reflective nursing essay on leadership

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Essay: Leadership in Adult Nursing (reflective)

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Introduction Leadership is a process which involves individual activity to state desire objective and vision in a situation, providing support and motivating other people to attend set goals (Swearingen, 2009). Danae et al. (2017) believe that leadership is broadly recognised as a key aspect of overall effective healthcare. Therefore, nurses require strong leadership skills to accomplish various tasks to improve care quality. In this assignment, I will cross reference six experts (see appendices) from my professional development portfolio related to the four domains of standards of competence for preregistration nursing (NMC, 2010). Additionally, I will address each domain using Rolfe, Freshwater and Jasper (2001) reflection model, which is composed of three stages ‘what’, ‘so what’, and ‘now what’. This model is suitable to link practical experiences with theory, it helps to improve clinical practice and identify further learning opportunities; which will be addressed by formulating a S.M.A.R.T action plan (Doran, 1981). Domaine 1: Professional values What? Appendix 1 shows aspects of the professional values that I need to address. It contains mentor’s comment about patient advocacy skill. During my Nursing Practice 5 (NP5), I looked after a 56-year-old disabled woman with Spina Bifida who was alert and orientated, unable to move on her own, but, had clearly expressed her need to be moved every two hours to avoid another pressure ulcer as she had one before. This was not respected by health care assistant taking for excuses “the ward is very busy, she is not the only patient”. I regret I didn’t advocate for her. Furthermore, appendix 2, which is the leadership framework self-assessment tool demonstrates aspects of personal quality that I need to review. These are related to the (NMC, 2010) instructing nurses to take all reasonable steps to protect people who are vulnerable or at risk from harm, neglect or abuse. So what? Professionalism means practice through the application of the Code (NMC, 2017). In the UK, nurses must act as advocates for their patients, challenge poor practice and discriminatory attitudes and behaviour relating to the care of vulnerable people, (NMC, 2015). This is supported by the Royal College of Nursing (RCN) stating that speaking on behalf of another is an integral part of the nurse’s role (RCN, 2008). Moreover, The International Council of Nurses emphasises the need for nurses to respect the rights, values, customs and beliefs of individuals and families, and to advocate for equity and social justice in resource allocation and in access to health (ICN, 2012). Such endeavours are central, as illness nearly always increase levels of patient vulnerability and dependence (Marquis and Huston 2012). Emphasizing the fact that nurses should influence the way care is given in a manner that is open and responds to individual needs (RCN, 2015). Unfortunately, there have been cases where nurses have failed to provide fundamental care to patients. The report into the failing at the Mid Staffordshire Hospital identified poor leadership coupled with clinical staff accepting standards of care that should not have been tolerated (Ellis and Bach, 2015). More recently, Care Quality Commission (CQC) has issued a Warning Notice requiring some trusts to improve safety, patient consent and overall leadership (CQC, 2017). This accentuates the role of leadership in prioritising patient safety and in listening to and learning from patients (storey and Holti, 2013 ). Stressing the need for nurse leaders to be self-aware and recognise how their own values and principles may affect their practice (NMC, 2010). Leaders encourage teamwork by appreciating individuals’ contributions and ideas; this creates needed behaviour, such as shared respect, compassionate care, attention to detail, between team members (NHS Leadership Academy, 2013), and create a motivating work environment (Adair, 2002). Therefore, the quality of leadership has a direct impact on the quality of service provided at all levels. The leader’s obligation is to create an environment in which good people can provide good care (Engard, 2017). Pointing out personal attributes of nurses that help to enable advocacy like flexibility, empathy, self-motivation, professional commitment, sense of responsibility, and the ability to cope with stress (Choi, 2015). Reflecting on the above scenario, transformational and transactional leadership can both play a role in the negotiation of a win-win situation. Transformational leadership is defined as a leadership approach that causes changes in individuals and social systems. It is about having a vision of how things should or could be and being able to communicate this idea effectively to others (Ellis and Bach, 2015). Whereas transactional leadership is based on contingent rewards and can have a positive effect on followers’ satisfaction and performance (Tomlinson, 2012). Transformational leadership plays a more critical role in the present scenario. it can motivate and inspire healthcare assistant and have a more significant impact to change both their thinking and behaviour Jie-HuiXu (2017), thus, allowing them to reach their potential and deliver sustainable changes to care. Now what? Now I should strive on developing and sustaining my engagement in patient advocacy by the end of NP7. In my Ongoing Achievement Record document, I will work with my mentor to complete competency 1.2. called: Understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs. I will actively seek mentor, patients, family and others health professionals’ feedback and reflect on when I have been involved in patient advocacy during placement and review this with my mentor at mid- and end-point review. Domain 2: Communication and Interpersonal Skill What? Communication and interpersonal skill are vital parts of collaborative working (NMC, 2010). I reflect on communication using Situation, Background, Assessment and Recommendation (SBAR) mentioned in appendix 3, which is a reflective writing during placement 5. In a surgical ward, during routine observation of a patient who had undergone a cystectomy, I noticed that the patient was spiking in temperature (38.5) although NEWS score was 1, I immediately informed my mentor who directed me to blip the doctor in charge of his care. While communicating with him I was unable to give a clear response to questions about the patient’s condition. Even though he reassessed my patient immediately, I regret I didn’t use SBAR tool, because it could have helped to communicate clearly and prevent any potential delays. Appendix 1 in the section ‘working with others’ further shows that I need to improve my interpersonal skills. These relate to part of the NMC (2010) stating: nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. So what? Bach and Grant (2010) state that good communication and interpersonal skills are essential characteristics of high-quality nursing practice. The NMC (2010) also said that all nurses must use the full range of communication methods, including verbal, nonverbal and written, to acquire, interpret and record their knowledge and understanding of people’s needs. Emphasizing the use of communication tools like SBAR. SBAR is a tangible approach to framing conversations, especially critical ones that require a nurse’s instant attention and action. It promotes the provision of safe, efficient, timely, and patient-centred communication (Chaboyer et al., 2010; Day, 2010). Moreover, SBAR can be used for multiple forms of communication. It can be a change-of-shift report (Pope et al., 2008; Thomas et al., 2009), or can be applied to written communication (Perry, 2014). In addition, SBAR helps nursing students and recent graduate nurses organize their thoughts prior to calling physicians, to save time, reduce frustration, and improve overall communication (Pope et al., 2008). Furthermore, the use of SBAR communication tool temporarily flattens the hierarchy perceived in most healthcare settings, resulting in more effective channels of communication between healthcare providers (De Meester, Verspuy, Monsieurs, & Van Bogaert, 2013). According to Hackman and Johnson (2013), leadership is first, and foremost, a communication-based activity. Depending on the circumstances, a leader should try to be more authoritarian, democratic or laissez-faire (Mitchell, 2012); or should focus the communication on the tasks or use a more interpersonal style (Hackman and Johnson 2013). Reflecting on the scenario related to this domain, an assertive, clear and focus communication using SBAR format would have provided a brief, organized, predictable flow of information improving critical thinking communication skills and patient safety (Olin, 2012). It can be argued that it is hard to serve as an effective leader without effective communication (Hackman and Johnson 2013). This is agreed by Perry et al (2014) stating that effective commutation is a central attribute of clinical leadership. Clinical leaders can influence their colleagues with effective communication skill such as good listening skill and extremely good at explaining things at the right level that can be understood by followers. However, it is important to note that each clinical leader has a preferred style of communication that would not necessary works every time. Hackman and Johnson (2013) recommend choosing a leadership communication style that will work best according to the situation and the level of knowledge of followers. Now what? During next placement (NP7), I will strive to change communicating SBAR in a more professional, concise, clear, in a timely manner when communicating with the multidisciplinary team to improve patient outcome. I will actively seek feedback from my mentor and other professionals at mid- and end-point reviews. I will also change my preferred communication style from passive aggressive to an assertive communication style. For that, I will use the communication style questionnaire at the beginning then altered my behaviour during the first part of the placement, then repeat the questionnaire at mid-point and ask for feedback to my mentor base on the comparison on two questionnaire results and base on her observation. And repeat this again by end-point. Domain 3: Nursing Practice and Decision Making What? Here I reflect on nursing practice and decision making, see appendix 4, which is an end-point mentor comment during NP3 showing that improvement is needed in this domain. This is underpinned by appendix 5: a reflection done at the beginning of NP6 when I looked after a patient with hypoxic brain damaged who had a seizure. On my entry into his room, I found the patient unconscious, I took the decision to clear his airway before pressing the emergency bell which could have jeopardised patient safety. This is related to the NMC (2010) stating that nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user. My behaviour pointed out the need to enhance my skill and knowledge in this domain. So what? Judgement and decision-making are important facets of healthcare for nurses (Traynor et al., 2010). Judgement is defined as weighing up different alternatives; while decision-making involves choosing a specific course of action to follow between alternatives (Lamb and Sevdalis, 2011). Hence, (Undre et al., 2009) define efficacious judgement and decision-making as skills that go beyond clinical knowledge and technical competence, highlighting the fact that nursing judgement and decision-making contribute significantly to the safety and quality of patient care (Traynor et al., 2010). However, several studies have high-pointed that when given the same information, and undertaking the same decisions, nurses will make consistently different judgements and decisions (Thompson et al., 2008; Thompson and Yang, 2009). Differing judgement and decision indicate different types of reasoning, in situations where time is not constrained, newly qualified nurses will make structured judgments with a rational-analytical decision. For those situations where time is limited, information is perceptual, and the nurse has some perceived expertise, it is appropriate to use intuition as the basis for judgement (Hammond et al., 1987). Thompson et al (2008) suggest that the key to successful reasoning is to adapt reasoning to the demands of the task. However, such adaptive reasoning by nurses is sometimes absent. Thus, good decisions and judgements are not independent to the cognitive process but can be influenced by how information is prioritised and the nurse’s ability to identify and respond to vital aspects of the clinical situation (Pearson, 2013). Thompson et al (2013) state that recent studies have shown positive benefits associated with the introduction of Computerised Decision Support Systems (CDSS) to support nursing decisions. Hence, helping to promote patient’s safety and improve their outcome. Reflecting on the scenario related to this domain, future decisions making process, whether they are based on normative, prescriptive or descriptive theory must include clinical expertise, patient value and best available research evidence (Sackett, 1996). because evidence by itself, does not make the decision, but it can help support the patient care process. In the same order, Marquis and Huston (2015) suggest that to be effective as a leader, one needs certain skills for making decisions, such as self-awareness, fairness and transparency which are skills also needed in decision making. This is supported by Thompson and Dowding (2009 p5) affirming that “One of the distinguishing features that mark out exceptional nurses is their skills in judgement and decision making”. Decision making is considered important leadership skills and is recognised by Sofarelli and Brown (1998) as qualities associated with transformational leadership. Now what? I have realised that decision making, particularly in nursing, is vital as it influences patient safety and outcomes (Ellis and Bach, 2015). It has been mention earlier that experience is a factor that affects decision making. To gained experience in judgement and decision making, I will use every opportunity during NP7 to practice evidence base in nursing practice and decision making by always based my decision on useful information sources like clinical guidelines, protocol and policy and patient preference. After what I will actively seek feedback from my mentor and others healthcare professionals and of course to patients to check their satisfaction about their involvement in the decision-making process about their own care at mid- and end-point reviews. . Domain 4: Leadership, management and team-working What? My leadership, management and team working skill are measured in appendix 2 and appendix 6 which are both leadership self-assessment tools. The first one showing aspects of my leadership that needs to be improved and the second one showing my leadership style which is “guiding” needing improvement to become more empowering. These are further supported by appendix 4: mentor end NP3 comment. During the leadership module, I took part in several group activities, which enabled me to understand team role importance and that there is no leader without followers. This part relates to NMC (2010) stating that nurses must work independently as well as in teams; be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for care given. So what? Tomlison (2012) states that self-assessment helps individuals to appreciate their qualities, strengths and weaknesses thereby, enabling better transformational leadership. Bass (1985) found that transformational leadership contributes to individual performance and motivation. Whereas transactional leadership (Burns, 1978) is short-lived, and task-based, with the leader intervening with negative feedback when things go wrong. Adair (2002) proposed a three-circle model of strategic leadership, with the circles being the needs of the task, the individual and the team. This is a democratic model of leadership matching the NMC code, where Individuals and groups are involved in decision-making processes concerning their work (Adair, 2002). Management skills are as important as leadership skills in addressing some failings like those identified in the Francis report (Kerridge, 2013). Kerridge suggests they are closely linked, effective management and leadership both require putting first thing first. The King’s Fund report (2011) concurs, defining leadership as the art of motivating people toward a shared vision and management as getting the job done, suggesting that the exercise of leadership across shifts could be extended to management practice; pointing out that every member of healthcare team has some management and reporting functions as part of their job (Baker et al., 2012). Lord Darzi (2008) said: ‘Leadership is not just about individuals, but teams’. A successful leader will see each person as an individual, recognising their unique set of needs, as not everyone will perform at the same level (Hackman and Johnson 2013). This rejoins the description of team role by Belbin (1996) as he described a team role as ‘a tendency to behave, contribute and interrelate with others in a particular way’. Suggesting that Belbin assessment would be an ideal way for a team to examine: the roles they play, how these fit in with the team and the contribution of roles to the team (Frankel, 2011). Therefore, it would be advisable that team members use the questionnaire to helps identify individuals’ preferred roles, their manageable roles and their least preferred roles within the nine teams’ roles as described by Belbin in-order-to improve the success of teamwork. Nurse leaders need also to be able to respond to an ever-changing healthcare environment (Frankel, 2011). The literature suggests that leadership, effective communication and team working are among the most important elements for planned change (Schifalacqua et al., 2009a). Kurt (1951) identified three steps of change: unfreezing, moving and refreezing. This work was modified by Rogers (2003) who described five phases of planned change: awareness, interest, evaluation, trial and adoption. Another change theorist, Ronald Lippitt (Lippitt et al., (1958), identified seven phrases. Mitchell (2013) advises that Lippitt’s work is likely to be more useful to nurses because it incorporates a detailed plan of how to generate change and is underpinned by the four elements of the nursing process: assessment, planning, implementation and evaluation. Now what? To improve my Leadership, management and teamwork skills, I will use the first week of my MP7 to observe my mentor and nurses in charge leading some shifts, then, I will seek clarification on grey areas of my understanding and ask to have my own patients. This will enable me to practice leading others, managing patients and working with the multidisciplinary team. I will actively seek feedback till mid-point review, then, I will lead and manage my mentor whole set of patients under her observation and correction whenever needs arise till end-point. This will help me to move toward an empowering leadership style. Conclusion I have learnt that: a good leader or manager remains grounded in the values, beliefs and behaviours that guide professional nursing practice; understanding your role and that of other will nurture clear communication thus improving the success of the team; safe decision-making must be evidence-based; and effective leadership fosters a high-quality work environment leading to positive safe climate that assures better patient outcomes.

