Post Student Response Paper

The vision for the Clinical Nurse Leader CNL role began in 2003-2004 in response to the Institute of Medicine’s quality and safety reports. In 1999, the Institute of Medicine released its report, To Err Is Human: Building a Safer Health System, which called on health care systems to reduce medical errors and improve patient safety. In 2002, the Robert Wood Johnson Foundation called for developing new practice models and enhancing collaboration between education and practice, and in 2003, the Institute of Medicine released its set of five core competencies that all clinicians should possess, regardless of their discipline, to meet the needs of patients in the 21st-century health care system. The Clinical Nurse Leader (CNL) is a master’s educated nurse, prepared for practice across the continuum of care within any healthcare setting. The CNL was started by American Association of Colleges of Nursing (AACN) in collaboration with leaders from the education and other healthcare practice to tackle the critical need to improve the quality of patient care outcomes. The first

The Institute of Medicine (IOM) has a strong stance on nurses and leadership. They believe that nurses are a vital component to health care system and nurses in leadership roles can have a positive impact on such. Nurses are in all sorts of roles within the health care systems ranging from a staff nurse, nurse managers, to advance practice, all the way to congress (Finkelman & Kenner, 2013). In addition, they even serve in the boardroom within some health care organizations. Leadership doesn’t necessarily mean a nurse in a manager position, but a nurse who has an influence on staff. (Finkelman, et al, 2013). The importance to having all health care members working together in leadership roles is imperative to positive changes within the health care setting. Nurses can give an insight on matters that only a nurse can, and this is an important viewpoint that needs to be included when

The American Association of Colleges of Nursing has identified nine essentials that are incorporated into master’s nursing programs in order to help guide the practice of advance practice nurse (APN). Essential II outlines how an APN can utilize organizational and systems leadership to promote safer and more cost effective care to patients. By incorporating effective leadership skills, APN’s can impact healthcare reform and quality improvements for the patient, institution and the community. According to the American Association of College of Nursing (2011), a effective leader assumes and applies the skills of communication, collaboration, negotiation, delegation, and coordination. APN’s must establish and maintain healthy working relationships

As we transition into the new role of NPs, our scope of practice expands. Moreover, as our responsibilities increase, we later become policy makers, and develop autonomy and decision–making skills. NPs are responsible for providing safe nursing care with more specialized knowledge and advanced education. We are also responsible for pursuing continuing education and advanced knowledge to remain competent quality providers, and meet the needs of the community. With our acquired repertoire of skills, it is essential that we utilize them to make informed decisions and collaborate with our community to promote wellness and healthy living. As advanced practice nurses (APN), we work to deliver and provide family-focused, culturally competent, and

Ethical drift is when an individual, groups or organization start acting against of ethical behavior. (Kleinman, 2006). Ethical drift may occur gradually and without premeditated consciousness. It may occur unconsciously without people realizing that they have changed their formal ethical standards, (Kleinman, 2006). I have observed ethical drift occurring in the insurance sector where a chronic patient paid some amount of money to an insurance broker's account to get life insurance for the same premium as healthy persons. The strategy that could have addressed the ethical drift mentioned in this analysis is recognizing the need for change and maintaining a vigilant awareness of professional boundaries (Kleinman,

Lewis, Stephens, and Ciak (2016) confirmed that the Quality and Safety Education for Nurses (QSEN) initiative was developed to determine competencies for nursing students based upon Institute of Medicine (IOM) recommendations with the main goal of QSEN is to establish a cultural change toward quality and safety. According to QSEN (2014), addresses the challenge of preparing future nurses with the knowledge, skills, and attitudes (KSAs) are essential components of improving the quality and safety of the healthcare systems. Furthermore, the QSEN six competencies for nursing that targets the KSA to guarantee future graduates to develop competencies in patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement,

They are in the key position to introduce interventions and strategies related to patient safety. Once of the critical impact on patient safety by nurses in all settings is the capability to coordinate and integrate the numerous aspects of patient care provided by all involved.

Based on the Institute of Medicine recommendations regarding the improvement of quality and safety in health care in the United States, the role of the Clinical Nurse Leader (CNL) was developed by the Association of Colleges of Nursing and introduced in 2003, making it a comparatively new role in nursing (Webb & McKeon, 2014). However, as you noted there is confusion regarding the role of the CNL and how they integrate into the acute care team.

Marquis and Huston (2014) discuss how the mark of a good nursing leader is in the ability to inspire and motivate others to action; furthermore, no one leadership style is ideal and may vary according to the situation. The purpose of this paper is to match and explain the nursing leadership theory that is most applicable to solving communication issues, and to explain how legislation and health care policy can impact communication issues in the nursing.

Leadership has many definitions. Chin, Desormeaux, and Sawyer (2016) define leadership as a relationship between followers and a leader with the intent to promote change through a mutual vision. Therefore, leaders are active influences in the outcome of organizations, through their decision-making, strategies, and influence on followers (Dinh et al., 2014). Additionally, in the nursing context, it has been documented that a leader 's style plays a factor in patient outcomes (Fischer, 2016). Indeed, in an ever-changing, complex health care environment, nursing leadership has become a crucial factor in managing challenges and maintaining patient safety (Fischer, 2016). To accommodate for these challenges, the Canadian Nurses Association [CNA]

The role of the nurse has always been that of the first point of contact for the patient to the clinical care team. As outlined by the Nursing and Midwifery Board of Australia (2016) the role of the nurse is to advocate, educate, liaise with, and provide adequate and appropriate clinical care to the patient. Additionally, the nurse represents the statistical majority of the Australian clinical team, outnumbering medical doctors at a ratio of almost 4:1 (Australian Bureau of Statistics, 2013) which is consistent throughout all sectors of healthcare. Therefore, the nurse has a powerful and tangible effect on policy and the outcomes for patients in the clinical setting. The connection between results and leadership has been known since the early

Nurses are critical for promoting health in the society. The profession is highly flexible, since they specialize in diverse operations in the medical field. Registered nurses, for instance, are responsible for the administration of medicine and inoculations to patients (American Nurses ' Association, 2000). Additionally, these professionals observe, record, and enlighten doctors of any changes in a patient’s health. Nurses interpret and evaluate diagnostic examinations to determine an individual’s condition, as well as making the necessary adjustments in patient treatment plans on their health progress. In collaboration with other medical personnel, nurses engage in the development and enactment of patient care plans. Furthermore, they provide education to families and groups on various health issues such as disease prevention, among others.

Healthcare is not simply about curing patients of illness and disease, but about integrating multiple aspects of care to bring about health in individuals and communities. This task explores the role of the multi-professional team in comprehensive healthcare at primary, secondary and tertiary levels. The roles of several multi-professional team members, including those of nurses, psychologists and my role as a future integrated health professional, are discussed with reference to competence. My thoughts and feelings around these roles are reflected, especially with regard to experiences from recent visits to several healthcare facilities.

It is important to distinguish an effective manager and a good leader, also to recognise the concept of being a good leader as well as an effective manager, managers aspiring to become a leader can benefit from acquiring leadership skills, a good leader possess several qualities that could easily be termed as good managerial skills. Hence a leader must be well developed physically, mentally and intellectually to be able to assume such positions.

designing care with the patient and family is a true skills set and cultural attribute that adds