3 hours ago holly orme  RE: Discussion - Week 4 - Initial Post - Holly Orme COLLAPSE Top of Form Nursing 6053; Leadership Week 4 – Initial Post Excellent leadership in nursing is likely to pull from different theories according to the job at hand, the team’s needs and the local state of affairs. There is no simple answer to the complex question of what makes exceptional leadership in nursing, despite the existence of evidence showing that it can have a positive impact on both patient experience and outcomes, and nurse satisfaction and retention. There is some suggestion that the latter then influences the former. However, establishing what makes good nursing leadership is challenging. A number of leadership theories describe how they can be applied to nursing and how effective they are. What appears is that different approaches are needed according to the goals of the individual leader. One thing is clear: success hinges on good relationships between leaders and their teams. In the face of ambiguity and complexity, it seems that good leadership is an anomaly and requires careful evaluation. Where there are contradictory findings, it is important to delve deeper to uncover what each different approach has in common. Historically, leadership studies have been focused on the beliefs and actions of leaders, leaving followers with a passive role and at the of the mercy of those they follow. Recent studies have explored the roles of both leaders and followers, and suggest that it is the nature of the relationship between them, rather than any specific behavior of their leaders, that creates effective leadership. Hersey and Blanchard (1969) observed that the leader’s actions should be determined by the experience of the team remembering that the behaviors of good leaders are circumstantial rather than permanent. In this model, leaders evaluate the needs of the followers and adjust their actions accordingly. Haslam et al (2011) suggest that leaders must be an essential part of the team and that their primary role is to create a sense of group uniqueness. The leader must convey what the team dynamics are and why people would want to be part of it, and motivate followers to identify with the group, by fostering a true sense of loyalty. Uhl-Bien et al (2014) go further, suggesting that the guidance of a team is co-produced with followers and that it depends on their actions toward the leader and the leader’s reaction towards them, in an open network. The idea is that you cannot force leadership and that it must be earned from followers. In this model, there is a distinction between people in positions of authority and leaders, and leadership has to be won rather than assumed. Avolio, who had worked with Bass on transformational leadership, developed his thinking further into authentic leadership, which emphasizes the leader’s ethics and behavioral integrity (Avolio et al, 2004). This is reflected in Haslam’s model, which requires the leader to lead by e.

1. 3 hours ago
holly orme
RE: Discussion - Week 4 - Initial Post - Holly Orme
COLLAPSE
Top of Form
Nursing 6053; Leadership
Week 4 – Initial Post
Excellent leadership in nursing is likely to pull from different
theories according to the job at hand, the team’s needs and the
local state of affairs.
There is no simple answer to the complex question of what
makes exceptional leadership in nursing, despite the existence
of evidence showing that it can have a positive impact on both
patient experience and outcomes, and nurse satisfaction and
retention. There is some suggestion that the latter then
influences the former. However, establishing what makes good
nursing leadership is challenging.
A number of leadership theories describe how they can be
applied to nursing and how effective they are. What appears is
that different approaches are needed according to the goals of
the individual leader. One thing is clear: success hinges on good
relationships between leaders and their teams.
In the face of ambiguity and complexity, it seems that good
leadership is an anomaly and requires careful evaluation. Where
there are contradictory findings, it is important to delve deeper
to uncover what each different approach has in common.
Historically, leadership studies have been focused on the beliefs
and actions of leaders, leaving followers with a passive role and
at the of the mercy of those they follow. Recent studies have
explored the roles of both leaders and followers, and suggest
that it is the nature of the relationship between them, rather than
any specific behavior of their leaders, that creates effective
leadership.

