Leadership is an indispensable attribute responsible for establishing an efficient working environment within a healthcare setting. Nursing leadership is defined as the quality of a nurse in guiding the other nurses, motivating them, and influencing the nurses in the team to practice coordination and attain the peak potential of providing care as per the organization's goals (Heinen et al., 2019). Within a clinical or healthcare setting, the nurse leader plays the role of a mentor for the nurses under her supervision. The practice of nursing leadership assists in the cooperative enhancement of the clinical nursing practice, enabling the nurses to improve their skills, identifying the weaknesses within the healthcare processes, and implementing efficient changes to enhance the quality of care (Widad & Abdellah, 2022). There are ten prominent leadership styles in the Australian nursing practice- democratic, transformational, Laissez-faire, servant, affiliative, autocratic, coaching, transactional, situational, and visionary. All the mentioned nursing leadership styles are based on varying approaches, which the leader nurses can adapt within the healthcare settings (Laureani & Antony, 2019). A significant characteristic of nursing leaders is the determination to provide quality patient-centric care and guide the other nurses to aim for professional and personal growth as a nurse during their clinical practice.
Mentorship in nursing practices in a clinical setting is an integrative and mutually contributing interpersonal relationship between the newly graduated nurses or freshly hired nurses in the organization and the experienced nurses working in a superior position. The nurse mentorship initiative aims to provide the nurses with an opportunity to develop a mutually evolving professional relationship which is unique and supportive (Hill et al., 2022). A nurse mentor follows an accessible, analytical, and active listening; a strategy to ensure that the junior nurse attains professional growth under their mentorship (Hill et al., 2022). Similar to the process of nursing mentorship, the healthcare institution also follows nursing preceptorship. Nursing preceptorship is also a synergetic relationship between a new nurse and an experienced clinical professional nurse. The duration of the preceptorship varies based on the unit of orientation for the new nurses (Rush et al., 2019). The most significant difference between nursing mentorship and nursing preceptorship is that nursing preceptorship focuses on clinical skill development and enhancing the interpersonal relationship development in the new nurses; however, nursing mentorship enhances the quality of accountability and attentiveness in the new nurses (Hardie et al., 2021).
A nurse supervisor or leader must justify all the requisites of her role to ensure the formation of a healthcare setting, which aims to deliver patient-centric care. Adequate clinical supervision refers to maintaining a healthy, growing, and patient-beneficial clinical practice in the healthcare setting. An efficient clinical supervisor acts like the guiding mentor, ensuring that the new nurse becomes adept in clinical practice and enhancing the quality of care provided to the patient in compliance with all the nursing practice guidelines and nursing standards (Perry et al., 2018). Effective clinical supervisors must possess three significant attributes- emotional intelligence being the necessary support for the new nurses in coping with their transition efficiently. An emotionally intelligent clinical supervisor can identify the development of distress in the nurses and assist them in overcoming it and becoming clinically efficient for their healthcare responsibilities (Prezerakos, 2018). A practical clinical supervisor should also be dedicated to enhancing the quality of care provided in the clinical setting. Lastly, the clinical supervisor must treat all the nurses and patients with respect and integrity to make the working environment mutually beneficial for positive patient and nurse growth (Cutcliffe et al., 2018).
Ineffective supervision in clinical settings is a significant setback in building a good and effective healthcare organization. A supervisor nurse must be efficient in monitoring and guiding the nursing team to avoid any kind of discrepancy in the healthcare setting. Patients' well-being is negatively impacted due to the nurses' inefficiency in supervising the clinical workflow (Hawkins & McMahon, 2020). An inefficient supervisor nurse primarily showcases incompetence in the form of failure to deliver quality care to the patient and lack of compliance with the nursing practice norms or standards. Attributes possessed by an inefficient clinical supervisor include- the absence of self-actualization, which leads to unorganized and misguided leadership by the supervisor nurse in providing patient-centric care to the patients in the clinical setting. Another common attribute displayed by an inefficient clinical supervisor is negligence towards patients and the nurses in training or providing care under their leadership, which leads to incompetence in the clinical practice (Rainer et al., 2018). Lack of evidence-based knowledge also influences clinical practices negatively. A clinical supervisor needs to possess all the knowledge and skills required in the nursing practice (Sikstrom et al., 2019). Moreover, a lack of ethical and legal standards is also a sign of an ineffective supervisor, who he/she will not be able to teach care practices as per the established guidelines.
Cutcliffe, J. R., Sloan, G., & Bashaw, M. (2018). A systematic review of clinical supervision evaluation studies in nursing. International Journal of Mental Health Nursing, 27(5), 1344-1363. https://doi.org/10.1111/inm.12443
Hardie, P., Darley, A., Redmond, C., Lafferty, A., & Jarvis, S. (2021). A scoping review protocol develops interpersonal and communication skills in nursing preceptorship education and training programs. HRB Open Research, 4. https://doi.org/10.12688%2Fhrbopenres.13201.2
Hawkins, P., & McMahon, A. (2020). Supervision in the Helping Professions. New York. McGraw Hill
Heinen, M., van Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of Advanced Nursing, 75(11), 2378-2392. https://doi.org/10.1111/jan.14092
Hill, S. E., Ward, W. L., Seay, A., & Buzenski, J. (2022). The Nature and Evolution of the Mentoring Relationship in Academic Health Centers. Journal of Clinical Psychology in Medical Settings, 1-13. https://doi.org/10.1007/s10880-022-09893-6
Laureani, A., & Antony, J. (2019). Leadership and Lean Six Sigma: a systematic literature review. Total Quality Management & Business Excellence, 30(1-2), 53-81. https://doi.org/10.1080/14783363.2017.1288565
Perry, C., Henderson, A., & Grealish, L. (2018). The behaviors of nurses that increase student accountability for learning in clinical practice: An integrative review. Nurse Education Today, 65, 177-186. https://doi.org/10.1016/j.nedt.2018.02.029
Prezerakos, P. E. (2018). Nurse managers’ emotional intelligence and effective leadership: A review of the current evidence. The Open Nursing Journal, 12, 86. https://doi.org/10.2174%2F1874434601812010086
Rainer, J., Schneider, J. K., & Lorenz, R. A. (2018). Ethical dilemmas in nursing: An integrative review. Journal of Clinical Nursing, 27(19-20), 3446-3461. https://doi.org/10.1111/jocn.14542
Rush, K. L., Janke, R., Duchscher, J. E., Phillips, R., & Kaur, S. (2019). Best practices of formal new graduate transition programs: An integrative review. International Journal of Nursing Studies, 94, 139-158. https://doi.org/10.1016/j.ijnurstu.2019.02.010
Sikstrom, L., Saikaly, R., Ferguson, G., Mosher, P. J., Bonato, S., & Soklaridis, S. (2019). Being there: A scoping review of grief support training in medical education. PLoS One, 14(11), e0224325. https://doi.org/10.1371/journal.pone.0224325
Widad, A., & Abdellah, G. (2022). Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review. Journal of Professional Nursing, 42, 209-218. https://doi.org/10.1016/j.profnurs.2022.07.010
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