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Role Transition and Leadership in Nursing > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Benner’s Levels of Nursing Experience - Novice, Advanced beginner, Competent, Proficient, or Expert?

No experience, taught rules, limited relevance to real life or exceptions

A

Novice

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2
Q

Benner’s Levels of Nursing Experience - Novice, Advanced beginner, Competent, Proficient, or Expert?

Acceptable performance, recognizes meaningful components, forms principles to guide actions

A

Advanced beginner

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3
Q

Benner’s Levels of Nursing Experience - Novice, Advanced beginner, Competent, Proficient, or Expert?

2 to 3 years of work, long-term goals, greater efficiency based on own actions

A

Competent

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4
Q

Benner’s Levels of Nursing Experience - Novice, Advanced beginner, Competent, Proficient, or Expert?

Understands situations as whole parts, holistic in decision making, learns from experience and can modify plans

A

Proficient

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5
Q

Benner’s Levels of Nursing Experience - Novice, Advanced beginner, Competent, Proficient, or Expert?

No longer relies on principles/rules, strong experience, intuitive in clinical situations, fluid/flexible performance

A

Expert

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6
Q

Feeling overwhelmed, conflicted, and frustrated due to gap between academic and practice expectations

A

Reality shock

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7
Q

Educational setting to ease transition from academic to practice

A

Anticipatory socialization/preceptorship

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8
Q

Shadow with nurse managers/leaders to model stress management techniques

A

Role overload- employers

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9
Q

Prolonged orientation periods to ease new grad nurse into work environment and acclimate to performance expectations

A

Internships/Preceptorships/Residencies

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10
Q

What are the strategies for success?

A

-Role models & mentors
-Preceptors
-Develop self through self-mentoring
-Organizational skills, identify clinical skill that need strengthening, interpersonal skills, work w/ staff development department, develop relationships with co-workers for mutual support, share and reflect on experiences

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11
Q

-Role model, educator, socializer, friend and confidant.
-Model new skills, observe and help the new nurse with these skills and evaluate the new nurse accomplishing these skills.
-Observe the preceptee with this process and evaluate his or her competency to perform this task independently.
-Involves an intense time commitment and has well-defined outcomes.
-Ends with the completion of orientation, although the relationship may continue.

A

Precepting

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12
Q

-Formal or informal process that works best when it is intentional.
-Purpose is to encourage, support and guide nurses in their positions so that they will continue to grow personally and professionally.
-Are coaches, advisors, friends, cheerleaders and counselors.
-Not responsible for the nurse’s day-to-day activities or for solving problems.
-Offer a nonjudgmental listening ear for the mentee.
-May help with continued socialization within the institution, communication issues, career goals and problem solving.
-Relationship is built on trust and is confidential.
A formal relationship is usually time limited and ranges anywhere from six months to a year.

A

Mentoring

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13
Q

-Gather data
-Asking what is possible
-Help employee recognize how to increase effectiveness, identify potential opportunities, and advance knowledge, skills, and experience
-May be short- or long-term depending on employee’s needs for growth, motivation, and career plans

A

Coaching sessions

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14
Q

What are some wellness willpower principles?

A

Arrange your environment: clean (get rid of temptations), commit (accountability partner), optimize (time tasks, ex, do groceries when you are full).

Boost your willpower in the moment: postpone (“not now, maybe later”), distract (avoid impulses by focusing on something else), hide (remove yourself from situation)

Strengthen your ongoing willpower: meditate (10 minute mindful meditation session), sleep (think of rest as a shield from temptations), stop swearing (helps to learn to extend your willpower)

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15
Q

Contingency theories focus on

A

focuses on situational variables that affect the leader–member relationship, task structure, and position power

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16
Q

What are the four situational leadership styles?

A

Telling- for low-maturity groups that need direction

Selling- for moderate-maturity groups that are unable, but willing and need direction

Participating- for moderate- to high-maturity groups that are able, but unsure and need support

Delegating- for high-maturity groups that are able and need little direction

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17
Q

What type of leadership is this?

-A philosophy and set of practices that enriches the lives of individuals, builds better organizations and ultimately creates a more just and caring world.
-Focuses primarily on the growth and well-being of people and the communities to which they belong.
-Shares power, puts the needs of others first and helps people develop and perform as highly as possible; pulls alongside

A

Servant leadership

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18
Q

What type of leadership is this?

-Generally involves the accumulation and exercise of power by one at the “top of the pyramid”

A

Traditional leadership

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19
Q

Change and chaos can be positive. New possibilities due to complex activities and responses.