2. Hersey and Blanchard (1969) observed that the leader’s actions
should be determined by the experience of the team
remembering that the behaviors of good leaders are
circumstantial rather than permanent. In this model, leaders
evaluate the needs of the followers and adjust their actions
accordingly.
Haslam et al (2011) suggest that leaders must be an essential
part of the team and that their primary role is to create a sense
of group uniqueness. The leader must convey what the team
dynamics are and why people would want to be part of it, and
motivate followers to identify with the group, by fostering a
true sense of loyalty.
Uhl-Bien et al (2014) go further, suggesting that the guidance of
a team is co-produced with followers and that it depends on
their actions toward the leader and the leader’s reaction towards
them, in an open network. The idea is that you cannot force
leadership and that it must be earned from followers. In this
model, there is a distinction between people in positions of
authority and leaders, and leadership has to be won rather than
assumed.
Avolio, who had worked with Bass on transformational
leadership, developed his thinking further into authentic
leadership, which emphasizes the leader’s ethics and behavioral
integrity (Avolio et al, 2004). This is reflected in Haslam’s
model, which requires the leader to lead by example, displaying
the team’s values and desired behaviors (Haslam et al, 2011).
What these theories have in common is a focus on collegiate
relationships that leaders form with, and promote between,
other members of the team.
The best and most relative example of exceptional leadership
that comes to mind is exemplified by my Walden professors.
The following key leadership skills are routinely exhibited by
all of my professors:
· Monitoring and calibrating the team’s workload
· Upholding the Walden Code of Conduct
· Creating a work environment in which all staff feel they can

3. contribute the maximum in a fulfilling way for them
· Creating relationships that build camaraderie
· Ensuring that the team delivers the best use of available
resources (Maxwell, 2017)
· Every week each of my professors provides direction, critical
updates and other additional tools provided via announcements,
feedback is frequently offered on previously completed
assignments and/or discussions, individual support is offered
through e-mail or the blackboard. Each of us embarked on this
course with virtually the same goal in mind, however, the
outcome is dependent partially on personal performance, but
also the leadership and expertise of those who educate us.
· Nurse leadership is in truth a pragmatic blend of theory and
evidence, adapted to the local circumstances, flexible enough to
respond to the reactions of the team, and agile enough to deal
with the unexpected.
References
Maxwell E (2017) Good leadership in nursing: what is the most
effective approach? Nursing Times [online]; 113: 8, 18-21.
Avolio BJ et al (2004) Unlocking the mask: a look at the
process by which authentic leaders impact follower attitudes
and behaviors. The Leadership Quarterly 15: 6, 801-823.
Haslam SA et al (2011) The New Psychology of Leadership –
Identity, Influence and Power. Hove: Psychology Press.
Hersey P, Blanchard K (1969) Life cycle theory of
leadership. Training & Development Journal 23(5) 26-34
Herzberg F et al (1959) The Motivation to Work. New York:
Wiley. Gerontological Nursing; 1: 3, 217-228.
Laureate Education (Producer). (2014). Leadership [Video
file]. Baltimore, MD: Author.
Marshall, E., & Broome, M. (2017). Transformational
leadership in nursing: From expert clinician to influential
leader (2nd ed.). New York, NY: Springer.
Uhl-Bien M et al (2014) Followership theory: a review and
research agenda. The Leadership Quarterly; 25: 1, 83-104.
West MA et al (2014) Collective leadership for cultures of high-

4. quality health care. Journal of Organizational Effectiveness:
People and Performance; 1: 3, 240-260.
Interview questions
1. Do you have a specific reason why you wanted to become a
physical therapist?
2. Why do think it’s a good idea to be a physical therapist?
3. What did you get your bachelor degree on?
4. Were you in any kind of program for PT?
5. What kind of opportunities were there for you after getting
your bachelor degree?
6. What were some of the difficulties you faced when you were
looking for jobs?
7. What are some things I should know before I continue?
8. What are some jobs that I can apply to, to get experience with
what a want to pursue?
9. How long did it take you to finish school and start your job?
10. What are some skills a person should have that wants to do
DPT?
Emma Lee Brooks
English 102-Z18N
Ms. Claytor
2 April 2019
Margaret Williams Interview
Margaret Williams is an RN for Concentra, she works at
US Steel in Clairton, PA. Margaret has been in nursing for
twenty-six years, half of this time was spent working in the
hospital until about 2006, when she switched into an
occupational setting. Margaret obtained her RN degree from
CCAC south campus in 1993. I chose Margaret as an
interviewee because I believe she can give a perspective into
what nursing is like after twenty-six years, two children and

