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Introduction
Leadership is reflected as a comprehensive process that is used to realize goals, motivate other members to work, and providing support and inspiration to accomplish communally negotiated goals. In the nursing profession, leadership is the process of coordinating day and night shifts, and controlling the nursing team to ensure that the activities and practices within the health care organization are accomplished successfully. Leadership incorporates the perception, opinion, skills and attitude of an individual concerning certain issues concerning health and protection.
Leadership skills are very indispensable in the nursing profession as they facilitate to the effectiveness of the services offered by the nurses, such as caring for the patients and maintaining a sustainable, and health workforce in the organization’s environment (Burns, 1978). It is of immense connotation to note that nursing leadership roles are different from the managerial functions. The most crucial roles of professional nurse are managing of care, designing of care and coordination of care while management functions are about responsibilities. Nursing leadership skills are determined by the attributes that an effective leader have such as being visionary, and always equipped with approaches and strategies that are aimed at achieving future goal of the Health Organization.
Discussion
My preceptor has the ability to incorporate and apply the attributes of an effective leader, such as being visionary and able to direct their workmates and services to a future mutual goal of the research or experiment (Sullivan & Decker, 2001). The preceptor is able to use problem-solving processes and maintain the effectiveness of the group, as well as developing team identification. This is possible due to dynamic and motivational authority they have on the group members under their guidance and supervision.
For effectiveness in their practice, the preceptor is manifested to be solution-focused and have the potential to devise approaches that are fundamental in inspiring and motivating the team which they lead. Preceptor initiates effective leadership styles that enable them to influence successful improvement of the teams or groups they lead. This is achieved by ensuring that they accomplish and maintain professional standards in their line of operation. The preceptors act as source of inspiration to the nurses and other teams that they monitor, supervise and instruct (Marriner-Tomey, 1993).
Nursing Leadership Skills Incorporated by the Preceptor within the following Professional Nursing Roles
Considering the three professional nursing roles within the practicum, preceptor incorporates the nursing proficiency and skills in the following forum:
Designer of care
As a designer of care, the preceptor makes decisions on what should be done by the team or group in the practicum in order to accomplish the task that is assigned to them. They incorporate the nursing leadership skill of acting with integrity, truthfulness and honesty as this helps them to be competitive and proficiency designers of care. The preceptor handles each team member as an independent individual, which is a trait of an effective nurse leader. This enables them to recognize the unique set of the needs of the members and address them in accordance to the nature and the existing surroundings within the practicum (Sullivan & Decker, 2001).
Coordinator of care
The preceptor is able to integrate management skills to resolves conflicts, and control the emotions of people depending on the nature of the predicaments that have contributed to the misunderstanding. Leaders are assumed to have the distinctiveness of seeking attention from the group that they direct. This way, the preceptor is able to request for concentration from the conflicting parties, allow them to explain their views towards the issues bringing misunderstanding, and draw a conclusion that is based on evidence derived from consideration of the opinions from both differing sides (Burns, 1978).
The preceptor adopts the supportive leadership style, as well as incorporating the core values of leadership which are mentorship and regulation, in order to be able to manage the teams and groups they are responsible for successfully. This is essential as it enables the preceptor to reduce and manage emotional exhaustion of the team and control cushioned pessimistic effects of the activities within the practicum.
Manager of care
A manager is assumed to have the obligation to delegate duties and responsibilities to the junior staff or the team to which they are instructors. The preceptor therefore, assumes the duty of providing intentional succession planning and appropriately promoting the teams’ value of clinical competency. The preceptor applies mechanisms for supervision and monitoring the progress of the practices and activities carried out by the team (Marriner-Tomey, 1993).
As a manager of care, the preceptor determines the nature of the activity or practice under investigation, its strengths, weaknesses, and threats that are associated with the activity and the instructing interventions. This enables them to formulate the future goals that are maintained by the team.
Conclusion
Generally, the nursing leadership roles are very crucial in offering instructions and guidelines to any group or team involved in an investigation or research within a practicum. Preceptors are facilitators in a nursing workshop or practicum, as they give directions to be followed by the members, offer supervision and monitor the progress of the team members. Incorporation of nursing leadership skills in carrying out the three professional nursing roles helps in attainment of completeness and effectiveness in the practice as all the activities and practices are done appropriately and to the plan.
References
Burns, J.M. (1978). Leadership. New York: Harper and Row.
Marriner-Tomey, A. (1993) Transformational Leadership in Nursing. London: Mosby.
Sullivan, E.J. & Decker, P.J. (2001). Effective Leadership and Management in Nursing (5th ed.). Upper Saddle River, NJ: Prentice Hall.
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