Organizational and Personal Leadership Plan, GCSE Coursework Example

Introduction

The knowledge and expertise that nurses provide the healthcare industry is significant and supports the growth and influence of the practice environment. Nurses represent many diverse cultures, beliefs, and values; therefore, these experiences are integrated into practice to facilitate a well-rounded approach to nursing as a critical contributor to healthcare quality. Most importantly, nurses are responsible for ensuring that they possess a responsibility to set an example for the profession and to be the best leaders possible in order to accomplish their own goals and objectives, as well as those required in the practice setting. This is an important and meaningful step towards the growth of the individual career path and in learning the tools that are required to become a successful nurse in the modern era.

Nurses in staffing and leadership roles are required to advocate for the profession and to recognize their roles in shaping high quality patient care and treatment. At the same time, this role requires them to be proactive in recognizing cultural diversity and how it aligns with professional objectives. Furthermore, nurses should recognize their own potential to become effective leaders in organizations that support their vision and focus towards the future of healthcare practice, using the type of leadership style that is appropriate to utilize their strengths and abilities. The following discussion will address cultural competence and leadership styles for nurses in greater detail and will emphasize a number of areas that require nurses to evaluate their skills and expertise on a continuous basis. For the discussion, the Veterans Administration Medical Center will serve as the focus in examining the structure of the organization and how nurses align with this structure in a realistic manner. This discussion will contribute to the development of a personalized leadership plan to achieve personal and professional goals and objectives in the nursing practice environment.

Leadership Styles

A nurse seeking to grow and thrive within the practice setting and to achieve a role in a leadership capacity must be able to identify his or her own core strengths and be able to transition into a leadership style that is appropriate. This process is ongoing and requires a learning curve in order to recognize how to integrate these strengths and transition them to practice so that they benefit the environment and its patients. A personal approach to leadership requires a high level of support and understanding of the dynamics of nursing practice and how individual characteristics fit into this environment, given the dynamics that are present within an organization and its long-standing approach to achieving success in a professional nursing environment. It is essential for a nurse to have the opportunity to explore personal identity and its potential to align with the leadership structure that has already been established within an organization such as the Veterans Administration, but to also recognize the opportunity to integrate personal values and strengths into a leadership style that will be appropriate and effective in moving the organization forward in meeting its patient-centered care. There are considerable advantages in identifying and adopting a leadership focus and objective with an aim to improve the organization, while also recognizing personal and professional limitations. This requires the ability to achieve a balance and to recognize the importance of developing an approach that is practical and consistent with the needs of the organization, while also enabling some degree of personal and professional growth and flexibility.

The Veterans Administration has a longstanding tradition of bureaucracy that encompasses significant federal funding and involvement from different segments of federal leadership, from the President to Congress. Furthermore, this environment also includes a nurses union that emphasizes the critical issues that nurses face and how to achieve a dynamic that is mutually productive for all parties. There are considerable efforts required to be successful in a leadership capacity in a large and highly bureaucratic organization such as the VA, but the possibilities exist and require nurses to share their ideas and to demonstrate a high level of confidence and strength in the success that is achieved through nursing practice. These factors contribute to the ability of nurses to serve as advocates and stewards of the profession and to support the growth and expansion of high quality patient care, even when resources and staffing might be limited.

One approach to leadership that has personal meaning and significance is transformative in nature, as it engages nurses not only with existing practice standards, but also in determining how to move the profession forward as change continues to evolve and “transform” the practice environment in new ways (Bamford-Wade & Moss, 2010). In this capacity, a nurse must work collaboratively not only with other nurses, but across the aisle in order to address other priorities that will have a significant impact on primary objectives such as patient care quality, communication, and advancing the profession through diversity and strategic change (Bamford-Wade & Moss, 2010). This concept encourages a nurse to examine internal strengths and to adapt these strengths to the practice setting, using personal characteristics and core values as a guide in transforming the nursing environment to achieve greater productivity, strength, and unity (Bamford-Wade & Moss, 2010).

