Discuss how nurse leaders serve as advocates for their employees NRS 451

Discuss how nurse leaders serve as advocates for their employees NRS 451

Discuss how nurse leaders serve as advocates for their employees NRS 451

Topic 4 DQ 1

Discuss how nurse leaders serve as advocates for their employees. Describe how advocacy for employees affects patient care and outcomes.

Replies

As nurses it is our responsibility to maintain patient advocacy for our patients and for ourselves as well in order to maintain quality of care and patient safety. A charge nurse is a an example of a nursing leader. A charge nurse oversees the department and makes sure that safety in the department is being maintained. For example, just like everywhere our emergency department is short staffed, our charge nurse always speaks up for us and has called safe harbor when our house supervisor attempts to increase our staffing ratio mid shift. Our charge nurse provides a welcoming and comfortable environment. Another example, is our nursing director makes sure he approves our self schedules due to making us happy and he stated that by granting our wishes will assist in promoting our health and rest. “To be advocates and practice social justice, nurses must be armed with the knowledge and values that empower them to voice concerns and contribute to positive changes in their immediate environment” (Thomas, 2018).

” Nurses are increasingly positioned to advocate more effectively than ever before not only for patients, but also for themselves and the nursing profession” (Tomajan, nd). Advocating for employees and colleagues can positively affect patient care and outcomes if the nurse him or herself feels they have the support from the leader. This allows for any issue to be brought up to the leader and it can be addressed and dealt with. When an individual does not have the support, they may not feel motivated to go to work, may increase the risk for medication errors, and their work ethic may be poor.

Discuss how nurse leaders serve as advocates for their employees NRS 451
Discuss how nurse leaders serve as advocates for their employees NRS 451

Discuss how nurse leaders serve as advocates for their employees NRS 451  References:

Thomas, J, S. (2018). Organizational culture and values. In Grand Canyon University (Eds.), Nursing leadership & management: Leading and serving. https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/4

 

Tomajan, K. (n.d.). Advocating for Nurses and Nursing. Advocating for nurses and nursing. from https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No1-Jan-2012/Advocating-for-Nurses.html

Hi Breanna – that’s awesome that you have such great supervisors and charge nurses. My supervisors are also good at approving our self schedules, but I have nurse friends who have supervisors that don’t pay much attention to staff preferences when it comes to scheduling and only staff according to what suits the unit the best. It’s so important that staff are happy and can take time off to relax and recharge – especially in the healthcare field. Without this, staff burnout happens so easily and quickly. It’s also great that your charge advocates for your staff to ensure safe staffing ratios. Additionally our charges will make sure we don’t get admits from the ED who aren’t appropriate for our staff – like pts who should be in ICU or ones that require constant care when we’re already at 6:1. Part of continuous quality improvement in a nursing organization involves interdisciplinary teams that contribute to making decisions that will ultimately improve patient care (Thomas, 2018).

Discuss how nurse leaders serve as advocates for their employees NRS 451  Reference

Thomas, J. S. (2018). Organizational culture and values. Nursing leadership and management: leading and serving. (Chapter 4). https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/4

  • Replies

Nurse leaders’ roles are multifaceted—daily responsibilities include strategic staffing management, quality improvement, and finances (Kester, 2020). Managers advocate for staff by mitigating staffing challenges; this requires understanding how many nurses are needed to staff the unit adequately and how to recruit and retain staff. In addition, managers must anticipate turnover and onboarding of competent nurses before a deficit occurs (Kester, 2020). One main factor in turnover is the work environment. Fostering and maintaining a healthy, positive work environment is essential as it is necessary for nurses’ ability to deliver safe and effective care. To achieve staffing stability, retaining nurses early and late in their careers helps to maintain overall staffing and experience levels (Kester, 2020). Strategies to improve the work environment include building relationships by being physically present in the unit, troubleshooting issues, and delivering recognition, all significant components of authentic leadership (Kester, 2020). Authentic leaders are self-aware, true to themselves, genuine, and transparent, which is more likely to have engaged, enthusiastic, motivated staff and psychologically safe cultures (Center for Creative Leadership, 2020). Focusing on and fostering a healthy work environment is strongly associated with perceived teamwork and patient care outcomes, and nurse leaders can advocate by making this a priority.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Discuss how nurse leaders serve as advocates for their employees NRS 451

Discuss how nurse leaders serve as advocates for their employees NRS 451 References

Center for Creative Leadership. (2020). Authentic leadership: What it is, why it matters. CCL. https://www.ccl.org/articles/leading-effectively-articles/authenticity-1-idea-3-facts-5-tips/

Kester, K. M. (2020). A multifaceted approach to tackling nurse turnover. Nursing Management, 51(6), 22–28. https://doi.org/10.1097/01.numa.0000662652.32499.22

Elizabeth Mateo Gonzalez

Jul 6, 2022, 10:17 PM

Replies to Breanna Jenkins

According to Bowles et al., (2018) every nurse has the opportunity to impact nursing profession through day-to-day advocating for the profession and practitioners. Advocacy as defined by (Stamps et al., 2021) is the act of supporting a cause or a proposal. Nursing leaders are equipped with advocacy skills including problem-solving, collaboration, influence and communication which enables them to satisfy this role. One of the ways through which nurses’ leaders’ advocate for their employees is through advocating for a safe and healthy working environment. This includes ensuring that nurses and other caregivers are provided with relevant resources they need for their safety during the care process. They also ensure appropriate allocation of resources alongside promoting a positive work environment.