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Nurturing Leadership: 4 Key Strategies for Reflective Practice in Nursing

5 min read • February, 21 2024

Nursing leaders play a pivotal role in guiding change to enhance patient care and improve professional practice environments. Reflective practice stands out as a cornerstone for effective leadership, allowing nursing professionals to evaluate their experiences critically and foster continuous improvement. This article delves into four key reflective practices that can empower nursing leaders to drive meaningful change.

The Power of Reflection in Nursing Change

Reflective practice is more than a method; it's a mindset that enables nursing leaders to learn from their actions, make informed decisions, and engage their teams in the journey towards excellence. By incorporating reflective practices into their leadership approach , nurses can better navigate the complexities of healthcare, adapt to challenges, and implement strategies that align with their goals and values.

Understanding Your Change Goals

Q: What did you say you were going to do? A: Begin by revisiting your initial objectives. Clear articulation of your goals lays the foundation for accountability and sets the stage for impactful change. Reflect on the scope of the changes you envisioned and the outcomes you aimed to achieve. This honest appraisal is your first step towards meaningful progress.

Assessing Your Actions

Q: What did you actually do? A: Reality often diverges from our plans. Assessing your actions with candor enables you to identify discrepancies between your intentions and your actual practices. Acknowledge both your achievements and the areas where you fell short. This recognition is crucial for realistic self-assessment and sets the groundwork for authentic growth.

Learning from Experience

Q: What did you learn? A: Every step in the change process offers valuable lessons. Reflect on the insights gained from your experiences and how they can inform future strategies. These lessons are the silver lining, providing clarity and direction for your next moves.

