Leadership Roles in Quality
Leadership Roles in Quality
(Leadership Roles in Quality)
Question description
Quality
Quality Improvement:Nancy, FNP, is the clinical director of a nurse managed health center that is connected to a School of Nursing. The center’s staff members includes of all advance practice nurse providers, a nurse educator, a nursing informaticists, 2 RNs, and paraprofessional staff. The team wants to determine patient satisfaction and capture data on patient experiences both for QI and as a learning experience for students studying nursing. What AP roles, core competencies and support are needed to make this happen?
This week you will be assigned to a group and be given a domain to develop/discuss applying all or some of the 7 core competencies.Group members need to assume AP roles (clinical and non-clinical) either by volunteering or being assigned by the group leader. A group leader must be decided and may be a nurse manager/nurse administrator, CNS, NP (maybe more than one and from different specialties), NI, and NE. CNLs and RNs may be also be part of the group scenario. All members are expected to demonstrate leadership knowledge and skills, but also must be willing to follow. Each group will demonstrate the core competencies and principals of transformational leadership in the group work. (See rubric).To ensure understanding of leadership styles, each group member will discover their own professional leadership style by an individual self-assessment online.Assignments and responsibilities should be equally assumed by group members. The final evidence of the group work will be power point presentation that discusses the scenario addressing the assigned domain, the roles and the outcomes.Please note that although a group project, individual grading rubric will be used to determine individual grades.(See below).
The master’s prepared nurse demonstrates leadership in the four domains: the profession of nursing, clinical practice arena, health policy arena, and systems level. The impact could be found in health promotion, disease prevention/management, and quality improvement and/or within management of a health system. In order to complete this assignment, each group member will complete an assessment about your leadership style and post to the group area their leadership style.
These are:(Leadership Roles in Quality)
Cherry, K. (2016). What’s Your Leadership Style? Learn more about your strengths and weaknesses as a leader.
https://www.verywell.com/ways-to-become-a-better-leader-2795324
In conclusive remarks, search and agree upon a quotation from a library article related to leadership in an advanced nursing role and include with how it applied to your clinical decision/management issue of your assigned domain.Leadership journals from SOU Library are The Journal of Nursing Scholarshipor Nursing Leadership Forum or the American Journal of Nursing, Journal of Nursing Administration, Nursing Administration Quarterly, Nursing Management or Health Care Management Review
Please see additional explanation* in the rubric below and address in group presentation:(Leadership Roles in Quality)
| Wk 2 Rubric Core Competency | 0pt No participation | 4ptBeginning | 5ptDeveloping | 6pt Accomplished | 7pt Exemplary |
| Ethics | Did not attend or work with others at all | Limited interaction with others in most situations. With minimal decisions or responsibilities. Missed one or more agreed upon meetings | Works with others, but has difficulty sharing decisions and responsibilities. May be overbearing or totally passive. Was tardy to one or moreagreed upon meetings | Works well with others. Takes part in most decisions and contributes fair share to group. Attended all meetings and was prompt. | Works well with others. Assumes a clear role and related responsibilities. |
| Evidence Based Research | Did not contribute at all to EBR | Did not work to complete project. EBR was inaccurate. Other group members did much of the work. | Incomplete project.EBR input was useful. Some work redone by other group members. | EBR contributed to complete project. Input was accurate, and useful. Creativity was expressed. | Consistently works to complete project. Input was valuable, accurate, and useful. Creativity was expressed and welcomed by the group. |
| Coaching/Mentoring | Did not coach or mentor | Did less work than others. Did not meet group member(s) at agreed times and places | Did almost as much work as others Could be coaxed into meeting with other group member(s) | Demonstrates coaching/mentoring in the group work. Worked agreeably with group member(s) concerning times and places to meet | Exemplary mentoring by motivating others to do their best. Took the initiative in helping the group get organized. |
| Collaboration/Consultation | Did not collaborate/consult | Limited collaboration/consultation in working with others, listening to feedback, and exchanging tasks. | Seemed less engaged with others, preferring to work alone. Feedback is given sometimes; Responded to most comments and feedback of others, but with some reticence | Collaborates and consults with other group members. Accepted feedback and responded with acknowledgement | Consistently collaboratesand
Works very well with others, assisting others as needed. Establishing and maintainingrapport; Structuring the consultation; Obtaining and gathering relevant information; Prioritizing; Using clinical reasoning and judgment; Providing information; and Developing a management plan. Attended all meetings and was on time and prepared to work. Was instrumental in arranging work session. |
| Direct Care (Virtual) | No contributions to principles of direct care | Rarely contributed to principles of direct care | Sometimes able to identify principles of direct care | Often able to incorporate principles of direct care | Consistentlydemonstratesprinciples of direct care of a holistic perspective;
Formation of therapeutic partnerships with patients; demonstrated Expert clinical performance; Use of reflectiveand diverse Approaches supported byevidenceguide to practice or Clinical decision making in health and illness management |
| Leadership Skills | No evidence of leadership due to not present | Student’s work does not demonstrate leadership skills. Plan that is presented does not demonstrate sufficient structure or detail, and is not realistic to implement. | Student’s work demonstrates only minimal to moderate leadership skills. Plan that is presented is lacking in structure and detail and may not be realistic to implement. | Leadership skills are evident in the plan that is presented. Student’s work reflects a plan that is structured, detailed and reasonably realistic to implement. | High quality leadership skills are evident in the plan that is presented. Student’s work reflects a plan that is well-structured, detailed and realistic to implement. |
| Group Presentation | Did not participate in presentation to classmates. | Participated rarely in presentation to classmates. Rarely helpful in organizing presentation. Rarely offered suggestions for format of presentation. Rarely offered suggestions for AV modalities. May have taken over frequently or rarely contributes. Rarely worked as a team player. | Participated somewhat in presentation to classmates. Somewhat helpful in organizing presentation. Occasionally offered suggestions for format of presentation. Occasionally offered suggestions for AV modalities. May have taken over sometimes or sometimes contributed a little. Sometimes worked as a team player. | Participated in presentation to classmates. Helped in organizing presentation. Often offered suggestions for format of presentation. Often offered suggestions for AV modalities. Did not take over. Worked as a team player. | Participated fully in presentation to classmates. Took lead in organizing presentation. Offered suggestions for format of presentation. Offered suggestions for AV modalities. Did not take over. Worked as a team player.Value 8pt. |
