what makes leaders effective?

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My Leadership Profile

            There is some question that we all ask, what makes leaders effective? Regardless of the response, there are some qualities and strength that makes to standout good leaders from the rest of the population. One best way to adopt leadership is to develop and assist the strength of individuals and help their strength to apply (Warren, 2017). Through the Gallup’s Strengths Finder assessment, I was able to reveal my five highest rated themes: Learner, achiever, intellectual, input, and analytical. I agree that the five themes of the survey reflect my talent. I don’t personally believe there is a specific trait for leadership. But I believe that people born with unique strengths. Individuals can utilize their strength in a way to manage and lead their employees. Sometimes I work as a charge nurse, I use my strengths to engage, motivate, and encourage my employees to increase productivity and job satisfaction.

I love learning and always driven to the process of learning. It is possible to change an individual from novice to competent through the process of learning. The process of learning energizes, thrives in the fast-moving world. According to Gallup’s StrengthsFinder assessment, my second highest theme is an achiever. It gives me a good feeling when I achieve something either at the workplace or at home. My inborn desire of achieving something push me every day to accomplish tasks. My achieving desire might not be always planned or focused but is there all the time. I can utilize my achieving talent to empower my employee to visualize their goal and outcomes. The third theme-intellection helps me to critically think. The critical thinking could be to solve a problem, engage individuals in a certain activity, or to establish an idea. As a leader, my intellectual thinking always helps me to make the right decisions. My fourth strength is input. I like collecting pieces of information and put them together so that to develop ideas. As a leader inputting information provide me with good information about my employees. According to Gallup’s StrengthsFinder assessment survey, being analytical is my other strength. I like to input other people’s idea and enjoying analyzing them objectively to see the pattern and connections of the ideas. This fifth theme also crucial for my leadership process in the way that I can accept my follower’s idea and analyze and then observe the association between the idea and the outcomes.

The literature agrees that strength-based leadership is valuable and effective (Welch, Grossaint, Reid, & Walker, 2014). One interesting pointed by Welch and his colleagues are that working to build strength is valuable and efficient than fixing weaknesses. The challenging part of the leadership process is to integrate strengths. Integrating strength perspectives requires concomitant exploration and research (Louis, 2009). According to Louis (2009) report, the strength approach is empowering individuals to do things passionately rather than merely survive. The ultimate goal of leadership is the act of action, not understanding or knowledge. Therefore, building individuals strength rather than focusing on fixing their weakness will provide workers the opportunity to learn from their work area rather than moving them away to learn. Finally, the integration of talents and involving to act is a critical point for a leadership process to achieve the desired outcomes.

References

Louis, M. C. (2009). A summary and critique of existing strengths-based educational research utilizing the Clifton StrengthsFinder. Omaha, NE: The Gallup Organization.

Warren, R. (2017). Strengths-based leadership assessments miss the target – and the species. Development and Learning in Organizations, 31(6), 1-3. doi: http://dx.doi.org.ezp.waldenulibrary.org/10.1108/DLO-06-2017-0060

Welch, D., Grossaint, K., Reid, K., & Walker, C. (2014). Strengths-based leadership development: Insights from expert coaches. Consulting Psychology Journal: Practice and Research, 66(1), 20–37. https://doi-org.ezp.waldenulibrary.org/10.1037/cpb0000002

 
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Anaphylactic shock is caused by systemic hypersensitivity, which is also known as anaphylaxis

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Anaphylactic shock is caused by systemic hypersensitivity, which is also known as anaphylaxis. Anaphylactic shock starts when a person is exposed to an allergen that they are sensitive to. During anaphylaxis “the basic physiologic alteration is the same as that of neurogenic shock: vasodilation and relative hypovolemia, leading to decreased tissue perfusion and impaired cellular metabolism” (Huether, S. E., & McCance, K. L. (2017) pg 643).

Numerous things can cause allergic reactions, some of them being shellfish, peanut butter, bee stings, latex, venom, and medications. An anaphylactic reaction will cause a humoral immune response, which makes the body produce large amounts of immunoglobulin E. This will then cause the mast cells to respond, causes vasodilation, and increased vascular permeability. When this happens, it can cause edema. It can also cause the smooth muscles to constrict, causing bronchospasms or laryngospasms.

Anaphylactic shock is typically something that happens very quickly, which is why it is essential to respond promptly. “Anaphylaxis most commonly affects the cutaneous, respiratory, cardiovascular, and gastrointestinal systems” (Mustafa, S., 2018). When anaphylaxis starts, the patient may feel dizzy, flushed, have difficulty breathing, or break out in a rash. They may also experience swelling of their lips, tongue, or both. The patient’s blood pressure may also drop, and they can also become confused.