A

Quantum/Chaos theory

20
Q

Most accepted theory today!

-Includes recognition and motivation of staff.
-Leaders need to embrace change.
-Critical qualities: self-confidence and self-direction. Honesty and loyalty, commitment, ability to develop and implement a vision.

A

Transformational Leadership Theory

21
Q

Leaders motivate followers to go beyond normal expectations by pushing their comfort zones. Style recommended by the institute of medicine. It can also lead followers to levels of higher morals because such leaders do the right thing for the right reasons.

A

Transformational

22
Q

These leaders guide followers to accomplish established goals by clarifying requirements and emphasizing extrinsic rewards.

A

Transactional

23
Q

Transformational leadership is not always successful, when it fails it is usually due to these errors:

A

-Lack of sense of urgency
-Lack of a vision and guiding coalition
-Lack of communication about the vision
-Lack of systematic planning and removal of barriers to vision
-Lack of recognition of organization culture and declaring victory too soon

24
Q

What are the ABCD leadership styles?

A

Authoritative, Bureaucratic, Can’t be bothered (Laissez-faire), Democratic

25
Q

ABCD?

Authoritarian, directive, coercion

A

Authoritative

26
Q

ABCD?

Organizational rules, structure

A

Bureaucratic

27
Q

ABCD?

Nondirective, permissive, much of the responsibility rests with team members

A

Can’t Be Bothered (Laissez-faire)

28
Q

ABCD?

-Group participates in decision making
-Leader acts as facilitator
-Leader has concern for group members

A

Democratic

29
Q

-Sets high standards for performance, competitive
-“Do as I do, now”
-Negative affect on climate

A

Pace setting

30
Q

-Creates harmony and builds emotional bonds
-“People come first”
-Positive affect on climate
-Can become negative is one person gets more attention than others

A

Affiliative

31
Q

-Develops people for the future
-“Try this”
-Positive affect on climate

A

Coaching

32
Q

Given the authority to act by the organization

A

Formal leadership

33
Q

Exercised by the person

-has no official or appointed authority to act
-is able to persuade
-able to influence others in the work group

A

Informal leadership

34
Q

Examples of formal leadership

A

nurse manager, supervisor, charge nurse, coordinator

35
Q

Managers coordinate and integrate resources though four key management functions.

A

Planning
Organizing
Directing
Controlling

36
Q

Includes defining goals and objectives, developing policies and procedures; determining resource allocation; and developing evaluation methods.

A

Planning

37
Q

Includes identifying the management structure to accomplish work, determining communication processes, and coordinating people, time and work. Includes those activities required to have qualified people accomplish work such as recruiting, hiring, training, scheduling and ongoing staff development. Management of staff and staff mix depending on unit.

A

Organizing

38
Q

Encourages employees to accomplish goals and objectives and involves communicating, delegating, motivating, and managing conflict.

A

Directing

39
Q

Analyzes results to evaluate accomplishments and includes evaluating employee performance, analyzing financial activities, and monitoring quality of care. Are outcomes being met?

A

Controlling

40
Q

What are some new manager misconceptions?

A

-Managers wield significant authority
-Authority flows from the manager’s position
-Managers must control their direct reports
-Managers must focus on forging good interpersonal relationships
-Managers must ensure that things run smoothly

41
Q

What are some leadership fatal flaws & common mistakes as a new leader?

A

-Inability to learn from mistakes – hearing about what’s wrong and not fixing it
-Lack of core interpersonal skills and competencies – too nice or too much like a bully
-Lack of openness to new or different ideas
-Lack of accountability – with staff, with upper management, with partners or in groups, doing the right thing, getting the right thing done
-Lack of initiative – not getting things done, following through, helping others get things done, only being responsive and not proactive

42
Q

What are the three leadership communication styles?

A

assertive, passive, and aggressive

43
Q

What type of leadership communication style?

Allows people to express themselves in direct, honest, and appropriate ways that do not infringe on another person’s rights. Speaks clearly, firmly, uses “I”, direct eye contact and calm voice.

A

Assertive

44
Q

What type of leadership communication style?

Person suffers in silence even if they feel strong about the issue. Avoids conflict, risks bottling up emotions leading to an eventual explosion.

A

Passive

45
Q

What type of leadership communication style?

Direct, threatening, and condescending. “Winning at all costs.” infringes on another person’s rights and intrudes into that person’s personal space.

A

Aggressive

46
Q

Managers do things right and leaders do

A

the right things.

47
Q

Managers maintain equilibrium and leaders

A

manage change.

Role Transition and Leadership in Nursing (5 decks)

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