Planning Your Next Steps

Q: What do you need to do next? A: Armed with new knowledge, plan your forward strategy. Consider who needs to be involved, the resources required, and the timeline for implementation. This step is about translating insights into actionable plans that drive further change.

Incorporating Reflective Practice into Your Routine

Integrating reflective practice into your leadership routine doesn't have to be daunting. Start small with regular reflection sessions, encourage team discussions that foster collective learning, and set aside time for personal and professional development. Embracing reflection as a habit can transform your leadership approach and significantly impact your team's performance and well-being.

Reflective practice is an invaluable tool for nursing leaders seeking to navigate the complexities of healthcare and drive positive change. By focusing on these four essential aspects of reflection, you can enhance your leadership effectiveness, improve patient care , and foster a culture of continuous learning and improvement . Start today by taking a moment to reflect on your practice and empower yourself and your team for the challenges and opportunities ahead.

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Gibb’s Reflective Cycle in Nursing Leadership Essay

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Introduction

Description.

In the healthcare setting, nursing leadership plays a critical role in influencing the overall health outcome. The activities involved in patient care are repetitive and tiresome, which sometimes makes nurses exhausted and unable to deliver the best quality services. In such conditions, they require a nurse manager able to inspire and motivate them to work towards achieving the objectives set. To ensure all the processes run effectively in the organization, the leader must reflect on the various encounters to improve the aspect of decision-making and management. By relying on Gibb’s Reflective Cycle, the nurse manager will have the ability to effectively scrutinize experience and establish a proper action plan necessary for better service delivery.

One night at around 11 pm, when I was at home relaxing, I received a phone call from a nurse who was part of the night shift team informing me that other providers refused to attend to the patients. I had already planned the schedule and assigned each of the practitioners their roles (Tawanwongsri & Phenwan, 2019). I was forced to report and assess the situation at the hospital immediately. Several patients did not receive their routine medication, and I had to give it to them despite lateness.

I felt scared knowing how missing medication could worsen the condition of patients. Before I left the healthcare facility, I was confident knowing that I had arranged the night shift program for the providers on duty. The nurse who reported was confused and overwhelmed with duties during the situation. The scenario made the majority of the patients feel that care services were not properly given. During the phone call, I thought most sick individuals would be reactive due to poor services. Later I asked the nurses why they did not attend to the patients, and they said they were tired.

The occurrence made some of the patients change their medication to enable them to reverse the condition. The incident made me understand the value of motivation to staff workers and how it affects their performance (Markkanen et al., 2020). When I arrived, I found the active nurse had given the majority of patients their evening doses. As the nurse manager, I convinced and promised the providers to go slow and better working conditions to improve their participation.

Work burnout is a serious issue in the healthcare setting, and it is upon management to formulate effective ways to manage it. Without proper motivation, providers are more likely to become unresponsive (Dall’Ora et al., 2020). From the incident, I realized that it is important to cater to the well-being of nurses to keep them inspired. Nurse leaders should always be within the facility to intervene immediately in case of such situations.

If I had acted before to motivate the nurses either through a balanced work schedule or other benefits, the incident would not have occurred. It is now clear to me that I failed to act on my capacity to create proper working conditions to prevent work stress that limits providers’ participation. I have realized that as a leader, I must support and ensure nurses’ needs are met to enable them to remain active and ready to work.

Based on the incident, I will ensure to motivate and engage staff members by inquiring about the challenges they are facing that might hinder their service delivery. Such involvement will allow me to prevent the occurrence of such situation that risks the lives of patients. I will further establish a proper routine so professionals have adequate time to relax and refresh their minds to lower issues of burnout.

Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: A theoretical review . Human resources for health , 18 (1), 1-17. Web.

Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting . Educational Research , 62 (1), 46-62. Web.

Tawanwongsri, W., & Phenwan, T. (2019). Reflective and feedback performances on Thai medical students’ patient history-taking skills . BMC medical education , 19 (1), 1-8. Web.

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Reflections on leadership

Editor(s): Laskowski-Jones, Linda MS, RN, ACNS-BC, CEN, FAWM

Editor-in-Chief, Nursing2013 Vice President: Emergency & Trauma Services Christiana Care Health System, Wilmington, Del.

Contact Linda Laskowski-Jones at [email protected] .

At the Nursing2013 Symposium in March, I presented a general session entitled, “Developing the Leader in You: A Career Plan for Success.” This talk blended personal experience, formal leadership education, and keen observations on what worked—and didn't work—for various people and situations over the years. My key message was that honing leadership skills in any role promotes professional effectiveness and accomplishment.

Now if you're thinking, “I don't need leadership skills–I'm not a manager,” realize that leadership and management require two different skill sets. You don't need a management title to be a good leader. You do need self-confidence, courage, initiative, and a strong sense of accountability.

The essence of leadership involves the power to motivate and influence people. This power can be wielded positively to engage others in worthy action, or negatively through coercion or punishment. Although the latter approach may be justified in certain extreme situations such as preserving patient safety, it won't foster strong team bonds if it's the predominant approach. Power is toxic whenever it's employed to further a personal agenda at the expense of good ethics or teamwork.

Here's an example: Negative Nellie complains that several new graduates were hired and asserts, “We have no responsibility to help them—their failure will show management that only experienced nurses should be hired.” She glares at the staff and expects tacit agreement—and she may get it. Nellie makes the schedule, and nonsupporters could get the “assignment from hell.”

But then, Positive Paul engages the group and transforms the negative atmosphere completely. He's dynamic and has developed great working relationships with his colleagues. He understands unit politics and sees the big picture. Smiling, he says, “Nellie—having a bad morning? I know you don't mean that. You're too much the professional. Come on folks, we have new nurses to inspire!” Paul saves the day, preserving everyone's dignity in the process. Of course, he later shares the situation with his manager privately.

The power of positive influence requires emotional intelligence and the motivation to connect with people in a way that engenders trust and confidence. Credentials and clinical skills are no substitute for these leadership attributes. It's the wise nurse who establishes this foundation for personal excellence.

Until next time—

Linda Laskowski-Jones, MS, RN, ACNS-BC, CEN, FAWM

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Nursing Leadership Essay: Engaging Examples and Tips for Powerful Essays

Table of Contents

The world of nursing is a complex and demanding one. Beyond the technical skills required to care for patients, successful nurses possess a unique blend of compassion, resilience, and leadership qualities. These qualities become even more crucial as nurses ascend the ranks and take on leadership roles. Writing a nursing leadership essay is a valuable exercise that allows you to reflect on your own leadership journey and articulate your vision for the future.

This essay delves into the intricacies of crafting a compelling nursing leadership essay by providing insightful examples and practical tips. From understanding the core elements to crafting an engaging narrative, this guide will give you the tools to showcase your leadership potential and stand out in the competitive field of nursing.

Understanding the Essence: Core Elements of a Nursing Leadership Essay

A successful nursing leadership essay goes beyond merely outlining leadership skills. It dives deep into your personal experiences, showcasing how you embody specific leadership qualities and how these qualities translate into tangible impact. The foundation of a compelling essay rests on the following core elements:

1. Defining Your Leadership Style:

Every leader possesses a unique approach. Identifying your leadership style is crucial for a compelling nursing leadership essay. Are you a transformational leader who inspires change and fosters a vision? Or perhaps a servant leader who prioritizes the needs of others and empowers team members?

• “My leadership style is rooted in collaboration and empathy. I believe in fostering a sense of shared purpose among my team members, empowering them to take ownership of their roles and contribute to a positive patient experience.”

2. Illustrating Your Leadership Journey:

This section is where you bring your leadership experiences to life. Choose impactful scenarios that demonstrate your abilities. Use the STAR method (Situation, Task, Action, Result) to narrate these experiences effectively.

• Situation: “During a challenging shift with a surge in patient admissions, I noticed a sense of overwhelm among the staff.”
• Task: “I took the initiative to assess the situation and prioritize urgent tasks.”
• Action: “I delegated tasks strategically, ensuring efficient use of resources and maintaining patient safety.”
• Result: “Through effective communication and delegation, we were able to manage the influx of patients effectively, minimizing stress on the team and ensuring high-quality care.”

3. Demonstrating Impact:

Leadership is not just about skills; it’s about making a difference. Connect your leadership experiences to tangible outcomes.

• “By implementing a new protocol for patient education, I witnessed a significant increase in patient satisfaction scores and improved adherence to treatment plans.”

