Identify Nursing Leadership Priorities, Essay Example

Introduction

Nurse leaders are responsible for the identification of priorities that positively influence the practice setting. Recruitment and training are essential in identifying candidates who are from a variety of diverse backgrounds and who are able to represent the organization in a leadership capacity (Aspden et.al, 2014). Cultural awareness and sensitivity must also be addressed at the leadership level as a means of understanding how cultural issues may impact the team environment and quality of care. These concerns are critical to the success of the leadership structure and the team-based approach to care and treatment. In the Veterans Administration, there is a significant need to demonstrate strong leadership and a greater focus on adapting to the needs of the veteran population and the issues that they face. In this context, cultural competence is critical to the success of the nursing practice environment and the patients who are served (Dudas, 2012).

Analysis

Veterans require an expert level of care and treatment that will have a significant impact on outcomes and on enabling an organization to employ nurses with leadership skills that will positively influence the practice environment (Dyess & Sherman, 2011). At the same time, nurses must employ skills and resources that align with the veterans culture in such a way that the practice environment supports optimal patient safety and concern for the wellbeing of all veterans (Hughes, 2008).  Nurse leaders must demonstrate a high level of competency and expert knowledge in order to provide exemplary leadership and to focus on the needs of this diverse population to improve overall health and wellbeing (Institute of Medicine, 2014).  Nurses advance the scope of their practice environment by example and through prior knowledge that impacts their professional growth to promote change within the healthcare environment (Institute of Medicine, 2014). When employees understand the cultural needs of their patients, the practice environment will benefit through improved performance and collaboration, and this may be learned through traditional education and on-the-job training (Edgren et.al, 2010)

.Nurse leaders must be able to accommodate veteran patients who face many chronic health risks and encourage an environment that is rich in collaboration and trust throughout the practice setting. Nurses must possess the ability to meet National Patient Safety Goals and other objectives that support high quality standards of care that impact all patients in different ways (The Joint Commission, 2014). As leaders within the practice setting, nurses must exemplify core leadership skills and capabilities that will positively impact the patient population in a culturally competent and responsible manner (Douglas et.al, 2011; Curtis et.al, 2011). Furthermore, nurses must be able to acclimate to the veterans patient environment through specific training to meet the needs of this population group, along with other alternatives that expand the scope of the practice setting (Fairman et.al, 2011). In a similar context, nurses must be apprised of cultural needs and expectations of all patients, regardless of their health, and this requires an evaluation of current beliefs in order to determine if changes are necessary in this manner (Kirmayer, 2012).

Conclusion

Nurse leaders possess a responsibility to promote cultural awareness and diversity in the practice setting at all times. Nurse leaders must also serve as an example to other employees that will support their efforts to promote inclusion and cultural awareness in the practice environment in order to encourage new ideas and strategies to improve quality of care, as well as new ideas to improve patient care quality. Nurses from different cultural backgrounds and experience levels are likely to introduce new ideas that may have a positive impact on patient care and wellbeing, and these opportunities should be welcomed by an organization as a means of improving overall performance and quality across all areas of patient care.

References

Aspden, P., Corrigan, J.M., Wolcott, J., & Erickson, S.M. (2014). Patient Safety: Achieving a New Standard for Care. Retrieved from http://www.nap.edu/openbook.php?isbn=0309090776

Curtis, E. A., de Vries, J., & Sheerin, F. K. (2011). Developing leadership in nursing: exploring core factors. British Journal of Nursing, 20(5), 306.

Douglas, M. K., Pierce, J. U., Rosenkoetter, M., Pacquiao, D., Callister, L. C., Hattar-Pollara, M., … & Purnell, L. (2011). Standards of practice for culturally competent nursing care: 2011 update. Journal of Transcultural Nursing, 22(4), 317.

Dudas, K. I. (2012). Cultural competence: An evolutionary concept analysis. Nursing education perspectives, 33(5), 317-321.

Dyess, S., & Sherman, R. (2011). Developing the leadership skills of new graduates to influence practice environments: a novice nurse leadership program. Nursing administration quarterly, 35(4), 313-322.

EDGREN, S. K., Cason, C. L., BRENNAN, A. M. W., Reifsnider, E., Hummel, F., Mancini, M., & Griffin, C. (2010). Cultural competency of graduating BSN nursing students. Nursing education perspectives, 31(5), 278-285.

Fairman, J. A., Rowe, J. W., Hassmiller, S., & Shalala, D. E. (2011). Broadening the scope of nursing practice. New England Journal of Medicine, 364(3), 193-196.

Hughes, R.G. (2008). Chapter 2: nurses at the “sharp end” of patient care. From Patient Safety and Quality: An Evidence-Based Handbook for Nurses.

Institute of Medicine (2014). The future of nursing: leading change, advancing health. Retrieved from http://books.nap.edu/openbook.php?record_id=12956

The Joint Commission (2014). 2014 National Patient Safety Goals. Retrieved from http://www.jointcommission.org/standards_information/npsgs.aspx

Kirmayer, L. (2012). Rethinking cultural competence. Transcultural psychiatry, 49(2), 149.