Solve the Learning Exercise
Provide a brief summary of the case. Be sure to apply an appropriate problem-solving/decision-making model (Traditional Problem-Solving Process, Managerial Decision-Making Model, The Nursing Process, or the Integrated Ethical Problem-Solving Model) in determining what you should do. Justify your decision with supporting evidence.
You are a senior nursing student completing your final leadership practicum. Your assignment today is to assume leadership of a small team composed of the registered nurse (RN), one licensed vocational nurse/licensed practical nurse, and one certified nursing assistant (CNA). The RN preceptor has agreed to let you take on this leadership role in her place, although she will shadow your efforts and provide support throughout the day.
Almost immediately after handoff report, a patient puts on the call light and tells you that she needs to have her sheets changed as she was incontinent in the bed. Because you are just beginning your 8:00 AM med pass and are already behind, you ask the CNA if she has time to do this task. She immediately responds, “I’m busy and you’re the student. Do it yourself! It would be a good learning experience for you.â€ When you try to explain your leadership role for the day, she walks away, saying that she does not have time anyway.
A few minutes after that, a physician enters the unit. He wants to talk to the nurse about his patient. When you inform him that you are the student nurse caring for his patient that day, he responds, “No I want to talk to the real nurse.”
You feel frustrated with this emerging authorityâ€“power gap and seek out the RN to formulate a plan to make this gap smaller.
Identify at least four strategies you might use to reduce the size of this authorityâ€“power gap. Would you involve the RN in your plan? Do you anticipate having similar authorityâ€“power gaps in the new graduate role?
Solve the Learning Exercise
The case involves assuming leadership of a small team composed of a registered nurse (RN), one licensed practical nurse, and a certified nursing assistant (CNA). Despite the RN preceptor agreeing to let me take on this leadership role in her place under her support, other staff feels that I am still a student. This creates an authority power gap, especially when one of the patients requires utmost care. This gap needs to be addressed fast.
The managerial decision-making model that can best be applicable in relation to reducing authority power gap would involve rational model where the managers are engaged in the rational decision-making process. They have all the essential information required to make decisions and are similarly aware of diverse potential alternatives, results, and ramifications, making coherent decisions. Thus, one strategy I would apply to reduce the presented size of the authority power gap is getting over the title (Prichard, 2018). This is because it is an invitation to contribute and not a rank statement. Imagining oneself as a helper instead of a leader means off to a good start. The second strategy I can apply is railroad leadership. It would be ideal to stop, look, and listen when walking around. No need to produce brilliant anything rather than thanks. The third strategy may involve refusing to lean on the ability to fire. This looms in the background of all employees, but it’s of tiny consequence. It’s not a leadership element but rather emotional blackmail. Relying on it leads to a response from others who feel blackmailed—all defense and no advantage. The last strategy would be asking one question at a time, aiming at only one individual while walking around (Prichard, 2018). A good example is maybe, “What is hard right now?” Here it’s good to listen closely, look closely, decide to be interested, and ask one or two more questions to paint a picture a bit well. All these strategies are built on being aware of diverse potential alternatives, results, and ramifications of the authority power gap towards making coherent decisions.
It would be essential to involve the RN in my plan here because, at first, she is the one to shadow my efforts providing support throughout the day. Therefore she can guide on the best possible way to take to help reduce the power gap. For instance, enlightened me on providing active leadership and how to handle other staff (McFarland & MacDonald, 2019). Generally, I expect to have the same authority power gaps in my new graduate role, but for the first few months since the older staff will still be seeing me as a student. With time and through the above-addressed strategies, the gaps will get resolved.
McFarland, A., & MacDonald, E. (2019). Role of the nurse in identifying and addressing health inequalities. Nursing Standard, 34(4). Doi: 10.7748/ns.2019.e11341
Prichard. (2018, December 21). Five steps to reduce the leadership power gap. Skip Prichard | Leadership Insights. https://www.skipprichard.com/5-steps-to-reduce-the-leadership-power-gap/