“While most reactions to an allergen are mild and can be handled with medicine or rest, some reactions can be severe—even deadly”(Holland, Kimberly, 2017). If a patient is experiencing true anaphylactic shock, it is vital to get them treatment right away. If the patient does not have an Epi-pen (epinephrine) and they are experiencing difficulty breathing or they are confused, dizzy or their airway, tongue or lips are swelling, it is imperative to either call 911 or get them to the nearest emergency room as quick as possible. If a patient does not show any signs of these more severe complications, you can treat the patient with Benadryl or an antihistamine and monitor them closely. If they show any signs of distress or difficulty breathing, then they would need to be taken to the hospital.

Age can play a role in anaphylactic shock because children may not know they have an allergy until the first time they are introduced to an allergen, such as peanuts or a bee sting. It would be essential to monitor them very carefully to see if they have a true reaction or if they break out in a rash. If any severe side effects occur, it is crucial to get them to help immediately. Genetics can also play a role in allergic reactions. Many times if a parent is allergic to something, their children will also be. Having children undergo allergy testing may help prevent a severe reaction because they will know to avoid specific allergens.

References

Holland, Kimberly (2017) Managing your child’s anaphylaxis at school. Healthline

https://www.healthline.com/health/allergies-managing-your-childs-at-school#1

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis,

MO: Mosby.

Mustafa, S. (2018). Anaphylaxis. Medscape.

https://emedicine.medscape.com/article/135065-overview
 
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Murmurs can be challenging to diagnose in adults, as well as in children unless they are easily heard. “Although most are not pathologic, a murmur may be the sole manifestation of serious heart disease”

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Murmurs can be challenging to diagnose in adults, as well as in children unless they are easily heard. “Although most are not pathologic, a murmur may be the sole manifestation of serious heart disease” (Frank, Jennifer, & Jacobe, Kathyrn, 2011). Since murmurs may be the only symptom pointing to serious heart complications, it is essential to follow up and have further testing done when one is first detected.

In this scenario, a grade II/VI systolic murmur is detected in a 16 yr old male athlete. “This means the murmur is grade 2 on a scale of 1 to 6 (“Medline Plus, 2019).  The patient is in a slightly recumbent position, which can also affect the way the murmur sounds. There are several things to consider when a murmur is detected for the first time, especially in an adolescent. Does the murmur occur during systolic or diastolic contraction? Does the murmur change when the patient moves? Can it be heard in other areas, such as the neck, back or the chest? Also, where is it the loudest? Depending on the answer to these questions, the patient might need to be referred to a cardiologist for further testing.

It also states in the scenario that there is no family history of premature cardiac death, but it does not state that there is no cardiac history in the family. The patient and the parents would need to be questioned further to see what the extent is, if any, of any cardiac disease. They also need to be questioned to see if there is a history of congenital heart disease, maternal diabetes, exposure to alcohol or drugs while in utero, any genetic disorders, and history of Kawasaki disease or rheumatic fever. If the patient or family member has any one of these or a combination of them, it is cause for alarm, and the patient needs to be screened for a more serious heart condition.

Behavior can also play a part in heart murmurs in adolescents. The patient would need to be examined while doing physical exercise to see if he has any breathing difficulties and to see how his heart acts under physical exertion and stress. If the patient becomes short of breath or the murmur increases to a 3 or above, these are big red flags and could indicate an underlying cardiac condition. These are not conclusive that there is more going on, it could be that the child is overweight or out of shape, but it is better to have the child examined by a cardiologist to make sure there is nothing wrong with his heart. The cardiologist will most likely order a chest x-ray and an echocardiogram. “Echocardiogram (also called “echo” or cardiac ultrasound): sound waves create an image of the heart” (Children’s Hospital of Philadelphia, 2018). The Echo will be the most conclusive test to determine if there are any abnormalities with his heart. If I were the provider for an adolescent who presented with a murmur for the first time, I would do a thorough examination, including all of the questions and tests described above. If anything during these were abnormal, I would refer him to a pediatric cardiologist to determine if there is anything wrong with his heart.

References

Children’s Hospital of Philadelphia (2018). Heart murmur in children.

https://www.chop.edu/conditions-diseases/heart-murmur

Frank, Jennifer, & Jacobe, Kathyrn (2011). Evaluation and management of heart murmurs in children. American family physician. https://www.aafp.org/afp/2011/1001/p793.html

Medline Plus (2019) Heart murmurs https://medlineplus.gov/ency/article/003266.htm.