4. Reflecting on Your Growth:

Highlight your commitment to continuous learning and professional development. Mention specific courses, certifications, or mentorship experiences that have honed your leadership skills.

• “I am currently pursuing a Master’s degree in Nursing Administration to expand my knowledge base and develop advanced leadership skills.”

Crafting a Winning Narrative: Tips for a Standout Nursing Leadership Essay

Now that you understand the key elements, it’s time to craft a captivating narrative that showcases your leadership potential. Here are some valuable tips:

1. Start Strong with a Hook:

Grab the reader’s attention right from the start. Use a compelling anecdote, a thought-provoking question, or a powerful statement that sets the stage for your essay.

• “The call to nursing is not just about dispensing medication or monitoring vital signs; it’s about providing unwavering support and compassion to those in their most vulnerable moments.”

2. Weave a Consistent Theme:

Ensure your chosen examples and reflections all tie back to the central theme of your nursing leadership essay. A cohesive narrative will leave a lasting impression on the reader.

3. Stay Concise and Focused:

Avoid unnecessary details or tangents. Every sentence should contribute to your overall message.

4. Use Vivid Language:

Engage the reader with descriptive language that brings your experiences to life. Show, don’t tell, by using evocative imagery and specific examples.

5. Edit and Proofread Rigorously:

A well-written essay free from grammatical errors and typos demonstrates professionalism and attention to detail.

6. Seek Feedback from Mentors:

Before submitting your essay, ask trusted mentors or professors to review your work and offer constructive feedback.

Nursing Leadership Essay Examples: Inspiration from Leaders

To further inspire your own writing, here are some examples of how different leadership styles and experiences can be effectively conveyed in a nursing leadership essay:

Example 1: The Transformational Leader

• Theme: Empowering a team to achieve a shared vision.
• Experience: Implementing a new patient care model that prioritized patient-centered care and increased staff satisfaction.
• Impact: Improved patient outcomes and reduced staff burnout.

Example 2: The Servant Leader

• Theme: Prioritizing the needs of others and fostering a collaborative environment.
• Experience: Mentoring a new nurse during a challenging patient care situation.
• Impact: Enhanced the new nurse’s confidence and contributed to positive patient outcomes.

Example 3: The Visionary Leader

• Theme: Identifying future trends and implementing innovative solutions.
• Experience: Researching and implementing a new technology that streamlined patient care and improved efficiency.
• Impact: Enhanced patient safety and improved staff workflow.

Reputable academic writing websites like Nursing Papers provide well-articulated scholarly article samples that you can also refer to for more inspiration. The platform offers nursing essays, research papers and case studies that can be quite resourceful in writing your own papers.

Common Mistakes in Writing Nursing Leadership Essays

Writing a compelling nursing leadership essay can be challenging. It requires a strong understanding of leadership principles, clear communication, and a focused narrative. Here are some common mistakes to avoid:

• Lack of a Clear Thesis Statement: A strong nursing leadership essay needs a clear and concise thesis statement that outlines the main argument. Avoid vague or generic statements and be specific about your leadership philosophy and its implications.
• Focusing Solely on Personal Experiences: While personal experiences can be valuable, relying solely on anecdotes without theoretical backing weakens the essay. Your nursing leadership essay should demonstrate your understanding of leadership theories and principles, using your experiences as illustrative examples.
• Ignoring the Audience: Remember your nursing leadership essay is for a specific audience, often an admissions committee. Tailor your language and content to address their expectations and the specific requirements of the essay prompt.
• Failing to Proofread Carefully: Typos, grammatical errors, and unclear writing can undermine the credibility of your nursing leadership essay. Take the time to proofread carefully and consider having a trusted friend or colleague review your work.
• Not Demonstrating Impact: A strong nursing leadership essay goes beyond simply describing leadership skills; it demonstrates how these skills have positively impacted others and contributed to the nursing profession.

By avoiding these common mistakes, you can craft a compelling nursing leadership essay that highlights your leadership potential and showcases your passion for the nursing profession. Remember, clarity, focus, and impactful storytelling are key to making your nursing leadership essay stand out.

Types of Nursing Leadership Essays

Nursing is a profession that demands strong leadership skills. From guiding patients and their families through challenging health journeys to leading teams of healthcare professionals, nurses are constantly demonstrating leadership in various ways. This diverse nature of nursing leadership lends itself to many types of essays, allowing students and professionals to explore different aspects of the field. Here are some common types of nursing leadership essays:

1. Personal Leadership Philosophy: These essays delve into an individual’s personal values, beliefs, and approaches to leadership. They often discuss the core principles that guide their actions and decision-making as a nurse leader.

2. Case Study Analysis: These essays involve analyzing a specific situation or case study related to nursing leadership. They can focus on a particular leadership challenge, a successful leadership initiative, or an ethical dilemma encountered by a nurse leader.

3. Leadership Theory Application: These essays explore how different leadership theories and models can be applied in real-world nursing practice. Students might analyze the strengths and weaknesses of various approaches and discuss their preferred leadership style based on specific contexts.

4. Transformational Leadership in Nursing: This type of essay focuses on the importance of transformational leadership in fostering positive change within the healthcare system. It might delve into strategies for motivating staff, promoting innovation, and improving patient care.

5. Ethical Dilemmas and Leadership: These essays examine ethical challenges faced by nurse leaders and explore how they can be addressed. They might discuss navigating conflict of interest, advocating for patient rights, or promoting ethical decision-making within a healthcare team.

6. Future of Nursing Leadership: This type of essay explores the evolving landscape of nursing leadership. It might discuss emerging trends, challenges, and opportunities for nurse leaders in the future. It can also consider the impact of technological advancements and changing healthcare systems on leadership practices.

7. The Role of Nurses in Advocacy: This essay explores how nurses can advocate for their patients, their profession, and the healthcare system as a whole. It highlights the importance of nurse leaders in advocating for policy changes, resource allocation, and improved patient outcomes.

These are just a few examples of the many types of nursing leadership essays that can be explored. Each type offers a unique opportunity to engage in critical thinking, reflection, and analysis of leadership principles in the context of nursing practice.

By exploring different aspects of nursing leadership essays, students and professionals can deepen their understanding of leadership concepts, hone their writing skills, and contribute valuable insights to the field. Regardless of the specific type, nursing leadership essays play a critical role in advancing the profession and fostering a more effective and compassionate healthcare system.

An engaging nursing leadership essay is a powerful tool for showcasing your commitment to professional development and your vision for the future of nursing. By understanding the core elements, crafting a compelling narrative, and seeking feedback, you can create an essay that leaves a lasting impression and helps you advance on your path to nursing leadership.

Remember, the essence of leadership lies in serving others and making a positive impact. Through your essay, let your passion for nursing shine through, demonstrating your ability to inspire, guide, and lead with compassion and integrity.

Get the Best Nursing Leadership Essay Writing Service

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How to Write a Nursing Reflective Essay as a BSN Nursing Student

• November 29, 2023

Welcome to NursingWriters.net, your go-to resource for expert information and guidance on writing nursing essays. In this article, we will provide you, as a BSN nursing student , with a comprehensive guide on how to write a compelling nursing reflective essay. Reflective essays are a personal reflection on your experiences in the nursing profession, and we are here to help you navigate this writing challenge.

As a busy nursing student, we understand that you may have limited time to spare. That’s where NursingWriters.net comes in, empowering you to excel in your BSN program by providing expert guidance on different writing and comprehension challenges you may face. Let’s dive into the world of nursing reflective essays and discover how you can effectively express your thoughts and insights.

Key Takeaways:

• Reflective essays allow nursing students to reflect on their experiences and personal growth in the profession.
• A nursing reflective essay is different from a personal statement, focusing on self-reflection rather than academic achievements.
• Key elements to include in a nursing reflective essay are the inciting incident, personal reflections, vivid details, and actions taken.
• The introduction should grab the reader’s attention and provide a clear thesis statement.
• The body paragraphs should delve into the writer’s reflections and emotions with specific examples and anecdotes.

What Is a Reflective Essay in Nursing?

A reflective essay in nursing is a powerful tool that allows nursing students to analyze their experiences, emotions, and actions related to their nursing practice. It provides an opportunity for self-reflection, critical thinking, and personal growth. Reflective writing can help nurses develop a deeper understanding of their own practice, improve patient care, and enhance their professional development.

