Theories In Leadership Case Study 1

Theories In Leadershiptheories In Leadership Case Study 1approx 30 Min

Theories in Leadership Theories in Leadership Case Study 1 approx 30 min The study described in the Research Perspective (Hauck, Winsett, & Kuric, 2012) was about the introduction of evidence-based practice for a hospital. Rogers’s theory of diffusion of innovation served as the theoretical framework for that study. However, other theoretical perspectives are present. Based on situational-contingency theory, describe factors that the nurse researcher, as the leader of the implementation team, would need to consider. Consider the following: Question 1 What considerations come into play that are outside of the group targeted for the change initiative? Are there any external stakeholders? What are the internal factors that would drive or limit change from being successful? Question 2 How do people behave individually and in groups when it comes to adopting a practice-based change? Is there a difference between individual and group behaviors? If so, why does this occur? Question 3 What should the nurse leader do to plan for and address potentially negative attitudes of staff regarding the implementation of evidence-based practice? How should the nurse leader use nurses with positive attitudes toward the implementation of evidence-based practice? Question 4 How can previous interactions with the nurse leader impact the success or failure of implementing evidence-based practice? Question 5 What are the resource requirements? What are the regulatory requirement Influence and Diplomacy Case Study 2 approx 30 min Ryan graduated from his BSN program about 18 months ago and has been working on a surgical unit in a large Magnet™ hospital. He belongs to his state nurses association and the Academy of Medical-Surgical Nurses (AMSN). He recently moved to another town for graduate school and took a job in a small community hospital. The new chief nursing officer is trying to create a shared governance structure. The nursing staff seems disinterested in participating in such a governance structure. Some of them complain that they do not want to “think” about nursing beyond what they have to do at the bedside. Ryan served on the practice council at the hospital where he worked after graduation. The nurses he works with now are discouraging him from volunteering to serve on one of the new councils being formed to implement shared governance. He is frustrated by his colleagues’ lack of interest in participating in decision making about nursing care. He wonders if this is the right place for him to work while in his graduate program. Although this hospital is closely affiliated with the school of nursing where he is a graduate student, the nurses on his unit openly challenge the wisdom of his decision to pursue a graduate degree. Question 1 What resources should Ryan use to gain support for his desire to participate in the new shared governance structure? Question 2 If Ryan wants to test the job market to find a position in a more positive nursing work environment, what resources can he use? Question 3 Ryan has been subjected to a lot of questions and negative comments by some of the senior staff nurses about his graduate studies. They tend to negate the importance of advancing one’s nursing education. How can he redirect their comments? Evolution of the Nurse Leader Case Study-3 approx 30 min Margaret Compton, RN, is 52 years old and recently widowed. Her husband died a week after traumatic injuries from a serious fall on a hiking expedition. Margaret has been out of the work force for 23 years, electing to stay at home and take care of her three children while her husband worked. Her youngest is in his third year of college, and Margaret has realized that she needs to return to the workforce. During her husband’s hospitalization, Margaret realized that she missed nursing and eagerly looks forward to returning to active practice. She kept her license active all these years, but during her husband’s hospitalization, Margaret saw that much has changed since she left her last nursing position. Question 1 What specific challenges does Margaret face in returning to the nursing workforce after 23 years? Question 2 What has changed in health care that will make her work different now? Question 3 What do you think is the same in nursing over time? Professional Standards for Nursing Leadership Case Study 4 approx 30 min You are the nurse manager of a busy operating room in a large metropolitan hospital, serving both adult and pediatric clients. A case is scheduled involving a child who will have a hip arthroplasty. The surgical technician usually scheduled for the pediatric cases is unavailable to assist with this case, so you schedule a surgical technician who has assisted with multiple hip arthroplasties but has never performed one on a younger child. After the procedure, the child has permanent damage to his sciatic nerve, and his parents have filed a lawsuit against the surgical technician, you as the nurse manager, and the hospital. Question 1 How do you suspect that the court will react to such a case? Question 2 What would their findings likely be in such an instance and why? Question 3 What could you have done to prevent this outcome? Professional Standards for Nursing Leadership Case Study 5 approx 30 min Joe Rodriguez, 19, presents to the hospital Emergency Department with a diagnosis of West Nile virus. He has a fever of 102° F, chills, and generalized aching in all his muscles. He reports that he was recently hiking in a wooded portion of the state and was bitten repeatedly by mosquitoes, despite the fact that he used an insect repellent. He and his parents are informed about this condition, including the need for immediate hospitalization and the treatment plan. Joe refuses to be hospitalized, stating that he will follow all medical recommendations at home. He asks to be assigned a home healthcare nurse to assist with his medical treatment. His parents are totally torn between honoring their son’s wishes and forcing the admission of their son, so that he can receive the needed medical and nursing care. Question 1 You are the nurse manager for the emergency department, and staff members approach you about this patient. How would you begin to resolve this dilemma? Question 2 What type of direction would you give staff members to allow them to come to a satisfactory conclusion? Question 3 How does the Code of Ethics for Nurses (ANA, 2001) provide guidance in reaching needed decisions? -r" ~~!!!; . i i I BHARATI MUKHERJEE Two Ways to Belong in America Born in 1940 and raised in Calcutta, India, Bharati Mukherjee immi- grated to the United States in 1961 and earned an M.F.A. and a Ph.D. in literature. Mukherjee is the author of several