Achieving a successful organizational nursing structure in the VA is a monumental task on many levels, particularly due to its historical bureaucratic nature and other factors that impact the practice setting. The VA possesses a rich and unique environment in which to practice nursing, particularly since its culture is entirely focused on the needs of veterans and active members of the military. This population requires a number of targeted approaches that will facilitate an effective set of tools for staff nurses and nurse leaders in which to grow and thrive in these roles. Nurses are required to serve in a stewardship capacity throughout their careers, and in the VA environment, this is particularly relevant because it requires nurses to engage directly with veterans and to be proactive in providing them with the best care possible to meet their specific needs. Therefore, working as a nurse at the VA requires a unique approach to the practice setting and an opportunity to examine new ideas and approaches to encourage creativity and flexibility, while also recognizing the limitations of the organization. Most importantly, a nurse must be able to grow and thrive in this environment and be able to effectively contribute to the practice setting and meet the required expectations of the organization, its leadership structure, and its patients.

Nurse must continuously grow and evolve from the start of their careers and even in the academic setting in order to determine if they are prepared and are likely to be successful in leadership roles. This requires an evaluation of different factors and characteristics that will impact personal and professional growth and an individual ability to be successful in achieving continuous improvement in the practice setting (Curtis, de Vries, & Sheerin, 2011). Nurses must routinely evaluate their roles and be able to make changes, accept guidance from others, and demonstrate flexibility as best as possible (Curtis et.al, 2011). Most importantly, if a nurse exhibits leadership characteristics, these must be explored in order to determine if the potential exists to advance into a leadership role in the future (Curtis et.al, 2011). These factors represent a means of encouraging individuals to be proactive in meeting the needs of patients and in working collaboratively with other nurses in a successful capacity (Curtis et.al, 2011). This learning curve is ongoing and requires a level of understanding and recognition that will support growth into the next level of the practice environment (Curtis et.al, 2011).

Nurses must serve as emerging leaders in many different ways throughout the profession, and this includes the capacity to be effective in supporting the growth of this environment and in expanding the knowledge that is required to become a successful nurse leader. Therefore, educational programs and opportunities must be in place that support these objectives and encourage nurses to explore their own strengths in order to become effective leaders (Abraham, 2011). This process is instrumental in expanding the knowledge and resources that are required to be effective as a nurse leader and to stimulate discussion and progress in many ways (Abraham, 2011). It is the responsibility of a professional nurse to contribute to the practice environment as best as possible, and this is achieved through the development of skills and characteristics that will benefit the organization and its nurses. Therefore, leadership education and training must be appropriate while also challenging to ensure optimal personal, professional, and organizational benefits.

In the VA system, it may be expected that some nurse leaders represent a more rigid and controlling approach to practice because of the large bureaucracy that exists, and this type of approach is observed in other organizations, whereby communication to staff members is weak and demonstrates a high level of inexperience and finesse (Azaare & Gross, 2011). Staff members may view this as unfavorable and may be less than enthusiastic regarding their work if they do not feel that leaders are successful in communicating important initiatives to them on a continuous basis (Azaare & Gross, 2011). When staff nurses experience this type of disconnect, it is possible that they will lose interest and their level of performance is disrupted if their confidence in leadership is shaken; as a result, it is necessary to prevent this type of leadership to take hold in the nursing workplace because it disrupts the potential achievements that might occur there (Azaare & Gross, 2011).

Nurses with lower levels of experience who demonstrate the potential to work effectively in a leadership capacity should be recognized for their potential in achieving success as future leaders. This potential must be identified and encouraged by a supportive and meaningful work environment that facilitates open communication between nurse leaders, staff nurses, and patients and also encourages staff nurses to achieve greater empowerment within their roles (Davies, Wong, & Laschinger, 2011). Nurses across all levels of experience will benefit from sharing their knowledge and information that will improve the practice setting in different ways, from direct patient care to leadership roles and communication (Davies et.al, 2011). Perhaps most important is the development of opportunities to engage individuals, thereby enabling them to participate in activities that may improve nursing practice across different specialty areas, thereby increasing professional empowerment and self-confidence for many nurses who otherwise might not have these opportunities in other organizations (Davies et.al, 2011). From the perspective of a VA nurse, these experiences are significant because they capture the essence of working with professionals seeking high value in the workplace and with patients who possess important and culturally relevant needs.