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A heart murmur is an extra sound the heart makes when blood is flowing through the heart

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A heart murmur is an extra sound the heart makes when blood is flowing through the heart (National Heart, Lung, Blood Institute [NHLBI], n.d.) Some murmurs are innocent and some can be related to a heart defect (NHLBI, n.d.). Heart murmurs are diagnosis by grades (U.S. National Library of Medicine, 2019). The grades are from 1-6 1-6 being the lowest sound heard and 6-6 being the loudest hear (NHLBI, 2019).

In the scenario presented the NP diagnosed a grade 2 heart murmur. Due to the grading and the presents of no other abnormal findings there would be no need for further investigation. It is vital for the NP to evaluate the family history and any signs and symptoms presented that would indicate further work is necessary (Healthy Children, 2015).  History of check pain, dizziness, fainting or shortness of breath would indicate abnormal finding (Healthy Children, 2015).  An innocent heart murmur would still need to be continued to be monitored annually to make sure it does not change.

For heart murmurs grade three and greater the proper treatment would be to refer to a pediatric cardiologist (Ritz, 2017). Heart murmurs can be related to congenital heart defects (Huether & McCance, 2017). Heart murmurs can be related to aortic septal defects (ASD) which are most common (Huether & McCance, 2017). Heart Murmurs can also be seen with valve disorders (Ritz, 2017). When a grade 3 or high heart murmur is found performing other tests will become necessary such as electrocardiogram, echocardiogram (Cardio Smart, 2012). A cardiac catheterization or surgery may also need to be performed to correct the defect (Cardio Smart, 2012).

References

Cardio Smart American College of Cardiology. (2012). Heart murmur topic overview. Retrieved from: https://www.cardiosmart.org/Healthwise/zx14/63/zx1463

Healthy Children. (2015). Sudden cardiac death. What is it? Retrieved from: https://www.healthychildren.org/English/health-issues/injuries-emergencies/sports-injuries/Pages/Sudden-Cardiac-Death.aspx

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby

National Heart, Blood, Lung Institute [Nhlbi]. (n.d.). Heart murmur overview. Retrieved from: https://www.nhlbi.nih.gov/health-topics/heart-murmur

Ritz, S.B. (2017). Heart murmurs. What are heart murmurs? Retrieved from: https://kidshealth.org/en/parents/murmurs.html?WT.ac=p-ra#catbody-basics

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Global Climate Change And Health

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The environment (both home and physical) has a significant influence on health, as you saw in the readings and media presentations for this week. You also read about the ramifications of global climate change on health. For the purpose of this Assignment, consider the implications of global climate change on health now and in the future.

For this Assignment, review the following:

  • AWE Checklist (Level 4000)
  • Walden paper template (no abstract or running head required)
  • The Week 5 Assignment Rubric for additional instruction and guidance

Write a 3- to 5-page paper that addresses the following:

  • Describe two health care concerns related to global climate change.
    • Topics could include increased exposure to vectors that transmit Zika, West Nile virus, or malaria; respiratory problems; food distribution problems due to drought or lack of water; or heat-related illness.
  • Compare concerns in the United States related to these topics with one developed and one developingcountry.
  • Describe health promotion/health protection strategies a nurse could implement.
  • Support your ideas with references from the professional nursing literature
 
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Disaster Planning For Public Health

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Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.

Section 1: The Disaster, Man-Made or Natural

  • What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.

Section 2: The Nursing Response

  • Formulate responses to the disaster, considering systems and community levels of intervention.
  • Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.
    • In addition to reviewing websites for information about your local disaster plan, you will need to locate best practice/evidence-based practice guidelines in professional literature to determine whether your community’s disaster plan is as sound as it might be or if there is room for improvement.

Section 3: Is My Community Prepared for a Disaster?

  • What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?

For this Assignment, review the following:

  • AWE Checklist (Level 4000)
  • BSN Program Top Ten Citations and References
  • Walden paper template (no abstract or running head required)
  • The Week 5 Assignment Rubric
 
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Evidence-Based Project, Part 3: Advanced Levels Of Clinical Inquiry And Systematic Reviews

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Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size? 

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected. 

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Develop a PICO(T) question to address the clinical issue of interest for the Assignment.
  • Use the key words from the PICO(T) question you developed and search at least four different databases in the Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

I recreate a different PICOT question: This is my discussion

In my observation, the practice problem is nurses are focused on administering medications, completing paperwork and working on care plans resulting in lack of engagement with their patients. The scope of this issue is nursing needs to educate themselves and find therapeutic ways to engage patients. The need for change arose in my practice related to increase violent incidents on staff, nurses and patients. 