Nursing leaders also fulfill this advocacy role by protecting nursing resources during budget scrutiny work flow redesign or during work flow change. In addition to that, nursing leaders also enable staffs to autonomously address their concerns. This is significantly achieved through effective communication of the employees’ concerns to the management of the health care organization. They help in addressing challenges faced by health pro Apart from that, nursing leaders also fulfill this advocacy role by ensuring the organization adopts policies and measures that are favorable to all employees (Stamps et al., 2021). This encompasses various elements including nursing working hours, shifts and other working policies. It is the role of nursing leaders to ensure reasonable and fair shifts as well as ensuring nurses are not overworked. Apart from that, nursing leaders also collaborate with healthcare team on improving opportunities for nurses as a way of advocating for other nurses. Through the advocacy act, nurses work conveniently making them valued and satisfied and this boost their motivation to providing quality care impacting patients’ care and outcome positively.

Discuss how nurse leaders serve as advocates for their employees NRS 451 References

Bowles, J. R., Adams, J. M., Batcheller, J., Zimmermann, D., & Pappas, S. (2018). The role of the nurse leader in advancing the quadruple aim. Nurse Leader, 16(4), 244-248. https://doi.org/10.1016/j.mnl.2018.05.011

Stamps, D. C., Foley, S. M., Gales, J., Lovetro, C., Alley, R., Opett, K., … & Faggiano, S. (2021). Nurse leaders advocate for nurses across a health care system: COVID-19. Nurse Leader, 19(2), 159-164. https://doi.org/10.1016/j.mnl.2020.07.011

Breanna Jenkins

replied toElizabeth Mateo Gonzalez

Jul 7, 2022, 5:38 AM

Replies to Elizabeth Mateo Gonzalez

Hello Elizabeth,

I enjoyed reading your post. As nurses it is important that we don’t forget our main role in nursing and that is to advocate for our clients and ourselves. In doing so, will promote patient safety and improve the quality of care that the client is receiving. Nursing leaders who encourage and support their nurses will build confidence, rapport, motivation and willingness to grow in the company. By maintaining this open approach can be one solution to decrease nurse turnover. “An environment that does not support its nurses through education, training, and debriefing of high-risk practice behaviors may lead to increased errors, decreased accountability, and poor patient outcomes” (Thomas, 2018).

Discuss how nurse leaders serve as advocates for their employees NRS 451  References:

Thomas, J. (2018). Nursing leadership & management: Leading and serving. Grand Canyon University. https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/4

 

  • Karleen Lee

replied toBreanna Jenkins

Jul 8, 2022, 9:11 PM

  • ·

Replies to Breanna Jenkins

Breanna,

Spoken so well! Solid reminder!

Karleen

  • Mary Bonillos

replied toElizabeth Mateo Gonzalez

Jul 7, 2022, 7:26 AM

  • Replies to Elizabeth Mateo Gonzalez

Research has linked positive nurse practice environment features to better nurse and patient outcomes. Nurse leaders can support and advocate for staff to ensure their working environment is safe and a positive place. Establishing standards for healthy work environments includes skilled communication, true collaboration, effective decision-making, appropriate staffing, meaningful recognition, and authentic leadership (Kowalski et al., 2020). Leaders must consider what steps to take to maintain or improve the work environment. “What makes nursing units a good place to work for nurses? What do nurses need in their work environment to practice effectively? What can be done in the workplace to improve nurse satisfaction and retention?” (Kowalski et al., 2020). Asking for input from the staff and making them feel included in decisions for their environment is a way to advocate and support the team. Leaders must communicate ideas or concerns with upper leadership; often, changes suggested can be disseminated throughout the organization to other units. Work environments where nurses are part of the overall decision-making process reflect positive attributes of autonomy and structural empowerment linked to healthy workplace environments (Kowalski et al., 2020).

Discuss how nurse leaders serve as advocates for their employees NRS 451 Reference

Kowalski, M., Basile, C., Bersick, E., Cole, D. A., McClure, D. E., & Weaver, S. H. (2020). What do nurses need to practice effectively in the hospital environment? an integrative review with implications for nurse leaders. Worldviews on Evidence-Based Nursing, 17(1), 60–70. https://doi.org/10.1111/wvn.12401

Discuss how nurse leaders serve as advocates for their employees NRS 451 Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.