Clinical leadership in nursing PDF

Running head: CLINICAL LEADERSHIP IN NURSING
Evidence Based Practice
Name of the Student
Name of University
Author’s note

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CLINICAL LEADERSHIP IN NURSING
Introduction
The workplace under the healthcare settings experiences a number of challenges. These
challenges are mainly guided by the increase in the expectations of the service users, more focus
over the patient centred care, reduction in the cost of care, reducing unwanted hospital admission
and increase in the level of patient satisfaction (Stanley & Stanley, 2018). These challenges are
mainly pronounced under hospital or the nursing home settings and are mostly experienced by
the nursing professionals who spent majority of the time in ward, serving for the patients. Thus,
proper management of the challenges experienced by the nursing professionals require optimal
application of clinical leadership (Stanley & Stanley, 2018). The following paper aims to
examine the importance of clinical leadership in nursing professionals for increasing the overall
quality of care. In doing so, the paper will critically analyse 4 research papers published online
which are based on the central theme of clinical leadership in nursing. This assignment will
analyse the study conducted by Démeh and Rosengren (2015), Stanley (2014), Mannix, Wilkes
and Daly (2013), Martin et al. (2012). The critical analysis will be based on leadership styles
highlighted in the paper along with a focus on the limitations. At the end the paper will highlight
possible recommendations for the further research in clinical leadership as stated by the authors
of the four papers and how clinical leadership styles can be effectively implemented.

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CLINICAL LEADERSHIP IN NURSING
Critical analysis of the papers
Démeh, W., & Rosengren, K. (2015). The visualisation of clinical leadership in the content of
nursing education—a qualitative study of nursing students' experiences. Nurse education
today, 35(7), 888-893.
Démeh and Rosengren (2015) conducted a qualitative descriptive style study under the
healthcare settings of Jordan with an aim to describe the experiences of the nursing students in
the domain of clinical leadership during the final year of the undergraduate course. The data was
collected in a written narrative format from 20 nursing students. The analysis of the content
highlighted that clinical leadership model is a valuable tool for bridging the gap between practice
and theory in the nursing education. Effective clinical leadership model helps in smooth
transition of a nursing student to a qualified yet competent registered nurse who is capable to
executing the duties under tight work pressure. The main limitation of the article is low sample
size. Sample size below 100 restricts the generalizability of the data leading to the generation of
biased results (Parahoo, 2014). From the overview of the paper, it can be gauged that the main
leadership model highlighted is affiliative leadership. Affiliative leadership is helpful in the
establishment of harmony and augment morale. This help to increase the interaction among the
members (Pundt & Herrmann, 2015). This friendly leadership styles motivates the aspiring
nurses to get accustomed with the work culture of the nursing professional through overcoming
the hurdle of job stress. This approach is relevant in nursing profession as friendly leadership
styles executed by the nursing mentor help the newly recruited nurse to get accustomed with the
clinical proceedings. It also helps to manage job stress and workload (Chávez & Yoder, 2015).
However, Démeh and Rosengren (2015) recommended proper focus over the views of the
associated stakeholder will help to design the pillars of clinical leadership in a succinate manner.