Reflective essays in nursing differ from personal statements in that they focus on specific experiences and their impact on the writer’s growth and development. These essays require the writer to critically reflect on their actions, emotions, and thoughts, and identify ways to improve their practice. By examining their experiences and applying reflective frameworks, nursing students can gain valuable insights into their strengths, weaknesses, and areas for growth.

When writing a reflective essay in nursing , it is important to follow a structured approach. This includes describing the incident or experience, analyzing personal thoughts and feelings, exploring the actions taken, and reflecting on the outcomes and implications. By structuring the essay effectively, nursing students can communicate their reflections in a clear and organized manner.

Key Elements to Include in a Nursing Reflective Essay

When writing a nursing reflective essay, it is important to include key elements that will make your essay comprehensive and impactful. These elements will help you convey your thoughts and experiences clearly, allowing the reader to gain a deeper understanding of your reflections on nursing practice.

Inciting Incident or Event

The first key element to include in your nursing reflective essay is the inciting incident or event. This is the moment or experience that triggered your reflection and made a significant impact on your practice. It could be a challenging patient encounter, an ethical dilemma, or a personal realization. By describing this event in detail, you set the stage for your reflective journey.

Personal Reflections

Your nursing reflective essay should also include personal reflections on the experience. This is where you delve into your thoughts, feelings, and emotions related to the inciting incident. Reflect on how the event made you feel, what you learned from it, and how it has influenced your growth as a nursing professional. Be honest and vulnerable in your reflections, as this will allow the reader to connect with your experience on a deeper level.

Vivid Setting and Descriptive Details

To create a vivid and engaging narrative, include specific details that paint a picture of the setting and the people involved. Describe the physical environment, the interactions between healthcare professionals and patients, and any other relevant details that contribute to the overall context of the experience. This will help the reader visualize the situation and understand the complexities of the event.

Actions Taken

Finally, it is important to describe the actions you took in response to the inciting incident. Discuss how you applied your nursing knowledge and skills to address the challenges or opportunities presented by the event. Reflect on the effectiveness of your actions and whether there were any areas for improvement. This demonstrates your ability to critically analyze your own practice and make informed decisions.

By including these key elements in your nursing reflective essay, you can create a comprehensive and impactful piece of writing that showcases your growth and development as a nursing professional.

How to Write the Introduction of a Nursing Reflective Essay

The introduction of a nursing reflective essay plays a crucial role in capturing the reader’s attention and setting the tone for the entire essay. It should provide a concise overview of the main points that will be discussed and create a sense of curiosity and engagement. Here are some tips to help you write an effective introduction for your nursing reflective essay:

• Start with an intriguing opening line: Begin your introduction with a captivating statement or anecdote that relates to the topic of your essay. This will grab the reader’s attention and make them eager to continue reading.
• Provide context and background information: Give a brief overview of the event or experience that you will be reflecting on in your essay. This will help the reader understand the context and significance of your reflections.
• Present a clear thesis statement: Your thesis statement should clearly state the main purpose of your essay and the specific points or themes that you will be exploring. This will give the reader a preview of what to expect in the body of the essay.

By following these tips, you can craft an introduction that captivates the reader and sets the stage for a compelling nursing reflective essay.

“As I walked into the busy hospital ward on my first day of clinical rotation, I couldn’t help but feel a mix of excitement and nervousness. Little did I know that this experience would become a pivotal moment in my nursing journey, shaping my understanding of empathy, communication, and patient-centered care. In this reflective essay, I will delve into the details of this encounter and explore the personal and professional growth that resulted from it.”

With an attention-grabbing opening, providing context, and presenting a clear thesis statement, your introduction will set the stage for a compelling nursing reflective essay that captures the reader’s attention and lays the foundation for your reflections.

Nursing Reflection Essay Tips and Examples

Writing a nursing reflective essay requires careful consideration and thoughtful analysis. Here are some tips to help you craft an impactful and meaningful reflection essay as a BSN nursing student . Additionally, we will provide examples to illustrate how these tips can be applied.

Tips for Writing a Nursing Reflection Essay:

• Start by choosing a specific experience or event that had a significant impact on your nursing practice. This could be a challenging patient encounter, a critical incident, or a personal realization that transformed your perspective.
• Reflect on the experience and consider how it affected your emotions, thoughts, and actions. What did you learn from the experience? How has it shaped your growth as a nursing professional?
• Focus on the key aspects of the experience that were particularly impactful or meaningful to you. Avoid including unnecessary details or deviating from the main message of your reflection.
• Use specific examples, anecdotes, or patient scenarios to support your reflections. This will make your essay more engaging and relatable to the reader.
• Consider the ethical implications of the experience and reflect on how it has influenced your approach to patient care and decision-making.
• End your essay with a reflection on the implications of your learning for future nursing practice. How will you apply the lessons learned to provide better care and improve patient outcomes?

Now, let’s take a look at two examples of nursing reflective essays to further illustrate these tips:

“During my clinical rotation in the Intensive Care Unit (ICU), I encountered a complex patient case that challenged my critical thinking skills and decision-making abilities. The patient was a middle-aged woman who had undergone a complicated surgery and experienced numerous post-operative complications. This experience taught me the importance of collaboration within the healthcare team and the significance of advocating for the patient’s best interests…”

“One of the most significant experiences during my nursing education was my time spent in the pediatric oncology unit. Witnessing the resilience and bravery of children facing life-threatening illnesses had a profound impact on my perspective as a nurse. It taught me the importance of providing holistic care, not only addressing physical needs but also supporting emotional well-being and promoting a positive environment for healing…”

These examples demonstrate how personal reflections, specific details, and professional insights can be incorporated to create a compelling nursing reflective essay. Remember to structure your essay in a clear and organized manner, ensuring that your reflections flow logically and coherently.

By following these tips and utilizing examples, you can create a compelling nursing reflective essay that showcases your growth and development as a nursing professional.

How to Conclude a Nursing Reflective Essay

The conclusion of a nursing reflective essay serves as the final reflection on the writer’s growth and learning from the experience. It is an essential part of the essay that summarizes the main points discussed and leaves a lasting impression on the reader. The reflective essay conclusion should bring closure to the essay by restating the thesis statement and highlighting the key takeaways from the essay.

To write a strong and impactful conclusion, start by restating the thesis statement in a clear and concise manner. This reminds the reader of the main focus of the essay and reinforces its significance. Next, summarize the key points discussed in the body paragraphs, highlighting the most important insights and reflections. This helps to reinforce the main ideas and ensures that they are not overlooked in the final reflection.

In addition to summarizing the main points, a thought-provoking statement or future outlook can be included to provide a sense of closure and leave the reader with something to ponder. This can be a reflection on how the experience has influenced the writer’s future practice or a call to action for continued personal and professional growth. By ending the essay on a strong and meaningful note, the conclusion enhances the overall impact of the nursing reflective essay.

A well-crafted conclusion is essential for a nursing reflective essay as it reinforces the main ideas, leaves a lasting impression on the reader, and provides a sense of closure. By following these tips, nursing students can create a powerful and impactful conclusion that enhances the overall effectiveness of their reflective essays.

Tips for Writing a Nursing Reflective Essay

Writing a nursing reflective essay can be a challenging task, but with the right approach, it can also be a rewarding experience. Here are some helpful tips and strategies to guide nursing students in their essay writing process:

• Start early: Give yourself plenty of time to brainstorm ideas, reflect on your experiences, and write and revise your essay. Starting early will help you avoid last-minute stress and allow for a more thoughtful and polished essay.
• Conduct thorough self-reflection: Before you begin writing, take the time to reflect on your experiences and emotions related to your nursing practice. Consider how these experiences have shaped your growth and development as a nurse, and what lessons you have learned along the way.
• Organize your thoughts and ideas: Create an outline or a rough structure for your essay to ensure a logical flow of ideas. Group similar thoughts and reflections together to create cohesive paragraphs, and use headings or subheadings to further organize your essay.
• Seek feedback: Share your essay with trusted peers or instructors and ask for their feedback. They can offer valuable insights, provide constructive criticism, and help you refine your essay to make it stronger and more impactful.