5. different work settings. I met with Margaret at her home to ask
a few questions and find out what it’s like working as an
occupational nurse.
Emma Brooks: What made you choose this profession?
Margaret Williams: I started out as a pharmacy technician
working in a hospital, part of my job was doing rounds on
nursing units. Over time I became more curious and interested
when observing the nurses in action, until I decided to go back
to school and become one myself.
E.B: Do you have any plans to further your education? If so, to
what level?
M.W:Furthering my education has always been on my mind.
Once I had kids, I didn’t feel like it was really an option
because I was so busy being a mom. Now I think it’s a little to
late for me to go back to school.
E.B: What is your weekly work schedule normally like? (how
many hours/shifts)
M.W:I love my schedule. I work a 40-hour week, broken up into
2, 12-hour shifts and 1, 16-hour shift. I work night-tern, so I
prefer to work less days with more hours on the days I do work.
E.B: What do your daily work tasks consist of?
M.W:Daily physicals, which include EKG’s, pulmonary
function testing and other OSHA required testing. I also do
triage exams and treatments for employees injured on the job,
which happens a lot in the steel mills.
E.B: How many hours of overtime do you normally accumulate
per pay period?
M.W:My overtime depends on many factors like staffing, call
offs and all that. Some weeks I can get no overtime and some
weeks I can get up to 20-hours of overtime.
E.B: What holidays do you typically work (if any)?
M.W:We are mandated to work one holiday during the summer
and one during the winter. Since my kids are older now I
sometimes volunteer to work more than two a year, it’s nice
money.
E.B: What is your current yearly income?

6. M.W:I would say I make about 87 thousand a year as of now.
Margaret has been a nurse for over twenty years, which has
given her a lot of experience. When I asked Margaret what her
favorite thing about working as a nurse is she said “just being
there to help people on a daily basis”, proving that having
compassion for your patients doesn’t go away with time. She
also went on to say that in her work setting “it is important for
me to make sure all my patients physical and emotional issues
are in check.” Margaret is someone who has cared for others her
whole life in her work and, in her home. She never forgets what
it is like to be a young scared nurse and uses everything she has
learned in the past in order to benefit her today.
The first and most important thing I was intrigued with in this
interview was what inspired her to be a nurse and what she
believes makes a great nurse. These were very important
questions to hear the answers to because it gives me a feel for
what some of my future peers are thinking, feeling and possibly
expecting. It has always been important for me in any
profession to be a helpful co-worker. She expressed the
importance of caring for every patient and her passion for
caring for those in need. These are things that I not only want to
do but also want to exemplify for my pears one day.
Another thing that really hit home was hearing her speak
on her future goals and aspirations in the field and with her
education. Her ambition to return to school and aspiration to
one day become a flight nurse were inspiring to me. This is one
thing I am focused on with my future is setting larger, possibly
even unattainable, goals.
Lastly, it was great hearing her speak on her CCAC
educational experience. It was great to hear her say that she felt
more prepared than the bachelor’s degree students she has
worked with. It was great that she felt as prepared as should
could be and made it feel like it was a great culture for learning.
Her opinions on her schooling made me feel like I was making a
great decision with my CCAC education.

7. Interviewing Margaret, I could see her love for caring for
people. She showed a passion for her field and her future in it.
It excited me to one day face the challenges of being a new
nurse. Her use of the word fear, referring to her experiences as
a new nurse, stuck out to me, as I saw it as a challenge I could
be soon facing. I was also excited to leave the interview
wanting to set goals even further beyond what I am just now
beginning.