Examining Concepts Of Leadership And Reflection In Nursing Essay

Examining Concepts Of leaders And Reflection In Nursing EssayWestern (2008) says that, the term lead has divergent meanings and we ordain aw ar of leaders when we see it. By the estimates of Durbin (2000), in academic literature at that place be 35,000 definitions for lead (Pye,2005P.32). harmonise to Stodyill (1974p.257), there atomic number 18 as many people tried to make the mind of leadership as many definitions of leadership as there are.Hemphil and Coons (1957,p.7) delimitate leadership as the behaviour of an individual directing the activities of a assembly toward a shared goal.Clark (2009) says that the change in the definition of leadership occurs agree to the person, whom we ask to define the term. Houser and Player (2004) concluded in their study of a dozen nurse leaders as that, the nurse leaders vex some common characteristics such as innovative, courageous, visionary, scholarly, resilient, creative, committed, responsive, and thoughtful. Tan (2006) sugg ests that the concept of leadership as, to influence a person or fol minorer, to do what is critical to progress to societal and institutional goals.Nurses are particularly aware about the prerequisite of meditative practices among health care professionals (Duffy,2007Manthey,2001, et al.). Same as that practice of pensive leadership take a shit an equal importance in this profession (Deutsch and Sherwood,2008). Oestreich (2009) says that, reflective leaders must know about, how they are opening paths for clear converse and goal fulfilment, where they are in the progress of their own and organizational goals, and how they ascribe with some others. Great leaders have to walk alone sometimes, such lonesomeness can facilitate thoughtfulness(Drucker,1996,p.9). Qualitative researchers says that , to a greater extent distant objurgation is affirmable through and through the observation of the participant. In a nutshell, both the individual leader, more than that the organizat ion benefited by the reflective practices. lead CHARACTERISTICSAccording to Nanus,B (1985), integrity, passion, and vision are the fundamental characteristics of a good leader. Sociability, integrity, determination, self-importance-confidence,and intelligence are the characteristics belong ordinarily to leaders (Stodgill,1948,1974). Research among 46 magnet hospitals clearly defined the assess of leaders as they are knowledgeable and die hardive, enthusiastic and visionary, have expectations and racy standards, value professional schooling and education, demonstrate status and power in the organization, are responsive and visible, are active in professional associations and impart openly (Mc Clure Hinshaw,2002Scott et al,1999Kramer,1990Mc Clure,Poulin,et al,1983Kramer Schmalenberg,2005). Murphy and DeBack (1991) identified nurse leader have leadership characteristics such as learning and taking initiative, designing organization structure, mastering change, and managing the dream.LEADERSHIP THEORIESMany leadership theories are useful to nursing (Burns,1985). By Patricia Kelly (2010) the major leadership theories classified in to the following approaches Behavioural, contemporary, and hazard approaches.BEHAVIOURAL APPROACHIn behavioural approach the leadership studies by Kurt Lewin et al.(1930) gave information about three widely existing leadership styles. That are autocratic, democratic, and laissez-faire leadership styles. Autocratic style of leadership the opportunity to make up decisions centralized in the leader and the leader has the power to control and ascendancy the team members. In democratic style the team members have the permission to take decisions and there is a close inter personal kindred between the leader and the individual team members moreover there is manduction of opinions. By Lewin (1939) laissez-faire leaders postpone decision making and are characterized by freedom of behaviour. In this group the negative points are th e low productivity and the feeling of dissatisfaction.CONTEMPORARY APPROACHThis approach gave importance to the development of learning organizations and lead the process of transforming change. Charismatic surmise, transformational leadership theory, knowledge workers, randy intelligence, and wheatleys reinvigorated science of leadership are under this approach (Kelly,P,2010). disaster APPROACHIn this theory the factors in the environment influences the leaders outcomes. This approaches accept the positioningal theory of Hersey and Blanchard, Feilders contingency theory, path goal theory and the idea of substitutes for leadershipAmong these theories one theory that has become relevant to nursing is the transformational leadership theory (Burns,1985). Transformational leadership is defined as, One who inspires and empowers everyone with the vision of what could be possible(Hood,2010,p.460). The suggestion by IOM (2003,b) is that,the transformational leadership acts as a safety net for the patients. According to Clark (2009,p.17) transformational leadership and authentic leadership are the two different types of leadership styles greatly important for nurses.THE IMPORTANCE OF REFLECTIVE PRACTICE IN NURSING LEADERSHIPThe maintenance of a personal professional visibleness is important for the