Additionally, it is important to pay attention to the technical aspects of your essay:

• Grammar and spelling: Proofread your essay carefully to ensure it is free of any grammatical or spelling errors. Use grammar and spell-check tools, and consider asking someone else to review your essay for a fresh perspective.
• Coherent writing style: Use clear and concise language to convey your thoughts and reflections. Avoid excessive jargon or technical terms, and focus on communicating your ideas effectively.
• Formatting guidelines: Follow any formatting guidelines provided by your instructor or institution. Pay attention to font style, size, spacing, and citation style if required.

By following these tips and strategies, nursing students can approach their reflective essay writing with confidence and produce compelling and insightful essays that showcase their growth and development in the nursing profession.

Reflective Tools and Models for Nursing Reflective Essays

Reflective tools and models can provide structure and guidance for nursing students when writing reflective essays. These tools help organize thoughts and experiences, allowing for a more comprehensive and meaningful reflection. By utilizing reflection models , nursing students can enhance their reflective writing skills and deepen their understanding of their own growth and development as healthcare professionals.

Gibbs’ Reflective Model

“Reflective practice is both an art and a science that requires ongoing commitment and practice.” – Gibbs

Gibbs’ Reflective Model is a widely used reflection framework in nursing. It consists of six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This model encourages a structured approach to reflection, allowing the writer to systematically explore their thoughts and emotions, analyze the situation, and identify areas for improvement or further development.

Dewey’s Reflective Thinking Model

“We do not learn from experience, we learn from reflecting on experience.” – Dewey

Dewey’s Reflective Thinking Model focuses on the importance of reflection as a tool for learning and growth. It emphasizes the need to actively engage with experiences, thoughts, and emotions, and to critically evaluate them in order to gain deeper insights and understanding. This model encourages nursing students to think analytically and develop a continuous learning mindset.

Kolb Reflective Model

“Knowledge results from the combination of grasping experience and transforming it.” – Kolb

The Kolb Reflective Model is based on the concept of experiential learning. It consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model encourages nursing students to engage in a cyclical process of learning, where they actively participate in experiences, reflect on them, conceptualize their insights, and apply their learning in real-life situations.

Schön Reflective Model

“Reflection-in-action is the heart of the learning process.” – Schön

Schön Reflective Model emphasizes the importance of reflection in the midst of action. It focuses on the ability to think and adapt in real-time, making decisions based on professional knowledge and experiences. This model encourages nursing students to develop a reflective mindset that allows them to learn and grow while actively engaging in their practice.

Benefits of Reflective Writing in Nursing

Reflective writing plays a crucial role in nursing practice, offering numerous benefits for nursing students and professionals alike. By engaging in reflective writing, nurses can enhance their self-awareness, develop their critical thinking skills, and gain a deeper understanding of patient experiences. This section will explore the advantages of reflective writing in nursing and its significance in healthcare.

Enhanced Self-Awareness

Reflective writing fosters self-reflection, allowing nurses to examine their thoughts, emotions, and actions in various clinical situations. Through this process, they gain a deeper understanding of their strengths, weaknesses, and areas for improvement. This heightened self-awareness enables nurses to provide more effective and compassionate patient care, fostering a patient-centered approach.

Improved Critical Thinking

Reflective writing encourages nurses to think critically about their experiences and the impact of their actions. It requires them to analyze and evaluate the effectiveness of their decision-making and problem-solving skills. By reflecting on past experiences, nurses can identify areas where they can enhance their clinical practice and make informed decisions based on evidence and best practices.

Increased Empathy and Understanding

Through reflective writing, nurses develop a deeper empathy and understanding of patient experiences. By reflecting on their interactions with patients, nurses can recognize the emotions, fears, and challenges faced by individuals in their care. This increased empathy enables nurses to provide more holistic and patient-centered care, improving the overall healthcare experience for patients.

Continuous Professional Development

Reflective writing is an essential tool for nurses’ continuous professional development. It allows them to document their growth, learning, and achievements throughout their nursing career. By regularly engaging in reflective writing, nurses can identify areas for further development, set goals for improvement, and ensure they are providing the best possible care to their patients.

Overall, reflective writing in nursing is a powerful tool that empowers nurses to enhance their self-awareness, critical thinking skills, and empathy. By engaging in this practice, nurses can continuously improve their clinical practice, provide high-quality patient care, and contribute to the ongoing development of the nursing profession.

Nursing Reflective Essay Examples

Looking for inspiration for your nursing reflective essay? Here are some examples that showcase different experiences, reflections, and growth in the nursing profession.

These examples demonstrate how nursing reflective essays can provide valuable insights into personal experiences, reflections, and professional growth. They serve as excellent references to help nursing students develop their own reflective writing skills and gain a deeper understanding of the nursing profession.

Writing a Nursing Reflective Essay for Nursing School Application

A nursing reflective essay can be a powerful tool for nursing school applications. It allows applicants to showcase their self-awareness, critical thinking skills, and passion for the nursing profession. When writing a nursing reflective essay for a nursing school application, there are a few key tips to keep in mind.

Reflect on your passion for nursing

Start by reflecting on what drew you to the nursing profession and why you are passionate about it. Consider your personal experiences, such as volunteering or shadowing healthcare professionals, and how they have shaped your desire to become a nurse. Highlight your commitment to providing compassionate and quality patient care.

Share personal experiences in healthcare settings

Provide specific examples of your experiences in healthcare settings, such as clinical rotations or internships. Reflect on the challenges you faced, the lessons you learned, and how those experiences have impacted your growth and development as a future nurse. Discuss any significant interactions with patients, healthcare teams, or mentors that have shaped your understanding of the nursing profession.

Align with the nursing school’s values and mission

Research the nursing school’s values, mission, and educational philosophy. Ensure that your reflective essay aligns with these principles and demonstrates your commitment to the school’s mission. Use the nursing school’s prompts or essay questions as a guide to structure your essay and address the specific criteria they are looking for in applicants.

By following these tips, you can write a compelling nursing reflective essay that effectively conveys your passion for nursing, showcases your experiences, and aligns with the nursing school’s values. Remember to proofread your essay carefully for grammar and spelling errors and seek feedback from mentors or trusted individuals in the nursing profession to ensure your essay is clear, concise, and impactful.

(Table) Tips for Writing a Nursing Reflective Essay for Nursing School Application

Writing a nursing reflective essay can be a transformative experience for BSN nursing students. It allows them to gain valuable insight into their own growth and development as future healthcare professionals. Throughout this comprehensive guide, we have provided expert information and guidance on how to write a compelling nursing reflective essay.

By understanding the purpose of a reflective essay and the key elements to include, nursing students can effectively showcase their personal experiences and reflections. Incorporating reflection models such as Gibbs’ Reflective Model or Kolb Reflective Model can also provide structure and depth to their essays.

At NursingWriters.net, we are dedicated to empowering busy nurses and providing them with the tools they need to excel in their BSN programs. Whether it’s writing a reflective essay or any other writing challenge, we are here to support and guide nursing students towards success.

What is a nursing reflective essay?

A nursing reflective essay is a personal essay where the writer reflects on their own experiences and how those experiences have shaped their growth and development in the nursing profession.

How is a reflective essay in nursing different from a personal statement?

While a reflective essay in nursing focuses on the writer’s personal experiences and reflections, a personal statement is more of a formal document that highlights the writer’s qualifications, achievements, and future goals in the nursing profession.

What are the key elements to include in a nursing reflective essay?

The key elements to include in a nursing reflective essay are the inciting incident or event, personal reflections on the experience, specific details to create a vivid setting, and a description of the actions taken by the writer. It is important to avoid including academic details and excessive focus on emotions.

How should I write the introduction of a nursing reflective essay?

To write an engaging and informative introduction for a nursing reflective essay, you can grab the reader’s attention with an intriguing opening line, provide context and background information, and present a clear thesis statement. Focus on the specific event or experience that will be the main focus of the essay.

How should I structure the body paragraphs of a nursing reflective essay?

The body paragraphs of a nursing reflective essay should have a clear structure. Use the first paragraph to present the thesis statement and provide background information on the event. Use subsequent paragraphs to explore your reflections, emotions, and actions taken. Use specific examples and anecdotes to make the essay more engaging.

How should I conclude a nursing reflective essay?

To write a strong conclusion for a nursing reflective essay, you can summarize the main points discussed in the essay, provide a final reflection on your growth and learning from the experience, restate the thesis statement, and leave the reader with a thought-provoking statement or future outlook.

What are some tips for writing a nursing reflective essay?