Psych patients become extremely bored when they are not engaged. An idle mind is a playground for negative and unconstructive thoughts and actions. When mentally ill patients are admitted to hospitals; the goal along with maintaining safety is to provide a therapeutic environment so patient can learn or enhance positive coping skills when dealing with the symptoms of their mental illness. According to Melnyk & Fineout-Overholt, 2015, “ The type of study that would provide the best answer to an intervention or treatment question would be systematic reviews or meta-analyses, which are regarded as the strongest level of evidence on which to base treatment decisions.

“One of the most challenging aspects of EBP is to actually identify the answerable question. This ability to identify the question is fundamental to then locating relevant information to answer the question”(Davies, 2015). An unstructured collection of keywords can retrieve irrelevant literature, which wastes time and effort eliminating inappropriate information. Successfully retrieving relevant information begins with a clearly defined, well-structured question.

My scenario is for inpatient psychiatric hospitals patients with a lot of therapeutic activities within the hospital and outside hospital activities. The organization are now concerned about increase violent behaviours if there are lack of therapeutic activities over hospital stay.

PICOT question:  In inpatient psychiatric Hospitals does the lack of therapeutic activities and or groups increase violent behaviors over a 2 week period?

P– (Patient, population, or problem): All Inpatient psychiatric patients

I– (Intervention): Increase groups and structured activities to engage patients to decrease boredom when patients have down time

C– (Comparison with other treatment/current practice): Compare patient behaviors during the week and day shift when groups are provided vs patient behaviors on evening shifts and weekends

O– (Desired outcome): Decrease violent incidents among patients and staff and increase patient engagement during hospitalization

T– (Time Frame): 2 weeks

After formulating a proper PICOT question, the search begins by using the most appropriate database. The University Library (n.d.-a.) has specific databases that contain several nursing related journals that will definitely be helpful in my research. Database search defines essential aspects based on the underlying issue as well as how the information is searched.  Therefore different approaches can help manage inpatient psychiatric patient. The leading search terms that were included, were preventing violent incidents among patients, staff and increase patient engagement during hospitalization. where more than  500 search results were returned. 

Increasing the accuracy of the findings is essential and provide a unique emphasis on significant changes which help define a strong focus on research outcomes. Therefore growing efficacy of the results will focus on the reduced year of publication to understand the latest publications that provide information on the research issue. Another approach would be to focus on the identified interventions individually to achieve positive outcomes. The main databases that were involved are Medline and Ebsco Host. These databases contain peer-reviewed research, which is of high quality.

References   

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for     LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 

Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing (4th ed.). Philadelphia, PA: Wolters Kluwer. 

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2010/03000/Evidence_Based_Practice,_Step

 University Library. (n.d.-b).  Keyword searching: Finding articles on your topic: Boolean terms. Retrieved from http://academicguides.waldenu.edu/library/keyword/booleanI

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four peer-reviewed articles you selected.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Rubric:

Create a 6- to 7-slide PowerPoint presentation in which you do the following:



·   Identify and briefly describe your chosen clinical issue of interest.

·   Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

·   Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

·   Provide APA citations of the four peer-reviewed articles you selected.

·   Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.–

Levels of Achievement:  Excellent 81 (81%) – 90 (90%)    Good 72 (72%) – 80 (80%)    Fair 63 (63%) – 71 (71%)    Poor 0 (0%) – 62 (62%)   

Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)   

Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%) 

 
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The Impact Of Standardized Nursing Terminology

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Report Issue

Among the Resources in this module is the Rutherford (2008) article Standardized Nursing Language: What Does It Mean for Nursing Practice? In this article, the author recounts a visit to a local hospital to view the recent implementation of a new coding system.

During the visit, one of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). 

How would you respond to a comment such as this one?

To Prepare:

  • Review the concepts of informatics as presented in the Resources, particularly Rutherford, M. (2008) Standardized Nursing Language: What Does It Mean for Nursing Practice?
  • Reflect on the role of a nurse leader as a knowledge worker.
  • Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

In a 2- to 3-page paper, address the following:

  • Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.
  • Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.
  • Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the your school.

Resources:

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05. 

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)
  • Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)
https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf

Rubric:

In a 2- to 3-page paper, address the following:

·   Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.
·   Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.
·   Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.–

Levels of Achievement:  Excellent 77 (77%) – 85 (85%)    Good 68 (68%) – 76 (76%)    Fair 60 (60%) – 67 (67%)    Poor 0 (0%) – 59 (59%)   

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)   

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)   

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%) 

 
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Signature Assignment

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Report Issue

 Leadership topic:   What Makes a Good Leader?