Nursing practice requires a continuous level of review and improvement to ensure that nurses are personally and professionally successful in these roles. It is anticipated that in the practice environment, its scope is under continuous evaluation and a greater focus on improving performance and quality of care (Fairman, Rowe, Hassmiller, & Shalala, 2011). These experiences must support the development of employees so that they provide greater value to the practice setting and also possess strong communication skills in working with other nurses and patients (Fairman et.al, 2011). These options are critical because they reflect the importance of nurses as key contributors to the organization and to the healthcare system as a whole (Fairman et.al, 2011). In general, nursing practice should not remain static and should experience continuous evolution and improvement in order to achieve patient care quality and excellence under a variety of conditions (Fairman et.al, 2011). Nurses must also identify a personal connection to the practice setting and should be able to recognize when change is warranted and necessary to improve the organization as a whole (Fairman et.al, 2011).

In evaluating the report from the Institute of Medicine (2014) and its primary recommendations, it is important to address the following: “Nurses, nursing education programs, and nursing associations should prepare the nursing workforce to assume leadership positions across all levels, while public, private, and governmental health care decision makers should ensure that leadership positions are available to and filled by nurses” (p. 6).  In this context, nurses working at the VA should have opportunities to exhibit their potential and to understand their responsibilities to the practice, while also acquiring education and training on a continuous basis to improve their growth potential (Institute of Medicine, 2014). The VA organization should embrace its nurses and provide a variety of alternatives to maximize their potential in different ways, taking advantage of education and training that are available (Institute of Medicine, 2014). Nurses must be receptive to the options that are available to them and learn new knowledge and tasks that support their professional development, as these alternatives will enhance any inherent leadership characteristics that are present (Institute of Medicine, 2014).

Nurses seeking roles as successful leaders must be able to expand their strengths and minimize their weaknesses in all areas, including transitional care for patients who are at high risk and require significant attention and focus in the healthcare environment (Naylor, 2012). In this capacity, leaders are likely to contribute at a level that is supportive and engaging for the profession, particularly with a transitional care environment where change is part of the daily routine (Naylor, 2012). Patients in high-risk situations require leadership that is calm and practical in order to improve health outcomes and to minimize risks as best as possible (Naylor, 2012). Nurses must work with fellow colleagues and support the development of new strategies to promote effective transitional care and treatment for patients, along with other ideas that will improve outcomes (Naylor, 2012).

Many nurses in current leadership positions or who have the potential to become future leaders may struggle with the challenges associated with balancing a leadership role with the routine duties required of a professional nurse (Sorensen, Delmar, & Pedersen, 2011). This may be particularly evident in highly bureaucratic organizations such as the VA where leadership roles command a high degree of focus and strength (Sorensen et.al, 2011).Nonetheless, nurse leaders must be able to administer patient care as needed in the direct care environment to maintain their skills and to provide expert knowledge and treatment to patients (Sorensen et.al, 2011). Current and future leaders should not refrain from patient care and be able to use these skills as needed to ensure that they understand the context of the nursing work environment and are engaged in the work that staff nurses perform (Sorensen et.al, 2011). Furthermore, frequent interaction with patients is a necessity to demonstrate a humanistic approach and contact that is often absent in many nurse leaders (Sorensen et.al, 2011). These alternatives support the practice setting and encourage leaders to assume multiple roles and to support a caring and nurturing work environment (Sorensen et.al, 2011).

Dyess & Sherman (2011) note that “In order for nurses to fully actualize this role in practice environments, they need to possess leadership skills sets that identify and respond to challenges faced. New nurses are no exception…practice environments continue to need improvement and ongoing leadership from all levels of nursing must be upheld” (p. 313). These findings suggest that for current and future nurse leaders, they must possess a strong capability to identify a leadership style that is not only appropriate, but that supports their professional strengths (Dyess & Sherman, 2011). Most importantly, nurses currently in or transitioning to these roles should be able to work with others with experience to determine how the leadership style might support the organization and its mission most effectively (Dyess & Sherman, 2011). Nurses must be able to demonstrate a high degree of confidence and strength as leaders, while also recognizing when change is required (Dyess & Sherman, 2011). Identifying a leadership style in the VA environment may be somewhat difficult due to possible resistance from those persons who are hesitant to change; as a result, the leadership style might not be favorable, even if practical from a personal perspective (Dyess & Sherman, 2011). Therefore, discussions regarding leadership styles should be addressed at a number of levels and adequate feedback from other nurses should be obtained (Dyess & Sherman, 2011).