Some tips for writing a nursing reflective essay include starting early, conducting thorough self-reflection, organizing your thoughts and ideas, and seeking feedback from peers or instructors. Pay attention to proper grammar and spelling, coherent writing style, and adhere to any formatting guidelines provided.

How can reflective tools and models help with nursing reflective essays?

Reflective tools and models provide structure and guidance for nursing students when writing reflective essays. Models such as Gibbs’ Reflective Model, Dewey’s Reflective Thinking Model, Kolb Reflective Model, and Schön Reflective Model can be used as frameworks for organizing thoughts and experiences in a nursing reflective essay.

What are the benefits of reflective writing in nursing?

Reflective writing in nursing offers benefits such as enhanced self-awareness, improved critical thinking skills, increased empathy and understanding of patient experiences, and continuous professional development. It promotes lifelong learning and helps improve patient care.

Where can I find nursing reflective essay examples?

You can find nursing reflective essay examples that showcase different experiences, reflections, and growth. These examples incorporate personal reflections, specific details, and professional insights into nursing practice. They demonstrate the diversity of topics and experiences that can be explored in nursing reflective essays.

How can I write a nursing reflective essay for nursing school applications?

To write a nursing reflective essay for nursing school applications, reflect on your passion for nursing, personal experiences in healthcare settings, and future goals in the nursing profession. Address specific prompts and align the content with the nursing school’s values and mission.

How can writing a nursing reflective essay benefit BSN nursing students?

Writing a nursing reflective essay allows BSN nursing students to gain insight into their own growth and development as future healthcare professionals. It helps improve critical thinking skills, self-awareness, and understanding of patient experiences. It also promotes continuous professional development.

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Leading and Managing Nursing Care Reflective Essay Sample for Adult Nursing

Reflective portfolio based on three reflective narratives of 1500 each related to practice;  the issue of professional values like emotional intelligence, resilience, and prioritisation using one model for all narratives.

Emotional Intelligence

The model utilised to undertake this and the other reflective analysis in this commentary is the Gibbs’ reflective cycle. As Johns (2017) point out, there are a lot of reflective models that might be used, but the Gibbs’ model has been selected because it provides a structure and helps with the consideration of numerous factors that might drive deeper, more insightful learning (Howatson-Jones, 2016). Chang and Daly (2015) argue that the Gibbs’ model may only encourage basic reflection, but I have personally found that for me it helps me to explore a depth and range of factors, as highlighted by Howatson-Jones, 2016) and this is why it was selected. The Gibbs model has six stages and each is considered in turn under a new heading.

Description

Emotional intelligence is defined by Ashkanasy et al. (2016) as being a group of capabilities that help in working with emotions. It is the ability to be aware of one’s emotions and to control them and express them effectively, with care and utilising empathy (Goleman et al., 2013). As explained by Quinn and Hoffe (2018) emotional intelligence is considered to be an important ability in nursing, not least due to the fact that care should be patient centred. If a person cannot manage their emotions or be empathic, it would be challenging to offer patient centred care, arguably.

As a nurse, I am well aware of the need for emotional intelligence in my interactions with others, whether colleagues, partners in the multidisciplinary team or patients. In the situation faced, I was overseeing the activities of a student nurse on placement. We were working with a female patient, Mrs B (patient’s name anonymised for confidentiality purposes) who had been hospitalised as a result of a suspected heart attack. Mrs B was being extremely rude to the student nurse who was trying to undertake basic checks of vital signs. The nurse was exhibiting signs of distress. I temporarily reassigned another nurse to take over the task, and took the student nurse, Ms G aside for a conversation to understand what was going on. It transpired that until that point, the nurse had only experienced grateful behaviour and fear from patients and had not had to handle a rude patient before.

I suggested to her that the patient was actually being rude because she was very frightened, and we discussed strategies for handling conversations with this type of patients.

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Thoughts and Feelings

My initial thoughts and feelings around the situation were that the student nurse was acting ineffectively, but taking a quick step back from the scenario, I realised that actually she was doing her job and addressing the tasks assigned to her but struggling with emotional intelligence towards a verbally abusive patient. I was able to empathise with Ms G because I remembered being in a similar scenario in the early days of my care career. As argued by Prezerakos (2018) a review of the evidence suggests that emotional intelligence is critical to effective nursing care. My thoughts were initially happy and somewhat pleased with myself in being able to share helpful information based on experience with a more junior colleague. This feeling was quickly replaced by the realisation that emotional intelligence is not easy to manage on a personal level, and an acknowledgement that I have to continually work on this area in order to provide a supportive environment where quality and safe care can occur, per the requirements of the Nursing and Midwifery Council (2018) Code of practice.

The positive of this situation is in my emotional intelligence capabilities both with respect to Mrs B and Ms G, recognising that the patient was actually very frightened, and also acknowledging and dealing with the fact that Ms G was not seeing this and was taking the rude behaviour personally. Another positive was that while Ms G was visibly impacted by what was happening she did not let it affect the care that she was offering. It was not good that Ms G was responding in such a way as to be impacted, and not understanding that the patient was scared, and this can be seen as a negative. However, nurse leaders must be aware that not everyone that works in the field will have the same levels of emotional intelligence or capability to apply this even when experienced in the role. In addition, the emotional burden of nursing can be considerable and especially if nurses are facing other challenges with their resilience (Roussel, 2013).

Studies have been undertaken that indicate that emotional intelligence capabilities can have a positive impact on patient safety, such as that by Codier and Codier (2017). Examining the scenario that occurred, it is easy to see how a person that was less resilient than Ms G might have reacted differently to the rude behaviour, which could have compromised the safety of the patient. Bennett and Sawatzky (2013) outline how leaders in nursing must develop emotional intelligence in order to improve patient care. From analysing the situation in greater depth, as Beydler (2017) argues, nurse leaders that build up their own emotional intelligence abilities have can help others to improve theirs through acting in an emotionally intelligent and empathic manner towards their team. Indeed, as Roussel (2013, p. 61) argues, when moving into a leadership situation in nursing, the nursing leader must create “a supportive and positive work environment to help nurses cope with the stress of managing their own and others’ emotions concurrently.”

I like to think that this is what I do. However, looking back with hindsight, I know the incident with Mrs B and Ms G happened on a good day when I was energised, had a good night sleep and when we were not especially busy on the ward. There were staff to reassign to the specific role, and I was able to spend time with Ms G, coaching to help with her personal development. However, there are days when I am not as resilient, and the challenge lies in being able to be emotionally intelligent for myself, my team and the patients under my care on those days too. While I know that as Yoder-Wise et al. (2019) outlines that I must take care of my own resilience and I make every effort to do so, resilience is an attribute that depends on my own personal resources, as pointed out by Foster et al. (2020). There are days where I have lower levels of energy, where as a team we are stretched due to a lack of resources and being emotionally intelligent on those days is naturally harder.

Developing an environment where emotional intelligence can flourish can be concluded as being concerned with both developing emotional intelligence attributes in others, while not overlooking one’s own emotional intelligence capabilities. It is encouraging to be able to say that emotional intelligence can be impacted through training and development. There is no doubt that it can. However, one element that cannot be ignored with regard to time spent on training and personal development as a leader is the fact that there are barriers such as time constraints, in addition to the pressure of the job, and sometimes limited staffing levels as well (Mansel and Einion, 2019). Moreover, maintaining one’s own emotional intelligence on days that are particularly challenging personally is likely to be extremely difficult at times. Despite these challenges, personal development of both myself and others in this area is essential in the provision of safe and effective care and meeting the needs of the NMC (2018) Code.

Action Plan

One step that can be taken that I believe would be beneficial with respect to this type of scenario, is taking proactive measures to help in the development of emotional intelligence. This could be achieved perhaps through role play, as highlighted by Price and Harrington (2015). While it is acknowledged that there are times when this type of personal development opportunity would be difficult to enact with the team due to time pressures, there are also times when it could be possible to undertake this type of development. As Ellis (2018) also argues, coaching is an alternative form of personal development that can be utilised, acting as a supportive role model through working with more junior members of staff, questioning and encouraging their own reflection with regard to building the capability of emotional intelligence. However, clearly aside from helping shape emotional intelligence in others, there is a need for my effective self-management such that I can be highly emotionally intelligent at work and act as a role model for the expected and desired behaviours so that I can gain and maintain credibility as a leader. In achieving this, one step that I might take is being mindful about my own stress and fatigue levels and how these might impact on the working day. The Royal College of Nursing offers a healthy workplace toolkit which might prove helpful in this regard (2020).

