Introduction
Nursing leaders must demonstrate a clear vision to encourage and develop people, enhance patient outcomes, and bring about innovative change in healthcare settings (Martin, McCormack, Fitzsimons, & Spirig, 2014). Leadership vision is pivotal in creating a nursing culture that underscores the importance of evidence-based practice (EBP) in ensuring excellent patient care outcomes (Hauck, Winsett, & Kuric, 2013). This paper develops a vision that employs transformational leadership not only to create an innovative learning environment but also to use EBP to customize care according to patient needs and values.
Key Concepts of the Vision
The concepts include transformational leadership, an innovative learning environment, and EBP. Transformational leadership competencies (e.g., inspiring a shared vision and modeling the way) are effective in developing an organizational culture that is receptive to change and also in achieving high-quality care, supporting an effective workplace culture, and establishing a standard of excellence (Martin et al., 2014). An innovative learning environment is critical in assisting nursing students to learn EBP and apply leadership concepts and skills in practice settings (Curtis, de Vries, & Sheerin, 2011). Lastly, using EBP to customize healthcare according to patient needs ensures patient-centered care and competitiveness (Hauck et al., 2013).
Critique of Evidence
Hauck, S., Winsett, R.P., & Kuric, J. (2013). Leadership facilitation strategies to establish an evidence-based practice in an acute care hospital. Journal of Advanced Nursing, 69(3), 664-674.
This study used a prospective descriptive comparative design to evaluate the impact of leadership facilitation strategies on “nurses’ beliefs of the importance of EBP, frequency of using EBP in daily practice and perception of organizational readiness for EBP after implementation of an EBP strategic plan” (Hauck et al., 2013, p. 666). Results indicated that transformational leadership facilitation strategies are effective in developing EBP, improving organizational readiness, driving organizational change and vision, and advocating for educational resources.
The purpose of the study is clear from the onset and the discussion is relevant; however, the authors fail to delineate the main leadership facilitation strategies for ease of understanding. The study has cited up-to-date literature to support its main points in demonstrating why nurses’ attitudes and beliefs, organizational readiness for change, organizational commitment, and nursing leadership strategies are important in developing EBP (Hauck et al., 2013). The authors’ statements are clear, though they overemphasize that the evaluation of leadership capacity is the first step in developing EBP culture.
Martin, J.S., McCormack, B., Fitzsimons, S., & Spirig, R. (2012). Evaluation of a clinical leadership program for nurse leaders. Journal of Nursing Management, 20(1), 72-80.
This study used a pre-test post-test quasi-experimental research design to evaluate the impact of the “RCN Clinical Leadership Program on the leadership competencies of nurse leaders in Switzerland” (Martin, McCormack, Fitzsimons, & Spirig, 2012, p. 72). Enrolled leaders showed improved ratings in inspiring a shared vision and challenging the status quo.
The purpose of the study is clear that the researchers intended to evaluate the impact of the leadership program on the leadership competencies of sampled nurse leaders. The abstract represents the main components of the study and its implications for nurse management. The study has cited reputable sources to demonstrate how transformational leadership can enhance practice changes in nursing environments and reinforce a culture that is more receptive to progression and change. Lastly, the authors are objective in discussing how investment in leadership educational programs is effective in facilitating leadership competencies among nurse leaders.
Foli, K.J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of leadership behaviors in undergraduate nursing students: A service-learning approach. Nursing Education Perspectives, 35(2), 76-82.
This study used a quantitative research design (pre-test post-test) to show the effectiveness of a service-learning experience in developing leadership behaviors among nursing students and peers (Foli, Braswell, Kirkpatrick, & Lim, 2014). The major finding was that the service-learning experience improved leadership behaviors among nursing students.
The purpose of the study is self-explanatory, though the authors take time to explain their idea of the service-learning experience. The abstract summarizes the major points of the study in a coherent way, though the introduction is not clear on what the authors intend to achieve. The sources used in the study are up-to-date and effective in demonstrating how education programs such as the service-learning experience can be effective in improving leadership behaviors among nursing students. Lastly, the authors are objective in discussing how the service-learning experience can be used to improve leadership behaviors among nursing students.
Importance to Nursing
The vision can support quality nursing practice in education and healthcare systems by, for example, making investments in educational programs to facilitate leadership skills in nursing students, integrating service-learning into a leadership course to enhance the development of leadership behaviors, and ensuring that nursing education programs underscore the importance of transformational leadership competencies and EBP in improving healthcare systems. Involving nursing students in the planning, directing, implementing, and evaluating community health education fairs, for example, can develop their leadership behaviors, empower them to include evidence in practice, and foster their personal and professional development.
Summary
From the discussion, it is evident that the vision of using transformational leadership to create an innovative learning environment and using EBP to customize care according to patient needs and values is one whose time has come. Nursing leaders in healthcare settings should actualize this vision to enhance the personal and professional development of nursing students, ensure competent healthcare systems that utilize patient-centered approaches in care delivery, and trigger positive change.
References
Curtis, E.A., de Vries, J., & Sheerin, F.K. (2011). Developing leadership in nursing: Exploring core factors. British Journal of Nursing, 20(5), 306-309.
Foli, K.J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of leadership behaviors in undergraduate nursing students: A service learning approach. Nursing Education Perspectives, 35(2), 76-82.
Hauck, S., Winsett, R.P., & Kuric, J. (2013). Leadership facilitation strategies to establish evidence-based practice in an acute care hospital. Journal of Advanced Nursing, 69(3), 664-674.
Martin, J.S., McCormack, B., Fitzsimons, S., & Spirig, R. (2012). Evaluation of a clinical leadership program for nurse leaders. Journal of Nursing Management, 20(1), 72-80.
Martin, J., McCormack, B., Fitzsimons, D., & Spirig, R. (2014). The importance of inspiring a shared vision. International Practice Development Journal, 4(2), 1-15.