novels, including Tiger's Daughter (1972) and Jasmine (1989), and short story col/ections, such as The Middleman and Other Stories (1988). She teaches literature and fiction writing at the University of California, Berkeley. "Two Ways to Belong in America" first appeared in the New York Times. It was written to address a movement in Congress to take away government benefits from resident aliens. Like her fiction, though, it is also about the issues that confront all immigrants in America. This is a tale of two sisters from Calcutta, Mira and Bharati, who have lived in the United States for some 35 years, but who find themselves on different sides in the current debate over the status of immigrants. I am an American citizen and she is not. I am moved that thousands of long-term residents are finally taking the oath of citizenship. She is not. Mira arrived in Detroit in 1960 to study child psychology and pre-school education. I followed her a year later to study creative writing at the University of Iowa. When we left India, we were almost identical in appearance and attitude. We dressed alike, in saris; we expressed identical views on politics, social issues, love, and marriage in the same Calcutta convent-school accent. We would endure our two years in America, secure our degrees, then return to India to marry the grooms of our father's choosing. Instead, Mira married an Indian student in 1962 who was getting his business administration degree at Wayne State University. They soon acquired the labor certifications necessary for the green card of hassle-free residence and employment. Mira still lives in Detroit, works in the Southfield, Mich., school system, and has become nationally recognized for her contributions in the fields of pre-school education and parent-teacher relationships. After 36 years as a legal immigrant in this country, she clings passionately to her Indian citizenship and hopes to go home to India when she retires. In Iowa City in 1963, I married a fellow student, an American of Canadian parentage. Because of the accident of his North Dakota birth, I bypassed labor-certification requirements and the race-related "quota" system that favored the applicant's country of origin over his or her merit. I was prepared for (and even wel- comed) the emotional strain that came with marrying outside my ethnic community. In 33 years of marriage, we have lived in every part of North America. By choosing a husband who was not my father's selection, I was opting for fluidity, self-invention, blue jeans, and T-shirts, and renouncing 3,000 years (at least) of caste- observant, "pure culture" marriage in the Mukherjee family. My books have often been read as unapologetic (and in some quarters overenthusiastic) texts for cultural and psychological "mongrelization." It's a word I celebrate. Mira and I have stayed sisterly close by phone. In our regular Sunday morning conversations, we are unguardedly affectionate. I am her only blood relative on this continent. We expect to see each other through the looming crises of aging and ill health without being asked. Long before Vice President Gore's "Citizenship U.S.A." drive, we'd had our polite arguments over the ethics of retaining an overseas citizenship while expecting the perma- nent protection and economic benefits that come with living and working in America. Like well-raised sisters, we never said what was really on our minds, but we probably pitied one another. She, for the lack of structure in my life, the erasure of Indianness, the absence of an unvarying daily core. I, for the narrowness of her perspective, her uninvolvement with the mythic depths or the superficial pop culture of this society. But, now, with the scapegoatings of "aliens" (documented or illegal) on the increase, and the targeting of long-term legal immigrants like Mira for new scrutiny and new self-consciousness, she and I find ourselves unable to maintain the same polite discretion. We were always unacknowledged adversaries, and we are now, more than ever, sisters. "I feel used," Mira raged on the phone the other night. "I feel manipulated and discarded. This is such an unfair way to treat a person who was invited to stay and work here because of her talent. My employer went to the L.N.S. and petitioned for the labor certification. For over 30 years, I've invested my creativity and professional skills into the improvement of this country's pre-school system. I've obeyed all the rules, I've paid my taxes, I love my work, I love my students, I love the friends I've made. How dare America now change its rules in midstream? If America wants to make new rules curtailing benefits of legal immigrants, they should apply only to immigrants who arrive after those rules are already in place." To my ears, it sounded like the description of a long-enduring, comfortable yet loveless marriage, without risk or recklessness. Have we the right to demand, and to expect, that we be loved? (That, to me, is the subtext of the arguments by immigration advocates.) My sister is an expatriate, professionally generous and creative, socially courteous and gracious, and that's as far as her Americanization can go. She is here to maintain an identity, not to transform it. I asked her if she would follow the example of others who have decided to become citizens because of the anti-immigration bills in Congress. And here, she surprised me. "If America wants to play the manipulative game, I'll play it, too," she snapped. "I'll become a U.S. citizen for now, then change back to India when I'm ready to go home. I feel some kind of irrational attachment to India that I don't to America. Until all this hysteria against legal immigrants, I was totally happy. Having my green card meant I could visit any place in the world I wanted to and then come back to a job that's satisfying and that I do very well." In one family, from two sisters alike as peas in a pod, there could not be a wider divergence of immigrant experience. America spoke to me—I married it—I embraced the demotion from expatriate aristocrat to immigrant nobody, surrendering those thousands of years of "pure culture," the saris, the delightfully accented English. She retained them all. Which of us is the freak? Mukherjee spends much of this essay comparing herself to her sister. What larger comparison does this analysis support? Mukherjee's essay contains a lot of background information (about politics and history), which she skillfully weaves into the story she tells about herself and her sister. Compare the way she incorporates information to the method used by Stephen Jay Gould in "Women's Brains" (p. 130). Think of a sibling or friend with whom you disagree vehemently over some issue or idea. Describe your arguments about it. Are they "polite," as Mukherjee says hers are with her sister?