Conflict Management

This reflection focuses on the issue of conflict management within the specific setting of the multidisciplinary team. It will again utilise the Gibbs reflective cycle for this purpose. As Taberna et al. (2020) explains, multidisciplinary teams are comprised of different professionals that come together to cooperate and collaborate in order to ensure that all aspects of a patient’s care are considered when addressing the service user’s needs.

Description of What Happened

Nurses have a number of roles to play as part of a multidisciplinary team. Pertino et al. (2014) outline some of these as ensuring that the patient receives effective care, adequate investigations, diagnosis and treatment, and managing and capturing data pertinent to the care as well. All professionals that are involved in multidisciplinary team work have the ability to offer value to making sure that the patient receives the optimal care with their needs met, which is argued to make a difference with regard to patient outcomes (Fitzpatrick and Kazer, 2011). As well as delivering improved outcomes, as Schober (2016) indicates, multidisciplinary teams have been an important component in recent health and social care policy due to their importance in ultimately lowering the costs of care through avoiding duplication and making sure that patient needs do not fall through the cracks between different care agencies.

Conflict is defined as being “A clash or a struggle that occurs when one’s balance among feelings, thoughts, desires and behaviour is threatened,” (Rigolosi, 2012, p. 213). In the particular scenario faced, I was part of a multidisciplinary team dealing working with a patient, Mr F (name anonymised to protect the patient’s confidentiality) with complex health and social care needs. In the process of meeting to examine and pinpoint the specific care needs for this individual and to ensure nothing was missed, I experienced a situation of conflict with one of the other professionals on the team, the social worker, Mrs P. The conflict arose due to the way in which we communicated with each of us misunderstanding what the other was saying. This led to the process not working as efficiently as it could. While it quickly became clear that both of us had the patient’s best interests central to what we were saying and trying to do, the conflict could have been avoided.

My initial reaction to Mrs P was one of anger, though I did not directly express this. However, I did demonstrate my frustration with how I responded to her, because from what she was saying, it made it sound as if she was unconcerned about how the patient’s ongoing care would be managed. The assumption that I made, based on the language used by Mrs P was also that she was asserting that we had not provided Mr F with adequate care, and this irritated me, as it felt like a direct attack on my professionalism and the care that I offer to patients. It also felt like an attack on my team, initially, and my immediate response was to step in and defend them. The reality was, as Huber (2014) reports sometimes can happen, the conflict initially seemed bigger and more insurmountable than it actually was, and the problem was primarily one of communication rather than misalignment in what we fundamentally thought. While this was a relief, it did not change the fact that my first response was of anger and frustration, rather than calmly taking steps to resolve the differences faced, and this is something that I need to work on in order to be a more effective nurse leader.

Evaluation of the Positives and Negatives

Examining the positives of the situation, the conflict between myself and Mrs P was resolved fairly quickly, which was good. Brinkert (2010) argues that it is important to be proactive when faced with conflict in order to manage it effectively, and the ways in which I did this included asking more questions of Mrs P and actively listening to her answers. I also paraphrased back to her my understanding of her meaning which was where the source of the conflict and the misinterpretation was pinpointed by her. However, as Borkowski and Meese (2020) indicate, conflict creates costs in healthcare. While in this case no harm was done, and ultimately myself and Mrs P have a better relationship as a result of clearing up our misunderstanding, some time was still wasted on the conflict, rather than on resolving the issue at hand. It might be considered that this created unnecessary costs. Managing my response so that it addressed the conflict more effectively in the first instance would have been more appropriate in this scenario.

The NMC (2018) Code requires that as a part of prioritising people, there is a need to work in a partnership to deliver effective care. Stanley (2016, p. 223) argues that, “Successful conflict management requires clinical leaders who demonstrate key conflict resolution principles,” and in addition to this, it is opined by Huber (2014) that it is best to work towards win-win resolutions in managing conflict effectively. Huber (2014) expresses the fact that when leaders work towards win-win scenarios they are more likely to focus on addressing problem solving. On reflection, my initial response was not working towards win-win with Mrs P. Thinking deeper about why this occurred, a factor compounding the communication challenges faced between myself and Mrs P was cultural difference between us, as Borkowski and Meese (2020) highlight can occur. Borkowski and Meese (2020) present evidence that in the healthcare environment, few employees realise the impact of cultural factors in leading to conflict between them, but this can indeed sometimes be the cause of conflict.

Conflict is likely on multidisciplinary teams for other reasons as well, not least due to the fact that everyone working on the team may have a slightly different agenda (Fulford et al., 2012). Looking at this in closer detail, on a very simplistic level, doctors may be focused on a curative solution while a physiotherapist may take a perspective of trying to prevent an issue from occurring again. While these sorts of differences may not seem that great, as Fulford et al. (2012) argue, different professional values can influence perspectives and communication and can lead to conflict. Instead of jumping to conclusions, as an effective nurse leader it would have been better to recognise the differences and identify a way to handle the conflict more appropriately as Murray (2017) outline is required. In particular, there is a need to focus on working towards shaping conflict towards positive outcomes.

Conflict is likely in any working environment and particularly in one as complex as a healthcare environment, but as outlined by Patton (2014). However, when conflict is dysfunctional and negative it can ultimately compromise patient care outcomes, and it also has the potential to detrimentally impact on job satisfaction and wellbeing of employees and colleagues (Patton, 2014). In terms of what else can be learned from this situation, reflecting on conflict from a wider perspective, clearly this can occur in a range of different ways, not just with people on the multidisciplinary team, but also with colleagues and team members, particularly where culture and personalities differ. The important aspect of conflict management to focus on is managing it for a constructive outcome, focusing on building good and solid working relationships with others, and ensuring the conflict is steered away from being damaging to relationships, and ultimately, even more importantly to patient outcomes.

It is also important to consider that conflict is likely to come about as part of the storming phase of team development as highlighted in the model of group development proposed by Tuckman (Harris and Roussel, 2010). As Harris and Roussel (2010) argue, resistance can occur during the storming phase when the group is working out how to work together, and interpersonal conflicts can occur during this time. While the Tuckman model is imperfect in that it suggests that the process of group development is linear only (Harris and Roussel, 2010), this storming element of group development is nonetheless important to keep in mind as a factor that can lead to conflict, which nurse leaders must manage.

With regard to addressing conflict, one step that is important in my action plan is working to better understand what people that I am working with are saying rather than jumping to incorrect conclusions and allowing myself to become frustrated. One of the ways that this might be best achieved which would have certainly helped in the scenario outlined, and potentially in other future situations to, is building up my cultural competence.

As outlined by Koutoukidis and Stainton (2020) having a good awareness of different cultures, and the beliefs, attitudes and values of those helps with nurses being able to develop better communication skills. Indeed, they argue that cultural sensitivity allows individuals to be more responsive with regard to the needs of people of different cultures (Koutoukidis and Stainton, 2020). This will also help me in selecting language to use that is less likely to provoke unnecessary conflict when working with people of different cultures and professional backgrounds.

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Evidence and practice    

Developing effective nurse leadership skills, denise major deputy director of nursing, salisbury nhs foundation trust, salisbury, wiltshire, england.

• To enable you to outline the various types and characteristics of leadership

• To understand the importance of effective nurse leadership and its effect on patient care

• To identify ways to enhance your leadership skills and apply these in your everyday practice

Leadership is a role that nurses are expected to fulfil, regardless of their job title and experience. Nurses are required to lead and manage care as soon as they have completed their training. However, the development of leadership skills and the associated learning can be challenging, especially for less experienced nurses and those at the beginning of their careers. This article examines the importance of effective leadership for nurses, patients and healthcare organisations, and outlines some of the theories of leadership such as transformational leadership. It also details how nurses can develop their leadership skills, for example through self-awareness, critical reflection and role modelling.

Nursing Standard . doi: 10.7748/ns.2019.e11247

Major D (2019) Developing effective nurse leadership skills. Nursing Standard. doi: 10.7748/ns.2019.e11247

This article has been subject to external double-blind peer review and checked for plagiarism using automated software

@denisemajor4

[email protected]

None declared

Published online: 07 May 2019

clinical leadership - leadership development - leadership frameworks - leadership models - leadership skills - transformational leadership

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