Nursing management and leadership roles are usually executed nursing experts who guide nursing staff, oversee the medical procedure’s organizational structure, and lead or direct nursing teams during patient care delivery. Leadership is a desirable competency that involves developing and articulating an organizational roadmap and inspiring others to focus on attaining the intended goals (Stanfou et al., 2017). Contrarily, management emphasizes the need to get work done through other individuals (Stanfou et al., 2017). An influential nurse manager should exhibit the following qualities: clinical expertise, leadership, and business sense. They typically perform decision-making, interpersonal, and informative tasks, including networking, resolving workplace conflicts, advocating for nurses, and promoting nurses’ professional development.
The Importance of the Clinical Experience
These two conceptions are crucial in nursing practice since they influence nurses’ motivation levels, interprofessional collaboration, and safe and quality patient care delivery. Nursing leaders have significant impacts on their direct teams and units, and therefore, their leadership efficacy is critical to ascertaining the ultimate effect of nursing practices on patients. A strong relationship exists between effective management approaches and high-quality work surroundings. According to Stanfou et al. (2017), effective leadership practices promote a safety culture that integrates positive patient outcomes. Nurse managers also create a sense of team identity by developing and articulating an inspiring and clear vision for their teams, creating measurable goals, and promoting a solid commitment to cross-boundary and cross-team collaboration.
How the Conferences, Assignments, and Planned Activities Reflect the Clinical Experience’s Learning Objectives
The developed clinical conference activities will be instrumental in enhancing the attainment of the learning objectives of the designed lesson plan through two primary strategies. First, it will help students familiarize themselves with the application of leadership competencies by nurse leaders in different hospital units. Second, it will provide learners with an opportunity to discuss, analyze, and critique the various leadership approaches adopted by this personnel and apply learned conceptualizations in clinical practice to improve care delivery practices and patient safety. The scheduled assignments will provide learners with a comprehensive overview of the topic. It will allow them to identify the challenging concepts in the unit that may be addressed during the implementation of planned activities such as group discussions, reading reflection sessions, and case study analysis.
Conference Activity
- Pre-conference: Ask learners to observe nurse managers’ leadership practice during task delegation, nursing care delivery, interprofessional care provision, and while performing supervisory roles.
- Post-conference: Discussion and analysis of the observed aspects and applying the learned concepts during clinical practice
Domains of Learning and Learning Styles
The developed learning activities will accommodate different students’ learning styles, including auditory (lectures), visual (videos), kinesthetic (role-playing), and reading/writing (pre-class reading assignments). The learning activities included in this lesson plan also influence three major learning domains: affective, psychomotor, and cognitive domains. The latter aims to develop learners’ knowledge acquisition and mental proficiency. It comprises six categories: evaluation, synthesis, analysis, application, comprehension, and knowledge. Pre-class assignments and in-class learning activities will help improve students’ knowledge and understanding of learned concepts. The integrated instructional strategies and clinical conference activities will allow learners to evaluate, synthesize, analyze, and apply the unit’s conceptualizations during practice.
The affective domain entails a person’s attitudes, emotions, and feelings. Its categories include responding and receiving phenomena, characterization, organization, and valuing (Sönmez, 2017). The activities included in the developed lesson plan address this particular domain’s subcategories in various ways. First, it will be instrumental in developing learners’ knowledge of the emotions and feelings by allowing them to listen attentively to lectures. Second, it will promote their active participation in group discussions, role-playing, and problem-based learning activities. Third, it will enable students to internalize various leadership values that influence their behavior.
The psychomotor domain incorporates the use of motor proficiencies and the capacity to coordinate them. The developed learning activities meet this domain’s needs in several ways. First, it will allowstudents to implement sensory knowledge to motor activity: students will be required to apply insights gained from learning activities in assessment tests to improve their scores. Second, through problem-based learning, role-playing, and case study analysis, these activitieswill strengthen their preparedness to act on various challenges to overcome them. They will be forced to imitate a behavior exhibited by relevant personnel to resolve fictional situations. Third, these learning activities, including clinical conference activities, will allow learners to translate learned concepts into habitual actions with confidence and expertise. Lastly, they will be able to execute leadership roles related to managing complex action patterns skillfully. They will also be able to adjust their leadership styles to resolve different workplace issues during role-playing.
References
Sönmez, A. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model.Universal Journal of Educational Research, 5(3), 347–356. Web.
Stanfou D. F., Laliotis, A., Patelarou, A. E., Sifaki- Pistolla, D., Matalliotakis, M., & Patelarou, E. (2017). Importance of leadership style towards quality of care measures in healthcare settings: A systematic review.Healthcare (Basel), 5(4), 1–17. Web.
Appendix
- Course:
- Course Objectives:
- Unit: Management and Leadership
- Topic: Management and Leadership in Nursing Practice