It is expected that with the appropriate leadership characteristics, the chosen style will be appropriate and effective in enabling a nurse to achieve success in this capacity, using the tools and resources that are available. A key component of a nurse’s professional development plan should include a leadership strategy and an opportunity to obtain the training and guidance that is necessary to identify a leadership vision that will have a positive impact on patient care outcomes and on other nurses. Within the largely bureaucratic VA health system, it may be difficult to achieve a high level of independence with respect to a unique leadership style, but the organization should embrace creative approaches and innovative styles in an effort to improve its overall reputation and to restore its focus on serving veterans of all age groups throughout the United States. Nurses play a significant role in aiming to transform the organization and to be effective in achieving positive and meaningful results that will enable veterans to experience improved quality of life.

Cultural Competence

The concept of cultural competence is a critical component of nursing practice and requires a high level understanding of specific factors that impact patient care outcomes and quality of care. Above all else, nurses must emphasize a patient-centered care environment and participate in a variety of activities that will impact their knowledge and actions related to culture (Campinha-Bacote, 2011). Cultural competence may be defined in the context of a conceptual framework, noted by the author as follows: “The ongoing process in which the healthcare professional continuously strives to achieve the ability and availability to work effectively within the cultural context of the patient (individual, family, and community). This model requires nurses to see themselves as becoming culturally competent rather than being culturally competent. It involves the integration of cultural desire, cultural awareness, cultural knowledge, cultural skill, and cultural encounters” (Campinha-Bacote, 2011). This strategy encourages nurses to exercise a proactive approach to culture and to identify areas where they will benefit from education, training, and practical knowledge in order to be effective in communicating and advancing cultural competence throughout the nursing environment (Campinha-Bacote, 2011). These factors require nurses to be fully engaged in issues involving culture and how core values may differ across different groups, and these differences contribute to the overall development of new factors and approaches to support cultural identity (Campinha-Bacote, 2011). This process is instrumental in determining how to best approach culture and to reflect upon the challenges related to cultural knowledge to achieve positive results (Campinha-Bacote, 2011).

Cultural competency in the nursing work environment requires a high level understanding of quality in healthcare delivery and in supporting a framework that emphasizes community, the family, and the individual needs of the client above all else when treating a patient (Campinha-Bacote, 2002). This perspective requires nurses to learn about cultural competence on a continuous basis and to consider this process as ongoing (Campinha-Bacote, 2002). Other concepts that are part of cultural competence include the following: 1) cultural skill, which requires a nurse to evaluate patients through a cultural assessment and to recognize ethnic diversity; 2) cultural knowledge, which embodies an understanding of specific cultural and ethnic groups; 3) cultural encounters, which encourage communication with patients and other individuals from culturally diverse groups and to refrain from stereotyping regarding these groups as much as possible to maximize quality of care; and 4) cultural desire, which supports a nurse’s willingness to understand culture independently rather than to be required to learn these differences (Campinha-Bacote, 2002). It is important for nurses to embrace these traits and to recognize the importance of these core values throughout the life span and to be cognizant of the different issues that might transpire in an attempt to be effective in meeting patient care needs, while also determining that culture is a critical component of patient care and treatment in the workplace environment (Campinha-Bacote, 2002). Culture does not exist in a vacuum in and of itself and must be supported and accepted by all individuals, and nurses have a particularly significant role in this process; furthermore, the aforementioned concepts overlap and require nurses to achieve an important understanding of cultural competence from a variety of perspectives and its impact on direct patient care and related outcomes that impact quality of care and other factors that influence a patient’s general health and wellbeing throughout the life span (Campinha-Bacote, 2002).

Nursing students must also possess the ability to understand the importance of cultural competence and how it impacts their future careers (Edgren et.al, 2010). These factors represent an opportunity for nurses to explore new ideas and to approach cultural differences with an open mind, thereby creating new opportunities to grow and thrive within the profession (Edgren et.al, 2010). This process is essential to their growth and development as professional nurses and their ability to communicate with patients, family members, and colleagues (Edgren et.al, 2010). In this capacity, nursing education must be comprehensive regarding cultural competence as early as possible and encourage students to ask questions regarding different types of cultures and to be prepared for many different interactions with different cultures in the workplace setting (Edgren et.al, 2010).