Delegation in Practice

What does your State Board of Nursing say about Unlicensed Assistive Personnel and their role, and the role of the Registered Nurse? Describe the responsibilities of the Registered Nurse when delegating patient care tasks.

How does the ICU environment differ from a general medical-surgical unit as far as assigned responsibilities for Unlicensed Assistive Personnel? from your textbook(Weiss, S. A. & Tappen, R. M. (2015). Essentials of nursing leadership and management (6th ed.). Philadelphia, PA: F. A. Davis Company). or from a scholarly source from a previous discussion or assignment from this course and write about its application to nursing practice. Provide definitions, history/background, and major concepts of chosen topic.  Describe the topic’s function in nursing practice by examining at least three different nursing roles (for example, bedside nurse, public health nurse, CNO, unit manager, etc.). Discuss how the leadership topic can be used in your own practice. Discuss your personal growth in regard to your chosen leadership topic. Evaluate personal strengths, weaknesses, opportunities, and threats to your career advancement.

Then, discuss the top three traits you feel makes a good nurse leader. Support your statements with examples from your practice experience and scholarly sources. 

Assignment Expectations:

Length:  2000 words in length

Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of three scholarly sources plus the textbook are required.

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4-Lewin’s 3 stage change model includes unfreezing, moving, and refreezing. Unfreezing is when you recognize change is needed, moving is when a change occurs, refreezing is when an equilibrium is established ( Mitchell,2013), and you’re satisfied with the results

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4-Lewin’s 3 stage change model includes unfreezing, moving, and refreezing. Unfreezing is when you recognize change is needed, moving is when a change occurs, refreezing is when an equilibrium is established ( Mitchell,2013), and you’re satisfied with the results. The cycle may eventually repeat itself. Most often nursing is complicated in a way that one can not use a three-step process to find solutions since some issues get complex at multiple levels and will require more than just three steps

Another theory is the Lippitts seven phase theory, which focuses more on the revolution and the change itself. Starting with phase one diagnosing the problem, assess motivation and capacity for change, evaluate change agent’s motivation and resources, choose the appropriate role of the change agent, maintain difference, terminate the helping relationship( Mitchell,2013). This is comparable to the nursing process analyzing all the steps necessary for a project to success.

My mentor has implemented the Lippitts theory to resolve skin issues. She starts she felt at one point there were infested with bed sore, and she needed to take action to resolve the issue which involves many other things such as staff shortage, inadequately trained staff, and poor work ethics. In my change project, I am also using the Lippitts theory since it will be necessary to uncover all other issues contributing to increase fall rates in this facility. To successfully make a change in a facility, staffs need to be involved, and Lippitt’s theory will be an excellent choice to include staffs.

Reference

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management – UK, 20(1), 32–37. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=108003510&site=eds-live&scope=site

5-Change theories are very important at ensuring that the change process has been taken in the right way. In other words, the theories ensure that change in an organization is carried out in a way that is safe and that the change is implemented as planned. Two of the most common change theories in nursing include the Kurt Lewin change theory as well as the innovation diffusion theory. In these two theories, the focus is on the change itself unlike in other theories where the focus is on the change agent. The Kurt Lewin theory has three stages while the innovation diffusion theory has five steps. The Lewin theory focuses on how a nurse can be able to implement an action through first unfreezing the culture in the society, then implementing the change and finally refreezing or then returning to norm. The innovation diffusion theory focuses on how the nurse can be able to diffuse innovations or even ideas in an organization (Santacreu, 2014). This theory has five steps including where the nurse has the knowledge, the nurse has to then persuade the other people to use the theory, then the nurse will decide on whether it will be implemented or not. Once the decision is made, then the implementation stage is reached and the nurses can be able to confirm the use of the theory.

When implementing an EBP project, the Lewin change theory makes more sense. This is because unlike the other theory, this theory prepares the organization for change (Nursing Theory, n.d.). This is because it prepares the organization to prepare for change. Therefore, the nurse reduces the chances of problems such as resistance to change among other common problems in change process. My mentor has been able to implement the use of the Lewin change theory to an extent that it can be said to have been successfully been implemented and resulted to the desired change.

References

Nursing Theory. (n.d.). Lewin’s Change Theory. Retrieved from http://www.nursing-theory.org/theories-and-models/Lewin-Change-Theory.php

Santacreu, A. M. (2014). Innovation, Diffusion, and Trade: Theory and Measurement. doi:10.20955/wp.2014.042

6-YOur comparison of two different change theories provide a clear comparison of the theories. Lippit’s theory is an expansion of Lewin’s theory and follows the nursing process providing additional guidelines with support of the change theory guiding the EBP change proposal forward. How will the theory impact your change proposal?

 
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