objectives and choosing actions for quality improvement to close the gap in our medical institution has been enjoyable for me. My clinical supervisor once gave me the opportunity to treat a patient who had pressure ulcers that had been acquired in a hospital. The CLABSI treatment plan and care packages were explained to me. I can now employ evidence-based care bundles in practice and think more critically and creatively, which has really changed me.

Project Management Techniques and Suggestions

Project management techniques can help transformative leaders in the healthcare industry improve the quality of care. Three project management strategies are what I would advise: establishing a culture inside the organization that prioritizes quality improvement, designing an exceptional training curriculum, and making sure medical equipment is maintained properly (Albert, 2018). Maintaining quality management in the forefront of team members' thoughts and actions can be facilitated by fostering an environment at work that is focused on quality improvement. When staff members show a dedication to raising the standard of work, they may receive rewards from the management. A carefully thought-out program for training healthcare providers ought to be put into place. Members of the team ought to receive professional nursing codes and ethics training. It is important to follow the rules and healthcare standards to make sure that new techniques are thoroughly examined before being implemented in any kind of treatment. It's crucial to regularly evaluate medical equipment and gadgets (Sipes, 2020). It guarantees the safety of both nurses and patients. The quality of life for patients and nurses may be negatively impacted by an increase in medication errors and adverse drug events brought on by infrequent inspections of medical equipment. For the following four months, the organization's short-term objective is to lower the monthly total of medical errors recorded by establishing transformational leadership. At the conclusion of five years of transformative leadership, the ultimate objective is to eliminate medical errors completely. In the healthcare industry, medical errors are one of the main causes of avoidable deaths. Adopting transformational leadership attributes is crucial for healthcare companies to reduce prescription errors and adverse drug occurrences. Regular quality inspections of the medical equipment, the nurse-patient ratio, and the work environment are necessary. It is the responsibility of leaders in the healthcare industry to create a culture that values project management techniques that raise patient quality without inherently having detrimental effects. Transformational leaders are the engine powering efforts in healthcare quality improvement. They help close the gaps in healthcare quality improvement by altering everyday routines and setting an example of dynamic and collaborative leadership. Organizations that want to maintain their competitive edge and achieve magnetic status should adopt transformational leadership practices.

 

References

Albert, N. M. (2018). Operationalizing a nursing innovation center within a health care system. Nursing Administration Quarterly, 42(1), 43-53. https://doi.org/10.1097/NAQ.0000000000000266

Collins, E., Owen, P., Digan, J., & Dunn, F. (2019). Applying transformational leadership in nursing practice. Nursing Standard,35(5), 59-65.

Khan, A. N., Ali, A., Khan, N. A., & Jehan, N. (2019). A study of relationship between transformational leadership and task performance: The role of social media and affective organizational commitment. International Journal of Business InformationSystems,31(4), 499516.

Sipes,C.(2020): Project management for the advanced practice nurse (2nd ed.). Springer Publishing Company.

Assignment Rubric Details Close

Rubric

NURS_8302_Week10_Discussion_Rubric

NURS_8302_Week10_Discussion_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeMain Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current scholarly sources.

44 to >39.0 pts

Excellent 90%–100%

Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current scholarly sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current scholarly sources that are correctly cited and formatted.

39 to >34.0 pts

Good 80%–89%

Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three scholarly sources that are correctly cited and formatted.

34 to >30.0 pts

Fair 70%–79%

Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Supported by fewer than two scholarly sources that are correctly cited and formatted.

30 to >0 pts

Poor 0%–69%

Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no scholarly sources.

44 pts

This criterion is linked to a Learning OutcomeMain Posting: Writing

6 to >5.0 pts

Excellent 90%–100%

Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Written clearly and concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

4 to >3.0 pts

Fair 70%–79%

Written somewhat clearly and concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. Edits are needed to follow standards for Standard Academic English.

3 to >0 pts

Poor 0%–69%

Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Does not follow Standard Academic English for most of the post.

6 pts

This criterion is linked to a Learning OutcomeMain Posting: Timely and full participation

10 to >8.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. ... Posts main Discussion by due date.

8 to >7.0 pts

Good 80%–89%

Meets requirements for full participation. ... Posts main Discussion by due date.

7 to >6.0 pts

Fair 70%–79%

Posts main Discussion by due date.

6 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. ... Does not post main Discussion by due date.

10 pts

This criterion is linked to a Learning OutcomeFirst Response: Post to colleague's main post that is reflective and justified with scholarly sources.

9 to >8.0 pts

Excellent 90%–100%

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. Uses scholarly sources to support ideas. Demonstrates synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

8 to >7.0 pts

Good 80%–89%

Response has some depth and may exhibit critical thinking or application to practice setting. Uses scholarly sources to support ideas. Demonstrates a beginning synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

7 to >6.0 pts

Fair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 pts

Poor 0%–69%

Response may not be on topic and lacks depth. No sources.

9 pts

This criterion is linked to a Learning OutcomeFirst Response: Writing

6 to >5.0 pts

Excellent 90%–100%

Communication is professional and respectful to colleagues. Response to faculty questions is fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more scholarly sources. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by at least two scholarly sources. Response is written in Academic English.

4 to >3.0 pts

Fair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 pts

Poor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.

6 pts

This criterion is linked to a Learning OutcomeFirst Response: Timely and full participation

5 to >4.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. ... Posts by due date.

4 to >3.0 pts

Good 80%–89%

Meets requirements for full participation. ... Posts by due date.

3 to >2.0 pts

Fair 70%–79%

Posts by due date.

2 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. ... Does not post by due date.

5 pts

This criterion is linked to a Learning OutcomeSecond Response: Post to colleague's main post that is reflective and justified with scholarly sources.

9 to >8.0 pts

Excellent 90%–100%

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. Uses scholarly sources to support ideas. Demonstrates synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

8 to >7.0 pts

Good 80%–89%

Response has some depth and may exhibit critical thinking or application to practice setting. Uses scholarly sources to support ideas. Demonstrates a beginning synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

7 to >6.0 pts

Fair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 pts

Poor 0%–69%

Response may not be on topic and lacks depth. No sources.

9 pts

This criterion is linked to a Learning OutcomeSecond Response: Writing

6 to >5.0 pts

Excellent 90%–100%

Communication is professional and respectful to colleagues. Response to faculty questions is fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more scholarly sources. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by few at least two scholarly sources.... Response is written in Standard Academic English.

4 to >3.0 pts

Fair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 pts

Poor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.

6 pts

This criterion is linked to a Learning OutcomeSecond Response: Timely and full participation

5 to >4.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. Posts by due date.

4 to >3.0 pts

Good 80%–89%

Meets requirements for full participation. Posts by due date.

3 to >2.0 pts

Fair 70%–79%

Posts by due date.

2 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. Does not post by due date.

5 pts

Total Points: 100