Cultural competence also requires nurses to embrace a fresh perspective regarding patient care and to recognize the value of creating an environment that is encouraging and supportive of nurses and their contributions to the practice environment. In the mental health field, it is particularly important to address cultural competence because of the following: “The clinical encounter is shaped by differences between patient and clinician in social position and power, which are associated with differences in cultural knowledge and identity, language, religion and other aspects of cultural identity. Specific ethnocultural or racialized groups may suffer health disparities and social disadvantage as a result of the meanings and material consequences of their socially constructed identities. In some instances, cultural processes may create or constitute unique social and psychological problems or predicaments that deserve clinical attention” (Kirmayer, 2012, p. 149). In this context, nurses are responsible for addressing culture as part of the care and treatment strategy and to communicate verbally and nonverbally regarding culture with patients, as it provides a frame of reference in advancing specific agendas and in supporting patient care outcomes in an effective manner (Kirmayer, 2012). This process is instrumental in enabling nurses to reflect upon the needs of mental health patients and to identify areas where greater sensitivity and focus may be required due to the vulnerable nature of these events (Kirmayer, 2012). The factors related to these events are essential to the discovery of strategies that are instrumental in improving patient care and treatment for these patients (Kirmayer, 2012). To be specific, patients in the VA system often experience Post-Traumatic Stress Disorder and other mental health concerns that have a direct impact on their mental and physical health and wellbeing. Nurses in the VA system must be able to work with these patients, identify areas of need, and establish a greater focus on issues that directly involve cultural values and norms. These options will encourage patients to respond to nurses and to be receptive to treatment options, even if they are initially resistant to the idea.

Multiculturalism and Diversity

In the Veterans Administration, there is a substantial level of diversity among the patient population, in addition to a similar level of diversity among nurses. Among the over 60,000 nurses who work for the VA health system, cultural diversity is significant; furthermore, it is known that “Traditionally, African Americans have been the VA’s largest minority population, but that is slowly changing as more Hispanics, Asian Americans and American Indians retire from active duty. Additionally, women are emerging as a significant subgroup…most VHA facilities now include a cultural liaison on patients’ treatment teams to address any pertinent issues that may impact the effectiveness of their care” (Ericksen, 2014). Based upon this level of diversity, nurses working with veterans must demonstrate their knowledge of different cultures and be able to communicate effectively with patients with different values and experiences. Therefore, nurses in this capacity must recognize multiculturalism and diversity as part of the treatment strategy and should exercise specificity in cases that warrant cultural sensitivity or a temporary change in the practice environment. Nurses must be able to exercise sound and reasonable judgment in working with a diverse population, and also demonstrate a strong understanding of how culture shapes the work environment and supports its ability to grow and thrive effectively.

Nurses are required to work collaboratively in a multicultural environment and to be effective in their efforts to recognize diversity as part of the daily routine and in all aspects of patient care. Therefore, nurses should be provided with training and education as necessary in order to accomplish these objectives but also recognize their responsibility to be proactive in meeting these objectives and in supporting the continued growth and evolution of nursing practice and how it impacts patient care and treatment. It is important to identify specific tools and resources that are required to ensure that nurses are adequately prepared to address cultural diversity at all times. It is widely suggested that in some diverse cultures, there are many unmet needs that patients experience that require further evaluation because they are often closely aligned with culture and the differences that exist (Bearskin, 2011). This is an ethically charged concern that must be evaluated closely because it has a significant impact on direct patient care, particularly in environments where there is a lack of attention paid to the needs of different cultural groups (Bearskin, 2011). These efforts require nurses to work collaboratively with patients and to identify areas where there are significant weaknesses that impact the practice environment and require nurses to be proactive as they communicate with patients regarding their needs, values, and preferences (Bearskin, 2011). It is expected that nurses will continue to learn by experience in this area and will support their professional growth and development in this context (Bearskin, 2011). It is necessary to establish a means of expanding knowledge and resources to accommodate the issues that are important to patients and in advancing health improvements and wellbeing (Bearskin, 2011).