attainment of maximum reflection in education and practice after the enrolment of a practitioner, by UKCC. The regularly recording of daily events and preplanned learning activities as a part of reflective process are the bias of this profile (UKCC,1997). One of the inevitable processes in clinical oversight is the reflection. Moreover, clinical supervision helps the practitioner to up bring the standard of care and thus it support in their practice (UKCC,1996). materialisationThe concept of reflection is difficult to define (James Clarke,1994Clarke et al., 1996). John Dewey (1933,p.9) defined the term reflection as active, persistent, and careful stipulation of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends. By Dewey (1933) the application of scientific methods are possible through experimentation and reasoning and there by challenge and test out true beliefs. His studies influenced the educational ideas and work of Schon,D (1983,1987) Boyd Fales (1983) and Boud et al.(1985). According to Boyd Fales (1983) reflection is the process of internal examination and exploration of a touch issue, by an event, that self clarify and creates meaning and resulted in a different conceptual perspective. In definitions of reflection, most of them support the ideas of intellectual skills and creativity development, self awareness raising, and new knowledge development (Hancock,P,1999). By Boud et al. (1985), to becoming a reflective practitioner, one should consider an issue, triggered by an experience, go back through it, and ponder over it and then they will get a new insight about that particular situation.TYPES OF REFLECTIONSchon (1987) noticed two types of reflection in his studies. Reflection-on-action and reflection-in-action. He identified that practitioners use reflection, when they met with unique situations, when they may not be able to use previously learned theories or techniques by formal education. By the concept of his reflection-on-action, to develop as a practitioner or person, critical idea and construction and reconstruction of events are important. On the other hand, by his reflection-in-action, action from a practitioner reshaped due to his thinking patch he is doing it and with out disturbing it.SKILLS NECESSARY FOR REFLECTIONBy Atkins Murphy (1993) the skills such as description, synthesis, paygrade, judgement, critical epitome, and self-awareness are necessary for reflection. Front-runners in nursing have established some forms of reflection, significantly those of Schon (1983,1987) Kolb (1984) Boud,Cohen et al.(1 993) Boud,Keogh et al.(1985) and Johns (1992). Their levels of explanations are different, while the retrospective phenomenon of reflection has three fundamental processes. That are retrospection, reorientation, and self-evaluation (Quinn,F,M,).DATEMODELS OF REFLECTION thoughtful Practice was introduced by Donald Schon in his book The Reflective Practitioner in 1983. There are different precedents of reflection in practice. In that I would like to discuss about the two models of reflection Gibbs model, 1988 Johns model, 1995. GIBBS MODEL OF REFLECTION 1988Gibbs model is a cyclic process of reflection, in that a practitioner describes the experience and must evaluate and analysis of how they were feeling during the experience. By the evaluation and analysis of the emotions associated with the situation give the practitioner a chance to transform the situation and come to a conclusion of what else could be done, or what other options could have been taken. Most importantly,in Gib bs model of reflection the final stage is the conceptualisation of action plan, that give an idea about what actions would be taken if the situation happened again (W http//en.wikipedia.org/wiki/Reflective_practice).JOHNS MODELIt is a structured mode of reflection that provides a practitioner with a guide to gain greater understanding. In this model of reflection, reflection carried out through the act of sharing of emotions with colleague or a mentor and it provides a faster rate of learning than reflection alone. In order to achieve reflection looking in on ones thoughts and emotions and looking out at the situation experienced are important steps in this model of reflection. Mainly five patterns of learning are included in to the guided reflection, that are the practitioners analysis about the aesthetic, personal, ethical, empirical, and the reflex(a) elements experienced through the situation.REASONS TO PREFER JOHNS MODEL OVER GIBBS MODELI think Johns model of reflection i s better than that of Gibbs model because, in Johns model practitioner get an opportunity to share with a colleague or mentor, about their thoughts and emotions of their own and about the situation experienced. It seems to me that by the sharing of emotions definitely, we will get a clear cut idea about the feelings of the self and about the situation in a faster rate. Looking in and looking out become easier when the structured questions shared between a colleague or an experienced person. In Gibbs model of reflection, evaluation and analysis of the emotions associated with the situation experienced is important and there is no sharing of ideas or emotions with anybody. I feel that with out the sharing of emotions reflection occurs in a slower rate.