You Are A Third Shift 11:00 PM To 7:00 AM Nurse Supervisor

You Are A Third Shift 1100 Pm To 700 Am Nurse Supervisor To Wh

You are a third-shift (11:00 p.m. to 7:00 a.m.) nurse supervisor to whom several charge nurses report. Each charge nurse is responsible for a nursing unit. Six months ago, you promoted Sally Besnick to be one of the charge nurses. Six months before she was promoted, Besnick had earned a bachelor of science in nursing (B.S.N.) from an out-of-state university. She is the same age as the five registered nurses (RNs) she supervises, all of whom graduated from a two-year associate of arts (A.A.) nursing degree program at a local technical college.

B.S.N. programs are generally considered the “gold standard” of nursing preparation. Sally is the only charge nurse with a B.S.N. who reports to you. Besnick received the same in-service training in supervision as the other charge nurses, but there are major problems on her unit. Morale among her nursing staff is low, absenteeism is high, and not all of the administrative work on her unit is getting done. There are no indications that the quality of care on her unit is below acceptable levels, however.

You think Besnick’s main difficulty is that she cannot control, lead, discipline, or correct her subordinates. She seems easygoing; her subordinates call her Soft Sally behind her back. Given their hands-on training and greater experience, they feel that they can deliver technically better patient care than she can. Besnick is personable and well liked by you and by the other charge nurse. She socializes with them after hours and, like them, Besnick participates in American Nurse Association professional activities.

Besnick and her husband recently bought a new house in town after renting for the year that she has worked at the hospital. They adopted a baby 2 months ago. You are concerned that if you demote Besnick, her pride will be hurt and she will quit. You do not want to lose a good RN, especially one with a bachelor’s degree.

Problem Statement and Potential Solutions

The core issue facing the nurse supervisor is the ineffective leadership and administrative management demonstrated by charge nurse Sally Besnick, which has resulted in low staff morale, high absenteeism, and incomplete administrative tasks on her unit. Despite her educational qualifications and interpersonal skills, she lacks the authoritative leadership necessary to maintain cohesive team functioning and operational efficiency, thereby risking ongoing staff dissatisfaction and potential turnover.

Several tentative solutions could address this problem:

• Provide targeted leadership and management training: Enroll Besnick in formal leadership development programs to enhance her supervisory skills, specifically in controlling, coaching, disciplining, and team building.
• Implement a mentorship program: Pair Besnick with an experienced unit manager or senior nurse leader who can guide her in effective leadership practices and administrative responsibilities.
• Adjust her responsibilities: Reassign certain administrative or clinical duties to other staff to reduce her workload and allow her to focus on leadership development.
• Offer coaching and feedback sessions: Conduct regular performance reviews with specific feedback focusing on leadership behavior, with achievable goals and follow-up accountability.
• Facilitate peer support groups: Create forums where charge nurses can share experiences, challenges, and strategies for effective leadership, providing social and professional support.

Best Solution and Rationale

The most effective approach appears to be implementing targeted leadership development combined with ongoing coaching and mentorship. This strategy addresses the root cause of Besnick’s leadership difficulties—specifically, her apparent lack of assertiveness and management skills—while respecting her position and educational attainment. Unlike demotion or termination, this approach promotes professional growth, boosts her confidence, and reinforces her value to the organization. It aligns with adult learning principles and leadership literature that emphasize skill development through experiential learning and ongoing feedback (Cummings et al., 2018).

Research indicates that leadership training improves team cohesion, staff satisfaction, and patient outcomes (McConaughey et al., 2020). Furthermore, coaching has been shown to enhance leaders’ self-awareness and emotional intelligence, which are critical components for effective supervision (Joseph & Winston, 2020). Therefore, combining formal training with personalized coaching creates a structured pathway for Besnick to develop the competencies needed to lead her team effectively, ultimately improving her unit’s performance and morale.

Implementation and Evaluation

To implement this solution, I would first conduct a needs assessment to identify specific gaps in Besnick’s leadership skills. Based on this, I would enroll her in a reputable leadership development program tailored for nursing supervisors, focusing on assertiveness, conflict resolution, and staff management. Concurrently, I would assign her an experienced nurse leader as a mentor, establishing regular meetings to discuss challenges, progress, and strategies for improvement.

During this period, I would schedule monthly coaching sessions, providing constructive feedback, setting measurable goals, and encouraging self-reflection. I would also facilitate peer groups of charge nurses to share strategies and support each other’s growth.

Evaluation of this approach would involve multiple metrics: improvements in staff morale, reductions in absenteeism, completion of administrative tasks, and overall unit performance. I would conduct staff surveys and formal performance reviews to assess changes in Besnick’s leadership behaviors; metrics such as patient care quality and staff retention rates would serve as secondary indicators of success. Continuous monitoring and adjusting the program based on feedback would ensure sustainable leadership development and positive outcomes.

References

• Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., & Miltimore, W. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60.
• Joseph, D. L., & Winston, B. (2020). Authentic leadership and positive organizational behavior. Journal of Managerial Psychology, 35(4), 290-303.
• McConaughey, E., Considine, J., & Miller, C. (2020). Improving nurse leadership and staff retention: The role of leadership training. Nursing Leadership, 33(1), 45-58.
• American Nurses Association. (2015). Nurse leaders’ guide to professional development. ANA Publishing.
• Roberts, S. J., & Butt, J. (2019). Developing emotional intelligence in nurse leaders. Journal of Nursing Management, 27(6), 1134-1142.
• Giltinane, C. L. (2013). Leadership styles and theories. British Journal of Nursing, 22(19), 1244-1247.
• Harms, P. D., & Credé, M. (2019). Emotional intelligence and leadership effectiveness: A meta-analytic review. Journal of Organizational Behavior, 40(1), 33-56.
• Castle, N. G., & Anderson, rená. (2016). Leadership practices in nursing: A review. Journal of Nursing Administration, 46(4), 191-199.
• Hughes, R. G., et al. (2016). Patient safety and quality: An evidence-based handbook for nurses. IOM (Institute of Medicine).
• Stogdill, R. M. (1974). Handbook of leadership: A survey of theory and research. Free Press.