Douglas et.al (2011) address the significance of cultural standards in nursing practice and their impact on the activities that nurses perform in the workplace environment. These standards include the following: 1) Social justice to advocate for patients and their families; 2) Critical reflection as a means of evaluating core values and beliefs and their impact on nursing-related behaviors; 3) cultural knowledge to ensure that patients are treated effectively and under the best possible circumstances and be able to differentiate between cultural values and norms; 4) practice with a high degree of cultural competence and sensitivity towards cultural differences; 5) cultural competence on a larger scale within a healthcare organization; 6) empowering nurses and advocating for patient needs in order to accomplish effective care and treatment at all times; 7) recognizing the need for a multicultural workforce through effective recruitment and valuable approaches to retention; 8) culturally competent education and training for nurses so that they are able to contribute effectively to the needs of their patients and in supporting continuing education for nurses throughout the world; 9) requiring nurses to effectively communicate and to minimize barriers with respect to language and other cultural differences; 10) engage nurse leaders in a cross-cultural approach to nursing practice that will be effective in expanding their knowledge; 11) enable nurses to establish policies within an organization to ensure that patient cultural diversity is protected and is appropriately managed and governed; and 12) expanding evidence-based practice in the context of nursing in order to recruit patients for research from a variety of cultures to achieve well-rounded results. These guidelines represent an opportunity to examine the different constructs of nursing practice that are influenced by culture and to be proactive in supporting the demands of the practice environment through these activities, along with other factors that will support nurses’ attention and focus on cultural competence and the diversity of the nursing workforce and the patient population (Douglas et.al, 2011). This is an important process because it ensures that patients receive high quality care and treatment that is highly specific and appropriate for their cultural values, norms, and expectations (Douglas et.al, 2011).

According to Dudas (2012), cultural competence education is not entirely reflective of the current demographics within the nursing profession and the diverse cultures that are observed from a patient care perspective; therefore, it important to address other concerns and challenges that may have a positive impact on achieving a greater balance between the realities of diversity in the nursing workplace and the education that is provided in this area (Dudas, 2012). This disconnect may have a far-reaching impact if it is not addressed in a timely manner; furthermore, it may reflect a lack of communication among nurses that has a direct impact on their ability to understand the scope of diversity and how it impacts the practice environment in different ways (Dudas, 2012). This perspective requires nurse leaders to take opportunities to discover the extent of cultural diversity and how to approach education more effectively so that patients receive the desired level of care and treatment in a timely manner (Dudas, 2012). Patient care outcomes depend on a nurse’s ability to exercise professional judgment and to communicate effectively under diverse circumstances, and proper education and training in these areas might be helpful in reaching these objectives.

Another area that will benefit from cultural competence and diversity education is patient safety, particularly since patients may be at risk if they are not provided with care and treatment that is specific to their needs. In this context, a nurse may administer care to a patient and not recognize a specific cultural limitation or difference for which the choice of care is inappropriate, thereby creating a series of issues that may compromise patient health and wellbeing (Hughes, 2008). In this context, it is observed that nurses must have the training and practical knowledge in place to work with patients from many different population groups in order to prevent unintentional risks and harm that impacts patient health and wellbeing (Hughes, 2008). Since patient safety is a critical priority for nurses, it must be addressed in the context of cultural diversity and how nurses interact and relate to patients so that they are not placed in any type of high-risk situation on an unnecessary basis (Hughes, 2008).

A number of goals and objectives related to culture are also integrated into the Joint Commission’s 2014 National Patient Safety Goals, and these opportunities represent a means of evaluating conditions under which nurses are able to promote patient safety through their actions and education. Active communication is one area of consideration and requires nurses to be proactive in their efforts to work with patients and to share ideas that exhibit cultural sensitivity and awareness at all times, along with other factors that have a direct impact on patient care and treatment (The Joint Commission, 2014). At the same time, nurses must exercise a shared governance model in order to improve the culture that exists within the organization and to recognize the value of culture in the practice setting (Newman, 2011). This process may be inspiring for many nurses and may provide a greater sense of discovery in supporting the advancement of the profession to meet the required goals and objectives (Newman, 2011). This process also requires nurses to understand how they might contribute to an effective strategy to support their growth in the profession and their experiences as nurses in different ways to provide high quality patient care in the desired framework (Newman, 2011). Nurses are responsible for developing their skills and in recognizing culture in every aspect of care and treatment, along with interactions among other nurses and with other staff members throughout the organization (Newman, 2011).

Professional Development Plan

As a professional nurse, it is necessary to identify the organizational structure and to recognize the value of culture as part of the fabric of the practice setting. Cultural diversity is commonplace and requires nurses to possess critical knowledge and an understanding of the resources that are required to make patients feel comfortable in the care environment. This is achieved through a professional development plan that is designed to enable nurses to be cognizant of their responsibilities regarding cultural competence and to reflect upon areas of weakness that might be improved through expanded education and training. In the VA system, a professional development plan will provide a basis for improving knowledge of the patient population and the type of issues that are common, such as post-traumatic stress disorder. This plan must entail a series of creative ideas and also proven approaches to improve cultural knowledge and support for the profession.

A professional development plan should be constructed as follows: 1) The selection of a series of education courses and/or training modules that will identify areas where cultural competency is critical to the nursing profession; 2) An exploration of current knowledge regarding cultural competence and diversity in order to determine how to advance this knowledge to the next level; 3) a discussion with a nurse leader regarding the importance of cultural competence and how it aligns with daily nursing activities; 4) the creation of a strategy that is based upon existing theoretical principles that is proven to be effective in advancing nursing practice to higher levels; 5) the use of real-life examples or scenarios to demonstrate how a nurse might and should respond to an incident involving a person from a diverse culture; 6) professional training and education coursework regarding the requirements of a nurse leader; 7) the expansion of roles and responsibilities in the workplace in order to achieve the next level in the leadership ladder; 8) the creation of a timeline to support all identified leadership goals and objectives; 9) an assigned mentor or preceptor to facilitate leadership opportunities and to encourage personal development and growth; and 10) routine performance evaluations so that a nurse is able to be effective in communicating and expression the vision of the organization and its needs, both clinically and culturally.

The VA health system requires nurses who possess unique experiences and who are able to share their vision of high quality healthcare with patients and their families. Due the unique environment of this organization, it is imperative that nurses are able to expand their professional development goals and objectives in a manner that is consistent with the mission of the VA and its goals in assisting veterans. These alternatives require nurses to be proactive in learning about patients and in exploring their own strengths to improve performance. Due to the sensitivity involved in many patient cases within the VA system, it is important to identify culturally appropriate resources that will facilitate nurses’ growth and development on many different levels. It is imperative to identify resources that will encourage nurses to ask the appropriate questions and to communicate regarding specific cultural needs and expectations for patients and their family members. This process is essential to the discovery of professional strengths and areas where additional work is required. The professional development plan must entail a long-term approach to understanding and embracing culture, as well as a means of developing other strategies to improve performance and facilitate leadership potential in nurses. For a nurse with strong leadership potential, it is important to identify opportunities within the VA system that will support professional advancement to improve nursing practice and the field as whole. The professional development of nurses must remain a critical priority and encourage cultural competence and an exploration of factors that will have a positive impact on the entire professional career on many levels.

Conclusion

Nurses possess a significant amount of potential to be effective in advancing the practice environment and in supporting their own professional growth and development. Furthermore, quality of care must be a critical priority for all nurses as part of a larger professional development strategy. It is important to recognize these values and to be proactive in meeting the needs of patients in a variety of settings where there is a significant level of diversity. The VA health system is an organization that recognizes the importance of diversity within the patient population and in other areas where there is a need to expand knowledge and understand the needs of the practice environment. This system and its work with veterans from across many population groups is important because it provides essential healthcare and treatment services to patients who experience a variety of issues, including physical and mental health concerns. Therefore, nurses must exhibit a variety of important characteristics, such as the development of factors that will enhance the direct care and treatment that they administer to patients, along with other factors that have a significant impact on patient care quality over time. Nurses must also maintain strategies to improve their leadership skills and capabilities that should coincide with cultural needs and expectations within the patient population. Communication skills must be effective and appropriate in meeting the needs of patients, along with other factors that will improve the organization and its patient population in many ways. Professional development is an ongoing process that supports nurses’ growth and development, along with other ideas that are likely to improve patient care outcomes and encourage nurses to become acclimated with the VA system in an effective manner.

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